Massachusetts Vol. XXVII No. 4 Institute of March/April 2015 Technology

MITFaculty http://web.mit.edu/fnl Newsletter

in this issue we continue the discussion of climate change and whether MIT should divest from fossil fuel companies (below); offer commentary on the recent ICEO report, “Advancing a Respectful and Caring Community: Learning by Doing at MIT” (beginning on page 14); and report on the Institute’s plans to integrate ORCID into MIT systems (page 23).

AN-11 Nuclear Bomb Review Conference Campus Editorial on Non-Proliferation Conversation on Global Issues of Nuclear Weapons Climate Change Confront Us All to take Center Stage

Aron Bernstein Maria T. Zuber

NUCLEAR WEAPONS ARE BACK in WHEN PRESIDENT REIF ANNOUNCED OUR LEAD ARTICLES IN this the news with the negotiations with Iran. the MIT Environmental Solutions Newsletter tackle squarely issues of enor- If an agreement is reached we anticipate Initiative (ESI) last spring, he called for a mous global concern – the threat from some strong opposition in Congress. The campus conversation on climate change to global climate change, and the threat of 2015 Review Conference on the Non- gain input as to what our community the use of nuclear weapons. The articles Proliferation of Nuclear Weapons (NPT) thinks MIT should do to address the risk of by both Maria Zuber and Aron Bernstein will be held from 27 April to 22 May 2015 climate change. This spring, as the MIT (page 1) tackle the issues head-on. at U.N. headquarters in New York. Climate Change Conversation unfolds, I MIT, with its national and global cachet, Stormy weather is anticipated which is take this opportunity to outline the facts is uniquely positioned to play a leadership likely to lead to a great deal of press cov- that form a starting point for the role in these debates. It is absolutely critical erage. The large costs of modernizing the Conversation, to explain the process so far, that the analyses not be softened, defused, nuclear weapons complex will be a con- and to challenge you, my faculty colleagues, or obscured in order to avoid the inevitable tinuing issue, even if this does not gener- to engage and express your views, so that controversy and confrontation that may be ate as much news coverage, as well as MIT can choose a path to combat climate involved. We should tackle and not put continuing problems with North Korea change that reflects your wisdom, ideas, aside the debate over divestment of fossil developing nuclear weapons and and values. We need every segment of the fuels investment as Professor Zuber launchers. MIT community to participate in the reports. We recommend that faculty read The past few years have seen a resur- Conversation, and that is why I am person- the letter in this issue in opposition and the gence of scholarly activity in the study of ally reaching out to you. response (page 10). nuclear weapons and non-proliferation Let’s begin with science. I will provide Similarly, we should be explicit over issues at MIT. In the Nuclear Science and a very brief summary of the scientific case the increasing danger from the continu- continued on page 12 continued on page 6 continued on page 3 contents The MIT Faculty Vol. XXVII No. 4 March/April 2015 Newsletter Editorial Board 01 Review Conference on Non-Proliferation of Robert Berwick Nuclear Weapons to take Center Stage Electrical Engineering & Computer Science Aron Bernstein Manduhai Buyandelger Anthropology 01 Campus Conversation on Climate Change Maria T. Zuber Nazli Choucri Political Science Editorial 01 Global Issues Confront Us All Christopher Cummins Chemistry From The 04 A Guide to Proposing, Revising, Woodie Flowers Faculty Chair and Terminating Curricula Mechanical Engineering Steven Hall Ernst G. Frankel Mechanical Engineering Letters 10 Why MIT Faculty Should NOT Sign the Petition *Jonathan King (Chair) to Divest from Fossil Fuels Biology Alexander H. Slocum *Helen Elaine Lee Writing and Humanistic Studies Letters 11 Humanities and the Future of MIT Education Jean E. Jackson Stephen J. Lippard (Treasurer) Chemistry 14 Advancing a Respectful and Caring Community Seth Lloyd Edmund Bertschinger Mechanical Engineering Fred Moavenzadeh 16 In Support of the ICEO Mission Statement Civil & Environmental Engineering/Engineering Systems Paul E. Gray Ruth Perry (Vice Chair) Literature Section 17 Let’s Get to Work in “Advancing a *Nasser Rabbat Respectful and Caring Community” Architecture Thomas A. Kochan Patrick Henry Winston Electrical Engineering & Computer Science 18 The Faculty Role in Building and Sustaining Community David Lewis Phillip L. Clay Managing Editor Letters 20 Supporting the ICEO Report *Editorial Subcommittee for this issue Lorna J. Gibson

20 Advancing a Caring Community Through Enhanced Student-Faculty Interactions Shruti Sharma ’15, Billy Ndengeyingoma ’15

21 Graduate Student Perspective on the ICEO Report Kendall Nowocin

23 ORCID Researcher Identifiers to be Integrated into MIT Systems Beginning this Summer Lydia Snover, Micah Altman, Robert E. Campanella

M.I.T. Numbers 24 MIT Campus Research Expenditures

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2 MIT Faculty Newsletter March/April 2015

Global Issues Confront Us All Bertschinger’s bold and thoughtful justice. These events, in concert with a bur- continued from page 1 endeavor can play a transformative role in geoning and largely youth-led protest move- shaping MIT’s culture. A clear strength of ment that has taken shape across the ing deployment of thousands of nuclear the report is its comprehensive approach. It country, have provoked attention to and dis- weapons, with hundreds on hair trigger alert. reflects the understanding that the entire cussions about race at MIT. Often missing We should make clear that the actual federal community: faculty, staff, administration, from these conversations, however, has been budget mechanism which allows our nation to and students, must be engaged, and that an analytical framework regarding the his- plan to spend a trillion dollars on modernizing change must be fostered in the various torical, political, social, and economic con- our nuclear weapons and delivery systems realms of Institute life. However, he has been texts that produce and sustain inequity and depends upon cutting investment in domestic charged with examining and proposing injustice. While interacting in caring and programs – including housing, public transit, solutions to quite a range of tough prob- respectful ways is integral to the process of higher education, health care, NIH and NSF lems. Section 7 of the report, for example, change, much of the work involved in dis- funded research, food stamps, environmental lists five challenges of the ICEO’s mission mantling discrimination, bias, sexual protection, and infrastructure repair. and vision: unconscious bias and micro- assault, intimidation, and harassment We hope these articles, as well as the ones inequities; discrimination and harassment involves the discomfort of and pain of self- described below on MIT’s internal culture, based on race, gender, sexual orientation, interrogation, of wrestling with inheritance will pave the way for continued critical dis- etc.; abrasive conduct; sexual assault; and and privilege, of confronting institutional cussion and analysis within MIT of issues excessive stress. Each one of these challenges and structural obstacles to access and upon which our futures depend. is informed by a distinct and complex justice. The most challenging work before us history, and by a web of root causes, incen- is to convey to those who are not troubled by * * * * * tives, and cultural dynamics. Each one the realities presented in the report why it is requires a unique approach. in their interest, indeed, in our common The ICEO Report Shifting the culture of stress at MIT may interest, to shift the social order of our aca- be difficult, but it is certainly more straight- demic community and our society. Professor Edmund Bertschinger, who was forward than transforming the forces that The ICEO report is an important step in appointed head of the Institute Community lead to discrimination and sexual assault. naming the problems before us, and in and Equity Office in 2013, released his Humanity and kindness are critical values beginning to foster meaningful change on report, “Advancing a Respectful and Caring that should be embodied in our community, our campus. We should also be committed Community: Learning by Doing at MIT,” in but the problems of unconscious bias, and to preparing and inspiring our students to February of this year. The report focuses on of disparate opportunity, access, representa- take their expanded understanding and MIT’s “community and culture,” and tion, and resources, will require different commitment regarding equity, respect, and includes a wealth of insights about the and more complicated policies and prac- caring into their work, community, and current MIT environment, and a range of tices. Clearly, there is much work to be done family lives once they leave MIT, and to recommendations on how to change it. in the area of equity. Too often we still hear engage with the issues raised in the ICEO The report states three specific goals. The the issue of diversity framed in terms of a report as socially involved citizens. The first is to develop a plan for the MIT com- choice between excellence and inclusion. report states: “Most MIT reports present munity to deepen the sense of inclusion Too often we fail to question the myth that ideas to change the world. This one presents based on shared values and to help commu- our society and our Institute operate as mer- ideas to change MIT.” This is a worthy goal. nity members benefit from diversity. The itocracies, despite clear evidence of disparate Ultimately, though, we must deliver the second is to present specific achievable goals advantages, opportunities, and resources, message that changing the world is also the for advancing community and equity along and despite demonstrations to the contrary responsibility of our MIT community, and with means for assessing progress toward by studies on the workings of bias, both con- that this mantle pertains not only to creating these goals. The third is to define the role of scious and unconscious. And MIT’s survey scientific and technical innovation, but to the ICEO. The report presents a specific plan of students on sexual assault was dismaying enacting social change. for fostering change in community, equity, in its revelation of the prevalence of violence and structural areas (iceoreport.mit.edu). towards women and the persistence of igno- Editorial Subcommittee Professor Bertschinger writes in this rance and misunderstanding. Inequality and issue to summarize the research, findings, sexual violence cannot be tackled without and recommendations of the report (page addressing issues of privilege and power. 14). Also included are letters from faculty The ICEO’s support of the Black Lives strongly supporting the report, as well as Matter forum and silent protest were impor- comments by student leaders (beginning tant steps in demonstrating an institutional page 16). commitment to student activism and racial

3 MIT Faculty Newsletter Vol. XXVII No. 4

From The Faculty Chair Steven Hall A Guide to Proposing, Revising, and Terminating Curricula

