mit education

Suggestions or feedback?

At MIT, we revel in a culture of learning by doing. In 30 departments across five schools and one college , our students combine analytical rigor with curiosity, playful imagination, and an appetite for solving the hardest problems in service to society . From science and engineering to the arts, humanities, social sciences, and interdisciplinary programs , we offer excellence across the board. 

Our undergraduates work closely with faculty , tackle global challenges , pursue fundamental questions, and translate ideas into action. The core of the Institute’s teaching and research enterprise, our  graduate students and postdocs represent one of the most talented and diverse cohorts in the world. To complement its academics, MIT offers a vibrant campus environment with a wide range of clubs, teams, programs, and activities so that all students can cultivate personal growth, build community, and prioritize wellbeing. 

Schools, Departments & the College

Across MIT, faculty help set the global standard of excellence in their disciplines: They are pioneering scholars who love to teach. Deeply engaged in practice, they topple conventional walls between fields in the push for deeper understanding and fresh ideas. In fact, many faculty actively work in at least one of MIT’s interdisciplinary labs, centers, initiatives, and institutes that target crucial challenges, from clean energy to cancer .

The MIT Schwarzman College of Computing, opened in fall 2019, is a cross-cutting entity with education and research links across all five schools.

Explore Departments

Top Resources

• Departments by School
• School of Architecture and Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• MIT Sloan School of Management
• School of Science
• MIT Schwarzman College of Computing

Teaching & Learning

Our campus is a workshop for inventing the future and we are all apprentices, learning from each other as we go. Because we like to make things, and we like to make an impact, iconic courses like  2.009  emphasize designing, inventing, collaborating, and translating students’ expertise to reach the world. Through signature experiential learning programs like UROP , UPOP ,  MISTI , PKG , IAP , D-Lab , and Sandbox , students can pursue virtually infinite co-curricular and extracurricular projects — here at MIT, throughout the Greater Boston innovation hub, and around the world. Honeycombed with legendary laboratories and dozens of makerspaces , a wind tunnel, a research nuclear reactor, and a glass lab , our campus of idiosyncratically numbered buildings adds up to a prime spot to make the most of your potential.

• Registrar’s Office
• Course Catalog (MIT Bulletin)
• Office of the First Year
• Office of Graduate Education
• Office of Experiential Learning
• Teaching + Learning Lab
• Undergraduate Advising Center
• Open Learning

MIT is pioneering new ways of teaching and learning, on our campus and around the world, by inventing and leveraging digital technologies. MITx , the Institute’s portfolio of massively open online courses, offers flexible access to a range of interactive courses developed and taught by instructors from MIT. Another MIT innovation — the MicroMasters credential — is increasingly recognized by industry leaders hiring new talent. And MIT’s original digital learning option, OpenCourseWare , continues to offer teachers and learners worldwide the materials for more than 2,500 MIT courses, freely available online.

• First-year STEM Classes from MIT
• OpenCourseWare
• MITx Micromasters
• Residential Digital Innovations

Professional & Executive Education

For executives, managers, entrepreneurs, and technical professionals eager to tap fresh thinking and new research from MIT, we offer dozens of executive and professional programs. Some are online. Some are on campus. Ranging from two days to 20 months, they all share MIT’s signature focus on practical solutions for the real world.

• Professional & Executive Learning
• MIT Professional Education – School of Engineering
• Sloan School of Management Executive Education

K-12 Resources

We delight in the beauty and creative power of science, technology, engineering, and math, and we make a special effort to spark that same passion in students from kindergarten through high school — in school, after school, and over the summer. Locally, we engage students, teachers, and families with a range of hands-on K-12 offerings, from structured field trips to MIT’s Edgerton Center  to programs designed to encourage girls in their love of technology and science. We also offer an array of resources for teachers , to help them make science and engineering easy to grasp and irresistibly interesting.

• K-12 Science & Engineering Opportunities
• OpenCourseWare Highlights for High School
• K-12 Outreach
• App Inventor
• Teaching Systems Lab
• Lemelson-MIT Program

See Inside Education

The MIT Scheller Teacher Education Program

And the education arcade.

PLAYFUL, POWERFUL LEARNING

Our mission, the mit scheller teacher education program and the education arcade focus on creating playful, powerful learning experiences using the affordances of new educational technologies. we leverage design-based research to study and develop solutions to pervasive challenges in teaching and learning.

Design and Create New Experiences

We use games and other tools to help kids experiment, explore, and build math and science skills.

Implement and Scale Experiences

We use technology to create powerful learning environments in schools, in the home, and in the community.

Develop Capacity for New Experiences

We work with schools, governments, NGOs and other organizations to help them learn new design and development skills and build teacher support capacity.

We Create Games, Platforms and Curriculum

Choose a category to get started.  Or see them all on the projects page.

Educational games from mobile to VR and everything in between.   

Simulation and Computing Tools

Creative platforms to help students and novices think computationally.

Curriculum and Programs

Curriculum and other programs to connect students and teachers with new ways of thinking and learning.  

We Teach Teachers

We offer courses for mit students, professional development and school partnerships..

We offer courses for MIT students in education, educational technology and games.  We also have online course offerings. 

Teacher Licensure

We offer an option for teacher licensure for MIT undergraduates.  We also offer a range of other course sequence options.

Professional Development

We offer options for professional development for teachers from days to weeks on campus and online.

Latest News

Here is what is going on in The Scheller Teacher Education Program and The Education Arcade.

Newly published: Generative AI and K-12 Education: An MIT Perspective

by Eric Klopfer, Justin Reich, Hal Abelson, and Cynthia Breazeal Abstract: In November of 2022, a Silicon Valley company launched an invention that could complete students’ homework for them. Available only to subscribers at first, Read more…

Lab facilitates workshop at Connected Learning Summit conference entitled “Why does it have to be a game?”

Scot Osterweil and Judy Perry facilitated a workshop at the Connected Learning Summit conference entitled “Why does it have to be a game?” on Friday, October 27, 2023. Program Description: There was a time when we Read more…

NEW CLASS ANNOUNCEMENT! CS.forward(): trace the past, plot the future of K-12 CS education

The lab is excited to announce a new class that will be offered this fall! CMS.S61/S97 – CS.forward(): trace the past, plot the future of K-12 CS education. Meeting times: Tuesday/Thursday 1-2:30 pm (in room E25-117) Read more…

Connect With Us

How to find The Scheller Teacher Education Program and The Education Arcade.

Subscribe to our newsletter.

Thanks for subscribing! Please check your email for further instructions.

Contact Info

700 Technology Square, Suite 328

Cambridge, MA 02139

Suggestions or feedback?

Admissions + Aid

Intensely curious and driven to explore, the people of MIT value rigorous analytical thinking, ingenuity, hands-on problem solving, and big new ideas . Stimulating, supportive, and playful, the MIT community becomes, for many students, a second home.

In our undergraduate, graduate, and professional admissions, we seek applicants whose strengths, interests, and values are a good match for MIT. Because the Institute is built on the idea that talent and good ideas can come from anywhere, we are a remarkably diverse community , drawing students from all 50 states and from 136 countries. Many are members of the first generation in their family to have the opportunity for higher education. Above all, our students learn not to be afraid of hard problems, making their MIT education a springboard for many careers — and practical preparation for life.

Undergraduate Admissions & Aid

All prospective undergraduate students apply through the Office of Undergraduate Admissions , regardless of their intended program of study. On the undergraduate admissions site, you can learn more about our application process and read  student blogs  about life at MIT. 

Top Resources

• Undergraduate Admissions
• Undergraduate Financial Aid
• First-Year Class Profile (2027)
• Undergraduate Student Blogs

Graduate Admissions & Aid

To pursue graduate study at MIT, you need to apply to one of our departmental programs . Each department has its own application website and admissions requirements.

• Graduate Admissions
• Graduate Financial Aid
• Graduate Student Blogs

Professional & Executive Education

For professionals in the workforce and for learners anywhere eager for MIT content without the full-time commitment of a traditional degree program, we offer a range of educational options — some online , some on campus, and some a blend of both.

• MIT Professional Education
• MIT Sloan School of Management Executive Education
• MITx MicroMasters
• MIT Bootcamps

