Massachusetts Vol. XXIV No. 4 Institute of March/April 2012 Technology

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

in this issue we feature commentary on the selection of the next President of MIT. In addition to the articles below, several of this issue’s pieces make reference to an incoming new administration. We also offer “MIT’s Ongoing Commitment to OpenCourseWare,” (page 8) and “MIT: Rebuilding Community,” (page 10).

From The Faculty Chair The Search for MIT 2030: A Capital Editorial MIT’s Seventeenth Planning Framework The Next President President for the Future of MIT

Samuel M. Allen Israel Ruiz and Martin Schmidt

LIKE MOST OF THE MIT community, THE NOVEMBER/DECEMBER 2011 THE UNEXPECTED ANNOUNCEMENT I learned by e-mail at about 9:00 am on issue of the Faculty Newsletter (FNL) fea- in mid-February of Susan Hockfield’s February 16 that President Hockfield tured a number of articles about MIT 2030. decision to step down as MIT President is would step down. Two days earlier, I’d We appreciate having this opportunity to both a loss and an opportunity. Since she had a call from the office of the Chair of reflect on the engagement that has joined the Institute in December 2004, the MIT Corporation, John Reed, occurred to date, and to renew our com- MIT has seen growth and expansion in a requesting to meet with me on February mitment to fully engage the MIT com- variety of areas, both academically and 16, but not indicating the purpose. When munity in this ongoing conversation. financially. From the establishing of the John arrived for that meeting, he greeted In listening to the comments and con- MIT Energy Initiative (MITEI) in 2006 me by saying, “Well, I guess now you cerns of the community regarding MIT 2030, through the recent MITx initiative, the know why I wanted to see you.” we have heard a couple of overarching Institute has maintained and expanded its Several colleagues have asked ques- themes that we wish to address. We agree preeminent position as a leading science tions about the Presidential Search that it is of the utmost importance to and engineering university in the country process, and specifically how the faculty ensure that MIT will pass on an outstand- (and, indeed, the world). membership on the Search Committee is ing physical campus and surrounding Still, as with many changes in leader- determined. environment to future generations, and ship, the opportunity for an innovative in doing this we are mindful of two prin- perspective and for a unique approach Selection of Faculty to Serve on the ciples moving forward: should guide the selection of the next Search Committee 1. Ensuring that the academic needs of President of MIT. In order to attain a John gave me a “crash course” on the MIT remain at the forefront of planning more varied view on whom or what type process of selecting a new President. The priorities; of person might be best to next serve in continued on page 4 continued on page 14 continued on page 3 contents The MIT Faculty Vol. XXIV No. 4 March/April 2012 Newsletter Editorial Board From The 01 The Search for MIT’s Seventeeth President Alice Amsden Faculty Chair Samuel M. Allen Urban Studies & Planning Robert Berwick 01 MIT 2030: A Capital Planning Framework Electrical Engineering & Computer Science for the Future Israel Ruiz and Martin Schmidt Markus Buehler Civil & Environmental Engineering Editorial 01 The Next President of MIT Nazli Choucri Political Science 05 Faculty Committee Activity: Spring 2012 Update Olivier de Weck Aaron Weinberger Aeronautics & Astronautics/Engineering Systems Ernst G. Frankel 06 New Open Access Working Group Formed: Mechanical Engineering Formulating Response to Elsevier’s Policy Change Jean E. Jackson Richard Holton Anthropology Gordon Kaufman 08 MIT’s Ongoing Commitment to OpenCourseWare Management Science/Statistics Hal Abelson, Shigeru Miyagawa, Dick Yue *Jonathan King (Chair) 10 MIT: Rebuilding Community Biology O. R. Simha Helen Elaine Lee Writing and Humanistic Studies Letters 12 On the Creation of MITx Stephen J. Lippard Steven R. Tannenbaum Chemistry Seth Lloyd 13 Over-Schooled and Under-Skilled Mechanical Engineering Ernst G. Frankel Fred Moavenzadeh Civil & Environmental Engineering/Engineering Systems 16 lynda.com Training Scores Big at MIT: James Orlin Gets Personal with lyndaCampus Sloan School of Management Robyn Fizz *Ruth Perry 17 Travis Merritt and the Founding of Charm School Literature Section Eve Odiorne Sullivan George Verghese Electrical Engineering & Computer Science 18 MAP Program: Calling All Faculty Rosalind H. Williams JoAnne Yates Science, Technology, & Society/Writing Patrick Henry Winston 19 Workshop: Leadership Skills for Electrical Engineering & Computer Science Engineering and Science Faculty

David Lewis M.I.T. Numbers 20 Past Presidents of MIT Managing Editor

*Editorial Subcommittee for this issue Photo credit: Page 1, Ali Almossawi, Creative Commons; Page 20, MIT Libraries

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2 MIT Faculty Newsletter March/April 2012

The Next President of MIT “Someone who will help broaden • Robert Birgeneau (Chancellor, continued from page 1 MIT’s impact and involvement, particu- University of California at Berkeley); larly in reinvigorating U.S. technological • Alice Gast (President of Lehigh University); that capacity, this Faculty Newsletter has and manufacturing prowess.” • Mark Wrighton (Chancellor, varied the usual editorial-writing process. Washington University). Instead of restricting the writing of the “We want one who puts the best tradi- editorial to the FNL Subcommittee for tions of MIT – the disinterested pursuit of Ultimately, the decision of who will be this particular issue, a request was sent to knowledge – above any other considera- offered the next Presidency of MIT resides the entire Newsletter Editorial Board solic- tion, be it branding or marketing. We with the MIT Corporation. A joint iting opinions on this question. What want the principles of science to prevail, faculty/Corporation Presidential Search follows is an amalgam of the different not those of the business school.” Committee has been established, and ideas and viewpoints offered by the input will be solicited from MIT faculty, Editorial Board respondents. “We need a President who will make students, and staff. The Committee’s rec- sure that the people in whose neighbor- ommendation(s) will then be forwarded “Moral rather than financial leadership hoods we sit will gain some advantage from to the entire Corporation, where a final is what matters to me. Someone who pays our presence rather than any disadvantage.” decision will be made. For more informa- attention to the people at all levels on this tion on how this process will proceed, campus. We need a President to protect “We want someone who will do some- please see the article by Faculty Chair Sam the intellectual property that is our sub- thing to restore the collegiality that used to Allen, “The Search for MIT’s Seventeenth jects and our research from those who distinguish the way that MIT did business.” President,” on page 1 of this issue. would profit from them and who under- stands what a treasure our student body “We need a person who has a good ...... is.” understanding of industrial relations and contact management. A leader who will The Passing of Alice Amsden “In my personal view, the last great bring people and ideas together that will lead IT WAS WITH PROFOUND shock and MIT President was Jerry Wiesner. We toward cooperation and mutual support.” deep sorrow that we learned of the sudden need someone like that: not only a great death of Professor Alice Amsden on scientist and intellectual, but someone “We want someone who will listen to March 14. A longtime Newsletter Editorial who has international prestige, who has his or her constituency.” Board member and the Barton L. Weller managed large institutions, and has great Professor of Political Economy in MIT’s fund-raising skills, already giving evidence There were also a few specific sugges- Department of Urban Studies and that they can raise funds of a billion tions of candidates from both inside and Planning, Alice was an innovative and dollars (and more).” outside the Institute. From within they vibrant presence on the MIT campus. included: A contributor both in the pages of the “We need a person who is technologi- FNL and behind the scenes, her most cally savvy, particularly with regards to • Tyler Jacks (Koch Institute); recent Newsletter article was “Rise of the needed changes in teaching methods, sub- • Eric Lander (Department of Biology and Rest, Fall of the Best,” in the jects, and research.” the Broad Institute); September/October 2011 issue. Calling • Susan Lindquist (Department of Biology upon her expertise in economic develop- “We want someone who is a scientist and the Whitehead Institute); ment, Alice wrote of the role the Institute or an engineer; not an administrator.” • Rafael Reif (Provost). could play in the return of American manufacturing prowess. “We need a President who will speak Candidates from outside MIT (but For a more extensive review of her up against those who would pervert scien- often with MIT affiliation) included: career see the article in the MIT News tific findings or muzzle the scientific com- (web.mit.edu/newsoffice/2012/alice-amsden- munity for the sake of corporate • Joseph Aoun (President of Northeastern); 0316.html). As a colleague and friend she contributions, and who will defend the • Lawrence Bacow (former President of will be greatly missed. truth even when it might look more Tufts); politic to remain silent.” • Bob Brown (President of BU); Editorial Subcommittee