AT MIT, OUR SHARED governance Because our system brings together The faculty has authorized the system means that the faculty play an faculty from different parts of the Committee on Curricula (CoC) to act important role in setting educational Institute and sees proposals from all with power on proposals to create, revise, policy. Overall, the role of the Institute- units, committee review is intended to and eliminate undergraduate subjects, wide standing faculty committees is to provide a broad, Institute-wide perspec- including freshman advising seminars, work with proposers and the administra- tive. In many cases, committees will raise ROTC subjects, and for-credit IAP offer- tion to ensure the continued strength of questions based on comparative experi- ings. The Committee also reviews propos- our educational programs. The role of the ence, and in fact, it is unusual for com- als for subjects that may be used to satisfy Faculty Chair is to facilitate collaboration mittees to approve a proposal at the General Institute Requirements (GIRs), and dialogue, particularly at the level of meeting in which it is first presented. For and acts with power concerning subjects degree programs. proposals that must be voted on at a that satisfy the Restricted Electives in The committees usually see multiple faculty meeting, committees also want to Science and Technology Requirement proposals for major curricular changes help proposers resolve issues that might (REST) and the Laboratory Requirement each year, and try to ensure such propos- otherwise put the proposal at risk of a within the General Institute als reflect common standards. While negative vote. Requirements. committees attempt to expedite the Below, I briefly describe the processes Depending on the type of subject, pro- process as much as possible, the common for the approval of curricular changes. All posals may be reviewed by other commit- experience is that significant curricular of the processes have defined timelines to tees. Any proposals that involve significant changes, such as a new degree program or help ensure that proposals can be fully changes to undergraduate educational minor, can take several months to move vetted and made effective at the requested policy, particularly related to the GIRs, through the system. Thus, as part of time. Except for individual subjects, it is will be referred to the Committee on the normal planning for a new academic difficult to approve proposals initiated in Undergraduate Program (CUP). year, the committees request that propos- the spring in time for the following aca- Proposals to add or delete Science Core als for new programs or for significant demic year. subjects require approval of the full changes to existing programs be submit- In reviewing proposals, committees faculty. Prior to final review by the CoC, ted for review as soon as possible during look for several core elements, such as the standing subcommittees on the HASS the fall term. (The committees will start educational rationale and student Requirement and Communication working on proposals for 2016–17 during demand. In the case of minors and degree Requirement review proposals for sub- the Fall 2015 term.) programs, sustainability, oversight, and jects that will satisfy the HASS As former chair of the Committee on resources are equally important consider- Requirement, or that will receive a the Undergraduate Program and now ations. In all cases, the committees expect Communication Intensive (CI-M, CI-H, Faculty Chair, I have seen the ways that that proposals have been discussed with or CI-HW) designation. this impedance mismatch (to borrow an and approved by both the sponsoring Jurisdiction for proposals to create, engineering term) between proposers and departmental and School bodies, as well revise, or eliminate graduate subjects sits the governance system can be surprising as any department or School on which the with the Committee on Graduate and frustrating to proposers. One aspect program will depend for continuing Programs (CGP). The Committee works that can surprise proposers who are support. with CoC to review proposals for under- engaging in the process for the first time is graduate subjects that meet with graduate its iterative nature. There is a natural Subjects versions. tension between the role of governance to Subjects are the building blocks of the Two points of clarification are note- apply past experience as part of a careful curriculum, and any significant proposal worthy. First, departments may develop vetting, and the forward-looking evolu- will require approval of any new subjects and offer special subjects at any time tion of our curriculum. required for the program. without CoC or CGP review; however, the

4 MIT Faculty Newsletter March/April 2015

CoC must approve any such proposals for course, focus extensively on curriculum. create the program, and the second to vote which either GIR or degree credit is to be In most cases, committees will prefer to on the issue. awarded. Second, in terms of changes to see that a good portion of subjects have Both undergraduate and graduate pro- existing subjects, either CoC or CGP must been offered successfully in the past. grams require an outline of the curricu- approve changes to units, title, descrip- Again, the typical starting point lum, including required and optional tion, status, enrollment limitations, equiv- for review of minors is CoC. A pro- subjects. Undergraduate degree proposals alency relationships (including joint and posal template and full guidelines are require thoughtful roadmaps for how stu- meets-with subjects), and special grading available through the CoC Website dents might enter the curriculum at dif- policies. (web.mit.edu/registrar/subjects/cmtes/coc ferent points in their educational careers. Additional information about the /proposals.html). Degree proposals can also raise bigger subject review process, including the questions. For undergraduate proposals, it general timeframe for review and how the Degree Programs is important to consider how a new committees are addressing the use of Changes to undergraduate majors may be program will fit in the overall array of digital content, is available on the proposed to, and authorized by, CoC; degree programs. Given the essentially Registrar’s Website (web.mit.edu/registrar/ graduate proposals go through CGP. fixed size of the undergraduate body, the general/instructors/subjectproposals.html). Depending on the scope of changes, com- creation of a new program may draw stu- mittees may request that the procedures dents away from other programs. In some Departmental Exchanges for new degrees be followed. cases, new programs may have embedded Currently, departmental exchanges for The same paths apply to proposals to resource requirements, such as special undergraduate students are routed terminate existing curricula. In this case, classroom facilities or additional through CoC. Depending on curricular the committees look to ensure that cur- Communication instruction. A new grad- content and impact on the general educa- rently enrolled students can complete uate program, on the other hand, has the tional program, CUP and the standing their requirements and that reasonable potential to add to the overall campus subcommittees may also be involved. The notice is given to other departments population, impacting areas such as Office of the Provost should be consulted whose curriculum may be impacted. housing, student services, and funding for early in the process and plays a role in final By far the most comprehensive review stipends. review. While such proposals are relatively processes are reserved for new degree pro- Because new degree programs (espe- rare even within the committee system, grams. The mechanisms for reviewing cially graduate programs) can have signif- they tend to raise unique, cross-cutting new programs are based on guidelines for icant impact on resources, whether a considerations. The normal deadline for the approval of undergraduate degree program is viable or not depends on submitting such proposals is the first week programs, which were presented to the resources available, and commitments in December. faculty in May 2003. made by the administration at the depart- The typical path for undergraduate ment, School, and Provost level. While Minors proposals begins with a review of the faculty committees cannot make deci- Minors were first established in HASS communication component of the pro- sions about resource allocation, they are areas in 1987 and expanded to other areas posed program, after which it runs sensitive to the fact that the success of a in 1992. There are now three types: through the Committee on Curricula, the new program depends on adequate departmental minors (reviewed by CoC), Committee on the Undergraduate resources, and therefore ask proposers to HASS minors (reviewed by CoC and Program, and the Faculty Policy obtain letters from the appropriate SHASS), and interdisciplinary minors Committee. Graduate proposals begin in administrators that delineate the (reviewed by CoC and CUP). All consist CGP, then move to the Faculty Policy resources that will be available. of 5–7 subjects, with the objective of pro- Committee. Templates are available The goal of the faculty committees is to viding a depth of understanding in an through CoC and CGP; the undergradu- help departments maintain and initiate area outside of a student’s major. ate template and instructions are also strong academic programs for our stu- In reviewing minors, the committees available on the Faculty Resources dents. My hope is that this brief guide will look for cohesiveness, solid governance Website (web.mit.edu/faculty/gover- be helpful to units contemplating new and advising, and evidence of interdisci- nance/degree.html). proposals. As always, please feel free to plinarity (where appropriate). They will All proposals are reported to the contact me or the other faculty officers consider dependencies or overlap with Provost and Academic Council. The final with questions. other programs, with the expectation that step is to seek the approval of the faculty. appropriate consultations have taken This typically involves presentations at Steven Hall is a Professor in the Department place. Committees will look at compliance two consecutive Institute faculty meet- of Aeronautics and Astronautics and Faculty with existing policy and rules and, of ings, the first to introduce a motion to Chair ([email protected]).

5 MIT Faculty Newsletter Vol. XXVII No. 4

Campus Conversation on Climate Change Zuber, from page 1 for global warming. This is meant to inform subsequent discussion and not to be an exhaustive justification. For the latter you should read the scientific litera- ture, various climate reports [see, for example, ipcc.ch and www.globalchange.gov/ what-we-do/assessment], or talk to climate scientists at MIT or elsewhere.

The science, briefly The world has warmed at various times throughout its history and it is warming now. Recent warming (Figure 1) is a matter of concern. The last 10 years repre- Figure 1. Annual global mean surface temperature anomalies relative to 1961–1990 sent the warmest decade since at least the from three combined land-surface air temperature and sea surface temperature data 1880s, when global temperature measure- sets (HadCRUT4, GISS and MLOST). (From IPCC, WG1, 2013). ments became available. On a global average, the planet is about 0.8oC warmer than it was in 1880 based upon dozens of high quality, long records using ther- mometers worldwide, on land and sea (IPCC WG1, 2013). The amount of CO2 in the atmosphere has also varied over geological time. A particularly long, high-quality record from an ice core from Antarctica (Figure 2) demonstrates the variability. The CO2 content of the atmosphere has been increasing since the last ice age, but has accelerated since the dawn of the indus- Figure 2. Atmospheric carbon dioxide measured in air bubbles trapped in an ice core trial revolution. The amount of CO2 in from Dome C, Antarctica collected by the European Project for Ice Coring in the atmosphere now (400.26 ppm in Antarctica (EPICA). Units are parts per million (ppm). Year zero is 1950 of the February 2015; see Figure 3) is greater Christian Era (C.E.). (From: cdiac.ornl.gov/trends/co2/ice_core_co2.html#). than at any point in the last 800,000 years, the length of the measured record. (There debatable are the environmental conse- Policy of Global Change.] The latest are geologic and sediment records that quences of the continued increase of CO2 National Climate Assessment declared place some constraint on CO2 farther and other greenhouse gases in the atmos- that effects of global warming are already back than 800,000 years, but these records phere because not all climate forcings are being observed. Like many of you, I travel are considerably less accurate than the ice well understood. Some climate feedbacks around the world, and I am struck that the core data.) Virtually all scientists accept such as cloud changes in a warming world United States is nearly unique in not these observations as accurate. are subject to uncertainty, as are scenarios readily accepting the threat of global The substantial increase in CO2 for future emissions. Climate models that warming. during the industrial age is believed by the contain different physical parameteriza- That said, given the uncertainties, what, overwhelming majority of scientists to be tions and make different assumptions if anything, do we do about it? It’s really all primarily due to the burning of fossil forecast outcomes ranging from grim to about risk. The overwhelming majority of fuels, and to be the cause of most of the somewhat troubling. [Check out the scientists regard global warming as pre- current warming of the Earth. Global “Greenhouse Gamble Wheel” senting serious risks. It is certainly possible warming is not a debate. What is legiti- (globalchange.mit.edu/focus-areas/ that most scientists are wrong, but are we mately debatable is the fraction of the uncertainty/gamble) developed by the willing to bet the future that this is the increase that is human induced. Equally MIT Joint Program on the Science and case? In other aspects of our lives when we

6 MIT Faculty Newsletter March/April 2015

FFMIT has a petition that reads:

In order to limit global temperature rise to less than 2 degrees C, no more than 1/3 of global carbon reserves owned by fossil fuel companies and governments can be burned prior to 2050. Because it is unconscionable to finance our Institute with investments that will lock us in to catastrophic climate change, we call on MIT to: 1. Immediately freeze any new investment in fossil fuel companies, and 2. Divest within five years from current holdings in these companies.