• Skip to Content
• Bulletin Home

• This Is MIT >

Undergraduate Education

• Around Campus
• Academic Program
• Administration
• Arts at MIT
• Campus Media
• Fraternities, Sororities, and Independent Living Groups
• Medical Services
• Priscilla King Gray Public Service Center
• Religious Organizations
• Student Government
• Work/​Life and Family Resources
• Advising and Support
• Digital Learning
• Disability and Access Services
• Information Systems and Technology
• Student Financial Services
• Writing and Communication Center
• Major Course of Study
• General Institute Requirements
• Independent Activites Period
• Undergraduate Research Opportunities Program
• First-​Year Advising Seminars
• Interphase EDGE/​x
• Edgerton Center
• Grading Options
• Study at Other Universities
• Internships Abroad
• Career Advising and Professional Development
• Teacher Licensure and Education
• ROTC Programs
• Financial Aid
• Medical Requirements
• Graduate Study at MIT
• General Degree Requirements
• Other Institutions
• Registration
• Term Regulations and Examination Policies
• Academic Performance and Grades
• Policies and Procedures
• Privacy of Student Records
• Abdul Latif Jameel Poverty Action Lab
• Art, Culture, and Technology Program
• Broad Institute of MIT and Harvard
• Center for Archaeological Materials
• Center for Bits and Atoms
• Center for Clinical and Translational Research
• Center for Collective Intelligence
• Center for Computational Science and Engineering
• Center for Constructive Communication
• Center for Energy and Environmental Policy Research
• Center for Environmental Health Sciences
• Center for Global Change Science
• Center for International Studies
• Center for Real Estate
• Center for Transportation &​ Logistics
• Computer Science and Artificial Intelligence Laboratory
• Concrete Sustainability Hub
• D-​Lab
• Deshpande Center for Technological Innovation
• Division of Comparative Medicine
• Haystack Observatory
• Initiative on the Digital Economy
• Institute for Medical Engineering and Science
• Institute for Soldier Nanotechnologies
• Institute for Work and Employment Research
• Internet Policy Research Initiative
• Joint Program on the Science and Policy of Global Change
• Knight Science Journalism Program
• Koch Institute for Integrative Cancer Research
• Laboratory for Financial Engineering
• Laboratory for Information and Decision Systems
• Laboratory for Manufacturing and Productivity
• Laboratory for Nuclear Science
• Legatum Center for Development and Entrepreneurship
• Lincoln Laboratory
• Martin Trust Center for MIT Entrepreneurship
• Materials Research Laboratory
• McGovern Institute for Brain Research
• Microsystems Technology Laboratories
• MIT Center for Art, Science &​ Technology
• MIT Energy Initiative
• MIT Environmental Solutions Initiative
• MIT Kavli Institute for Astrophysics and Space Research
• MIT Media Lab
• MIT Office of Innovation
• MIT Open Learning
• MIT Portugal Program
• MIT Professional Education
• MIT Sea Grant College Program
• Nuclear Reactor Laboratory
• Operations Research Center
• Picower Institute for Learning and Memory
• Plasma Science and Fusion Center
• Research Laboratory of Electronics
• Simons Center for the Social Brain
• Singapore-​MIT Alliance for Research and Technology Centre
• Sociotechnical Systems Research Center
• Whitehead Institute for Biomedical Research
• Women's and Gender Studies Program
• Architecture (Course 4)
• Art and Design (Course 4-​B)
• Art, Culture, and Technology (SM)
• Media Arts and Sciences
• Planning (Course 11)
• Urban Science and Planning with Computer Science (Course 11-​6)
• Aerospace Engineering (Course 16)
• Engineering (Course 16-​ENG)
• Biological Engineering (Course 20)
• Chemical Engineering (Course 10)
• Chemical-​Biological Engineering (Course 10-​B)
• Chemical Engineering (Course 10-​C)
• Engineering (Course 10-​ENG)
• Engineering (Course 1-​ENG)
• Electrical Engineering and Computer Science (Course 6-​2)
• Electrical Science and Engineering (Course 6-​1)
• Computation and Cognition (Course 6-​9)
• Computer Science and Engineering (Course 6-​3)
• Computer Science and Molecular Biology (Course 6-​7)
• Electrical Engineering and Computer Science (MEng)
• Computer Science and Molecular Biology (MEng)
• Health Sciences and Technology
• Archaeology and Materials (Course 3-​C)
• Materials Science and Engineering (Course 3)
• Materials Science and Engineering (Course 3-​A)
• Materials Science and Engineering (PhD)
• Mechanical Engineering (Course 2)
• Mechanical and Ocean Engineering (Course 2-​OE)
• Engineering (Course 2-​A)
• Nuclear Science and Engineering (Course 22)
• Engineering (Course 22-​ENG)
• Anthropology (Course 21A)
• Comparative Media Studies (CMS)
• Writing (Course 21W)
• Economics (Course 14-​1)
• Mathematical Economics (Course 14-​2)
• Data, Economics, and Design of Policy (MASc)
• Economics (PhD)
• Global Studies and Languages (Course 21G)
• History (Course 21H)
• Linguistics and Philosophy (Course 24-​2)
• Philosophy (Course 24-​1)
• Linguistics (SM)
• Literature (Course 21L)
• Music (Course 21M-​1)
• Theater Arts (Course 21M-​2)
• Political Science (Course 17)
• Science, Technology, and Society/​Second Major (STS)
• Business Analytics (Course 15-​2)
• Finance (Course 15-​3)
• Management (Course 15-​1)
• Biology (Course 7)
• Chemistry and Biology (Course 5-​7)
• Brain and Cognitive Sciences (Course 9)
• Chemistry (Course 5)
• Earth, Atmospheric and Planetary Sciences (Course 12)
• Mathematics (Course 18)
• Mathematics with Computer Science (Course 18-​C)
• Physics (Course 8)
• Department of Electrical Engineering and Computer Science
• Institute for Data, Systems, and Society
• Chemistry and Biology
• Climate System Science and Engineering
• Computation and Cognition
• Computer Science and Molecular Biology
• Computer Science, Economics, and Data Science
• Humanities and Engineering
• Humanities and Science
• Urban Science and Planning with Computer Science
• African and African Diaspora Studies
• American Studies
• Ancient and Medieval Studies
• Applied International Studies
• Asian and Asian Diaspora Studies
• Biomedical Engineering
• Energy Studies
• Entrepreneurship and Innovation
• Environment and Sustainability
• Latin American and Latino/​a Studies
• Middle Eastern Studies
• Polymers and Soft Matter
• Public Policy
• Russian and Eurasian Studies
• Statistics and Data Science
• Women's and Gender Studies
• Advanced Urbanism
• Computational and Systems Biology
• Computational Science and Engineering
• Design and Management (IDM &​ SDM)
• Joint Program with Woods Hole Oceanographic Institution
• Leaders for Global Operations
• Microbiology
• Music Technology and Computation
• Operations Research
• Real Estate Development
• Social and Engineering Systems
• Supply Chain Management
• Technology and Policy
• Transportation
• School of Architecture and Planning
• School of Engineering
• Aeronautics and Astronautics Fields (PhD)
• Artificial Intelligence and Decision Making (Course 6-​4)
• Biological Engineering (PhD)
• Nuclear Science and Engineering (PhD)
• School of Humanities, Arts, and Social Sciences
• Humanities (Course 21)
• Humanities and Engineering (Course 21E)
• Humanities and Science (Course 21S)
• Sloan School of Management
• School of Science
• Brain and Cognitive Sciences (PhD)
• Earth, Atmospheric and Planetary Sciences Fields (PhD)
• Interdisciplinary Programs (SB)
• Climate System Science and Engineering (Course 1-​12)
• Computer Science, Economics, and Data Science (Course 6-​14)
• Interdisciplinary Programs (Graduate)
• Computation and Cognition (MEng)
• Computational Science and Engineering (SM)
• Computational Science and Engineering (PhD)
• Computer Science, Economics, and Data Science (MEng)
• Leaders for Global Operations (MBA/​SM and SM)
• Music Technology and Computation (SM and MASc)
• Real Estate Development (SM)
• Statistics (PhD)
• Supply Chain Management (MEng and MASc)
• Technology and Policy (SM)
• Transportation (SM)
• Aeronautics and Astronautics (Course 16)
• Aerospace Studies (AS)
• Civil and Environmental Engineering (Course 1)
• Comparative Media Studies /​ Writing (CMS)
• Comparative Media Studies /​ Writing (Course 21W)
• Computational and Systems Biology (CSB)
• Computational Science and Engineering (CSE)
• Concourse (CC)
• Data, Systems, and Society (IDS)
• Earth, Atmospheric, and Planetary Sciences (Course 12)
• Economics (Course 14)
• Edgerton Center (EC)
• Electrical Engineering and Computer Science (Course 6)
• Engineering Management (EM)
• Experimental Study Group (ES)
• Global Languages (Course 21G)
• Health Sciences and Technology (HST)
• Linguistics and Philosophy (Course 24)
• Management (Course 15)
• Media Arts and Sciences (MAS)
• Military Science (MS)
• Music and Theater Arts (Course 21M)
• Naval Science (NS)
• Science, Technology, and Society (STS)
• Special Programs
• Supply Chain Management (SCM)
• Urban Studies and Planning (Course 11)
• Women's and Gender Studies (WGS)

MIT’s strength—as represented by its official seal and motto, mens et manus , mind and hand—is the fusion of academic knowledge with practical purpose. MIT believes the best education occurs when students are self-motivated and engaged participants in a dynamic community of learners. Consequently, an MIT undergraduate education combines rigorous academics with a "learning-by-doing" approach.

To earn a bachelor’s degree, undergraduates must complete the General Institute Requirements as well as the course of study prescribed for the degree to be awarded. This section outlines the general requirements together with other important aspects of undergraduate education, including admissions and financial aid.

Print this page.

The PDF includes all information on this page and its related tabs. Subject (course) information includes any changes approved for the current academic year.

The MIT education: Majors & minors

At MIT, majors are conventionally called courses, and they’re numbered rather than named; meanwhile, our credits are called units and they’re counted differently than at most other universities. The terminology can be confusing, but the important thing to know is that we have many things you can learn through programs that are at the leading edge of their field.

Your first year

When you apply to MIT, you apply to the entire university, not to a specific major or school, so all first-year students begin MIT undeclared. During your first year, MIT will provide academic fairs, lectures, seminars, and other programs to help you determine which major will suit you best; you are then free to choose from among any of MIT’s courses of study, without any additional requirements or admission procedures.

Our schools

MIT is organized into several schools of study:

• School of Architecture and Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• MIT Sloan School of Management
• School of Science

We also have the Schwarzman College of Computing that coordinates computing education, research, and infrastructure across the schools.

Each of these schools offers degrees  in their courses of study, as well as minors and/or concentrations,  and teach thousands of classes  open to any student no matter their course of study or departmental affiliation. Students may complete a traditional degree, an  interdisciplinary degree , a joint degree , or a double major . However, at MIT, the focus is less on credentialing and more on the substance of what you need to learn to effectively solve problems that matter to you.

Degree chart

You can skim the degree chart below to get a quick visual sense of what you can study at MIT, read the catalog for the gory details, or check out these handy major information sheets that outline your choices.

Related blogs

I Am Excited a day in life of a student

• by Yuliya K. '18
• September 23, 2014

Guide to MIT: Academics requirements, resources, and miscellaneous info

• May 6, 2018

DNA-mazing Lots of tidbits about the biology program at MIT.