3 MIT Faculty Newsletter Vol. XXIV No. 4

The Search for MIT’s Seventeenth appropriate to get a list of approximately Going Forward President 15 names from which the faculty commit- The Search Committee’s first task is one of Allen, from page 1 tee members would be selected. In order discernment: what challenges does MIT MIT Corporation bylaws state that the that the final group could be determined face, and how does that inform the quali- Executive Committee of the Corporation expeditiously, John asked me to contact ties we desire in MIT’s next President? To recommends candidates for the these 15 people to confirm their willing- this end, the entire MIT community has Presidency, and the Corporation votes to ness to serve, if asked. He indicated that opportunities to provide input. The determine the next President. Beyond there likely would be about eight faculty announcement of the Search Committee that, there is no guidance on the process. But the bylaws make clear that the Executive Committee must first become Each Dean provided three to five names of faculty from informed about the Institute’s current their Schools who they believed would make excellent needs and the community’s aspirations Search Committee members. I also began to receive for the next MIT President, then execute a suggestions by e-mail and in person, resulting in a list of process for deciding whom to recom- mend for the position to the Corporation. 66 names, quite a few of whom were suggested several There is, therefore, considerable latitude times. on how the Executive Committee actually organizes and conducts the search. members on the Search Committee, and membership was accompanied by notice John explained how the previous that John, Jim Champy, and I would meet that a Search Website was established to search for a President was conducted in to decide the final faculty membership. allow anyone to contribute their thoughts 2004. Two search committees, one of Each Dean provided three to five to the Search Committee anonymously faculty and one of members of the names of faculty from their Schools who (web.mit.edu/president/search/). A series Corporation, were established, on which they believed would make excellent of community meetings with a variety of 17 faculty and 18 members of the Search Committee members. I also began stakeholder groups is being led by Corporation served. A separate Student to receive suggestions by e-mail and in members of the Search Committee Advisory Group was formed. Very early in person, resulting in a list of 66 names, through the week of April 9. Each of the the search process, it became clear that the quite a few of whom were suggested five Schools and a number of departments faculty and Corporation committees several times. To determine a “short list,” I have scheduled meetings with the Faculty. should meet together, so as to avoid first included names that had been sug- The Student Advisory Group is having working at cross purposes. There was, in gested repeatedly. I sorted the remaining five meetings to hear students’ opinions. effect, a single search committee for the names by School and began to assemble a Meetings of the Working Group on duration of the search. The Student list that, in my view, would have an appro- Support Staff Issues and Administrative Advisory Group met independently, and priate balance across the Schools, while Council will provide a venue for members at several points during the search joined also allowing for gender and ethnic diver- of the staff to communicate their views to the Search Committee to provide the stu- sity. I contacted 17 faculty from the short the Search Committee. A meeting will be dents’ perspective. By all accounts, the list to determine their interest and avail- held at MIT Lincoln Laboratory. Ideas Student Advisory Group’s input to the ability to attend frequent Search from these meetings will be recorded and Search Committee was extremely valuable. Committee meetings during the spring brought to the Search Committee for dis- At our initial meeting, John explained semester. Several were not available, and cussion and synthesis. The Student that for the new search he’d like to have a the short list was down to 14. John, Jim, Advisory Group will also be joining the single search committee, consisting of and I met twice to discuss the short list Search Committee at least once later in faculty and Corporation members. Jim and ultimately decided to select 10 faculty the search process to provide their input. Champy, a member of the Executive members (see next page). Later phases of the Search Committee’s Committee of the Corporation and Chair Twelve members of the MIT work entail research to develop a short list of the 2004 Search Committee, had Corporation also serve on the Search of promising candidates; interviews of the already agreed to Chair the new Search Committee, including Chairman John most promising candidates; and delibera- Committee. John also asked me to begin Reed, Secretary of the Corporation Kirk tion and preparation of the Search to assemble a list of faculty who might Kolenbrander, and Search Committee Committee’s recommendation to the serve on the Search Committee. He sug- Chair Jim Champy. The Committee had Executive Committee of the Corporation. gested I start by contacting the Deans of its first meeting on March 11, and will be There is no “time-line” for the Search each of MIT’s five Schools for their sug- meeting approximately weekly through- Committee to conclude its work. “As long gestions, and then augment that group as out the spring semester. as it takes to find the best candidate” is the

4 MIT Faculty Newsletter March/April 2012

principal response to all questions about Faculty Members on the Presidential Search Committee the search’s duration. The process is off to a quick start though: within slightly over Samuel Miller Allen SM ’71, PhD ’75 Thomas A. Kochan four weeks the Search Committee was POSCO Professor of Physical Metallurgy George Maverick Bunker Professor of named and had held two meetings. Department of Materials Science and Management President Hockfield will continue to lead Engineering MIT Sloan School of Management MIT until her successor is chosen and ready to serve. Xavier de Souza Briggs Richard M. Locke PhD ’89 In my recent conversations with col- Associate Professor of Sociology and Planning The Class of 1922 Professor of Political leagues, there is general agreement that Department of Urban Studies and Planning Science and Management MIT (and other universities) face serious Department of Political Science challenges, among them competition for Peter H. Fisher finite resources, globalization of educa- Professor of Physics Susan S. Silbey tion, and the impact of technology on the Department of Physics Leon and Anne Goldberg Professor of residential educational experience. The Humanities outcome of the search for MIT’s seven- Ann M. Graybiel PhD ’71 Professor of Sociology and Anthropology teenth President is extremely important. I Institute Professor Anthropology Program urge you to make your concerns and pri- Department of Brain and Cognitive Sciences orities known to the Search Committee Timothy M. Swager via one or more of the several routes Paula T. Hammond ’84, PhD ’93 John D. MacArthur Professor of Chemistry described above. David H. Koch Professor in Engineering Department of Chemistry Department of Chemical Engineering Samuel M. Allen is a Professor in the Department of Materials Science and Patrick H. Winston ’65, SM ’67, PhD ’70 Engineering and Faculty Chair Ford Professor of Engineering and MacVicar Fellow ([email protected]). Department of Electrical Engineering and Computer Science

Faculty Committee Activity: Aaron Weinberger Spring 2012 Update

AT THE BEGINNING OF each semester, CUP licensed in May 2009. The experi- School’s proposal to understand and advise the chairs and staff of the Standing ment, which was authorized in conjunc- on any implications within the purview of Committees of the Faculty meet to discuss tion with the approval of the new Energy faculty governance, including those for the key issues on their committees’ agendas. In Studies minor, was undertaken to deter- educational programs. particular, these gatherings provide the mine the feasibility of an alternative to the A number of committees have an opportunity for committee leadership to current governance model for interdisci- interest in the development of MIT 2030, collaborate on topics that cut across the plinary minors. As part of that experi- the Institute’s framework for planning for faculty governance system and require close ment, the Inter-School Education Council the future of the MIT campus. Executive consultation and coordination. In an effort (ISEC) was established to provide over- Vice President and Treasurer Israel Ruiz, to promote transparency and to engage the sight for this new minor, whose curricu- Associate Provost Martin Schmidt, and faculty more openly about committee busi- lum spans five Schools. As the experiment Mr. Steven Marsh, Managing Director of ness, the Office of the Faculty Chair will nears its conclusion, the committees are Real Estate, will join the FPC later this write a biannual piece for the Faculty working to determine the best approach semester for a discussion about the Newsletter summarizing these discussions. for long-term oversight of Institute-wide planned development of the campus and Among the issues on the committees’ interdisciplinary minors. Kendall Square. The FPC has engaged in agendas for the spring semester, the Several of the committees have been several discussions about MIT 2030 over Committee on Curricula (CoC), the engaging the School of Humanities, Arts, the last two years. The committee is Committee on the Undergraduate and Social Sciences as the School refines its looking for ways to ensure broad faculty Program (CUP), and the Faculty Policy plans for reorganization of several units input as the plans take shape. In addition Committee (FPC) are collaborating to within Course 21. In the coming months, to the FPC’s interest, the framework being review a three-year experiment that the the committees will continue to review the continued on next page

5 MIT Faculty Newsletter Vol. XXIV No. 4

Faculty Committee Activity January, the Libraries announced that FPC, both to keep the committee informed Weinberger, from preceding page they have joined with a number of peer and to solicit advice in determining the institutions’ libraries as part of the Borrow next steps for the initiative. The FPC will established as part of MIT 2030 will Direct Library Partnership, an agreement continue to meet with the Provost to offer impact issues under the purview of the that provides Institute community guidance as MITx moves past the experi- Committee on the Library System (CLS) members access to materials from other mental phase and becomes incorporated (e.g., space planning for the libraries) and schools’ libraries. further into the residential learning model. the Committee on Student Life (e.g., The Committee on Undergraduate The IAP Subcommittee of the FPC has dining and housing). Admissions and Financial Aid (CUAFA) started its work to review the changes that The CLS remains focused on continu- is working closely with the Office of IAP has seen since its introduction 40 years ing to keep scholarly materials accessible Admissions to incorporate faculty input ago. The subcommittee in particular is to MIT faculty and students. Especially in more comprehensively into the admis- looking at issues of governance with respect recent years, the CLS has devoted much of sions process. The committee is encour- to the sharp increase in the number of for- its effort to finding creative ways to openly aging the Office of Admissions to engage credit and required subject offerings. The disseminate the faculty’s scholarly faculty in conversations about the kinds of subcommittee is soliciting feedback from a research and writing and to ensure access students who have the greatest intellectual wide cross section of the Institute and to the work of their peers. The committee impact on the Institute. hopes to present a preliminary report to the has charged the Open Access Working The introduction and planned expan- FPC at the end of the spring semester. Group to continue to strengthen Open sion of MITx is a topic of great interest to Access, and remains committed to build- the faculty committees. Throughout the Aaron Weinberger is HR and Faculty ing partnerships with other libraries. In academic year, the Provost has met with the Governance Administrator ([email protected]).