Their petition contains more than 3000 signatures. From what I can surmise, some of the signees have thought very deeply about climate change and signed the petition with an understanding of Figure 3. Monthly mean atmospheric carbon dioxide at Mauna Loa Observatory, Hawaii. The observations, shown by the red curve, constitute the longest record of many of the issues relating to divestment. Others signed with what might be a less direct measurements of CO2 in the atmosphere. (Credit: P. Tans, NOAA/ESRL and R. Keeling, Scripps Inst. of Oceanography). Compare the concentration in this modern thorough appreciation of the pros and record to the historical time series in Figure 2. cons of divestment, often on their way down the Infinite Corridor where FFMIT face risk we think carefully about the con- ruining their planet. There are faculty periodically has a presence. Finally, some sequences of action and inaction and members who study climate change signees have told me that they don’t think proceed accordingly. What would happen whose research has been vilified and that MIT should necessarily divest, but if we stopped pumping CO2 into the politicized by individuals and organiza- they are deeply troubled about the lack of atmosphere right now? It would take more tions, most of whom have not attempted action on climate change at any level than a thousand years to remove from the to grasp the complexity of the science. (MIT, the U.S., the world) and thought system the CO2 that we have added and There are young people who are embark- that they should do something to express for surface warming to dissipate (Solomon ing on careers to study the Earth’s climate their concern. We do not know the relative et al., PNAS, 2009; 2010). If we wait until who must face the concern that they will contributions of signers from the various we understand all of the uncertainties be judged on their alignment with politi- categories. However, the sheer quantity of while continuing on a path of unabated cal ideology rather than on the scientific signatures tells us that this issue merits CO2 increase, we could be setting up merit of their work. There are alumni who thoughtful discussion. future generations to deal with a global are expecting MIT to stand up and take a What have other universities done calamity. This is where science ends and leadership position on this matter of regarding fossil fuel divestment? Most that values begin, because how we deal with global importance. There is a small frac- have divested do not have substantial risks, particularly risks we may be causing tion of our community who don’t believe endowments, with the exception of now that affect other people (in other that global warming is a problem. Stanford, which decided to divest only parts of the world, or future generations), from coal and only from coal investments is a question of values. The campaign for divestment that Stanford makes directly (as opposed Enter Fossil Free MIT (FFMIT), a campus to investments made by outside invest- What are the attitudes in our community? organization that has joined a national ment managers who invest for Stanford). Now let’s take the temperature of movement on college campuses whose None of the Ivies have divested, but Yale members of the MIT community. This is objective is divestment from fossil fuel communicated to its outside investment my assessment based on numerous meet- stocks to highlight the threat of climate managers the importance of accounting ings, discussions, and e-mail exchanges on change. FFMIT consists primarily of stu- for “the risks of climate change in invest- the topic of global warming. There are dents, and their leadership has met with ment analysis.” many students, postdocs, and young many members of the senior administra- continued on next page alumni who are worried that we adults are tion and other campus leaders.

7 MIT Faculty Newsletter Vol. XXVII No. 4

Campus Conversation on Climate Change Zuber, from preceding page Table 1. Committee on the MIT Climate Change Conversation

What does our community think MIT Roman Stocker (Committee Chair) Jacqueline Kuo should do about climate change? Associate Professor in Civil and Undergraduate The question we all care about is, “What Environmental Engineering Dept. of Mechanical Engineering does our community think MIT should do Dept. of Civil and Environmental Christoph Reinhart about climate change?” Should we accept Engineering Associate Professor in Building FFMIT’s call to divest? Should we do Sarah Brylinsky (Committee Staff) Technology something else instead, possibly a proac- Sustainability Project Manager Dept. of Architecture tive response that contributes to reducing Office of Sustainability Anne Slinn the Institute’s carbon footprint? Should Adam Berinsky Executive Director for Research we do something far more ambitious, and Professor of Political Science Center for Global Change Science if so, what? Should we do nothing until we Dept. of Political Science Tavneet Suri are more confident about the magnitude Kerry Emanuel Maurice J. Strong Career of the risks? Cecil and Ida Green Professor of Development Associate Professor Last spring, when President Reif called Atmospheric Science Sloan School of Management for the campus conversation on climate Dept. of Earth, Atmospheric and Geoffrey Supran change, he asked Provost Marty Schmidt, Planetary Sciences Graduate Student ESI Director Susan Solomon, MITEI Henry "Jake" Jacoby Dept. of Materials Science and Director Bob Armstrong, and me (collec- William F. Pounds Professor of Engineering tively forming the “Conversation Management Emeritus Stian Ueland Leadership”) to lead this activity. Because Sloan School of Management Postdoctoral Associate much of the best work at MIT is done Bernadette Johnson Dept. of Materials Science and through collaboration across the Institute, Chief Technology Officer Engineering we decided to appoint a committee to MIT Lincoln Laboratory implement the conversation. The Committee on the MIT Climate Change address global climate change. The Last fall the Climate Change Conversation, listed in Table 1, is chaired Conversation should explore pathways to Conversation Committee launched an by Professor Roman Stocker and contains effective climate mitigation, including how idea bank seeking input for the most faculty from all five Schools, a postdoc- the MIT community – through education, effective ways to deal with climate change, toral associate, a graduate student, an research and campus engagement – can as well as a survey to gain input as to how undergraduate student, a staff member, constructively move the global and national the community wanted to engage on the and a senior member of the technical staff agendas forward. Possible activities for the topic. The public part of the conversation of Lincoln Laboratory. [The Climate Campus Conversation could include a is taking place this spring, with the sched- Change Conversation Committee has a lecture series, panels and a survey in which ule of events listed in Table 2. Website that contains a lot of useful infor- all points of view of the MIT community are mation: climatechange.mit.edu.] Their sought, presented and discussed. To know what the community thinks, charge is as follows: we need the community to speak The Committee should produce a final Up until now, there has been a dedicated The Committee will plan and implement report to be delivered to the Conversation and passionate group on campus and the MIT Climate Change Conversation, Leadership. The report should list, in from the alumni ranks who have been reporting to the Conversation Leadership unranked order, key suggestions with asso- calling on MIT to take action. But we need (Provost Marty Schmidt, Vice President for ciated pros and cons that encompass the all members of our community to get Research Maria Zuber, Environmental range of views of the community. The involved with this conversation. To inspire Solutions Initiative Director Susan Committee should accomplish its work you to start thinking, let me pose some Solomon and MITEI Director Bob during the FY14-15 academic year and challenging questions: Armstrong). submit its report by Commencement 2015. The Conversation Leadership will solicit • How do we reconcile the social harm The Committee should seek broad input reactions to the report from the MIT com- associated with burning fossil fuels with from the Institute community on how the munity and, from the collective input, rec- the social benefit of their current use, US and the world can most effectively ommend to the President a path forward. especially in developing economies?

8 MIT Faculty Newsletter March/April 2015

• Where’s the shared sacrifice? How do we Table 2. Campus Conversation on Climate Change Schedule of Events insist that MIT as an institution take action without each of us changing our Fall 2014: Idea bank launched (climatechange.mit.edu/ideabank) own behavior? Fall 2014: Survey on campus engagement January 21: “One Man’s Journey to Climate Activism” by alum Larry Linden • How can MIT best exhibit leadership on March 12: Public Forum on Reducing MIT’s Carbon Footprint the issue of climate change? March 31: Public Forum on Climate Change Communication, E51-115, 4:00 – 5:30 pm We need to be discussing these and April 9: Campus debate on divestment, Kresge Auditorium, 4:30 – 6:00 pm many other questions about what MIT April-May: Climate Change Conversation Committee Listening Tour should do, or, if you wish, not do. We can April 13, 12-1 pm, 4-237 fully expect our students to come out in April 22, 6-7 pm, 37-212 force and let us know what they think. April 27, TBD @ Lincoln Laboratory Good for them! But on this issue, we have April 28, 12-1 pm, E25-111 heard from a small fraction of MIT’s May 7, 5-6 pm, 32-155 1,000-plus faculty so far. We can’t develop May 12, 6-7 pm, 3-270 a strategy that considers the wishes of the May 11: Compton Lecture by Mario Molina, TBD community if we don’t know what all June 5 (approx.): Report due to Conversation Leadership, followed by release to community members think. There should community for comment be no expectation on your part that an outcome that is acceptable to you will • Everything we do has a cost. What’s the fuel companies while continuing to use emerge in the absence of your input. appropriate balance of MIT investment their products and to partner with them Please make your opinion known by par- to respond to climate change with on clean energy solutions and fossil fuel ticipating in the public events (Table 2) or investment in other Institute needs? studies that mitigate environmental harm? contacting anyone on the Climate Change Conversation Committee (Table 1) or the • What kinds of action can we take that are • Is the threat of climate change such that Conversation Leadership. commensurate with the global nature of we should diverge from our modus climate change? operandi of objective, data-driven analy- Maria T. Zuber is Vice President for Research sis and problem solving to take a social and E. A. Griswold Professor of Geophysics • Would it be appropriate to call out fossil activism role in combating it? ([email protected]).