• by Mollie B. '06
• April 26, 2006
• 15 comments

Fact: Architecture majors have to code I don't remember signing up for this

• by Jenny X. '13
• February 22, 2011

The Last Five Days aka How I Spent My Summer

• September 11, 2015

Arma virumque cano: a guest post by Quynh N. ‘15 Why you should take Old English at MIT

• by Connie H. '15
• May 11, 2015

Unlocking knowledge, Empowering Minds.

Chalk Radio: a podcast about inspired teaching at MIT

Latest episode: the kitchen cloud chamber with prof. anne white.

Another year of great growth and learning

Opencourseware looks to 2024 and beyond.

MIT Open Learning Library

Free courses with interactive content from MIT OpenCourseWare and MITx.

Featured courses.

Discover Collections

OCW offers course content and materials related to a wide range of collections. Below are some topics available for you to explore:

Africana Studies

Entrepreneurship

Environment & Sustainability

Introductory Programming

Introductory Science and Math

Transportation

New Courses

Your Donation Makes a Difference

Celebrate Women’s History Month with free online courses from MIT

A Beginner’s Guide to Open Learning at MIT

What is love celebrate valentine’s day with a collection of free mit courses, entrepreneur creates career pathways with mit opencourseware, free unexpected mit courses to kick start the new year, what is love celebrate valentine’s day with a collection of …, ocw stories, our corporate and foundation supporters.

Serving technical professionals globally for over 75 years. Learn more about us.

MIT Professional Education 700 Technology Square Building NE48-200 Cambridge, MA 02139 USA

Accessibility

CERTIFICATE PROGRAMS

Award-winning faculty. Transformative tools and technologies. A global reputation. MIT Professional Education Certificate Programs combine MIT’s pioneering research with groundbreaking insights from distinguished academics, researchers, and industry leaders. Delivered online or in a live virtual format, these prestigious programs are designed to help you expand your capabilities, deepen your industry expertise, and secure a competitive advantage in today’s rapidly evolving digital economy.

Solve problems. Grow your network. Accelerate your career.

Discover how to leverage powerful new innovations in the fields of biotechnology and life sciences. In this intensive certificate program, you’ll explore the latest advances in a range of key areas—such as growth and metabolism, instability issues, process design, biochemical processing, and process validation—and access the tools you need to capitalize on these developments.

Acquire advanced strategies and frameworks for transforming your production processes. In this timely certificate program, you’ll explore the latest technologies that are revolutionizing the field of manufacturing, such as artificial intelligence, machine learning, and 3D printing—and learn how to apply them to create superior materials, reduce time to market, and add value to your bottom line.

Prepare to meet today’s digital challenges by assessing the key tools and strategies that are reshaping industries. In this comprehensive certificate program, you’ll learn to build a culture of innovation across your enterprise, and enhance your ability to leverage and capitalize on state-of-the-art technologies—from artificial intelligence to cloud computing to DevOps, and blockchain.

This certificate program is also available in Spanish, Portuguese, Italian, and French.

Secure a competitive advantage in Industry 4.0—the data-driven revolution that’s powering the proliferation of interconnected, digitally enabled manufacturing systems around the world. In this dynamic certificate program, you’ll acquire the state-of-the-art tools and strategies you need to reimagine your product operations, business models, and customer support solutions for the digital age.

This certificate program is also available in Spanish.

Enhance your competitive advantage with the latest technological knowledge and best practices from the university that’s globally recognized for science, technology, and innovation. In this popular certificate program, you’ll master timely strategies for developing, managing, and implementing proven innovation techniques and technologies. The goal? To help you boost your bottom line and excel in the digital economy.

Master the machine learning and artificial intelligence strategies that are transforming industries around the world in. In this built-for-impact certificate program, under the instruction of recognized leaders in the field, you’ll acquire the latest technical approaches for natural language processing, predictive analytics, deep learning, and more—and learn how to customize them to solve your unique business challenges.

Manage risk and create real estate products with lasting value by deepening your understanding of the industry’s foremost financial tools and forecasting models. This timely certificate program provides an invaluable opportunity to explore proven approaches for overcoming a range of pressing real estate challenges—from climate change to capital market volatility.

Keep pace in the digital economy by learning how to successfully implement powerful new technologies across your enterprise. In this certificate program, you’ll learn how to strategically boost and advance innovation by mastering a full range of tools and skills, including technology forecasting and roadmapping, innovation management, and data analytics. 

Lead the charge toward a more sustainable future. In this innovative program, you’ll acquire the critical skills and expertise you need to create sustainable infrastructure systems, mitigate the impacts of climate change, and drive the advancement of eco-friendly technologies. The curriculum is particularly useful for those seeking to better execute sustainable practices within their organization or area of influence.

Discover what it takes to evolve, enhance, and implement sustainable systems in the present—for the future. In this intensive certificate program, you’ll enhance your knowledge of sustainability techniques, explore ways to formulate rigorous positions and arguments, and learn how to implement life-cycle sustainability assessments. The goal? To equip you with the expertise you need to become a Chief Sustainability Officer.

Learn how to leverage the latest technical trends to fuel growth, enhance business processes, and drive powerful results. In this prestigious certificate program, you’ll hone the skills you need to assume the role of Chief Technology Officer and make a measurable impact on your organization’s innovation efforts.

Incorporate game-changing innovation across your enterprise and maintain competitive advantage in the digital economy. In this timely certificate program, you’ll acquire the skills you need to promote digital and business transformation and ascend to the position of Chief Digital Officer.

Acquire the knowledge and skills you need to become an effective Chief Product Officer (CPO). Over the course of 12 months, you will learn to optimize your organization’s innovation processes, identify and prioritize solutions for complex product design challenges, and develop digital platforms that build loyal consumer bases. You will emerge prepared to lead while ensuring distinction, quality, performance, and returns.

Master’s Degrees

The master’s degree generally requires a minimum of one academic year of study..

Admission to MIT for the master’s degree does not necessarily imply an automatic commitment by MIT beyond that level of study.

In the School of Engineering, students may be awarded the engineer’s degree. This degree program requires two years of study and provides a higher level of professional competence than is required by a master’s degree program, but less emphasis is placed on creative research than in the doctoral program.

Below is a list of programs and departments that offer master-level degrees.

This site uses cookies to give you the best possible experience. By browsing our website, you agree to our use of cookies.

If you require further information, please visit the Privacy Policy page.

Institute-wide Task Force on the Future of MIT Education

Search form.

Reinventing MIT Education together.

The Institute-wide Task Force on the Future of MIT Education  has sought guidance from advisory groups and input from the broader MIT community through group discussions, surveys, and the Idea Bank. Below is a snapshot of some of what we learned from faculty and student surveys, and from the 180 ideas MIT community members submitted to this site between April and July, 2013.

The complete survey instruments and detailed frequencies are available from MIT Institutional Research on: http://web.mit.edu/ir/surveys/future.html

• Faculty & Student Survey Results
• Idea Bank Insights

Faculty identified nearly 300 courses that could be suitable for EdX/MITx

Students focused on approximately 20 courses that they felt would work in a different format. Most of these overlapped with courses identified by faculty.

Faculty reported on whether a variety of features were present in their classes. The results showed that many MIT classes break out of the lecture format.

Which values and principles of an MIT education do you feel are most important to maintain or develop?

Students were asked to rate which features of classes they would like to have more or less of. The most popular activities were in-class problem solving and hands-on activities.

Faculty and students shared many opinions on what spaces would be more useful in the future.

“I would like to incorporate more online materials seamlessly into my lectures; better connectivity in the classrooms is crucial.” – Faculty/Instructor

“More rooms indoors with tables and whiteboards that are clean and nice. More seating areas inside in open spaces where people can work but where people are also allowed to talk (i.e., not a library).” – Student

“Would like touch sensitive large display -- essentially a telestrator to mark up projected powerpoint slides.” – Faculty/Instructor

“Allowing access to MIT classrooms (that are not reserved by faculty) after hours is really nice.” – Student

“Flat rooms with moveable tables.” – Faculty/Instructor

"Lounges for every major / 'hackerspace' with cool technologies like a LeapMotion, KINECT, myo, Oculus rift etc where students from different disciplines can collaborate. Similar to Harvard's i-lab, but more casual than the Martin trust center.” – Student

“More teal like rooms, if we never build another large lecture hall, that is too soon.” – Faculty/Instructor

“More large conference rooms, preferably mostly soundproof, as opposed to those in the 5th floor of the student center.” – Student

“For hands-on classes, it's necessary to have space where students can work on projects, leave them between work sessions, etc.” – Faculty/Instructor

“Can we have a more inviting coffee shop? Some people like very silent workspaces, others need some festivity to the environment.” – Student

Common faculty suggestions:

• Videoconferencing
• Student Response Systems
• Lecture Capture

Faculty and students suggested many ways to increase quantity and quality of interaction.

“Building things together -- I would love to make robots or machine things with faculty and other students” – Student

“Give the faculty dinner passes to the dorm dining halls. Or give more guest passes to the students if they invite faculty members.” – Faculty/Instructor

“sponsor faculty seminars for mostly-student audience in each department. food / drink after the talk will help in socializing. Maybe have 2-3 faculty present brief talks.” – Student

“Give junior faculty (and maybe also senior faculty) free passes to MIT Athletic Center. It will encourage the faculty to play intramurals with the students, and to interact with the students in a more relaxed setting." – Faculty/Instructor

“Bar nights with faculty” – Student

“Faculty "advisors" should not be reviewing and approving student schedules. That can be better done by well-trained administrators that know the Institute and Departmental requirements. " – Faculty/Instructor

“Faculty offer short-term projects to interested students (not just UROP) related to their work during summer or IAP” – Student

“Freshman advising seminars with more upperclassmen/grad student support ... topic of personal interest to faculty. Project based.” – Faculty/Instructor

“Encourage faculty to have official 'student-time' slots when students can pop in at any time to talk.” – Student

“Provide common spaces where people would feel relaxed. The main reason for lack of spontaneous interaction is an environment that provides no opportunity to relax" – Faculty/Instructor

“have shared spaces for graduate students and professors in departments for heating up food, getting hot water, etc” – Student

“Have large teams of faculty attached to living groups, instead of just house masters. Let the house masters be more like "department heads", not one man shows. " – Faculty/Instructor

Many faculty were interested in increasing flexibility in degree programs and their requirements.