New Open Access Working Group Formed: Richard Holton Formulating Response to Elsevier’s Policy Change

IN 2009, THE MIT FACULTY passed ported it from the beginning. Some were Central), or institutional repositories with the groundbreaking Open Access Policy wary at first, but have now found ways to systematic posting mandates is permitted (libraries.mit.edu/oapolicy), making accommodate the Policy’s requirements; only under specific agreements between faculty papers freely available on the Web. examples here include Nature and Elsevier and the repository, agency or insti- It was decided at the time that the imple- Springer. Others haven’t yet said much. tution, and only consistent with the mentation of the policy should fall to the One publisher, Elsevier, has, however, Publisher’s policies concerning such reposi- Faculty Committee on the Library taken a very different tack. They issued a tories.” (The full text is available at: System. But it soon became clear that this revised author contract that indicates www.elsevier.com/wps/find/authorsview. was a major task, and that larger issues authors “must obtain an express waiver” authors/postingpolicy.) about open access also needed to be from the MIT policy in order to publish The wording is very unclear; no one is addressed. So when I stood down as Chair with them. And last year they put in place quite sure what a “systematic posting of the library committee last year, Janet a new Posting Policy, i.e., a policy govern- mandate” is. Duke, for one, who has an Conrad, the incoming Chair, suggested ing how their authors can publish their open access policy very much like ours, that we form an Open Access Working pieces on the Web. The new Posting Policy has concluded that such policies aren’t Group. After a February call for participa- states that in general authors are allowed “mandates” since they allow people to opt tion, I am delighted to say that we now to post their articles on their Websites, but out, and hence that they are not covered have a very strong group (see next page then adds a caveat saying that this does by the new Elsevier posting policy. But it is for a list of members). I am honored to not extend to repositories with “system- clear that Elsevier is trying to do what it take on the role of Chair, and I look atic posting mandates:” can to undermine such policies, and to forward to working with the group, and to “However, our policies differ regarding confuse faculty about what they are and getting as much input as we can from the the systematic aggregation or distribution of are not allowed to do. Certainly that is the whole MIT community. AAMs [Accepted Author Manuscripts] to interpretation of the Coalition for Open A central issue that the group needs to ensure the sustainability of the journals to Access Repositories, who, in their address concerns publishers’ responses to which AAMs are submitted. Therefore, response, “strongly oppose the changes the MIT Policy. Some publishers – MIT deposit in, or posting to, subject-oriented or made by Elsevier to its article posting poli- Press is a shining example – have sup- centralized repositories (such as PubMed cies” and “join the research community in

6 MIT Faculty Newsletter March/April 2012

condemning Elsevier for its recent busi- as MIT’s Dspace or the Semantics ness practices and lobbying that under- Members of the Open Access Archive), without any embargo.” mine policies and activities promoting Working Group Some have questioned whether open access to scholarly literature.” Scott Aaronson (EECS) Elsevier is really worse than other publish- Of course Elsevier appears to leave the Hal Abelson (EECS) ers. Their response to open access policies door open: they say that they are prepared Janet Conrad (ex officio, as Chair of the is one area where they clearly are worse. to enter into “specific agreements” regard- FCLS) (Physics) There is a growing sense that some ing such repositories. Sometimes such Sasha Costanza-Chock (Writing and response is needed, and the new Working agreements require that papers be embar- Humanistic Studies) Group is planning to consider what, if goed for lengthy periods. Sometimes they Kai von Fintel (Linguistics) any, response should be made. One of the involve additional payments to Elsevier. Eric von Hippel (Sloan) premises of the MIT Faculty Open Access An example of the latter approach can be Richard Holton (Chair) (Philosophy) Policy was that it would make it possible seen in the agreement that they struck John Lienhard (Mechanical Engineering) for “MIT” to be at the table for discus- with the Wellcome Trust. Elsevier Anne Whiston Spirn (Urban Studies & sions, rather than leaving each MIT accepted the Wellcome requirement that Planning) faculty author responsible for negotiating articles written under their grants be George Stephanopoulos (Chemical their author rights alone. We hope the freely available, but levies a charge of Engineering) Working Group will offer an efficient $3000 per article, “to help offset the cost of means of arriving at principled positions peer review and other publishing costs.” who need to get their work noticed. But to take to Elsevier and other publishers. This is hard to justify, given that the peer the boycott petition allows for this; if you Elsevier has reacted to the boycott by reviewing is done by academics for free, feel that you cannot undertake not to withdrawing their support from the and that Elsevier is still charging the same publish with Elsevier, but are sympathetic Research Works Act; we hope that they very large sums for the journals in which to the aims of the boycott, you could sign will reconsider their attitude to open the articles appear. Were there no “system- up not to referee or to do editorial work. access more generally. atic posting mandate” Elsevier would (And yes, you will see my name there.) The commercial journals provide an allow the Wellcome authors to post their Scott Aaronson (EECS), one of the important role in ensuring quality control articles freely on their own Website. But Working Group members, argues that this and we expect The Libraries will go on since there is such a mandate, they impose boycott has been a long time coming. “I’ve subscribing to them. But we need to make a $3000 tax per article on the Wellcome simply been waiting for what I saw as the the articles available to those who don’t Trust. I suggest that the Wellcome Trust inevitable moment when a critical mass of have access to a major university library. have rather more important things on academics would ‘wake up’ to the Many individual faculty members already which to spend their money. issue”that the existing publishing model, post their articles on their own Websites. I’m not alone in objecting to Elsevier’s with ever-increasing prices, was ‘unsus- What the Policy does is to bring some behavior: outrage at their policies has tainable,’” he says. “Now that one of the order to this process: the copyright status sparked an Elsevier boycott. This was greatest mathematicians on earth is made clear, then the library collects the launched as a result of a posting by Fields (Timothy Gowers) is spearheading the pieces, gives them stable URLs that will medal-winning mathematician Timothy boycott movement, and dozens of other persist even if the faculty member moves Gowers, which cited Elsevier’s pricing leading figures in the mathematical com- or retires, and makes sure that they are practices and their support of the munity have declared their support, that visible to Google Scholar, and so on. The Research Works Act (which would make moment may have arrived.” Seth Teller, results of this speak for themselves: the the NIH Public Access Policy or any also from EECS, cites access concerns: “I collection of papers gathered under the similar policy illegal) as his motivation for signed the petition simply because I MIT Faculty Open Access Policy sees declining to review or edit for them, or to believe that if taxpayers fund research, they 26,000 downloads per month, originating publish in their journals. He suggested should have access to the results of that from all around the world. that a public Website be created, which a research without going through a paywall.” The Working Group would welcome volunteer did a few days later. The site, And Kai von Fintel (Linguistics), another your thoughts on a response to Elsevier, or “The Cost of Knowledge,” now has Working Group member, in addition to other matters that we should take up on around 8000 signatures, including at least signing the boycott, has announced his behalf of the faculty, in relation to the Open 45 from MIT. The more signatures, the own personal manifesto, which would Access Policy. Please feel free to contact me greater the pressure will be. So great is exclude publishing in Elsevier journals or or other members of the group. Elsevier’s domination, that in some areas any others that don’t allow “authors to Richard Holton is a Professor and Department publishing in an Elsevier journal is close deposit at least the final manuscript Head, Department of Linguistics and Philosophy to inescapable, especially for junior faculty version in an open access repository (such ([email protected]).