9 MIT Faculty Newsletter Vol. XXVII No. 4 letters

Why MIT Faculty Should NOT Sign the Petition to Divest from Fossil Fuels

Dear Faculty Friends,

UNTIL MIT ITSELF DIVESTS FROM There will of course be accusations 1529 (e-mail me and I will be happy to using fossil fuels, it would be hypocritical that we are being “bought off” by fossil send you a copy). for us to sign a petition to divest from fuel company members of MITei. On the Read the CSPonD paper where in the fossil fuel companies. Indeed, given that contrary, I believe MITei fossil fuel end we show how the U.S. government many fossil fuel companies have invested company members are genuinely also could easily attain 50 GW of 24/7 solar in MITei to help us find ways to address interested in renewables and low carbon power, which could power L.A., on a small our world’s energy problems (supply and energy sources. Personally, as a recipient part of its large military bases at China environmental issues), divestiture would of funds from MITei, my research into Lake and White Sands. I agree it’s easy to be an act of ballistic podiatry followed by renewables has been able to flourish join a loud protesting mob: REAL leader- a round of Abbe Roulette. If we really before it became fashionable to work in ship would be for MIT to even more want to “punish” fossil fuel companies, renewables. Indeed, MITei funded my strongly engage the “problems” and work replace the “FFincome” from investment wild renewable ideas at a time when DoE with all involved to achieve long-term sus- in fossil fuel companies with endowment and NSF would not. The result? Things tainable goals. funds and spend the “FFincome” on solar like “Symbiotic offshore energy harvesting panels for all MIT roofs, energy saving and storage systems,” Journal Sustainable Sincerely, windows…. First put our own money Energy Technologies and Assessments, 1-7 Alexander H. Slocum where our mouth is, then we will be free to and “Concentrated Solar Power on Pappalardo Professor of Mechanical Engineering preach to others.☺. Demand,” Solar Energy 85 (2011) 1519- MacVicar Faculty Fellow

Professor Harvey Responds

Editor’s Note: Prof. Slocum’s letter (above) Other academic institutions have built fast as we can before they are worthless! is in reply to the article, “Why MIT Faculty innovative zero-emissions buildings. Alex The serious and immediate concern Should Sign the Petition to Divest from Slocum’s research stands out as an about MIT’s investment in the companies Fossil Fuels,” by Charles F. Harvey (MIT example of how the ingenuity concen- that extract coal, oil, and gas is the Faculty Newsletter, Vol. XXVII No. 3, trated at MIT can be focused to develop message it conveys to the world. What January/February 2015.) new ways to reduce fossil fuel consump- does it mean if we work during the day to Following is Prof. Harvey’s response to tion. I am pleased that oil companies are reduce MIT’s emissions, while our invest- Prof. Slocum’s reply. funding his research because I can think ments work at night to extract fossil fuels? of no better use for their money. We Equity ownership of the fossil fuel indus- I HEARTILY AGREE THAT MIT should continue to welcome this funding. try is a bet on the future success of coal, should reduce its carbon dioxide emis- Let’s hope MIT will make game-changing oil, and gas – a bet with MIT’s endow- sions and am excited for the endeavor. I discoveries soon. Imagine if solar power ment against the success of competing would like to see us do it “big,” to go and energy storage were improved to the non-fossil sources of energy, the renew- beyond what many other institutions are point where together they outcompeted ables that Alex Slocum is working to doing. The bar is already high. Apple and fossil fuels for most uses. When that day develop. Proposing that technology will Google are offsetting their power con- comes, we will all agree what to do with reduce fossil fuel consumption, while sumption with large-scale solar projects. our fossil-fuel investments – sell them as simultaneously betting that the coal, oil,

10 MIT Faculty Newsletter March/April 2015

and gas industry will prosper, may seem change science – an activity that could nity to act responsibly and influence the strategic, or may seem cynical, but it cer- hardly be more antithetical to MIT’s world to follow a safer path. tainly is not a style of real leadership that mission. A careful shift of MIT’s invest- The fact that we are working on one conveys a clear message about the threat ment would have little effect on MIT’s good thing (reducing MIT’s emissions) of anthropogenic climate change to expected return on the endowment and does not preclude us from doing another human welfare. would not punish the fossil fuel industry good thing (divesting from fossil fuel Yes, fossil fuel companies are funding because MIT owns too small a portion of companies). We can do better; we can do alternative energy research at MIT in their stock to move the market. The both. At MIT, we know that the scientific addition to funding MIT’s research on oil reason to divest is to send a message evidence is clear about the dangers of and gas extraction. However, fossil fuel beyond MIT that the coal, oil, and gas climate change. Let’s make our actions companies are almost exclusively in the industries must leave most of their equally clear and consistent. business of extracting, refining, and dis- reserves, the assets that support their valu- tributing fossil fuels. They have not diver- ations, in the ground if we are to avoid the Charles F. Harvey sified into renewable energy and have a worst effects of climate change. With Professor history, with an obvious motivation, of MIT’s stature as one of the world’s top sci- Department of Civil and Environmental funding disinformation about climate entific institutions, we have an opportu- Engineering

letters

Humanities and The Future of MIT Education

To The Faculty Newsletter:

IN THE ARTICLE ON “The Future of May I remind the authors and anyone In these three Schools we study and MIT Education” (MIT Faculty Newsletter, else who might need reminding that there teach about politics, economics, linguistics, Vol. XXVII No.2, November/December are five Schools at MIT, three of which are philosophy, literature in numerous lan- 2014) authors Sanjay Sarma, Karen not engaged in science and engineering? guages, film and media studies, anthropol- Willcox, and Israel Ruiz state: ogy, history, urban studies, architecture, I have taught at MIT since 1972 and music, theater arts, and much, much more. “Accordingly, the two central tensions have experienced many examples of this that are clear in the Future of MIT kind of invisibilization of my scholarly The material world is important, but it Education report and in the summary on and pedagogical identity and mission is not the only world we need to know these pages are those between the direct during that time. I know that many of my about. encounter of students with dedicated colleagues in SHASS have as well (and, teachers, and the deep value of direct probably, in the School of Architecture Jean E. Jackson hands-on engagement in the processes of and Planning and Sloan School of Professor Emeritus science and engineering.” Management). Department of Anthropology

11 MIT Faculty Newsletter Vol. XXVII No. 4

Review Conference to take Center Stage expectations; it is surprisingly detailed. It strictest IAEA inspections that have ever Bernstein, from page 1 contains many major concessions by both been conducted. In return, Iran is to be parties, particularly by Iran. The central relieved of many sanctions and will obtain Engineering Department the Laboratory agreement is that for the next 15 years Iran official recognition from the international for Nuclear Security Policy has a vigorous program led by Scott Kemp and Richard Lanza. Francis Gavin, the Stanton Chair in Nuclear Security Policy, Vipin Narang, Barry Posen, Jim Walsh, and others are active members of the Security Studies Program in the Political Science Department, and I’m a member of the Physics Department. There is also a student Global Zero group led by Mareena Robinson, a Nuclear Science and Engineering graduate student, closely associated with the Technology and Culture Forum (Radius) who have been having programs of interest. Most promi- nent in the news is our Physics Department colleague, Ernie Moniz, the U.S. Secretary of Energy, who is partici- pating in the Iran negotiations as a techni- cal consultant to Secretary of State John Kerry [see The New York Times, 29 March U.S. Secretary of State John Kerry, center, and British Foreign Secretary Philip 2015, p.1.] Hammond, second from right, wait with U.S. Under Secretary for Political Affairs Wendy Iran has ratified the NPT (Nuclear Sherman, left, and U.S. Secretary of Energy Ernest Moniz, second from left, before a meeting with Russia, China, France, Germany, European Union, and Iranian officials at the Non-Proliferation Treaty). However, for Beau Rivage Palace Hotel in Lausanne, Switzerland, Monday, March 30, 2015. the past two decades, it appears likely to have been working towards the ability to will dramatically limit its present stockpile community for the first time of their right either make nuclear weapons or become a of reactor grade enriched uranium (< 4%) to enrich uranium. Supporters of the nuclear weapons threshold state. Iran has from its current 10,000 to 300 kilograms. agreement in Teheran have used both of had a long and troubled history with the The number of running P1 centrifuges these issues to counter arguments from IAEA (International Atomic Energy (their least efficient models) will be their hard liners. Agency) and the U.N., as can be seen by reduced from 10,000 to 5060 and be sta- These negotiated goals need to be many Security Council Resolutions (for a tioned only in their Natanz facility for 10 finalized by the end of June, as well as summary see www.armscontrol.org/fact- years. This combination should ensure several important and potentially difficult sheet/Timeline-of-Nuclear-Diplomacy- that the breakout time is increased to one issues that were deferred. These include With-Iran). year, the number that President Obama how the reduction of the enriched In August 2013, three days after his has been stating as required. uranium stockpile is to be reduced (Iran inauguration, Iran’s newly elected In addition, there are limits placed on has ruled out shipping this material out of President Hasan Rouhani called for the Iran’s research into more advanced reac- the country) and the U.S. demand that the resumption of serious negotiations with tors and their deployment, as well as the IAEA be allowed to conduct inspections the P5+1 (the acknowledged nuclear conversion of the deep underground facil- any place in Iran, including military bases. weapons states – U.S., Russia, China, ity at Fordow into peaceful nuclear A sign of how difficult these future nego- England, France, plus Germany) on Iran’s physics research without any centrifuges tiations will be can be seen in the differing nuclear program. These commenced in enriching uranium. The heavy water Arak versions of the leadership in Washington October 2013. On April 2, after several reactor being constructed by Iran (frozen and Tehran (see, e.g., M.Gordon, The New years of negotiations that became quite under the interim agreement of York Times, April 4, 2015). The issue that intense in the previous week, Iran and the November 2014) will be reconfigured so has received the most attention is the P5+1 came to a historic, preliminary that very little plutonium will be pro- timing and nature of the sanctions relief. outline of an agreement that exceeded my duced. All of these are subject to the The P5+1 is stating that they will be