"I wish we gave our students a better balance of independent and guided learning (pushing more towards independence than our current state)." – Faculty/Instructor

"Core curricula for undergraduate degrees should have greater freedom: I'd suggest at least four courses reasonably related to degree area but not restricted by departmental boundaries/fiats for any major." – Faculty/Instructor

"Increase engineering degree offerings (let students create their class plan to be approved by their advisor)" – Faculty/Instructor

"Permit wider peripheral-learning in fields that are not part of the major" – Faculty/Instructor

"Less restricting GIRs, more freedom in exploring subjects, including environmental, social, policy subjects" – Faculty/Instructor

"Provide greater flexibility as to course requirements and humanity requirements. Let the student define more of his/her path through MIT with self-imposed rigor rather than rigid requirements. " – Faculty/Instructor

Preferences for skill development varied significantly across types of students

Faculty reported on whether the classes they taught had field experiences and, if not, whether the classes would benefit from the addition of this feature.

"These responses varied significantly across schools."

Many participants discussed the component of the MIT experience that emerged from living in the middle of MIT’s unique campus and community.

• Promote greater faculty-student interaction on campus to offset online education
• Actively promote group project and pset work via expansion of group spaces
• Reduce or adjust MIT's physical footprint to reflect a more online experience
• Integrate living spaces with learning spaces, learn/work in small groups

“My fraternity experience was positive and a major influence after graduation. Please remember student life as you work through the MIT of the future.” – an MIT alum

“An option -- rather drastic considering the logistics, but hugely beneficial financially to the student's family -- is to offer a 3 yr BS degree with minimal 'liberal education' requirements” – an MIT alum

“I think students from every major could be tackling industry's problems to help fund their education, the same way we currently do with research as graduate students.” – an MIT student

 “MIT would accept applications from entrepreneurs who wish to come to MIT to create new companies… They would have access to use of MIT resources and collaboration with MIT faculty, staff, and students” – an MIT alum

“What about creating interdisciplinary academic programs focused on specific goals for improving the world?” – an MIT staff member

“I do not want to see widespread changes in teaching techniques unless there is some quantitative evidence that they will actually lead to improvement for at least a set of students.” – an MIT student

“I find it very frustrating that course evaluations are due DURING exam period… Why can't we have evaluations due a week later?” – an MIT student

“Break MIT subjects into atomistic concepts that are linked across the entire institute... Students learn what they want to learn, and they can see how each concept builds upon others.” – an MIT alum

“It would be nice to have a long project-type class (similar to 2.009) where Course 6 students could work with Course 2 students (or any other combinations of majors).” – an MIT student

“Set up a formal teacher training program, where part of a professor's bid for tenure is dependent on student evaluations.” – an MIT alum

“I feel that there is a need for all MIT students to have the chance/opportunity to work as an intern in a company in their field of endeavor during a few semesters.” – an MIT staff member

“Online learning enhances our modes of learning but cannot exist on its own. Instead of thinking of ‘blended learning’ - let's think of ‘balanced learning.’” – an MIT staff member

“Education is about more than just collecting facts - there is a critical social component as well. I think that no matter how technically deep one could go in an on-line course, it would still be ‘MIT-lite.’” – an MIT alum

Respondents explored a number of ways to reduce costs and increase revenue streams with a focus on reducing the debt burden on students.

• Offer a cheaper 3 year degree with stripped-down GIRs
• Integrate industry partners into classes across departments
• Allow students to pay for tuition with a percentage of their future salary
• Improve transparency in financial aid

“Whatever we do with online education, we need to be the world leader in making it as accessible and inclusive to the widest possible audience.” – an MIT staff member

“A friend tells me of her dyslexic son, who's having a terrible time in college because his required courses are on line. He needs in-person classes to accommodate his disability, but his college isn't providing them.” - a friend of MIT

“I propose an option for undergraduates to pay for their education out of their salaries after they graduate. [How about] 5% of their income every year until the sum of the percentage points paid totals 100.” – an MIT student

“Most [MIT Ph.D. students] will work in private industry... Ph.D. students [should] be prepared to become industry leaders when they leave their labs.” – an MIT alum

“The bias of writing 'simple' tests that simply require you to state information needs to be done away with. Instead, tests should focus on asking conceptual questions.” – an MIT student

“Enhance the class experience by generating interaction among different kinds of groups. For example in a course, create a problem set that has to be solved by teams in different countries.” – an MIT staff member

“Significant dollars can be redirected back to universities from commercial publishers by the advocacy of publishing at reasonable prices. MIT is well positioned to lead in this transformation” – an MIT staff member

“MIT [should] make research methods more of a focus: that classes focus as much on defining problems and identifying what topics need to be learned in order to solve them as they do on actually teaching those topics.” – an MIT student

“Can we imagine an MIT where we don't have alumni, but life-long students who could 'come back' (for an additional fee) and get MIT (not MITx) credential for career advancement?” – an MIT staff member

“Lectures can be recorded and put online. Then instead of lecturing, professors can have more sessions where they can answer questions, solve problems, and hold discussions.” – an MIT alum

“What a campus and residential education should offer that the web basically cannot is a person to person connection - one generation training the next generation in how to think, to structure ideas, to solve problems” – an MIT alum

“I encourage the new direction to emphasize personal face-to-face interaction... The ILG system in the early 90s did this exceptionally well. If you just want knowledge, then online delivery is fine.” – an MIT alum

“It is hard for me to imagine that non-residency could ever become a dominant mode at MIT. What about Labs- which even today are still a crucial part of most technical courses? What about team projects...?” – an MIT alum

Participants explored the many possible uses for the new online platform, proposing creative new paths and unique perspectives on existing models of education.

• Use online lectures to supplement, not replace, future residential classes
• Give credit for online education
• Create online courses for high school seniors to prepare them for college
• Develop new pedagogy for online classrooms
• Integrate new pedagogical advances made possible by web technology
• Add online components to residential classes
• Focus content to be more applied and connected to the real world
• Make education a mix of online and residential classes
• Offer versions of courses to fit different learning styles
• Integrate industry partners into classes across departments
• Give credit for online classes
• Create online courses to prepare high school seniors for college

Contributors emphasized the need for MIT to continue to be a leader in providing high-quality, accessible content to knowledge-seekers around the world.

• Use MIT's influence to promote conversation on science and technology worldwide
• Involve MIT in school-based or nonprofit outreach projects
• Create EdX "satellite" campuses
• Encourage online collaboration in MOOCs by teams in different countries

News & Events

Code girls united uses mit app inventor to teach girls coding.

When Marianne Smith was teaching computer science in 2016 at Flathead Valley Community College, in Kalispell, Mont., the adjunct professor noticed the female students in her class were severely outnumbered. Smith says she believed the disparity was because girls were not being introduced to science, technology, engineering, and mathematics in elementary and middle school.

MIT App Inventor Inspires Girls with AI and Data Science at Technovation Challenge Workshop

On March 16, 2024, after a prolonged hiatus due to the pandemic, the MIT App Inventor team had the delightful opportunity to host 24 girls participating in the Technovation Challenge 2024.

Developing Apps to Learn Quantum Computing with App Inventor

Celebrating 100 Million Projects

In February 2024, the MIT App Inventor server reached the milestone of hosting 100,000,000 projects! 🎉🎉 This milestone is a testament to the far-reaching impact of the platform, which has been translated into 20 different languages and is used in over 200 countries and regions around the world. Click 'More' to learn about App Inventor's reach.

MIT App Inventor

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

• Machine learning
• Social justice
• Black holes
• Classes and programs

Departments

• Aeronautics and Astronautics
• Brain and Cognitive Sciences
• Architecture
• Political Science
• Mechanical Engineering

Centers, Labs, & Programs

• Abdul Latif Jameel Poverty Action Lab (J-PAL)
• Picower Institute for Learning and Memory
• Lincoln Laboratory
• School of Architecture + Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• Sloan School of Management
• School of Science
• MIT Schwarzman College of Computing

MIT Skoltech collaboration enters its third phase

Press contact :.

Previous image Next image

MIT has renewed its relationship with the Skolkovo Institute of Science and Technology (Skoltech). The collaboration, among MIT, Skoltech, and the Skolkovo Foundation, began in 2011 with the goal of launching and developing Skoltech as a leading graduate research university in Moscow, with opportunities for scientific and educational exchange between faculty and students at the two universities.

The third phase of the collaboration, governed by a five-year agreement, will build on the most successful aspects of its second phase, supporting joint activities between MIT and Skoltech in research, graduate education, and innovation. The focus will continue to be on strengthening research collaborations between individual faculty members at the two institutions.

“Skoltech has developed rapidly and has recruited excellent faculty and outstanding students,” says MIT Professor Bruce Tidor, faculty lead of the MIT Skoltech Program. “The support, commitment, and engagement of more than 75 MIT faculty has led to the success of the MIT Skoltech collaboration. Faculty and students at both schools will benefit from continuing to work together.”

An ecosystem built for innovation

During the second phase of the MIT Skoltech collaboration, almost 60 research projects were initiated at MIT on a wide range of topics, either as faculty-to-faculty research projects together with Skoltech, or through MIT Skoltech Seed Grants.

One of the collaborative research projects, headed by Yet-Ming Chiang, the Kyocera Professor of Materials Science and Engineering at MIT, led to a new approach to eliminate carbon emissions from cement production, a major global source of greenhouse gases (GHGs).