7 MIT Faculty Newsletter Vol. XXIV No. 4

MIT’s Ongoing Commitment to Hal Abelson Shigeru Miyagawa OpenCourseWare Dick Yue

WHEN WE FIRST PROPOSED MIT tion grow ever more sophisticated. We’ve before. These tools and approaches will OpenCourseWare (OCW) 11 years ago, seen the focus of the open education fast become the expectation of a new gen- we did so in part because we felt the time movement shift from the provision of eration of students. MIT cannot afford to was not right for MIT to enter into the mainly classroom-based content as OCW sit on the sidelines in this environment – online education space. Technologies has done to materials specifically designed we must position ourselves to better were crude at the time, costs were high, and it was not at all clear that MIT could The recently announced online learning effort, MITx, has succeed. Rather than attempt large-scale generated significant excitement outside of MIT and online education, we proposed, let’s use significant discussion inside the Institute . . . . Given our the Internet to share the materials used for experience in developing OCW, we believe MITx is an our classroom-based education. The MIT faculty, in adopting the proposal for idea whose time has come, and MIT’s decision to pursue OpenCourseWare, made a commitment the project was the right one. to fostering social good rather than gener- for online learning. We’ve witnessed the understand these new learning ating profit. The outcomes of that effort growth and success of efforts to support approaches and how they will impact our bear out our decision. open interactions and learning experi- on-campus education, and we must be Each month more than 1.2 million ences via online community spaces and open to incorporating what we have people from around the world visit OCW, open credentials such as badges and cer- learned into our current practice. and traffic continues to grow. Since incep- tificates. The rate of change in the field of OpenCourseWare, as a repository of tion, 125 million people have accessed online and open education has increased our teaching materials and a publication MIT OpenCourseWare materials to better dramatically even in the past few months, reflecting MIT’s pedagogical practices, is a understand how MIT teaches its students, and there is no doubt that these changes vital part of MIT’s open education portfo- to download our materials and modify will begin to impact residential education lio. As teaching approaches at MIT them for use in their own classes, and a in the near future. change, MIT OpenCourseWare will docu- surprising number have used the class- The recently announced online learn- ment and disseminate our work, main- room materials to support independent ing effort, MITx, has generated significant taining MIT’s position as global learning. We’ve seen a vibrant open edu- excitement outside of MIT and significant educational innovator, and helping to cation movement grow around our discussion inside the Institute, as evi- fulfill MIT’s broader mission to advance efforts, with more than 250 universities denced by the recent edition of the Faculty knowledge and educate students in around the world sharing educational Newsletter (Vol. XXIV No. 3). Given our science, technology, and other areas of materials from over 17,000 courses in the experience in developing OCW, we scholarship that will best serve the nation OpenCourseWare format. believe MITx is an idea whose time has and the world. OCW has given MIT time and space to come, and MIT’s decision to pursue the MIT OpenCourseWare fulfills a vital both have a significant educational pres- project was the right one. A new genera- role for the millions of visitors that come ence online and also wait for online edu- tion of online learning projects are emerg- to our site. OCW serves as a reference and cation approaches to mature. Generally, ing – Khan Academy and the Artificial a repository that supports a broad range much more is known about online learn- Intelligence course at Stanford last fall of formal and informal educational activ- ing now than when OCW was proposed. have received the most attention, but there ities not addressed by online courses. There is now a significant body of are hundreds of others – all offering learn- Faculty at universities around the world research regarding online learning and the ing that is more scalable, personalized, access our site to support curricular and tools supporting computer-based instruc- and demonstrably effective than ever course development. University students

8 MIT Faculty Newsletter March/April 2012

globally access our site to supplement the broadly across the curriculum to under- vations, and other framing information materials they’ve received in their classes. stand how the interdisciplinary challenges that places the content shared in context Entrepreneurs and professionals world- they face – whether in studying cancer, of our teaching philosophies. We expect wide use OCW as a just-in-time resource climate change, or energy – are being that this effort will serve the Institute very for solving business challenges and updat- addressed in other disciplines. Faculty well in the coming years as we continue to understand the impact of digital tech- MIT OpenCourseWare fulfills a vital role for the millions nologies on the educational process. of visitors that come to our site. OCW serves as a Maintaining the breadth and currency reference and a repository that supports a broad range of OpenCourseWare will require the of formal and informal educational activities not ongoing commitment of the MIT faculty to share the content we produce for our addressed by online courses. Faculty at universities courses. The OCW staff has done a around the world access our site to support curricular remarkable job over the past 10 years of and course development. University students globally supporting the participation of most of access our site to supplement the materials they’ve the faculty in publishing their material, received in their classes. and the site currently contains content from about 75% of the tenured and ing their knowledge. And these users are likewise use the site to better situate their tenure-track faculty. Most participating overwhelmingly satisfied with the content courses in the curriculum with respect to faculty report spending five hours or they are accessing: 90% of users report the teaching of their peers, both within fewer in work related to publishing their satisfaction with the breadth, depth, and departments and across them. The MIT course content on the site, and find publi- quality of the materials on the site, and community also reports high levels of sat- cation to be very rewarding, both in 92% report satisfaction with the currency isfaction with the currency of materials on having their materials nicely formatted for of the content with respect to the current the site, with more than 83% of faculty the site and in the feedback they receive state of knowledge in their field. reporting satisfaction in surveys. from site users and peers around the The global community continues to There is little doubt that we are enter- world. indicate the value they find in OCW ing a period of change and uncertainty for As we move forward with MITx and through direct support. OCW has higher education, where the topics other pedagogical experiments, we urge recently welcomed two new major corpo- addressed are increasingly complex and members of the faculty to maintain their rate sponsors together providing $500,000 the teaching methods we use will be in commitment to MIT OpenCourseWare of support in the current fiscal year; OCW flux. Through OCW, MIT has built a tool and continue to share the course content generated $350,000 in small gifts last fiscal that will help manage that change and that has made OCW the premier open year and is on target to reach a similar share the fruits of our ongoing educa- educational resource in the world, as well number this year; and grant funding for tional innovations. As teaching innova- as a unique and invaluable resource for innovations such as our new OCW tions are developed through programs the MIT community. For those interested, Scholar courses also provides significant like MITx – and the work of individual we invite you to take the further step of support for core publication activities. faculty members across the Institute – joining the Advisory Committee’s pro- Investments such as these are a clear sign OCW will build awareness of educational posed effort to build a deeper view into that OCW continues to be a project gen- innovation at the Institute and help our the pedagogies in use at MIT, making MIT erating significant global benefit. educational community and the world OpenCourseWare even more valuable for The OCW site is also an invaluable understand how all of these projects relate the world and the Institute. The OCW piece of the academic infrastructure here to the overall MIT experience. staff will be reaching out to faculty about at MIT. It serves the faculty and students This winter, the OCW Faculty this initiative in the coming months, but alike as an in-depth advising tool. Nearly Advisory Committee has been working we also welcome suggestions for innova- half of the MIT student population use with the OCW staff to shape a new OCW tive ways to share MIT’s teaching the OCW site to select classes, and 53% of initiative that will share not just the approaches at [email protected]. faculty agree that students have better content that MIT uses in teaching – the Hal Abelson is a Professor in the Department advising information available to them original OCW model – but also explicit of Engineering and Computer Science through OpenCourseWare. Students use information on how we teach at MIT. This ([email protected]); the site to look forward to courses and will potentially include pedagogical state- Shigeru Miyagawa is a Professor and Section Head, Foreign Languages and Literatures concepts they will study in subsequent ments from and interviews with partici- Section ([email protected]); years, look back to review concepts pating faculty, links to exemplary teaching Dick Yue is a Professor of Engineering covered in previous years, and look practices, showcases of educational inno- ([email protected]).

9 MIT Faculty Newsletter Vol. XXIV No. 4

MIT: Rebuilding Community O. R. Simha

AS THE INSTITUTE CONSIDERS a ing intellectual capital and shared values ate center. The reports of the Lewis, change in its leadership, it would seem like through communal effort; and Professor Hrones, Ryer, Bush-Brown, and McBay a good time to consider the issues and Sherry Turkel has written about the Committees all pressed for a greater com- opportunities that will confront the next dangers of relationships that are too mitment to building a residential com- generation of administrative leaders. remote, engendered by too much munity. Indeed, in the 1960 Second These will certainly include securing the dependence on electronic media. Their Century Fund Campaign, a major resources necessary to sustain the kind of observations suggest that we need to element was the development of a gradu- institution that MIT has been, wants to think more clearly and act more vigor- ate center and a goal of housing 50 be, and can be. It will require that we rec- ognize that while we necessarily dwell on For almost a century MIT has tried to build a residential quantitative measures for much of our community worthy of its students and faculty; one that work, our ultimate success will be meas- ured by our ability to recapture and reju- recognizes the special character and needs of our venate the close human and intellectual diverse community. Building such a community, however, relationships among faculty, students, and has always seemed to present both a financial and staff that have been the hallmark of the organizational challenge. MIT learning community. This has been a quality marked by respect and civility, ously to create opportunities for direct percent of the graduate community in inclusiveness and support for the fact that physical interactions between faculty and Cambridge. While some progress has MIT’s greatest successes emerge when the students in both the academic and resi- been made to meet that goal, the net addi- leadership of the Institute devotes itself to dential setting. tions have fallen short, almost always due ensuring that resources are gathered and For almost a century MIT has tried to to a lack of traditional financial resources. directed for the benefit of the faculty and build a residential community worthy of Several attempts have also been made students, the Institute’s primary source of its students and faculty; one that recog- to create a residential community for initiative and creativity. nizes the special character and needs of faculty and staff that would help fulfill the One hopes that the next administra- our diverse community. Building such a dream of bringing students and faculty tion will focus on the vision that there can community, however, has always seemed together more easily outside the class- be a seamless and rich connection to present both a financial and organiza- room. These efforts included the success- between work and personal development. tional challenge. ful development of 100 Memorial Drive We should expect that it will have the skill President Maclaurin, with his memo- that created rental housing close to the and ability to build and sustain a commu- ries of Cambridge University college life, campus, as well as the unsuccessful effort nity where social, physical, and gover- included in his plan for the new MIT a to create a faculty-housing coop in the nance mechanisms can be devised to vision of undergraduate residential quad- early 1960s. Later, MIT established the make the most of our talents. rangles on the new campus in Cambridge. Northgate Community Corporation that The Chair of the Faculty, Professor Beginning with Senior House and his own was to be a mechanism for developing Sam Allen, has spoken eloquently about residence on Memorial Drive, the seeds of faculty housing in Cambridge. It did not the need to rebuild the relationships a residential community were planted. survive, but the dream did not die. Most between individual faculty members and President Karl Compton saw the need to recently, an initiative by MIT faculty and students through direct interaction and provide housing for graduate students staff members to create a cooperative resi- collaboration. Professor Woodie Flowers when he came to MIT from Princeton, dence in Kendall Square has been only has spoken about the high value of build- where graduate life thrived in their gradu- partially successful.