12 MIT Faculty Newsletter March/April 2015

reduced on a step-by-step basis as Iran nuclear weapons, and for assassinations of or process. The rest of the signatories are demonstrates that it is complying with the several of Iran’s nuclear scientists. entitled to utilize nuclear power, subject to agreement. The Iranian leadership is These specific nuclear issues are a small IAEA inspections, but are not allowed to asserting that all of the sanctions will be fraction of the many contentious issues have nuclear weapons or to help others terminated, not phased out, as soon as the between our countries, and with our close obtain them. It is anticipated that the 2015 accords are finalized June 30. Stay tuned ally Israel. In my personal view, there is meeting will be “stormy” (see www.armscontrol. for the same cliff hanging, intense negoti- little doubt that Iran has worked hard to org/act/2014_04/Rough-Seas-Ahead_ Issues- ations that occurred at the end of March. position themselves to be able to produce for-the-2015-NPT-Review-Conference) with In order to have any chance of success a nuclear weapon without taking the final many of the non-aligned, non-nuclear the negotiations did not address any of step. Clearly, it is in our interest to keep weapons states such as Ireland, Norway, the many outstanding political differences them from taking this important last step. etc., demanding that the established that we have with Iran. These include their It is therefore necessary to successfully nuclear weapons states get specific about support of Hamas and Hezbollah, general conclude the negotiations that will slow their Article VI commitments. What is antagonism towards Israel, the lack of civil down their ability to quickly produce a anticipated is that there will be a call to liberties inside their country, and its role nuclear weapon and allow a vigorous establish some concrete guideposts about in the Shia-Sunni conflict. This will inspection regime. It is rarely mentioned nuclear weapons reductions. It is also require some heavy diplomatic lifting that in the debate that it is in our interest to anticipated that the nuclear weapons the Obama administration is already give them sufficient incentives so that they states will focus on the proliferation issue, dealing with. In addition, there is a great do not want to take the final step towards particularly for Iran and North Korea. The deal of opposition in Congress which has making a nuclear weapon. In my view, we P5 met in London and issued a bland taken on an unfortunately partisan char- should not let the pursuit of the perfect statement on February 4 (www.state.gov/ acter and which will be an issue in the deal prevent the reasonable one that now r/pa/prs/ps/2015/02/ 237273.htm) that is 2016 presidential campaign. appears to be possible. As is often the case, unlikely to satisfy the critics who want to It is important to step back and take a the goal should be to minimize risk, since see some tangible progress on the part of longer and more fundamental view of eliminating it is quite unlikely. The alter- the existing nuclear powers, particularly what should be accomplished. It is rarely native to an agreement appears to be esca- the U.S. and Russia, making disarmament acknowledged in the political commen- lating conflict, possibly war, and a a priority, not just a distant objective. tary, but we are fortunate that Iran seems fractured P5 alliance on this issue, and In addition to the formal conference committed to be part of the NPT treaty possibly Iranian nuclear weapons in the there are many non-governmental activi- and since the interim agreement was next few years. Finally, in my judgment, ties planned around the NPT review with reached, have allowed the most intensive even though Iran’s nuclear program has people participating from all over the IAEA inspections ever conducted of their attracted intense interest, the more world. Our Faculty Newsletter Chair, facilities and some of their uranium important nuclear arms control issues Jonathan King, is actively working on mines. It is also encouraging that Ayatollah include U.S.-Russian reductions and this, serving as Chair of Massachusetts’s Khamenei has issued a FATWA stating that taking our missiles out of “hair trigger” Peace Action’s committee organizing for they will not develop nuclear weapons. On alert mode, the dangerous India- Pakistan the Conference. On this 70th anniversary the other hand, we should not be naive standoff, and North Korean isolation and of the bombing of Hiroshima and about their intentions. We know that Iran nuclear weapons development. Nagasaki a large Japanese delegation is had a nuclear weapons development The other nuclear proliferation issue expected to show their support for elimi- group and that they probably know how to that is likely to generate extensive news nating nuclear weapons. Many student quickly build a nuclear weapon once they coverage is the next five-year NPT review and university groups are expected from have the required fissionable material. U.S. scheduled from April 28 thorough May 9, the U.S., including MIT and other local intelligence estimates that this effort ended 2015 at the U.N. The NPT came into force universities. As someone who learned so in 2003. We also know that in the past they in 1970, and currently includes 189 states. much from my older colleagues who did not completely live up to their NPT Notably absent are India, Israel, Pakistan, worked on the Manhattan Project, and inspections obligations, for which they and North Korea (who withdrew) which who has been long concerned about were sanctioned many times. have nuclear weapons. The bargain to nuclear weapons, I hope that this atten- For their part, Iran is angry about our establish the NPT was that the five nuclear tion plays a role in preventing them from cyber sabotage efforts on their enrich- weapons states (the P5) were grandfa- ever being used again. ment centrifuge program and at Israel, thered in but agreed to eliminate their who they link to the U.S., for their refusal nuclear weapons; Article VI that covers Aron Bernstein is Professor Emeritus in the to join the NPT, for its possession of this does not specify a specific time scale Department of Physics ([email protected]).

13 MIT Faculty Newsletter Vol. XXVII No. 4

Advancing a Respectful Edmund Bertschinger and Caring Community

Editor’s Note: On the following 9 pages we community? Most MIT reports present treatment in a document, “Common offer a variety of reactions to Institute ideas to change the world. This one pre- Values on the Graduate Student Community and Equity Officer Ed sented ideas to change MIT in our grand Experience,” intended for their faculty Bertschinger’s recent report, “Advancing a tradition of learning by doing. advisors. We need it because support staff Respectful and Caring Community: The overall goal of this effort is sum- have advanced an initiative for “Civility Learning by Doing at MIT.” marized by the ICEO mission statement – and Respect at MIT.” We need it because “to advance a respectful and caring com- our undergraduates organized an event: IN 2013, I SHIFTED ROLES from munity that embraces diversity and “We Are One: Building a Better MIT Physics Department head to the Institute empowers everyone to learn and do their Through Conversation.” We need it Community and Equity Officer (ICEO) at best at MIT.” because, all across MIT, people are coming MIT. This new position includes oversight After exploring MIT’s community, to realize that there are unhealthy aspects of MIT’s efforts to promote diversity and culture, and values, the report weaves of the MIT culture (tech.mit.edu/ inclusion for faculty and staff, and much together recommendations and data pro- V135/N7/hao.html). more. The breadth of the role is reflected viding the means and ends for shifting the We are not, however, ready for the full- by its title: the community includes over culture. The first recommendation is to scale process of an MIT Compact. We try 23,000 students, staff, postdocs, visitors, establish a process leading to an MIT to do too much and, in the process, and faculty in Cambridge, more than Compact. become less. An example comes from how 3,400 Lincoln Laboratory employees in we manage stress on ourselves and others. Lexington, and the MIT Corporation MIT Compact process According to conversations with students, members, alumni, and many others affili- Assemble a representative working group to many faculty did not take time during ated with MIT. write a brief statement of what we aspire to classes the week following two student The first 18 months in this role pro- as a community and what we expect of one suicides to offer students the chance to vided a unique opportunity to study another as MIT community members. talk about how they’re feeling and to make MIT’s community, culture, and values. Properly understood, this recommen- clear that we are there for them, despite Numerous faculty reports were reviewed, dation is radical: it removes the labels and receiving a request from the Chancellor, including the 1999 and 2002 reports on privileges of our positions and asks us to Provost, and Chair of the Faculty on women faculty and the 2010 Report on hold honest conversations about our March 9, 2015 that they do so. As reported the Initiative for Faculty Race and values and community standards. in the March, 2015 issues of The Tech, and Diversity as well as the 1998 Report of the Although the deliverable outcome is a in the Boston Globe on March 17 Task Force on Student Life and Learning. one-page document, the most important (www.bostonglobe.com/metro/2015/03/16/ Scores of other reports, articles, and books part of this recommendation is the mit-students-open-about-stress/dS61oA5ti were read, and hundreds of community process of engaging in deep, community- KqjvVsJ5VZRAL/story.html), a few members were interviewed. Crucial ideas wide conversations about core values, faculty reached out to students in came from students, staff, and alumni. aspirations, and norms. These conversa- thoughtful, inspiring ways (tech.mit.edu/ The product of this study was a lengthy tions will launch our mission of advanc- V135/N8/davis.html). Let us strive report (iceoreport.mit.edu) released in ing a respectful and caring community together to advance a respectful and February 2015 that addressed three ques- into orbit. caring community (tech.mit.edu/V135/N6/ tions. What makes MIT special? Which Two questions come to mind: why do letters6.html). elements of the MIT culture support its we need this, and are we ready for it? If holding these conversations is mission and which ones hinder it? How We need a Compact process because important and we are not sufficiently can we do better as individuals and as a graduate students have called for fair ready, what should we do? This being