“The most valuable aspect of our collaboration with Skoltech is that it gave my students and me the freedom to take on a risky topic in which we had no prior track record: low-GHG cement,” Chiang says. “That eventually opened up an entirely new research area that we plan to develop with our colleagues in Russia.” 

As another example, a collaborative project led by Kamal Youcef-Toumi, professor of mechanical engineering at MIT, laid the foundation for RecyBot, a low-cost robot under development to dismantle mobile phones and to remove and separate their component parts, which in turn could be used to create new phones or be otherwise processed.

Another valuable aspect of the collaboration is the support of the MISTI-Russia program, which has brought dozens of MIT students to Russia to study, conduct research, and immerse themselves in Russian culture.

“The MIT Skoltech collaboration has made the very existence of the MISTI-Russia program possible,” says Elizabeth A. Wood, professor of history at MIT and co-director of the MISTI-Russia program. “It has supported the program since the beginning and sponsored the revival of Russian language teaching at MIT after a 16-year hiatus. Since its inception, it has sent many MIT students to Skoltech and other Russian institutions to work in a wide range of fields, from nuclear physics to cancer modeling, and from robotics to aerospace engineering and architecture.”  

Joint research projects will continue to be the focus of the collaboration’s third phase. Other important features include new entrepreneurship and innovation programs, the continued collaboration with MISTI to connect MIT and Skoltech students, and a joint annual conference.

Guided by MIT’s mission, values, and priorities

The decision to continue the MIT Skoltech Program drew on the input of several MIT sources, including the MIT Skoltech Faculty Coordinating Committee, the faculty-led International Advisory Committee, and the Senior Risk Group, a group of senior MIT administrators charged with evaluating proposed MIT engagements with entities in several countries, including Russia.

“We share many intellectual and practical interests with our Skoltech colleagues, yet collaborations like this also exist in the context of complicated and dynamic international relations. The broader U.S.-Russia relationship was necessarily a factor in our review and planning of the MIT Skoltech collaboration,” says Richard Lester, associate provost for international activities at MIT. “In the rapidly changing global environment, MIT’s international collaborations must remain aligned with our core mission and values. Learning about the world, helping to solve the world’s greatest problems, and working with colleagues around the world who share our curiosity and com­mitment to rigorous scientific inquiry and to free and open exchange are core values for MIT.”  

As the next chapter of the MIT Skoltech collaboration begins, faculty members who have been involved over time are pleased to see the collaboration continue. As Institute Professor Phillip A. Sharp observes, “The MIT Skoltech relationship serves many positive societal purposes even though we may not agree with the policies of the Russian government. The scientific exchange helps citizens of the two countries to become better acquainted, making it more difficult for people to demonize one another. This includes exchange of students, collaboration between Russia and U.S./MIT scientists, and participation in meetings in both countries. Note that even during the darkest days of the Cold War, there was scientific exchange.”

Share this news article on:

Related links.

• MIT Skoltech

Related Topics

• International initiatives
• Education, teaching, academics

Related Articles

MIT Skoltech Program calls for seed fund proposals

3Q: Bruce Tidor on the MIT Skoltech partnership

Previous item Next item

More MIT News

New tool empowers users to fight online misinformation

Read full story →

Elaine Liu: Charging ahead

Scientists use generative AI to answer complex questions in physics

2024 MIT Supply Chain Excellence Awards given to 35 undergraduates

Faces of MIT: Reimi Hicks

John Joannopoulos receives 2024-2025 Killian Award

• More news on MIT News homepage →

Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge, MA, USA

• Map (opens in new window)
• Events (opens in new window)
• People (opens in new window)
• Careers (opens in new window)
• Accessibility
• Social Media Hub
• MIT on Facebook
• MIT on YouTube
• MIT on Instagram

• Dean’s Office
• External Advisory Council
• Computing Council
• Extended Computing Council
• Undergraduate Advisory Group
• Break Through Tech AI
• Building 45 Event Space
• Infinite Mile Awards: Past Winners
• Frequently Asked Questions
• Undergraduate Programs
• Graduate Programs
• Educating Computing Bilinguals
• Online Learning
• Industry Programs
• AI Policy Briefs
• Envisioning the Future of Computing Prize
• SERC Symposium 2023
• SERC Case Studies
• SERC Scholars Program
• SERC Postdocs
• Common Ground Subjects
• For First-Year Students and Advisors
• For Instructors: About Common Ground Subjects
• Common Ground Award for Excellence in Teaching
• New and Incoming Faculty
• Faculty Resources
• Faculty Openings
• Search for: Search
• MIT Homepage

Five MIT faculty elected to the National Academy of Sciences for 2024

Guoping Feng, Piotr Indyk, Daniel Kleitman, Daniela Rus, Senthil Todadri, and nine alumni are recognized by their peers for their outstanding contributions to research.

The National Academy of Sciences has elected 120 members and 24 international members, including five faculty members from MIT. Guoping Feng, Piotr Indyk, Daniel J. Kleitman, Daniela Rus, and Senthil Todadri were elected in recognition of their “distinguished and continuing achievements in original research.” Membership to the National Academy of Sciences is one of the highest honors a scientist can receive in their career.

Among the new members added this year are also nine MIT alumni, including Zvi Bern ’82; Harold Hwang ’93, SM ’93; Leonard Kleinrock SM ’59, PhD ’63; Jeffrey C. Lagarias ’71, SM ’72, PhD ’74; Ann Pearson PhD ’00; Robin Pemantle PhD ’88; Jonas C. Peters PhD ’98; Lynn Talley PhD ’82; and Peter T. Wolczanski ’76. Those elected this year bring the total number of active members to 2,617, with 537 international members.

The National Academy of Sciences is a private, nonprofit institution that was established under a congressional charter signed by President Abraham Lincoln in 1863. It recognizes achievement in science by election to membership, and — with the National Academy of Engineering and the National Academy of Medicine — provides science, engineering, and health policy advice to the federal government and other organizations.

Guoping Feng

Guoping Feng is the James W. (1963) and Patricia T. Poitras Professor in the Department of Brain and Cognitive Sciences. He is also associate director and investigator in the McGovern Institute for Brain Research, a member of the Broad Institute of MIT and Harvard, and director of the Hock E. Tan and K. Lisa Yang Center for Autism Research.

His research focuses on understanding the molecular mechanisms that regulate the development and function of synapses, the places in the brain where neurons connect and communicate. He’s interested in how defects in the synapses can contribute to psychiatric and neurodevelopmental disorders. By understanding the fundamental mechanisms behind these disorders, he’s producing foundational knowledge that may guide the development of new treatments for conditions like obsessive-compulsive disorder and schizophrenia.

Feng received his medical training at Zhejiang University Medical School in Hangzhou, China, and his PhD in molecular genetics from the State University of New York at Buffalo. He did his postdoctoral training at Washington University at St. Louis and was on the faculty at Duke University School of Medicine before coming to MIT in 2010. He is a member of the American Academy of Arts and Sciences, a fellow of the American Association for the Advancement of Science, and was elected to the National Academy of Medicine in 2023.

Piotr Indyk

Piotr Indyk is the Thomas D. and Virginia W. Cabot Professor of Electrical Engineering and Computer Science. He received his magister degree from the University of Warsaw and his PhD from Stanford University before coming to MIT in 2000.

Indyk’s research focuses on building efficient, sublinear, and streaming algorithms. He’s developed, for example, algorithms that can use limited time and space to navigate massive data streams, that can separate signals into individual frequencies faster than other methods, and can address the “nearest neighbor” problem by finding highly similar data points without needing to scan an entire database. His work has applications on everything from machine learning to data mining.

He has been named a Simons Investigator and a fellow of the Association for Computer Machinery. In 2023, he was elected to the American Academy of Arts and Sciences.

Daniel J. Kleitman

Daniel Kleitman, a professor emeritus of applied mathematics, has been at MIT since 1966. He received his undergraduate degree from Cornell University and his master’s and PhD in physics from Harvard University before doing postdoctoral work at Harvard and the Niels Bohr Institute in Copenhagen, Denmark.

Kleitman’s research interests include operations research, genomics, graph theory, and combinatorics, the area of math concerned with counting. He was actually a professor of physics at Brandeis University before changing his field to math, encouraged by the prolific mathematician Paul Erdős. In fact, Kleitman has the rare distinction of having an Erdős number of just one. The number is a measure of the “collaborative distance” between a mathematician and Erdős in terms of authorship of papers, and studies have shown that leading mathematicians have particularly low numbers.

He’s a member of the American Academy of Arts and Sciences and has made important contributions to the MIT community throughout his career. He was head of the Department of Mathematics and served on a number of committees, including the Applied Mathematics Committee. He also helped create web-based technology and an online textbook for several of the department’s core undergraduate courses. He was even a math advisor for the MIT-based film “Good Will Hunting.”

Daniela Rus

Daniela Rus, the Andrew (1956) and Erna Viterbi Professor of Electrical Engineering and Computer Science, is the director of the Computer Science and Artificial Intelligence Laboratory (CSAIL). She also serves as director of the Toyota-CSAIL Joint Research Center.

Her research on robotics, artificial intelligence, and data science is geared toward understanding the science and engineering of autonomy. Her ultimate goal is to create a future where machines are seamlessly integrated into daily life to support people with cognitive and physical tasks, and deployed in way that ensures they benefit humanity. She’s working to increase the ability of machines to reason, learn, and adapt to complex tasks in human-centered environments with applications for agriculture, manufacturing, medicine, construction, and other industries. She’s also interested in creating new tools for designing and fabricating robots and in improving the interfaces between robots and people, and she’s done collaborative projects at the intersection of technology and artistic performance.

Rus received her undergraduate degree from the University of Iowa and her PhD in computer science from Cornell University. She was a professor of computer science at Dartmouth College before coming to MIT in 2004. She is part of the Class of 2002 MacArthur Fellows; was elected to the National Academy of Engineering and the American Academy of Arts and Sciences; and is a fellow of the Association for Computer Machinery, the Institute of Electrical and Electronics Engineers, and the Association for the Advancement of Artificial Intelligence.