10 MIT Faculty Newsletter March/April 2012

Overcoming Impediments to a aftermath of the Second World War, we kept up with our aspirations. It is a Residential Community housed veterans and their families on the problem that calls for fresh solutions. Given the rocky road this persistent aspi- West Campus by using the federal public One example of a creative response to ration has traveled, we might ask why housing program. In the 60s and 70s we student housing that may be instructive have there been so many impediments to used the low interest, College Housing exists just a few metro stops from the building a residential community at MIT. Loan Program. When that was closed out center of Paris. In the aftermath of the They seem to boil down to three themes: during the Reagan Administration in the First World War, there was a great concern The place of housing in MIT priorities; 1980s, we developed the Graduate for improving international understand- land availability; and financial resources. Housing Fund, which would be used ing through cultural exchange as one way In the face of these difficulties, is it possi- ble to resolve or overcome impediments One example of a creative response to student housing so that we can move the community building agenda forward? that may be instructive exists just a few metro stops We can start by rethinking the mecha- from the center of Paris. nisms and assumptions we have used in the past. We can explore other models and exclusively to build and/or rehabilitate to reduce international misunderstand- evaluate their relevance to our situation. housing for graduate students. The source ings. At that time in Paris, there was a We can review our present policies and, of the fund was a subvention from student great surge of young people from all over where appropriate, shape new strategies rents: a decision that graduate student the world, seeking higher education at the and programs. In all of this, we need to leaders supported because they saw that it city’s institutions – students who hoped to return to a tradition of engaging our was in the long-term interests of graduate build a new world of understanding and faculty in shaping the enterprise and com- students. peace. However, Paris then faced a mitting to nurturing it to maturity. We With the exception of the Tang family housing shortage as a result of these new need to recruit passionate leadership who gift for a portion of the cost of Tang pressures, but a small group of govern- will have the authority and responsibility Residence Hall, we have not sought nor ment officials and private businessmen to keep the program on course. While this received significant gift funds for graduate came up with a creative response to the may mean more demands on our time, it housing. Furthermore, there was a view challenge. has the makings of a richer and more sat- on the part of some in the administration The principal author of the new isfying life at MIT. that raising funds for graduate housing student-housing plan was Andre For example, our graduate students, a would be in direct competition for funds Honnorat, French Minister of Public community that continues to ask for cre- needed for academic and research pur- Education. Honnorat proposed the cre- ative solutions to their housing and com- poses. As a result, recent graduate housing ation of a foundation to establish a resi- munity needs, provide an ideal has been financed either by the Graduate dential quarter for students: A University opportunity for fresh thinking and new Housing Fund or through debt financing. City “Cité internationale universitaire de approaches to community building. The expectation is that rents will cover the Paris” (www.ciup.fr/en/www.ciup.fr/en/) Looking back over 50 years of involve- cost of operations, amortization, and where students would live and study with ment with MIT’s planning for housing interest. Based on a study prepared by the other students from all nations and per- graduate students and faculty, I realize Graduate Student Council last year, the suasions, establishing relationships that that we only made progress when two cost of housing in Cambridge now repre- could make for lifelong personal connec- thing were in synchronous orbit: The sents 54% of a graduate student’s pre-tax tions and contribute to international leadership of the Institute felt it was desir- income. peace and understanding. able for the well-being of the community, A public foundation to undertake the or they believed there was a crisis, either A New Plan for Graduate Student enterprise was established. Land close to generated by local political concerns or by Housing the city center was purchased with funds competitive challenges. As we think about our hopes for a vibrant from philanthropists and building sites The constraints on progress have research program attracting the best stu- were offered on leasehold to national gov- always been the availability of financial dents from around the world, the special ernments and private donors who would and physical resources. With the excep- relations we have established with various sponsor both the building of residential tion of the original graduate housing at countries, from Singapore to Russia, and pavilions and an endowment to ensure Senior House championed by President our desire to build a community of diver- their long-term financial viability. Sixteen MacLaurin and Ashdown House estab- sity and hospitality here in Cambridge, we pavilions were opened within seven years. lished by President Compton, all graduate need to confront the challenge that our There are now 37 such residences at the housing has been debt financed. In the housing and financial policies have not continued on next page

11 MIT Faculty Newsletter Vol. XXIV No. 4

MIT: Rebuilding Community supreme civil court, is the chair of the MIT has over 2400 graduate students Simha, from preceding page foundation. Each residence has a board from abroad this year. China, India, and that is responsible for ensuring the con- Korea top the list. But there are also 10 site, financed by countries all over the tinuing financial support of the residence. other countries with more than 50 gradu- world. From time to time, the foundation To put this example in an MIT ate students at MIT today. If one were to offers opportunities for the development context, there are 7-10 opportunities or look at the countries that have profited of additional pavilions. China and Russia sites designated for graduate and staff over the years from having their students are among the recent candidates. housing that MIT controls both on and enjoy an MIT education, one could easily The buildings are fully funded by the adjacent to the campus that could be put see that there are a number of countries donor countries and or other sponsors. to use in our version of such a program. that might welcome the opportunity to The donor countries are also required to The sites provide for different scales of participate in this program. establish endowments to support the development, so that there can be variety One could envision establishing a cam- administration, cultural programs, and in the size of these buildings and their paign that would recruit prominent MIT rental subsidies where needed. The resi- capital and operating costs. The develop- graduates from abroad to assist in the dences are required to limit their own ment of these sites, set out in the campus fundraising effort and to perhaps serve on nationals to 30 percent of the occupants plan published in 1998, could go far in the board of the foundation. Graduates to ensure that the original aspiration of meeting the long-term housing needs of like Kofi Annan, former Secretary General integration and diversity is met. The the graduate and, in part, the faculty of the UN, and other prominent MIT national residences offer programs and community. At an average size of 200 alumni would give this effort the visibility dining options representing their culture beds, the capital investment would and prominence it deserves. to all members of the University City. The require about $25 to $30 million, plus an In this brief review, I have tried to buildings include designs by famous endowment of ~$5-10 million. At this suggest that there are different ways of national architects. Best known is the scale, many countries and individuals looking at the financing and development Swiss pavilion, designed by Le Corbusier; could afford to participate in this of housing for graduate students at MIT. but many others are elegant representa- program. A country would gain a pres- I hope that the next administration will tives of national architectural traditions. ence on the MIT campus, some guaran- engage the faculty and alumni in pursuing The overarching foundation provides teed housing for their students, and an this or other initiatives so that we may coordination and services to all the indi- opportunity to mount programs that expand the ways in which we can build a vidual units. It also provides some central could celebrate their cultural gifts with more vibrant, diverse, and self-supporting facilities. Funded by the Rockefeller the entire MIT community, thereby con- community at the Institute. Foundation, they include cafés, athletic tributing to the kind of cultural offerings O. R. Simha is a Research Affiliate in the facilities, a library, childcare, etc. A that would bring new strength and Department of Urban Studies and Planning, and member of the Conseil d’Etat, France’s meaning to our goals for diversity. former MIT Planning Director ([email protected]).

letters

On the Creation of MITx

To The Faculty Newsletter:

HERE WE ARE WITH another major tration really belief that it has all the This is a different MIT. directive from the top down. Apart from answers? whether or not this is a good idea, what There is a broader issue at stake than Steven R. Tannenbaum has happened to the idea of open debate just MITx. Has the faculty completely lost Underwood-Prescott Professor of Toxicology in a faculty meeting? Does the adminis- any control of academic decisions? Professor of Chemistry