14 MIT Faculty Newsletter March/April 2015

MIT, let us practice learning by doing. Start overwhelmed by all they have to do than neglect was unconscious, a bias arising the conversations in your research group. men, although their overall satisfaction from my lack of experience with issues of Ask your administrative assistant how she was the same. The report shows the com- accessibility. or he is coping with stress. Then listen munity challenges facing us and provides Seven years ago, MIT female full pro- humbly (web.mit.edu/fnl/volume/272/ a set of “community” recommendations fessors earned, on average, 94% of what schein_letter.html). Prototype the MIT intended to address the challenges and male full professors did, comparable to Compact process in your department, lab, exploit the opportunities for moving MIT the ratio at our peer institutions. This dif- or center. Be sure you include students, into a leadership role in how we treat ference could not be accounted for by postdocs, and staff – and if you don’t people, as called for by President Reif. accomplishments, experience, or other know where to begin, ask them. After The ICEO report also provides data factors, but was due to gender bias. The some initial discomfort, you will likely concerning equitable treatment (rank, bias was identified and systematically cor- find the process inspiring and energizing. salary, etc. as functions of gender, rected with the result that for the last three With your help, perhaps by 2016 MIT will race/ethnicity, etc.) and on progress years, female and male full professors be ready for scaling up of these conversa- towards diversity goals called for in previ- earned as much, on average, at MIT – but tions community-wide. ous reports and in a 2004 Faculty not at our peers, who did not identify and Theodore Roosevelt said, “People don’t Resolution. Although the doubling of correct unconscious bias. care how much you know until they know underrepresented minority faculty and Google has undertaken impressive how much you care.” While this is not easy the tripling of underrepresented minority efforts to educate all its employees about at MIT, we do things here not because graduate students called for in 2004 has unconscious bias and steps to correct it. they are easy, but because we love to solve not quite been achieved, significant One of the report’s major recommenda- important problems. Showing that you progress has been made as a result of tions calls on MIT to do the same by care will help to solve problems. proactive recruitment efforts described in hiring a social scientist to implement a the report. The greatest disappointment community-wide training and assessment Quantifying diversity, equity, and was the discovery that MIT seriously lags program. Success will require faculty inclusion both the technology industry (Facebook, being willing to learn and, perhaps, to MIT faculty thrive on data. The ICEO Google, Apple, etc.) and our own faculty change some habits. report samples data from institutional itself in the presence of underrepresented surveys as well as qualitative data from minorities among postdocs, academic Implementation interviews to show where the mission is staff, research staff, and Lincoln The ICEO report cannot be implemented succeeding and where we are lagging. Laboratory technical staff – even if one by the ICEO or by the Provost. It is too Encouragingly, overall satisfaction has excludes international scholars. far-ranging for anything but MIT’s dis- increased markedly over the last decade, tributed leadership to effect, working with by 19% for staff and 13% for faculty, Filling in our blind spots HR, with student leaders, with all of whose satisfaction exceeds that of faculty The persistent underrepresentation of Academic Council, and with many others. at our major peers. However, if one subdi- women and minorities in faculty posi- The report contains 17 major recommen- vides the data by different groups, one tions and in leadership roles of many dations (of which only two have been finds that White and Asian undergradu- kinds remains a blot on universities pur- mentioned above) and numerous ates are significantly more satisfied than porting to be meritocracies. It is appropri- “minor” recommendations, which are Black, Hispanic, and Native American ate to ask whether aspects of faculty often lesser only in that their implementa- undergraduates, and similarly for hetero- culture diminish our return on invest- tion is less cross-cutting. sexual undergraduates compared with ment by making it harder for people to For example, one recommendation lesbian, bisexual, gay, transgender, and succeed who are different. calls on every head of a department, lab, queer undergraduates. The answer to this question is univer- or center and every administrative officer Data from the Quality of Life surveys sally affirmative, and has nothing to do or equivalent to attend a leadership work- reveals chilly climates for staff, students, with faculty status or privilege, but with shop and take an online course on leader- postdocs, and/or faculty in several depart- human nature. Each of us has a limited ship. It also calls for the development of ments, labs, and centers. Usually, students perspective shaped by our own experi- an MITx course, Introduction to the MIT or employees of these work units have ence, resulting in blind spots. For Community, for new community called out for help in dealing with abrasive example, the ICEO report says almost members to take during orientation. It conduct, and sometimes the remedies are nothing about how MIT can improve the also calls for facilitated conversations unsuccessful. Alarmingly, in every cate- experience of students and employees about community standards in each gory of student and employee, women are with disabilities, an oversight that will be continued on next page significantly more likely to report feeling corrected in the final version. This

15 MIT Faculty Newsletter Vol. XXVII No. 4

Advancing a Respectful and Caring women faculty in science and engineering input from students and staff, who are Community (web.mit.edu/faculty/reports/pdf/women often more aware than faculty are of chal- Bertschinger, from preceding page _faculty.pdf), but less so for minority lenges to equity and inclusion. department, lab, or center for all faculty faculty. That is why a recommendation What can one do, given the heavy and supervisory staff, using video skits calls on deans and department heads to demands of academic life? We are all busy created in a Bystander Intervention Video review and implement the recommenda- and many will not have the time to read Competition. Should this broad recom- tions of the Race Initiative report and the full ICEO report. As a first small step, I mendation be accepted, it will be impor- other reports, and for the provost to urge you to read Section 1, which shows tant for the senior administration to review progress every five years. In addi- some ways that you can make a difference explain why it is important. The report tion, another recommendation calls for and why it matters. If you have a little contains a great deal of background infor- each dean, vice president, and director on more time, join me for dinner with stu- mation in Sections 1 through 6. The large Academic Council to appoint an Equity dents excited about MIT yet feeling scope of this recommendation means that Committee to advise and work on trapped in “the bubble,” or organize your it would take several years to fully imple- improving equity. Most of the committees own extracurricular events. They will ment, with oversight being provided by already exist. Finally, the Corporation appreciate your humanity and be inspired the deans, vice presidents, and directors Visiting Committees have an important by your stories. Finally, discuss with col- on Academic Council. role in reviewing the success of many MIT leagues how you can advance a respectful Some faculty have asked me what has units, and their work will be aided by a and caring community in your depart- happened with previous faculty equity dashboard summarizing community and ment, lab, or center. Learn by doing. reports. Good progress has been made on equity data for their unit. Visiting Edmund Bertschinger is Institute Community the recommendations of the reports for Committees should also seek candid and Equity Officer ([email protected]).

In Support of the ICEO Mission Statement Paul E. Gray

MIT HAS BEEN A PRIME continu- • The creation of McCormick Hall and the The mission of the Institute Community ously evolving educational enterprise opening of other undergraduate dormi- and Equity Office is to advance a respectful charted by the Commonwealth of tories enabled gender equity for all. and caring community that embraces diver- Massachusetts for more than 15 decades. sity and empowers everyone to learn and do It has seen several periods of serious • The affiliation with the Whitehead their best at MIT. introspection and change: Institute. This work deserves the attention of • Creation of the Radiation Laboratory Professor Edmund Bertschinger – the everyone in this community. (RLE). Institute Community and Equity Officer Paul E. Gray is Professor Emeritus, (ICEO) – has proposed a mission state- Department of Electrical Engineering and • The Undergraduate Research ment for all who work, study, learn, live Computer Science, and President Emeritus Opportunities Program (UROP). and grow at MIT: ([email protected]).

16 MIT Faculty Newsletter March/April 2015

Let’s Get to Work in “Advancing a Thomas A. Kochan Respectful and Caring Community”

INSTITUTE COMMUNITY AND EQUITY courses, extracurricular activities, and hope these inspire others to enter the Officer Ed Bertschinger’s report serves as a living groups, and finally they return to competition Ed plans to host for more made-to-order blueprint for implement- the classroom to reflect on lessons learned such videos. ing the mission of his office: “to advance a through written and oral presentations. Another opportunity being proposed respectful and carrying community . . . at Our curriculum revisions open up oppor- by several Sloan faculty colleagues is to use MIT.” The report itself is classic MIT – a tunities for students to apply these leader- randomized experiments to test new thorough piece of research that builds on ship and action learning principles in approaches to freshman orientation, a host of social science research findings, provides new data from a year of inter- One key recommendation in Ed’s report is to produce a viewing and listening to members of our community, and distills the evidence into new set of Bystander videos that help us all deal with a plan of action. inappropriate comments and behaviors or aspects of our But wisely Ed notes in his column in culture that increase stress. . . . Another opportunity this Newsletter (page 14) that he is not being proposed by several Sloan faculty colleagues is to proposing a top down strategy for chang- use randomized experiments to test new approaches to ing the MIT culture. Instead he proposes freshman orientation, dorm assignments, or assistance we start locally – where the real power and levers for change lie. provided to students experiencing academic or other So he needs our help. How might we difficulties. do this? Let me give you a couple of exam- ples that I hope will move you to action. these new classes. If we take advantage of dorm assignments, or assistance provided My home department, the Sloan these new opportunities, we can help our to students experiencing academic or School, writes our Mission on the wall for undergraduates hone their leadership other difficulties. By using carefully all to see: “To develop principled, innova- skills in their chosen field of interest while designed controlled experiments such as tive leaders who improve the world . . . .” on campus as a prelude to becoming prin- these we could put our research and data These are nice pious words, but are we cipled, innovative leaders who improve driven traditions to work in solving living the mission? We have a golden the world after graduation. known, longstanding problems affecting opportunity to test whether we really One key recommendation in Ed’s our students. mean it. The Sloan faculty just voted to report is to produce a new set of These are just some ways we can put revise our undergraduate programs to Bystander videos that help us all deal with the Bertschinger blueprint to work in expand and deepen our course and degree inappropriate comments and behaviors ways consistent with MIT’s culture. options, largely along technical (data ana- or aspects of our culture that increase Multiplying these examples with others lytics and finance) lines. These will serve stress. I am happy to say that five student like it across campus might go a long way our students well but how will we ensure teams in my undergraduate People and toward realizing our goal of building a they produce principled leaders? Our own Organizations course are taking up this “respectful and caring community” research tells us that leadership is best call and will produce new Bystander for all. learned through a three-step “action videos that can be used across campus to learning” approach: First we teach theo- deal with things such as the “imposter” Thomas A. Kochan is the George Maverick ries of leadership, then students put them syndrome and other stresses students have Bunker Professor of Management, Sloan to work in their team projects in other identified are part of the MIT culture. I School of Management ([email protected]).