Senthil Todadri

Senthil Todadri, a professor of physics, came to MIT in 2001. He received his undergraduate degree from the Indian Institute of Technology in Kanpur and his PhD from Yale University before working as a postdoc at the Kavli Institute for Theoretical Physics in Santa Barbara, California.

Todadri’s research focuses on condensed matter theory. He’s interested in novel phases and phase transitions of quantum matter that expand beyond existing paradigms. Combining modeling experiments and abstract methods, he’s working to develop a theoretical framework for describing the physics of these systems. Much of that work involves understanding the phenomena that arise because of impurities or strong interactions between electrons in solids that don’t conform with conventional physical theories. He also pioneered the theory of deconfined quantum criticality, which describes a class of phase transitions, and he discovered the dualities of quantum field theories in two dimensional superconducting states, which has important applications to many problems in the field.

Todadri has been named a Simons Investigator, a Sloan Research Fellow, and a fellow of the American Physical Society. In 2023, he was elected to the American Academy of Arts and Sciences

Related Stories

Smart. Open. Grounded. Inventive. Read our Ideas Made to Matter.

Which program is right for you?

Through intellectual rigor and experiential learning, this full-time, two-year MBA program develops leaders who make a difference in the world.

A rigorous, hands-on program that prepares adaptive problem solvers for premier finance careers.

A 12-month program focused on applying the tools of modern data science, optimization and machine learning to solve real-world business problems.

Earn your MBA and SM in engineering with this transformative two-year program.

Combine an international MBA with a deep dive into management science. A special opportunity for partner and affiliate schools only.

A doctoral program that produces outstanding scholars who are leading in their fields of research.

Bring a business perspective to your technical and quantitative expertise with a bachelor’s degree in management, business analytics, or finance.

A joint program for mid-career professionals that integrates engineering and systems thinking. Earn your master’s degree in engineering and management.

An interdisciplinary program that combines engineering, management, and design, leading to a master’s degree in engineering and management.

Executive Programs

A full-time MBA program for mid-career leaders eager to dedicate one year of discovery for a lifetime of impact.

This 20-month MBA program equips experienced executives to enhance their impact on their organizations and the world.

Non-degree programs for senior executives and high-potential managers.

A non-degree, customizable program for mid-career professionals.

Global Programs

MIT Sloan’s international learning ventures began in the 1930s with student camping tours of industrial Europe. The tours included visits to European manufacturing plants. Arrangements were anything but glamorous; students drove from country to country in a converted bus outfitted with sleeping quarters and a makeshift kitchen.

From these humble beginnings, Global Programs is building on a legacy of global engagement. These efforts help shape research, practice, and perspective of business leaders around the world.

An International Legacy at MIT Sloan

MIT faculty and administration establish Course XV, Engineering Administration, at MIT. Over time, Course XV evolves to become the MIT Sloan School of Management.

In the summer of 1931, Erwin Schell, the new head of Course XV, organizes a series of student camping tours of industrial facilities. These tours give students insight into management practices at various U.S. and European manufacturing plants. The tours are an early forerunner of today’s many study tours, treks, and action learning labs. 

MIT Sloan collaborates with the Soviet Union’s State Committee for Science and Technology. MIT Sloan sends student groups to Moscow to visit businesses and meet with their leadership teams. In exchange, executives from the Soviet Union visit MIT Sloan to take classes as visiting Sloan Fellows.

After completing a tour of sub-Saharan Africa, Carroll Wilson, SB ’32, begins teaching his first class at MIT Sloan, called “Government Policy and Business Decisions.” Wilson polls his class to gauge interest working in Africa, and 12 of his 16 students say that they would participate, if given the opportunity. The program becomes a means to “making the concepts taught at MIT more relevant to the needs of developing countries” and also has “the fellows themselves receiving valuable practical experience.”

MIT Sloan collaborates with representatives from the government of West Bengal and Indian industry to help develop the Indian Institute of Management (IIM) in Calcutta. During the School's formal engagement with the IIM/Calcutta from 1961-1969, nearly 200 Indian students complete long-term study programs, more than 700 Indian managers attend short-term programs, and twenty-five MIT Sloan faculty and two doctoral students visit.

MIT Sloan and Nanyang Technological University in Singapore sign a five-year agreement to collaborate on management education and research. NTU faculty enroll in MIT Sloan programs and the two schools hold joint conferences. With support from MIT Sloan, NTU establishes its business school and a twelve-month Nanyang Fellows Program modeled after the MIT Sloan Fellows program.

The MIT-China Management Education Project is established, with partnerships with Fudan University in Shanghai and Tsinghua University in Beijing. The effort brings Chinese professors to MIT Sloan to work with faculty and take classes so that they can bring new approaches to their own universities.

Global Entrepreneurship Lab (G-Lab) is founded, building on the success of Entrepreneurship Lab (E-Lab) to give students the opportunity to work directly with startups in emerging markets. G-Lab teams go on to work on more than 400 projects in 50 countries around the world.

The Sungkyunkwan University Graduate School of Business in Seoul, South Korea, and MIT Sloan work together to develop a new MBA program. As part of the collaboration, Sungkyunkwan faculty members spend time at MIT Sloan as International Faculty Fellows.

MIT Sloan expands its action learning offerings with the addition of Global Healthcare Delivery Lab, now GlobalHealth Lab, founded to enable students to tackle major healthcare delivery challenges around the world.

MIT Sloan partners with the Sungkyunkwan Graduate School of Business, Tsinghua University, and HEC Paris to establish the Master of Science in Management Studies. The program offers top MBA or master’s degree students from non-U.S. business schools an opportunity to enhance their expertise in a specific management concentration and earn a master’s degree in only two semesters.

MIT Sloan and the Moscow School of Management SKOLKOVO collaborate to establish Russia's first full-time MBA program, which includes classes for SKOLKOVO MBA students in Cambridge and lectures by MIT Sloan faculty in Moscow.

The MIT Executive MBA program is launched. The 20-month program for mid-career executives features weekend classes and periodic one-week modules on campus along with an international project. The Class of 2014 includes more than 100 executives from around the world.

The MIT Regional Entrepreneurship Acceleration Program is a global executive education initiative designed to help regions accelerate economic growth and job creation through innovation-driven entrepreneurship. The program admits eight to ten partner regions annually, each representing a population of three to 10 million people. Each two-year engagement brings together teams representing universities, government, business, capital, and entrepreneurs from emerging economies.

MIT Sloan expands its presence in Latin America by opening the MIT Sloan Latin America Office in Santiago, Chile, the School’s first office outside the United States.

MIT Sloan announces collaboration with Malaysia’s central bank to found the Asia School of Business in Kuala Lumpur. This is the first time MIT Sloan establishes an MBA program from scratch outside of Cambridge. MIT Sloan Professor Charles Fine serves as the founding president and dean.

MIT REAP joins MIT Sloan OIP.

OIP rebrands to Global Programs. 

Learn on demand with our NEW Business Sprints .

Participant Viewpoints

Dipanjan Haldar conquers soft skills for global engineering leadership at MIT Sloan Executive Education

From diving into the nuances of negotiation with Jared Curhan, to disciplined entrepreneurship under the guidance of Bill Aulet, Dipanjan was immersed in a learning environment that had a profound impact on his professional trajectory.

Embarking on a journey of professional development can often feel like stepping into uncharted waters, filled with uncertainty and excitement in equal measure. For Dipanjan, a Principal Engineer at Fidelity Investments, his experience earning an Advanced Certificate for Executives at MIT Sloan Executive Education through the Executive Program in General Management proved to be a transformative chapter in his career, replete with invaluable insights, diverse perspectives, and hands-on learning opportunities. This experience also enables him to stand out as a thought leader and influencer in the tech community.

Compared to other business schools he considered, MIT Sloan's offerings stood out, promising the latest research and knowledge curated by world-renowned experts in their respective fields. From diving into the nuances of negotiation with Jared Curhan, to disciplined entrepreneurship under the guidance of Bill Aulet, Dipanjan was immersed in a learning environment that had a profound impact on his professional trajectory.

Dipanjan was surprised by the diversity of participants in his program, Executive Program for General Management (EPGM). Interacting with peers from different backgrounds and cultures not only broadened his horizons, but also enriched the learning experience.

You don't get to choose what happens, but you can choose how you react to that. I have a newfound resilience and perspective to navigate challenges after MIT.

Dipanjan Haldar Principal Enginer, Fidelity Investments

Central to Dipanjan's journey was the opportunity for hands-on learning, like the Beer Game facilitated by John Sterman. These immersive experiences transcended traditional lectures, providing Dipanjan with practical insights that he could readily apply in his role as a technical lead. Reflecting on his experience, Dipanjan emphasized the importance of acquiring soft skills, particularly negotiation, in navigating the complexities of leading a diverse team. "You have to have soft skills to interact with people from all over the world," he remarked, underscoring the pivotal role of active listening in fostering effective communication and collaboration.

The impact of Dipanjan's MIT Sloan Executive Education experience extended far beyond the classroom, permeating his day-to-day interactions and decision-making processes. He attested to a shift in his thought process, noting, "You don't get to choose what happens, but you can choose how you react to that. I have a newfound resilience and perspective to navigate challenges after MIT." Despite the demands of his professional commitments, Dipanjan remains deeply connected to the MIT community, fostering relationships forged during his time in the Executive Program in General Management (EPGM) . Whether through informal catchups or active participation in WhatsApp group chats, he continues to draw inspiration from his peers.

For Dipanjan, the journey doesn't end with graduation—it's an ongoing pursuit of knowledge and growth, fueled by a desire to give back and pay it forward. Engaging with the MIT ecosystem as a ‘UPOP’ student mentor and hackathon judge, he finds fulfillment in the exchange of ideas and the opportunity to glean insights from the next generation of innovators.