12 MIT Faculty Newsletter March/April 2012

Over-Schooled and Under-Skilled Ernst G. Frankel

THE RESULT OF AMERICA’S college There is an urgent need for skill build- year academic curriculum. America lags addiction, driven largely by government ing in America and no better place than behind countries like Germany, Japan, and politicians’ encouragement and fos- the workshops and laboratories of major and others in professional training, and tered by the development of a huge for- universities and research labs to do it. there is a profound need for formal profit college industry, will haunt Here young people can learn not only science/engineering apprenticeship train- America’s economy and social structure how to use tools and convert concepts ing at reputable universities or other insti- for years to come. into meaningful products and solutions, tutions that leads to a formal certificate of A larger percentage of high school but also how to organize the realization of competence in engineering or science dis- graduates continue with a four-year concepts and ideas. Labs and workshops ciplines. Our community colleges and college education in America than in any of universities and research institutions similar institutions are inadequate in other developed country, and most obtain would also benefit. Recent history shows dealing with these challenges, and our a liberal arts or related education that, in that many, if not most, new concepts or college-for-all strategy is wasteful and general, does not qualify them for a career. inventions were advanced and often inefficient, as it often wastes students’ time In parallel, skill education, particularly in developed by non-experts not afraid of in learning subjects that contribute little if engineering and technology areas is quite raising the “why not” questions. anything to the development of the deficient and consists largely of ill-funded It is important to recognize that new knowledge and skills required in modern community colleges and squandered voca- blood, thought, and questioning minds are industry and services. tional training facilities. At the same time, often the seed for scientific, technological, Institutions such as MIT could start in professions such as medicine, it is recog- and management advances. We should large-scale certificate of competence pro- nized that there is an urgent need for well- have both the courage and patience to grams in which students work in the qualified medical professionals who are consider the approaches and concepts of Institute’s labs and workshops and also not doctors, with six to 10 years of study completely novel ideas. Similarly, classes receive several hours of classroom instruc- and training. Physician Assistants or PAs will be informal and use remote and elec- tion, leading to a “Certificate of have become a popular profession, and tronic methods to permit students to Competency” in a branch of engineering, PAs are qualified to perform a large range review subject matter at their leisure, but science, or management. Combining of treatments and procedures, relieving should include rigid testing and compe- practical and classroom training and the strain on doctors and hospitals. tence reviews. Most importantly, students establishing real face-to-face mentoring There is an urgent need to establish a should be kept to a rigid work and study would help develop an urgently needed similar level professional in engineering, discipline and expected to properly con- new workforce for America’s reviving science, and technology areas if America is tribute to workshop and lab work. manufacturing and service industries. to regain its industrial and manufacturing America urgently needs young, com- competence and ability. America’s Program in Certificate of Competency mitted, and well-trained engineers and renowned major technical universities, in Engineering and Science scientists to serve its industry and such as MIT, could lead this effort and Unlike other professional areas such as economy. It is important to recognize that introduce a one- to two-year technical medicine, legal, and others, there is no many of our most imaginative and competence program to which high intermediate skill training or certification advanced science and technologies were school graduates are admitted, and which available in science or engineering. not developed by people with lofty consists of 6-8 hours/week of classroom However, there are many jobs where an degrees from renowned institutions, but instructions and 20-30 hours/week of academic degree is neither required nor by thinkers who acquired basic science workshop or laboratory training under particularly useful. and engineering skills, without lengthy supervision of qualified instructors. After We are now in such a situation in classroom attendance. a two-year period, participants would be science and engineering, urgently requir- examined in both theory and practice in ing an intermediate training program that Ernst G. Frankel is a Professor Emeritus in the their chosen area of technology, engineer- prepares science and engineering profes- Department of Mechanical Engineering ing, science, or management. sionals without the need for a four- to six- ([email protected]). 13 MIT Faculty Newsletter Vol. XXIV No. 4

MIT 2030: A Capital Planning Framework drive it are as old as the Institute itself. MIT orate with us. The result is an innovation Ruiz and Schmidt, from page 1 has long used its physical space not merely district able to accelerate the power of to allow for teaching and research, but also invention and innovation with an ecosys- 2. Engaging the campus community in to inspire. The Great Dome is there for a tem of small inventive companies and MIT’s planning efforts is critical to our reason: its architect, William Bosworth, larger research-intensive organizations long-term success. wanted a focal point for the campus that that are perfectly aligned with our MIT 2030 is intended to be a frame- would have us all setting our sights mission. Together, this ecosystem provides work to assist the Institute in making upward. Nearly 100 years after the dome opportunities for advancing the mission thoughtful, well-informed choices about went up, the glass walls in the Media Lab of MIT, entering into promising research development and renewal in the years invite fascination, and the composition of collaborations, offering internship oppor- ahead for both the campus and the inno- the Koch Institute for Integrative Cancer tunities, and opening employment vation district close by. It is intended to be Research – half life scientists and half engi- options for our graduating students. flexible and responsive, to provide struc- neers – is its own breathtaking statement It should be noted that all parcels that ture without limiting possibilities, and to about MIT’s belief in the power of conver- abut the campus under consideration for accommodate new strategic initiatives, as gence. The campus has always been an development, whether for academic or yet unknown, that will need to be sup- inspiring place, and guided by MIT 2030, investment purposes, require the same ported in the future. we will seek to keep it that way. oversight process through our governance While five projects have emerged as structure. This includes review and early areas of planning focus: nano mate- Accelerating the Power of Innovation endorsement by the Committee for the rials, structures and systems (nMaSS), The recent FNL articles may have sug- Review of Space Planning (CRSP), the energy and environment, and the renova- gested that MIT’s academic campus and Building Committee, and the Executive tion of E52, Walker Memorial Hall and our investment properties are in competi- Committee, and this process is followed sections of Building 2 – this is only the tion, or that we may be losing sight of the rigorously to ensure that academic inter- beginning of the many opportunities that primacy of our academic mission, but we ests are protected. can be addressed within the MIT 2030 believe that the two work together to framework. enhance innovation and opportunity. The Planning Process These five initial priorities resulted area around MIT is almost unique in from an extensive planning effort that having MIT as the center of gravity that Executive Committee began with an academic visioning process attracts innovative talent and companies, in 2008. It continued as we worked to from startups to established research Proposed MIT 2030 Capital translate the vision into the physical needs enterprises, to the neighborhood. The Framework Projects (>$5M) of the campus, assessing building condi- lines between academic disciplines, tions, and projecting space needs based on between academic and industry research, Building Committee programmatic requirements and available are more porous than ever. campus capacity. During calendar year Four themes express the vision of MIT CRSP 2010, close to 50 discussions took place to 2030. (Visit the MIT 2030 Website engage the community about campus and to learn more about these themes: Kendall Square planning efforts. These web.mit.edu/MIT 2030/.) meetings involved Academic Council, an • Innovation and collaboration Space Project Planning open faculty forum, numerous discussions • Renovation and renewal Proposals Proposals Proposals with Deans and Department Heads across • Sustainability all five Schools, and planning sessions with • Enhancement of living and learning Working together with the Building School of Architecture and Planning The theme of innovation and collabo- Committee over these past decades, and faculty. All of MIT’s senior leadership were ration is the foundation of our campus with the oversight of MIT’s leadership, we engaged in the planning process. Moving planning, and continues MIT’s longstand- have been able to meet the needs of our forward, we see many opportunities to ing relationship with industry, which has faculty and students for the most advanced engage the faculty more broadly in refin- helped to transform Kendall Square and laboratory settings and research environ- ing and developing this framework, and had a great impact on the Cambridge ments. Over the years and after careful we are committed to seeing that happen. landscape with developments in analysis of available parcels and academic Please refer to the MIT 2030 engagement Technology Square and University Park. needs, we have been able to offer some land timeline (next page). Kendall Square has become a magnet for in close proximity to campus for develop- While MIT 2030 is all about looking talented people and innovative companies ment by industry over a well-defined time- forward, we believe that the instincts that who understand MIT and want to collab- frame, without seriously limiting