17 MIT Faculty Newsletter Vol. XXVII No. 4

The Faculty Role in Building and Phillip L. Clay Sustaining Community

MIT’S MISSION STATEMENT: development. I wanted the faculty to be experience, these colleagues missed involved, and I engaged several faculty opportunities to expose students to the “To advance knowledge and educate members about this initiative. One of complex social technology of caring and students” these faculty members protested that he inclusion. “To bring knowledge to bear on the world’s great challenges” First, I believe that we should share our personal “With the support and intellectual stim- journeys with our students. We collectively possess a ulation of a diverse community” remarkable array of stories of resilience, success against “For the betterment of humankind” the odds, and cultural integration. We are the products MIT is a special community. We are of many transitions, from many cultures, and from guided by values (e.g., integrity, excel- backgrounds of poverty as well as privilege. We have lence, curiosity, openness to exploration) lived multicultural lives. We have embraced challenges and dedicated both to generating and dis- and made contributions that extend far beyond our seminating knowledge and to identifying disciplines. and addressing the world’s most impor- tant challenges. We attract some of the was a science professor, not a professor of A “respectful and caring community” is most talented and creative young people leadership, and he did not have time to not merely tolerant and civil. It is not uni- in the world. participate because of his responsibilities formly neutral to issues, and it doesn’t We are entrusted with the task of leading and developing scholarly activities repress difference. At MIT, we take on hard preparing these young people to apply and providing leadership on various MIT problems such as honoring differences knowledge and wisdom to solving the committees and within his department. and attempting to learn from them, so that world’s problems, both technical and I couldn’t ignore the irony. Although he we can receive the best each person has to nontechnical. If our students are to work and others I approached were major offer, and work for a world where the ben- and lead with confidence and maximum leaders in their fields, in the community, efits of progress help all to advance. We impact, they need more from us than and at MIT, they did not consider them- regard difference as an asset to be used, not problem sets and lectures. They need our selves live models for leadership. But the a convenient filter for exclusion. experience and values. fact is that they are. They model our ideals, The statement President Reif delivered How can we best transmit this knowl- challenging convention, taking calculated when he took office reminded us that edge to them? We must not assume that risks, championing inclusiveness, mentor- leadership is neither mechanical nor our students will absorb our values, per- ing new people, and fostering global col- sterile, but grounded in commitments to spectives, and life lessons through mere laboration, and they also model styles of “meritocracy and integrity,” “excellence,” proximity. We need to be proactive in engagement and coping that our students “care for the MIT community,” “equity engaging our students. And we need to need to learn if they are to succeed. and inclusion,” and “[teaching students] better appreciate how valuable our reflec- Each MIT faculty member has a not only the rigor of their disciplines, but tion and wisdom are to these young, bril- special opportunity to impart habits of also how to use their gifts, and human liant minds. mind and styles of leadership to students. values that make those gifts worthwhile.” Some years ago, when I served as MIT’s But few students have any exposure to So, as faculty, how do we harvest and Chancellor, I was interested in developing these other dimensions of faculty, which share our experiences and our values in a set of curricula and co-curricular activi- shine most brightly outside of lecture action? There are several approaches I ties that would emphasize leadership halls and labs. By declining to share their would suggest.

18 MIT Faculty Newsletter March/April 2015

First, I believe that we should share our these opportunities. If students recognize themselves will be more capable of personal journeys with our students. We an unmet need, at MIT or elsewhere, we making an impact with the talents they collectively possess a remarkable array of should encourage and support them in possess. They will inspire all sorts of stories of resilience, success against the addressing it. A legacy of involving stu- people to engage and embrace them. And odds, and cultural integration. We are the dents in all aspects of our institutional life they will be better equipped to create and products of many transitions, from many means that we can be joint agents with sustain caring and respectful communi- cultures, and from backgrounds of students, supporting and advising them, ties, wherever they go. poverty as well as privilege. We have lived and engaging them as partners. In the classroom, we can create oppor- multicultural lives. We have embraced The final approach I would suggest is tunities to empower students in creating challenges and made contributions that to teach our students how to lead in non- and sustaining caring and respectful com- extend far beyond our disciplines. MIT communities. There are three basic munities. For example, if, as part of our Moreover, each of us is on a leadership journey, but we rarely even acknowledge Students are already comfortable seeking recognition this, let alone compare notes. Our faculty could tell hundreds of stories of overcom- for the clever machines and software they invent. This ing shyness, rising to the occasion, enthusiasm can be expanded to social invention and growing into different roles, and dealing learning. Student embrace of public service signals a with failure and loss. But we don’t often readiness for these opportunities. tell these stories. To do so, we will need to overcome any resistance we have to strategies we can use to do this. The first is teaching, we assign students to groups, or sharing our wisdom. to teach the theory and methods of analy- we encourage students to form groups, we Our personal stories are of great value sis and change. We do a decent job of this. can take the next step of helping them use not only to doctoral students but to all The second is to involve students in these group opportunities to address students who will take similar journeys, Institute affairs and provide them with some of the core questions noted above regardless of their ultimate destinations. practice opportunities to use the theory and, in any case, make the group a learn- Students don’t always get to hear these that they have been taught. We do a fair ing community that works for all. stories from their families of origin. When job of this. The third strategy, teaching Students can subsequently use this experi- we share our object lessons with eager students to understand themselves in an ence in other kinds of groups and rela- learners, we help them manage their own organizational or environmental context, tionships on campus. Over the course of fears of the unknown, and we shine a light is where we fall short. their time, students will get progressively on paths by which they can achieve their By expanding our efforts and working more challenging opportunities to lead aspirations. This will not be easy but we with our student-life deans, we could help and to follow. have created community solutions to far students situate themselves in organiza- The report Advancing a Respectful and more complex problems. tional and community settings, including Caring Community provides important The second approach I would suggest new and uncomfortable ones, and help insight into our community and offers is to enlist our spirit of entrepreneur- them navigate the challenging, funda- valuable suggestions for how we can ship. Derived from the French verb mental questions that often arise in such advance our community goals and enrich entreprendre, to undertake, entrepre- settings: Who are you? What are your the student experience. In particular, the neurship is central to MIT’s legacy. responsibilities and opportunities in this report suggests actionable steps by which Entrepreneurs don’t just theorize or setting? What knowledge do you need to we can more strongly activate our core dream – they take action. Our history obtain to understand what is going on? values and make them more real. Our underscores the power of this narrative What talents do you bring to the table? suggestions for the faculty here can play a as an institutional tradition. We should What talents do others bring? How do you role in many of the report’s recommenda- encourage students to apply this concept set goals for yourself, and how do you tions. Faculty embrace of these recom- to their roles in the MIT community as measure personal progress or success? mendations would normalize these ideas practice for a life of taking initiative, What problem-solving approaches work for students, reinforce administrative risks, and responsibility. best in this situation? What support do leadership, and empower all staff – not Students are already comfortable you need to be effective? How do you just those with formal student-life respon- seeking recognition for the clever grow? How do you learn? From whom do sibilities – to implement them. machines and software they invent. This you learn? enthusiasm can be expanded to social Students who leave MIT capable of Phillip L. Clay is Professor of City Planning, invention and learning. Student embrace framing such questions for themselves in Department of Urban Studies and Planning of public service signals a readiness for novel settings with people different from ([email protected]).

19 MIT Faculty Newsletter Vol. XXVII No. 4 letters

Supporting the ICEO Report

To The Faculty Newsletter: mends that MIT take action to address • Create and use a Community and Equity these issues, from creating an MIT Dashboard (demographic and climate I AM WRITING IN SUPPORT of the Compact, a statement of institutional data for each department) recommendations in “Advancing a values that enable the MIT mission, to • Revise policies and procedures on the Respectful and Caring Community: education of the community about handling of complaints Learning by Doing at MIT,” by Professor unconscious bias and bystander interven- Edmund Bertschinger, the Institute tion techniques to revisions of the policies I urge the faculty to support the rec- Community and Equity Officer. The on formal complaints to the gathering ommendations in the report and the report is comprehensive, reflecting the and sharing of data. administration to act on them. I would input that Professor Bertschinger has The 17 recommendations of the report like to thank Professor Bertschinger for received from across the MIT community: are ambitious. As a first step, I suggest his efforts in reaching out so broadly from students, postdocs, staff, and faculty. focusing on the following: across our community and in putting The report describes a number of issues, together a comprehensive report. including inequities, unconscious bias, • Create an MIT Compact bullying, sexual assault, and excessive • Launch an education campaign about Yours sincerely, stress, that hinder the ability of everyone unconscious bias and bystander Lorna J. Gibson in our community to contribute as much intervention Matoula S. Salapatas Professor of as possible to our mission of education, • Continue implementing the recommen- Materials Science and Engineering research, and service. The report recom- dations of existing faculty equity reports MacVicar Faculty Fellow

Advancing a Caring Community Through Shruti Sharma ’15 Enhanced Student-Faculty Interaction Billy Ndengeyingoma ’15

THE UNDERGRADUATE ASSOCIATION nominating students to faculty and presi- provide students the mentorship needed (UA) is the student government of MIT dential committees. Interior to the UA, the for a successful undergraduate career. and represents over 4,500 undergraduate officers and executive team regularly Academic and professional guidance is students to faculty, administrators, and interface with the UA Council comprised crucial, but students can hugely benefit the Corporation to enhance student life at of the Dormitory Council, the Panhellenic from personal mentorship. Results from MIT. The UA is made up of an officers Association, the Interfraternity Council, the Undergraduate Enrolled Survey from team and an executive team that includes and the Living Group Council. The struc- the Provost's Institutional Research show the chairs of 14 committees such as the ture of the UA enables a representative that 60.2% of students rarely or never talk Committee on Student Support and and efficient student leadership. to faculty, only 5.0% of students talk with Wellness, Committee on Education, and In its efforts to enhance student life, faculty for personal concerns, and only the newly formed Committee on the UA continues to advocate for a sup- 10.8% have engaged with faculty in an Innovation. Student representation works portive and inclusive community. We will informal, social, or networking environ- widely across the Institute, and the UA’s once again stress the importance of har- ment. On the other hand, over 88% of Nomination Board is responsible for nessing strong student-faculty relations to students have done or plan to conduct

20 MIT Faculty Newsletter March/April 2015

research with a faculty member. reach its full potential as advising meet- We students look up to you as role models [2011 ESS: web.mit.edu/ir/surveys/pdf/ ings are too infrequent and tend to be and cherish our interactions with you. Caring 2011_ESS_Overall.pdf, p. 6.] This indi- limited to course selection. We recom- and holistic mentorship from faculty is cates that programs such as UROPs that mend advising take the form of individ- undoubtedly a crucial component in advanc- create academic communities do not nec- ual development programs for ing a respectful and caring community, as essarily bridge the communication barrier undergraduate students that incorporate recommended by ICEO Ed Bertschinger in between students and faculty. We appreci- broader discussions of long-term goals his MIT report of that title. [Bertschinger, E., ate the myriad of avenues for academic and ambitions. In addition, we empha- Advancing a Respectful and Caring growth offered to students, but hope these size the importance of creating an aca- Community: Learning by Doing at MIT.] avenues can also become clear paths for demic community for undergraduates, personal growth. and the significance of faculty interac- The Undergraduate Enrolled Student tion and positive feedback to students. Shruti Sharma is a senior in the Department Survey also reveals that 28.9% of stu- Such interactions would not only elevate of Materials Science and Engineering and UA President ([email protected]); dents are dissatisfied or very dissatisfied student confidence, but also foster a Billy Ndengeyingoma is a senior in the with academic advising. We find that the stronger sense of belonging to a caring Department of Civil and Environmental Engineering current platform for advising does not MIT community. and UA Vice President ([email protected]).