Of course, no journey is without its challenges, and for Dipanjan, navigating the infamous Boston traffic ranks high on the list. Yet, it's a small price to pay for the invaluable experiences and connections forged at MIT Sloan.

From left to right: Dipanjan participates in 'Beer Game' in the classroom, MIT EPGM group photo, Loredana Padurean and Dipanjan Haldar pose for a post-program photo.

As Dipanjan continues to chart his course in the ever-evolving landscape of business and technological innovation, one thing remains clear: his time at MIT Sloan Executive Education was not just a milestone but a catalyst for personal and professional transformation. MIT Sloan has empowered Dipanjan to unlock new levels of success and impact by adding to his insightful contributions and cutting-edge insights, which have garnered widespread recognition from his peers.

Interested in embarking on your own learning journey at MIT Sloan Executive Education? Learn more about Executive Program in General Management and other ways to earn an Advanced Certificate for Executives .

Subscribe to the Innovation at Work blog

Insights from MIT experts, delivered to your inbox!

Review our Privacy Policy.

• Skip to main content
• Keyboard shortcuts for audio player

From pandemic to protests, the Class of 2024 has been through a lot

Tovia Smith

Several hundred demonstrators crossed barricades to join pro-Palestinian demonstrators at MIT who had been given a May 6th deadline to leave the encampment. JOSH REYNOLDS/AP hide caption

Several hundred demonstrators crossed barricades to join pro-Palestinian demonstrators at MIT who had been given a May 6th deadline to leave the encampment.

Four years ago, Keilee Northcutt graduated near the top of her Tullahoma High School class in Tennessee. But instead of strutting across the stage in front of her proud parents, she was relegated to the front seat of her mom's car as they drove a lap around the football field, quickly grabbed her diploma, then drove home.

There were no smiling selfies with her besties, no class parties, and no fancy awards ceremony to fete the high achievers like her. Instead, she got a shoutout on Facebook.

Back then, it was COVID-19 that stole her moment. This time, as Northcutt prepares to graduate from Massachusetts Institute of Technology, it's campus unrest that's threatening to rob her of a second chance at some pomp and circumstance.

Keilee Northcutt's high school graduation celebration was disrupted by COVID-19. Now she worries her MIT commencement ceremony could be canceled due to ongoing protests against the war in Gaza. Tovia Smith/Tovia Smith hide caption

Keilee Northcutt's high school graduation celebration was disrupted by COVID-19. Now she worries her MIT commencement ceremony could be canceled due to ongoing protests against the war in Gaza.

Tensions have been mounting on campus for months over the war in Gaza. In April, student protesters formed an encampment on MIT's Kresge Lawn, and ugly and increasingly violent confrontations ensued. Before dawn on Friday , police in riot gear started breaking down tents and arresting students who had been refusing to leave. MIT President Sally Kornbluth called it a "last resort" to keep the campus "physically safe and functioning for everyone."

Protestors have vowed to return , heightening security concerns for the school's upcoming combined commencement ceremony, planned for May 30th. Colleges across the nation, from Columbia University to the University of Southern California , have already canceled school-wide ceremonies because of similar unrest.

Northcutt says she's bracing for the worst while hoping for the best. "It'd be nice to actually go across the stage for once in my life," she says, adding that her parents made plans long ago to travel from Tennessee to attend.

"My parents have already booked tickets and hotels. So to have to tell them that I'm not graduating again, that would be a little rough."

But if the Class of 2024 has learned anything, it's to expect the unexpected.

Students still scarred by their "stunted and weird" freshman experience

They started college fully remote from their childhood bedrooms and kitchen tables, met their classmates only in 2D over Zoom, and strained to make any real connection with peers and professors. By the second semester, many students physically returned to campus but were still restricted to formally registered six-student pods.

MIT seniors Mikayla Britsch and Nicole Harris remember how hard it was to make friends while attending virtual classes as freshmen during the Covid-19 pandemic lockdowns. Tovia Smith/NPR hide caption

MIT seniors Mikayla Britsch and Nicole Harris remember how hard it was to make friends while attending virtual classes as freshmen during the Covid-19 pandemic lockdowns.

"I feel like everyone in our year has only ten friends because our freshman year was so stunted and weird," explains MIT senior Mikayla Britsch. It is the scar tissue of the class of 2024: academic challenges of online learning, compounded by the social stresses of pandemic distancing.

Sitting in one of their last classes this week, Britsch and classmate Nicole Harris recalled the bad old days of COVID-19.

"It was doubly hard," says Harris. "I remember being super-stressed, trying to meet new people, but also worried about how to adjust to MIT classes."

"Yeah, I'm still traumatized by it," laughs Britsch.

The challenges would keep coming, with two tumultuous presidential elections, the racial reckoning that followed the police killing of George Floyd, and now, the upheaval since the Israel-Hamas war.

It's a lot – especially for this class that has endured more than their fair share.

"I was going back to my dorm and there were like hoards of state troopers out here," says Northcutt, recalling attempts earlier this week to clear the encampment. "That was actually kind of crazy."

Student protesters demanding university divestment from Israel have set up encampments over the past month at dozens of campuses across the nation, including at MIT in Cambridge, Mass. Steven Senne/AP hide caption

Student protesters demanding university divestment from Israel have set up encampments over the past month at dozens of campuses across the nation, including at MIT in Cambridge, Mass.

Protests lead to new fears and new friends

MIT Senior Marylyn Meyers, who is Jewish, says the fear and division is even more intense now than it was during the pandemic.

"COVID was tough from a social perspective," she says. "But the hostile environment that exists now is way worse."

It's painful, Meyers says, to see classmates become so entrenched on opposing sides.

"People have been kicked out of study groups, they have been encircled by protesters, and I felt personally attacked by a lot of my peers saying horrible things about me," Meyers says. She no longer feels safe on campus.

Jamil Dellawer, an MIT student, says the experience of camping inside the barricades has been a positive one. "I've made a lot more friends here than I have over the past three years," he admits. Tovia Smith/NPR hide caption

Jamil Dellawer, an MIT student, says the experience of camping inside the barricades has been a positive one. "I've made a lot more friends here than I have over the past three years," he admits.

It is perhaps a sign of the depth of their divide that other students – who've been protesting, chanting, studying, eating and sleeping together inside the metal barricades of their encampment – describe their experience of these last few weeks as positive.

"Honestly, I've made a lot more friends here than I have over the past three years," says Jamil Dellawer, an MIT senior, sitting inside the encampment earlier this week. It's been great, he says, to meet so many like-minded students. "It's honestly really, really beautiful."

Another senior, Omar Dahleh, says he too has found a new community, and with it, new hope. A Palestinian Muslim from Jerusalem, Dahleh says he opposes "the construct of the Israeli state" and has found it heartening to connect with others who do, too.

"These moments will be etched into my mind for the rest of my life because, for the first time in a long time, I'm seeing a better future for my people is possible," he says. "It's not a distant dream."

Unique lessons in resilience and perspective for the graduating class

Meanwhile, students who aren't participating in the protests worry the ongoing unrest will disrupt their graduation celebrations.

Campus protests over the Gaza war

How student protests are changing college graduations.

Multiple commencement ceremonies have already been interrupted, including at Northeastern University's undergraduate ceremony last week, where one student was arrested after approaching the speakers' stage with a Palestinian flag.

Northeastern graduate John Cohen says he was most upset to see demonstrators with their hands painted red, a controversial symbol that he interprets as celebrating the killing of Jews.

"This was crazy, and it felt horrible honestly," says Cohen, who is Jewish. "You work so hard, and you have to sit there and watch these people throw your moment away. It's not okay."

Despite Gen Z's reputation as being emotionally fragile and pessimistic , Cohen is quick to add that all the disappointments and curveballs of the last four years only made him stronger.

"I used to be a bit more optimistic in general," he allows. "But right now I'm just rolling with the punches, seeing what life throws at you. That's the only thing you can do."

Resilience is definitely among the lessons learned the hard way by the Class of 2024; as is perspective. As one student puts it: it would be a shame if the commencement ceremony doesn't happen, but it's small stakes compared to the war that is on so many students' minds right now.

Advertisement

Supported by

Facing Russian Advance, a Top Ukrainian General Paints a Bleak Picture

Ukraine’s forces are stretched thin and have minimal reserves to draw on, the chief of military intelligence said, in addition to shortages of weapons.

• Share full article

By Constant Méheut ,  Maria Varenikova and Michael Schwirtz

Reporting from Kyiv, Ukraine

Ukraine’s military is confronting a “critical” situation in the country’s northeast, facing troop shortages as it tries to repel a Russian offensive that has been advancing for several days, a top Ukrainian general said on Monday.

Russian troops surged across the border last week to open a new line of attack near Kharkiv, Ukraine’s second-largest city after Kyiv, capturing at least nine settlements and villages and forcing thousands of civilians to flee.

“The situation is on the edge,” Gen. Kyrylo Budanov, the head of Ukraine’s military intelligence agency, said in a video call from a bunker in Kharkiv. “Every hour this situation moves toward critical.”

His bleak assessment echoed those of other Ukrainian officers in recent days, that the country’s military prospects were dimming. In addition to being outnumbered, the Ukrainians face critical shortages of weapons, especially artillery ammunition, and $60.8 billion worth of arms from the United States — approved three weeks ago after months of congressional gridlock — has barely begun to arrive.

Like most Ukrainian officials and military experts, General Budanov said he believes the Russian attacks in the northeast are intended to stretch Ukraine’s already thin reserves of soldiers and divert them from fighting elsewhere.

That is exactly what is happening now, he acknowledged. He said the Ukrainian army was trying to redirect troops from other front line areas to shore up its defenses in the northeast, but that it had been difficult to find the personnel.

“All of our forces are either here or in Chasiv Yar,” he said, referring to a Ukrainian stronghold about 120 miles farther south that Russian troops have assaulted in recent weeks . “I’ve used everything we have. Unfortunately, we don’t have anyone else in the reserves.”