14 MIT Faculty Newsletter March/April 2012

the planning process in the areas of teach- MIT 2030 Engagement Timeline ing and learning, residential life and open space, and as we continue to work to revi- Academic Community Launching MIT 2030 talize Kendall Square. Visioning Engagement MIT 2030 Moving Forward The Working Group on the Future of Teaching and Learning Spaces at MIT, 2008 9/29/2010• 2012 chaired by Professor John Brisson, has Participants: Campus and Kendall Square Planning been convened to create a strategic plan for educational space needs at the MIT Corporation Faculty Policy Committee Institute as envisioned by the faculty. In MIT Executive Committee School of Architecture and Planning Faculty Academic Council Graduate Student Council addition, Eric Grimson and Chris School of Architecture and Planning Council Undergraduate Association Colombo have initiated a study of future School of Engineering Council Alumni Representatives renovation needs for existing student School of Humanities, Arts and Social Sciences EVPT Senior Management housing, including related opportunities Council Office of General Counsel Sloan School of Management Deans Department of Facilities for informal learning and discovery. Chancellor Department of Human Resources We are also working with the Chair of Dean for Graduate Education the Faculty Samuel Allen to create oppor- Dean for Undergraduate Education tunities to engage the Faculty Policy Dean for Student Life Open Faculty Forum Committee and the broader faculty at monthly Institute faculty meetings or other •State of the Institute address launches MIT 2030 venues. We will pursue opportunities for dialog at Deans and Department Head opportunities to transfer leased property forward to engaging the community in meetings, and will communicate about back to the academic plant when needed. this process. We will work to ensure that ongoing efforts through future issues of the all areas of student life are considered, and Faculty Newsletter and increased coverage Engaging Each Other in the that academic and student priorities are from the MIT News Office. Conversation met. The Chancellor and the Dean for We will also work to engage students in We share the belief that MIT 2030’s Student Life, as well as the academic and these discussions. The editorial in the success depends on it being a true collab- education deans, will be integral to this February 10 edition of The Tech urges stu- oration between MIT’s faculty and process that will allocate $250M for accel- dents to take an active interest in 2030, administration. We also believe that erated capital renewal over the next three and we echo that sentiment. We will work student participation is critical. years, so that we may begin to address the with the Chancellor and Deans for As we work to keep pace with the overall deferred maintenance backlog. Graduate Education, Undergraduate Institute’s evolving needs, the guiding Moving forward, we want to renew and Education, and Student Life, as well as principles that steered us through the expand our commitment to ensuring that student leadership to create opportunities recent financial crisis will continue to engagement occurs around specific for students to get involved. guide us here. charges and questions that are important In closing, we want to affirm our com- We personally know how well MIT to the Institute and its planning efforts, mitment to creating increased forums for does when we bring people together to and that we all benefit by everyone’s col- open dialog and fruitful engagement with solve problems, having served together as lective input, ingenuity, and creativity. As the MIT community about MIT 2030 co-chairs of the Institute-wide Planning we work to create ongoing opportunities concepts and future directions for our Task Force, formed in response to the for greater input we will also find better campus planning activities. We embrace financial crisis of 2008. The Task Force of ways to share the input we receive. the opportunities to draw upon the over 200 members of the MIT commu- expertise of the faculty in the planning nity was dedicated to finding creative MIT 2030: Moving Forward process and to incorporate student input solutions to the problem of cutting spend- In reading the recent FNL and editorials in the design and character of our ing. MIT met the challenge successfully in The Tech we understand that our campus, and we look forward to continu- because it relied on its collective wisdom, faculty and many of our students have a ing the conversation. with the principles of transparency and profound interest in MIT 2030, and we inclusiveness assuring an open dialog. welcome the input and collaboration Israel Ruiz is Executive Vice President and In addition to the five initial areas of from all aspects of our community. Over Treasurer ([email protected]); Martin Schmidt is a Professor of Electrical focus, we have begun planning for how to the near term faculty and student input Engineering and Computer Science and invest in capital renewal, and we look will be especially important as we begin Associate Provost ([email protected]).

15 MIT Faculty Newsletter Vol. XXIV No. 4

lynda.com Training Scores Big at MIT: Robyn Fizz Gets Personal With lyndaCampus

clearly, and each course consists of multi- • Create bookmarks for courses and ple short videos that can be watched and modules of interest; replayed at any time. To access lynda.com at no charge, • Receive a printable, mailable Certificate connect through the MIT-specific URL: of Completion for any course you’ve lynda.mit.edu. As an MIT community viewed in its entirety. A LITTLE OVER A year ago, member, you will be authenticated auto- Information Services and Technology (IS&T) launched an initiative to make lynda.com’s popular catalog of online While many of the courses are useful for the everyday training courses freely available to MIT user, lynda.com also has advanced offerings for faculty, staff, and students. This initiative met with stunning success – in the first six designers, photographers, programmers, and Web months, members of the MIT community developers. The format of the training videos also went to the lynda.com site more than appeals to viewers. Courses are taught by industry 24,000 times to view courses. By year end experts who convey concepts clearly, and each course that figure topped 52,000. consists of multiple short videos that can be watched What accounts for lynda.com’s popu- and replayed at any time. larity? Its training library of over 1,300 courses focuses on up-to-date computing skills, with new courses added each week. Topics include, but aren’t limited to: matically through Touchstone and can More Information then take lynda.com courses whether you lynda.com is about keeping things • Windows and Macintosh operating are on campus or off. simple, so feel free to dive right in. You systems can also learn about lynda.com and • Microsoft Office suites New Year, More Features: Welcome lyndaCampus by visiting IS&T’s • Design software, including Adobe lyndaCampus lynda.com eLearning for MIT page Creative Suite On January 5, IS&T introduced (https://ist.mit.edu/services/training/lynda) • Web + Interactive applications lyndaCampus to MIT, an enhancement or watching the IS&T video about • Social Media that provides each student, faculty, and lyndaCampus (ist.mit.edu/news/videos/ • iPhone and iPad staff member with his or her own profile lyndaCampus). on lynda.com. If you have questions or comments While many of the courses are useful Now when you log on at about your experience with lynda.com, for the everyday user, lynda.com also has lynda.mit.edu, you are greeted by name. send e-mail to IS&T’s Training Manager, advanced offerings for designers, photog- From the new my training menu, you Mark Wiklund ([email protected]), or raphers, programmers, and Web develop- can: call him directly at 617.253.0686. ers. The format of the training videos also appeals to viewers. Courses are taught by • View your lynda.com history (for courses Robyn Fizz is IS&T News Coordinator industry experts who convey concepts taken on or after January 5, 2012); ([email protected]). 16 MIT Faculty Newsletter March/April 2012

Travis Merritt and the Founding of Eve Odiorne Sullivan Charm School

MIT’S OWN CHARM SCHOOL was nity, to our faith in civility and in basic Shots,” “Telephone and Email Manners” featured on “CBS Sunday Morning” on human decency.” I thought at first that (add social media manners to that March 4 (bit.ly/yi75ZU) and the spotlight Travis Merritt’s idea to create Charm session?), “Merriment: telling a joke, covered the usual sessions on table School was a direct response to that engaging smiles, contagious laughter, manners, first impressions and hand- tragedy, but apparently it was not. etc.,” and “Small Talk” . . . all on the 1994 shakes, and dressing for success, with a brief snippet on “How To Tell Somebody For many years I have taken paying guests in my home, Something They’d Rather Not Hear.” (The almost exclusively MIT visiting researchers. Many of my segment’s focus was, unfortunately, on things [dishes, clothes] rather than on guests remark on how cold the social atmosphere is in honoring and enhancing personal inter- their work groups or labs. Their comments . . . make it actions, which are the essence of charm.) clear that the problem is not limited to student life. The late Dean Travis Merritt founded Charm School in 1993 as a one-day event Nonetheless there was a real connec- program that I saved. Linda Patton, at the end of IAP. It has become a tradition tion. Raustein’s death and others on Director of Off-Campus Housing, who – which I have happily been part of since campus (those from suicide, drinking, or now coordinates “How To Tell Somebody 1994 – and I was curious about how it accidents) obviously represent huge tears Something They’d Rather Not Hear,” began. in our social fabric and cannot be recalls that one year there was a very When I contacted former MIT mended. But if we notice the little worn popular session on laundry sorting and President Charles Vest to ask him what he places, the small rips, can we re-weave the another time one on bathroom etiquette. remembered of the origins of Charm fabric so that it is more resistant to the Who knew the things we didn’t know we School, he responded, “Travis explained to large tears? needed to know?! me, and presumably to others, that he For many years I have taken paying Alana Hamlett, Assistant Director of continually noticed MIT students walking guests in my home, almost exclusively Student Activities, and her colleagues did down the Infinite Corridor looking at MIT visiting researchers. Many of my a terrific job this year and the event truly their feet rather than interacting with guests remark on how cold the social honored Dean Merritt’s memory. Could others. Wondering how to help them atmosphere is in their work groups or we take it a step further and create a move beyond this sent him down a path labs. Their comments, such as “Most broader coalition to address these issues of thought that led him to the idea of people eat at their desks” and “So few regularly throughout the year? This effort Charm School.” people take time to say hello,” make it is not only about being nice, it’s about Travis was on the Literature faculty of clear that the problem is not limited to being real, being present emotionally with MIT and he specialized in Victorian prose student life. If MIT is rightly noted for one another. – and in particular the prose of Walter “inventional wisdom” we ought to be able With MIT searching for a new Pater. Although he talked about the style to build out from the cornerstone that is President, this seems like the ideal time to of the prose, what he was addressing was Charm School and create a community raise the issue of social climate and seek a its civility, in the fullest sense of that word. coalition to address the social and emo- leader willing to address it. There is a Like Pater, he wanted to preserve the art tional vacuum that some of us seem too saying, “It’s nice to be important but it’s and the humanity of civilization. busy to notice, until it is too late. more important to be nice.” I imagine that I contacted Dr. Vest because of what he Charm School, as Travis designed it, is Travis Merritt would also agree that it’s wrote about the murder of Yngve a light-hearted event with a lot of dra- nice to be smart, but more important, it’s Raustein on our campus in September matic presentations. “Tie-ing Ties” is still smart to be nice. 1992, “For many of us, one of the deepest on the schedule, but missing from this Eve Odiorne Sullivan is Senior Editorial wounds has been to our sense of commu- year’s agenda was “Buttering Up Big Assistant, Annals of Physics ([email protected]). 17 MIT Faculty Newsletter Vol. XXIV No. 4