Graduate Student Perspective Kendall Nowocin on the ICEO Report

THE INSTITUTE COMMUNITY AND fessional or graduate degree), who has of the MIT community affects MIT’s Equity Officer report is a comprehensive representation across all departments, res- sense of community, research productiv- document that identifies a broad spectrum idence halls, and at large. The graduate ity, and competitive edge. of issues and prioritizations across the student body is 60% (4080) domestic and The report has many recommenda- 26,400 person MIT community. From 40% (2720) international (Figure 1a, next tions that resonate with the graduate 1980-present, the graduate student body, page) where 60% are single, 30% have a community, with these being the top with approximately 6,800 people, is the significant other, and 10% have a depend- three: single largest demographic of the MIT ent(s). This more heavily male population community, outnumbering the approxi- (Figure 1b) has a 90% concentration • The C1 recommendation for the com- mately 4,500 and 1,000 undergraduates and between the ages of 22-30 (mean of 25). munity-wide Task Force on the MIT faculty, respectively [MIT Facts FY 2015 The majority of their time is spent in the Compact (TFMC) should ideally have (web.mit.edu/facts/enrollment.html)]. research lab or on campus, and most proportional representation based on The issues (gender, geographic, socio- prefer and live (68-76%) in close proxim- MIT’s population, due to the many MIT economic, etc.) faced by graduate stu- ity to campus (Figure 1c), with the largest community stakeholders. The additional dents, can be better understood by having percentage increase from 2003-2013 being question of “What do we want out of our a clearer picture of the demographic in Cambridge (near). Graduate students are MIT experience?” should be added. context to students (graduate and under- extremely price sensitive, with an approx- graduate). The Graduate Student Council imate stipend of $35,000 with 50-58% (GSC) views a graduate student as going to housing (rent, utilities, and local continued on next page someone pursuing advanced studies (pro- transportation). This largest demographic

21 MIT Faculty Newsletter Vol. XXVII No. 4

Graduate Student Perspective Nowocin, from preceding page Student Citizenship (2014)

• The report’s recommendation for Graduate Students uniform medical, health, and wellness

resources for the MIT community is Undergraduate Students strongly supported by graduate students.

There are several areas where graduate 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

student resources need improvement. U.S. Citizen U.S. Permanent Resident International Funded graduate students have covered health insurance, but non-funded grad- Enrollment by Gender (2014) uate students and family members do 5000

not. The graduate dental coverage is not 4000 2457 adequate, and access to the 3000 employee/postdoc plan should be per- 2739 2000 1917 mitted. Graduate students with family 1000 2055 member(s), especially those interna- 1176 995 0 tional, are the most in need of additional Doctoral Students Master Students Undergraduates support. A need-based grant proposal is Female Male being developed by the GSC and ODGE (Office of the Dean for Graduate Allston/ Location by Percent (2013) Education), and some peer intuitions Brighton, Outside MA, 2.0% 0.8% have a funded program. The Brookline, 1.3% Massachusetts Commission Against Other MA, 6.3% Discrimination (MCAD) policy of Boston, gender-neutral parental leave that took 7.6%

effect this April 7 should apply to stu- MIT On Campus, dents. Many of these efforts need faculty Somerville, 7.6% 37.6% Cambridge (far), support, and fundraising or endow- 6.2% ments should be part of MIT’s capital campaign. Cambridge (near), 30.6% • The recommendations on awareness, assessment, feedback, and development of creative activities should leverage Figure 1a – c a) FY15 student (UG and G) geographic distribution. existing resources and channels to b) FY15 student (UG and G) gender by degree seeking distribution. expand them where appropriate. The c) FY13 survey on graduate student living. GSC and ODGE consolidating graduate [Information from the GSC Housing and Community Affairs Committee with student’s rights and responsibilities into assistance from Institutional Research.] a single document can be a starting point for awareness. A formal mechanism, potentially an Institute Committee on Health and Wellness, can help assess and engagement, publicize relevant informa- There are many more recommenda- establish an appropriate interface for tion, and expand the existing funding tions the ICEO report makes that can student’s concerns. The DSL, GSC, UA conduits. Existing programs oversub- benefit the MIT community and bring (Undergraduate Association), and scribed and highly recommended by stu- about positive change. The GSC would housemasters are developing a stream- dents, for example conflict management like to thank Professor Bertschinger for lined process for student policy review, training, should be expanded. Students his continual improvement of the MIT and the lessons learned could be applied would like to see the ICEO, faculty, and community. to other MIT policies. The GSC is a senior leadership promote and recognize Kendall Nowocin is a graduate student in the central hub that provides funds and those that get involved in these activities Department of Electrical Engineering and information to the graduate student on a non-periodic basis. Computer Science and GSC President body, and should be leveraged to spark ([email protected]).

22 MIT Faculty Newsletter March/April 2015

ORCID Researcher Identifiers to be Lydia Snover Micah Altman Integrated into MIT Systems Robert E. Campanella Beginning this Summer

ORCID (OPEN RESEARCHER & and is not affected by name changes, cul- A growing number of universities are Contributor ID), the community stan- tural differences in name order, inconsis- now systematically registering ORCIDs dard for identification of contributors in tent abbreviations (and name formats), or on behalf of their researchers and students scholarly communication, is being inte- use of different alphabets. And ORCID is and automatically incorporating these grated into MIT systems. The Office of the researcher-controlled; the researcher into university systems. At MIT, ORCID Provost, the MIT Libraries, and always has the final word over information identifiers will be integrated into key Information Services and Technology are that is included in their ORCID record. systems including the Electronic working together, in coordination with MIT will use ORCID to automatically Professional Record, DSpace, and the MIT OSP, ODGE, the Office of the Registrar, update the electronic professional record, data warehouse. Human Resources, and the Office of the and as an aid to identifying student The planned implementation at MIT VPR, to implement ORCIDs at MIT. We outputs and accreditation. Use of includes several phases. The first phase – plan to integrate ORCID into MIT ORCIDs will also increase the quality of which will be completed in May, is to systems, to make it easy for all members of information in MIT’s Open Access article prepare for ORCID deployment by devel- the MIT community to obtain and collections, and decrease the cost of popu- oping local systems integration; gathering manage ORCID identifiers, and to distrib- lating it. information on the ORCIDs already reg- ute ORCIDs to current scholars at MIT. For individual scholars, ORCIDs istered by members of the MIT commu- The Institute has increasing responsi- provide a means to distinguish between a nity; and developing supporting bility for evaluating and understanding researcher and other authors with identi- documentation. The second phase, sched- the success of its scholars, postdocs, and cal or similar names. ORCIDs link uled for this summer, will be to distribute students. Collecting complete, compre- together all of a researcher’s works even if ORCID IDs to a selected DLC. The third hensive, and accurate information about they have used different names over their phase, scheduled for late summer, will be research publications and other scholarly career. ORCIDs make it easier for others to distribute ORCID IDs to all faculty, fol- outputs is a persistent hurdle for MIT. A (e.g., grant funders) to find a researcher’s lowed by postdoctoral researchers, gradu- substantial part of this challenge – which research output. ORCIDs help to ensure ate students, and other professional staff. ORCID aims to solve – is linking outputs that a researcher’s work is clearly attrib- As the year progresses, the Office of the to scholars, when individuals have names uted to them. Provost will provide progress updates, and in common or names that have changed Publishers and funders are using will begin to notify individual depart- over time; or when publishers represent ORCID to create automated links between ments and faculty about their ORCID names in different forms, or make errors a researcher and his/her articles and registration. Later this summer, informa- in recording names. ORCID solves this datasets (as well as other research-related tion about ORCID integration will be problem by providing an open persistent items) through integration in manuscript available through the Libraries’ author numeric identifier that distinguishes each and grant submission workflows. Nearly identifier resources page: libguides.mit.edu/ researcher from every other. all major publishers and manuscript sub- authorids; and the Libraries will provide ORCID supports the creation of a per- mission systems support ORCID, and consulting for MIT community members. manent, clear, and unambiguous record of many are prompting authors to create In the interim, if you have any questions, scholarly communication by enabling reli- ORCIDs during the submission process. please contact Lydia Snover or Micah able attribution of authors and contribu- Funders and related agencies are using Altman. tors. ORCID is an open, non-profit, ORCIDs to aid in the evaluation process community-based effort to provide a reg- and to streamline their submission and Lydia Snover is Director of Institutional istry of unique researcher identifiers and a reporting processes. For example, NIH has Research ([email protected]); method of linking research-related items, integrated ORCIDs into the inter-agency Micah Altman is Director of Research and Head/Scientist Program on Information such as articles, to these identifiers. biosketch platform SciENcv. And the U.S. Science, MIT Libraries ([email protected]); ORCIDs offer a mechanism that distin- D.O.E. has integrated ORCIDs into its Robert E. Campanella is Manager, Identity & guishes individuals with common names, grant submission system. Access Management, IS&T ([email protected]).

23 MIT Faculty Newsletter Vol. XXVII No. 4

M.I.T. Numbers MIT Campus Research Expenditures*

$800 100%

$600 75%

$400 50% Millions

$200 25%

$0 0% 1940 1942 1944 1946 1948 1950 1952 1954 1956 1958 1960 1962 1964 1966 1968 1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014

Campus Federal Campus Non Federal Campus % Federal excluding Broad

*(excludes Broad Institute) in Constant $ (2014 = 100)

Source: Office of the Provost/Institutional Research