General Budanov assessed that Ukrainian forces would be able to shore up their lines and stabilize the front within the next few days. But he expects Russia to launch a new attack further north of Kharkiv, in the Sumy region.

Fighting on Monday was raging on the outskirts of Vovchansk, a small town about five miles from the Ukrainian-Russian border, northeast of Kharkiv. Russian airstrikes were pounding the town, according to Denys Yaroslavsky, a senior lieutenant commanding a unit currently fighting there.

“They’re dropping five to seven bombs every three minutes,” Lieutenant Yaroslavsky said in a phone interview on Monday morning.

Vovchansk had a prewar population of about 17,000 people, and local officials have been struggling to evacuate the estimated 200 to 300 remaining residents. Hryhoriy Shcherban, a volunteer who was in Vovchansk on Monday morning, said that he had received more than 200 requests for evacuation overnight.

“We are driving around trying to find the addresses. Russia is shelling the evacuation road,” he said. “You can hear explosions all the time.”

The advance on Vovchansk followed weeks of warnings from Ukrainian officials that Russia was massing forces on the border with the aim of launching a new offensive in the northeast. Those warnings became a reality early Friday morning when Russian troops streamed across the border along two main lines — one immediately north of Kharkiv and the other about 12 miles to the east, around Vovchansk.

Russian forces have so far managed to push about five miles into Ukrainian territory and seize some 50 square miles of land, according to online maps of the battlefield posted by the Institute for the Study of War, a Washington-based think tank.

“The enemy is currently achieving tactical success,” the General Staff of Ukraine acknowledged in a statement early Monday. It added later in the day that Russian forces had pushed closer to another settlement, Lukyantsi.

In a possible sign of Ukraine’s difficulties on the battlefield, the Ukrainian commander responsible for the northeast front was dismissed and replaced on Monday, according to President Volodymyr Zelensky .

Military experts and Ukrainian officials say that the Russian troops have so far mostly advanced through lightly defended and largely depopulated territory, explaining the relatively quick progress. The border in northeastern Ukraine has been subject to regular Russian shelling throughout the war, they note, which has made it difficult to establish fortified positions and has driven many civilians to flee.

Still, Russian forces are approaching more populated areas, and the fight may increase in intensity. Local authorities have already evacuated close to 6,000 people since Friday, according to Oleh Syniehubov , head of the Kharkiv region’s military administration.

“It’s hell there,” said Tetyana Polyakova, who was evacuated from Vovchansk during the night from Friday to Saturday, describing the relentless shelling of the town. “Believe me I’ve seen everything after living in Vovchansk since the beginning of the war. I saw the shelling. I saw it all, but I have never seen that.”

The front line in the region is moving fast, leaving many settlements in what Ukrainian officials have called the “gray zone” — the contested areas between Ukrainian and Russian positions.

Ukrainian civilians said Monday that fighting had broken out near Lyptsi, a village north of Kharkiv, suggesting that Russian forces may have advanced within 10 miles of the city.

“We were racing out as fast as we could, as we could hear small-arms fire there,” said Krystyna Gavran, 32, catching her breath in Kharkiv after an evacuation mission to Lyptsi. She estimated that fewer than 100 people remained in the village, which had a prewar population of 4,000.

General Budanov said the Russians’ goal in the northeast was to sow panic and confusion in the region. “At the moment, our task is to stabilize the line and then begin to push them back across the border,” he said, adding that an influx of Ukrainian reserves had managed to “partially disrupt their plans.”

Whether these troop movements will weaken Ukraine’s defenses in other parts of the front line remains to be seen.

Russia’s main objective, according to Franz-Stefan Gady, a Vienna-based military analyst, is to draw forces away from Chasiv Yar , a town on strategic high ground where Ukrainians have fought for weeks to hold off a Russian attack. It is key to defending the Ukrainian-controlled part of the southeastern Donbas region, which Russia hopes to capture.

Pasi Paroinen, an analyst from the Black Bird Group, a Finland-based organization that analyzes satellite imagery and social media content from the battlefield, said Ukraine had sent reinforcements to the northeast drawn from units that had recently been fighting in Chasiv Yar, such as the 92nd Assault Brigade.

But Mr. Paroinen noted that it was possible that Ukraine had drawn from elements of the brigade that were resting in Kharkiv, their home garrison, rather than depleting the defenses of Chasiv Yar.

Military analysts say that Russia has yet to commit large numbers of troops to the offensive — probably deploying just a few thousand soldiers — and that much would depend on Moscow’s next move.

With fighting heating up in the region, cross-border fire is likely to intensify. Russian authorities said on Monday that Ukrainian shelling had killed 19 civilians in the Belgorod region of Russia, across the border from Kharkiv.

In one particularly deadly episode, the Russian Defense Ministry said fragments from an intercepted Ukrainian missile had struck an apartment building in the region on Sunday. Vyacheslav Gladkov, the Belgorod governor, said that 15 bodies had been found in the rubble. The claims could not be independently verified; Ukrainian officials denied firing on residential areas.

General Budanov said he expected the attacks in the Kharkiv region to last another three or four days, after which Russian forces are expected to make a hard push in the direction of Sumy, a city about 90 miles to the northwest of Kharkiv. Ukrainian officials have previously said that Russia had massed troops across the border from Sumy.

Pavlo Velycho, a Ukrainian officer operating near the Russian border in the Sumy region, said that Russian shelling of the outskirts of Sumy had recently increased.

“I have no idea if it means anything because those places were often shelled anyway,” Mr. Velycho said. “In any case we are in full combat readiness.”

Emile Ducke contributed reporting from Kharkiv

Constant Méheut reports on the war in Ukraine, including battlefield developments, attacks on civilian centers and how the war is affecting its people. More about Constant Méheut

Maria Varenikova covers Ukraine and its war with Russia. More about Maria Varenikova

Michael Schwirtz is an investigative reporter with the International desk. With The Times since 2006, he previously covered the countries of the former Soviet Union from Moscow and was a lead reporter on a team that won the 2020 Pulitzer Prize for articles about Russian intelligence operations. More about Michael Schwirtz

Our Coverage of the War in Ukraine

News and Analysis

The Biden administration is increasingly concerned that President Vladimir Putin of Russia is gathering enough momentum  to change the trajectory of the war.

Secretary of State Antony Blinken sought to reassure Ukrainians  that they could weather an ominous new Russian offensive and count on long-term support from the United States and its European allies.

Russian security agents detained a senior general , widening a purge of the country’s Defense Ministry amid Putin’s broader shake-up of his government .

Frozen Russian Assets: As much as $300 billion in frozen Russian assets is piling up profits and interest income by the day. Now, Ukraine’s allies are considering how to use those gains to aid Kyiv .

Rebuilding Ukrainian Villages: The people of the Kherson region have slowly rebuilt their livelihoods since Ukraine’s military forced out Russian troops. Now they are bracing for another Russian attack .

Ukraine’s Unidentified Dead: Families of some Ukrainian soldiers say they have spent months trying to get official confirmation of their loved ones’ deaths , adding to their anguish.

How We Verify Our Reporting

Our team of visual journalists analyzes satellite images, photographs , videos and radio transmissions  to independently confirm troop movements and other details.

We monitor and authenticate reports on social media, corroborating these with eyewitness accounts and interviews. Read more about our reporting efforts .

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• Auto Racing
• 2024 Paris Olympic Games
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

MIT severs ties with Russian school after Ukraine invasion

FILE - Students walk past the “Great Dome” atop Building 10 on the Massachusetts Institute of Technology campus, April 3, 2017, in Cambridge, Mass. MIT is severing ties with a research university it helped establish in Russia, citing the country’s “unacceptable” invasion of Ukraine. The Cambridge university said it notified the Skolkovo Institute of Science and Technology in Moscow on Friday, Feb. 25, 2022, that it was exercising its right to terminate the MIT Skoltech Program. (AP Photo/Charles Krupa, File)

• Copy Link copied

CAMBRIDGE, Mass. (AP) — The Massachusetts Institute of Technology is severing ties with a research university it helped establish more than a decade ago in Russia, citing the country’s “unacceptable military actions” in invading Ukraine.

The Cambridge university said it notified the Skolkovo Institute of Science and Technology in Moscow on Friday that it was exercising its right to terminate the MIT Skoltech Program.

Federal law enforcement officials and foreign policy experts have long voiced concerns about the potential for espionage and technology theft arising from MIT’s partnership with the school, which has close ties to Russian President Vladimir Putin’s government, GBH News reported .

“This step is a rejection of the actions of the Russian government in Ukraine,” MIT said in a statement posted on the program website . “We take it with deep regret because of our great respect for the Russian people and our profound appreciation for the contributions of the many extraordinary Russian colleagues we have worked with.”

The university said it is working with MIT researchers leading Skoltech projects to make sure students can complete their research and academic work.

About 21 faculty members and 38 students and postdoctoral researchers at MIT are impacted by the change, though none are currently at the school in Moscow, The Boston Globe reported .

The Skolkovo Institute of Science and Technology said in a statement to the newspaper it has nine ongoing projects with MIT and remains “in close contact with our colleagues at MIT.”

MIT partnered with the nonprofit Skolkovo Foundation in 2011 to establish the research university as part of a Russian government effort to create a science and technology hub akin to California’s Silicon Valley or Massachusetts’ Kendall Square.

As part of the agreement, MIT helped recruit students and faculty, hosted Skoltech students at MIT, and allowed MIT instructors to teach and pursue research at the Russian school, the Globe reported.

“We affirm our steadfast belief in our colleagues at Skoltech,” MIT said in its statement. “They are fellow scholars who have devoted themselves to an ethos of openness and who have contributed their own expertise and knowledge to build a unique and pioneering academic center in Russia.”

Follow AP’s coverage of the tensions between Russia and Ukraine at https://apnews.com/hub/russia-ukraine