MAP Program: Calling All Faculty JoAnne Yates

AS FACULTY MEMBERS AT MIT, someone to talk to about things that were tion, whenever possible. MAP aims to most of us have had mentors at some going on in my life – both the good and provide a community of support among point in our careers. Those individuals the bad.” the network of mentors and protégés at have surely been invaluable in our own development. Formerly recipients of this great gift of mentoring, we should now be MAP is a volunteer mentoring program seeking to foster taking on that role for others. the student’s holistic development along academic and You are probably mentoring, formally non-academic dimensions. Mentors have the opportunity or informally, faculty members junior to to guide MIT freshmen and sophomores, known as you, or graduate students in your depart- Protégés, through building relationships, monitoring ment or lab, and you know how rewarding academic performance and personal well-being, offering it can be to serve in this role. The pipeline to these positions starts much earlier, encouragement, or providing a proactive support however. Undergraduates, too, have great network. mentoring needs, and too few of us are involved in mentoring at that level. The Based upon the number of fall 2011 MIT, and is designed to complement the Mentor Advocate Partnership (MAP) applicants, we anticipate serving approxi- current undergraduate advisor system. Program run by the Office of Minority mately 100 protégés (a 14% increase) in This program clearly has some struc- Education is an excellent opportunity for the 2012-13 academic year. With 93% of ture, but it also makes time for plenty of you to guide an undergraduate student in freshmen protégés requesting faculty fun. To build a strong community where his or her introduction to academia. mentors and only 22% of our mentors protégés and mentors can find resources in Studies show that students who are being faculty, we need your support! a close-knit group, MAP also holds events integrated and involved in both the aca- As a mentor, you can offer a number of off campus, such as a “Night on the Town” demic and social mainstream of campus benefits to your protégé, including and a competition in which MAP partici- life are more likely to graduate and have 1) improved self-confidence; 2) eased dis- pants are encouraged to deliberate the greater satisfaction with their collegiate cussions around academic and social diffi- finer points of local ice cream shops. experience – especially those reporting culties; and 3) personal and professional As faculty, we are the most valuable strong ties with faculty. MAP is a volun- development. As a mentor, you will ulti- resources to our students. If you are inter- teer mentoring program seeking to foster mately have the opportunity to become a ested in getting involved, please contact the student’s holistic development along supporter, connector, champion, and friend. Program Coordinator Antonio Perry academic and non-academic dimensions. MAP partnerships are designed to ([email protected]) with any questions or Mentors have the opportunity to guide extend for two years, but the Program’s fill out a mentor application online at MIT freshmen and sophomores, known aim is for the connection between mentor ome.mit.edu/programs-services/mentor- as Protégés, through building relation- and protégé to continue after the “formal” advocate-partnership. The Early Deadline ships, monitoring academic performance period. The estimated time commitment for applications is May 1, 2012, while the and personal well-being, offering encour- for a mentor with one (1) protégé is 6-8 Final Deadline is August 1, 2012. agement, or providing a proactive support hours per semester. This includes three (3) network. You will know you have had a hour-long meetings throughout the aca- JoAnne Yates is Deputy Dean and Professor, Sloan School of Management, and is a MAP positive impact on a Protégé when you demic semester, time for e-mails and/or Mentor and faculty liaison to the Office of hear them say “Thanks – that was really phone conversations, and attending MAP Minority Education’s Faculty Advisory helpful,” or “You gave me an outlet – events, including the end-of-year celebra- Committee ([email protected]).

18 MIT Faculty Newsletter March/April 2012

Workshop: Leadership Skills for Engineering and Science Faculty

MIT PROFESSIONAL EDUCATION as “good” or “bad,” but provide a non- “I wish I had taken this in my first year as a will be holding a workshop entitled judgmental yet structured environment in faculty.” “Leadership Skills for Engineering and which you can discover what works for Alan Aspuru-Guzik, Associate Professor, Science Faculty” on June 18-19, 2012. you. No dogma! – just scientifically Harvard University Who should attend: This hands-on informed frameworks and models of workshop can provide significant insights human behavior to leverage your own “An eye opener on human relationships and to junior faculty, senior faculty, department common sense. leadership founded on rigorous personality heads, and higher administrators involved classification and human motivation. Every in technical research and teaching. Non- Instructors professor should take it.” academics and students may not attend. • Charles E. Leiserson, Professor of Rahul Sarpeshkar, Associate Professor, Focus: Human-centered strategies for Computer Science and Engineering, MIT MIT leading effective teams in technical aca- • Chuck McVinney, Management demic environments. Through a series of Consultant, McVinney & Company How to Register interactive role-playing activities, self- • $1,600 – Regular Tuition assessment instruments, and group dis- What Participants Say • $1,360 – Tuition for MIT faculty after cussions, you and your colleagues will More than 95% of over 300 past partici- 15% group discount is applied develop a repertoire of techniques for pants have graded this workshop A or A+. addressing issues that commonly arise MIT’s Office of Sponsored Programs within technical research groups and Here are some of their comments: advises that the cost is eligible for direct among teaching staff. charging to a sponsored research project, Participant outcomes: An appreciation “The professor/student role-playing taught because workshop activities can be identi- of how your own leadership style affects me how differences in communication styles fied specifically with the participant’s par- research, education, and the learning can seriously complicate interactions, a ticular project and benefits that project process. You will gain insights into: poignant and unforgettable lesson.” directly. Prof. Polina Golland, MIT In addition, the Dean of Engineering • emotions in the workplace has made eight full scholarships available • communicating effectively with “Tremendously helpful! I learned many key for faculty in the School of Engineering people who think differently from you things essential to running a group and the Dean of Science will provide full • how to foster creativity and interacting with others that you don’t funding for interested tenure-track faculty • dealing with conflict learn anywhere else.” members in the School of Science. • giving effective feedback Prof. Kimberly Hamad-Schifferli, For more information, please visit the • how different situations call for Mechanical Engineering, MIT course Website (web.mit.edu/profes- different leadership strategies sional/short-programs/courses/engineer- • student motivation “I strongly recommend this workshop to ing_leadership_skills.html) or contact • self-understanding as a leader anyone in a supervisory role.” MIT Professional Education Short Dr. Jim Glass, Computer Science, MIT Programs by e-mailing shortprograms Pedagogy: The workshop promotes @mit.edu. If you wish to register, you awareness of the participants’ own styles “I wish I took this course 10 years ago. should do so by May 18. of leadership and offers them new Today is a milestone in my understanding Note: Space is limited and will be filled approaches to explore. Since leadership of who I am as a professor.” on a first-come, first-serve basis. styles are highly individual and situa- Sagar Kamarlhi, Associate Professor, tional, the instructors do not judge styles Northeastern University

19 MIT Faculty Newsletter Vol. XXIV No. 4

M.I.T. Numbers Past Presidents of MIT

Education Education Education Education B.A., Biology, B.S., Mechanical B.S., S.M., Sc.D., B.S., M.S., Ph.D., University of Rochester; Engineering, West Electrical Engineering, Electrical Engineering, Ph.D., Anatomy (and Virginia University; M.I.T. University of Michigan. Neuroscience), M. S., Ph.D., Georgetown University Mechanical Engineering, Previous Position Previous Position School of Medicine. University of Michigan. Chancellor, M.I.T. Provost, M.I.T. Previous Position Susan Hockfield Previous Position Charles M. Vest Provost and Vice Paul E. Gray Jerome B. Wiesner 2004-2012 Provost, Yale University 1990-2004 President, U. of Michigan 1980-1990 1971-1980

Education Education Education Education B.A., Central College, S.B., S.M., Electrical S.B., Management, B.S., M.S., Physics, M.A., University of Engineering, M.I.T., M.I.T. College of Wooster; Chicago. Sc.D., Mathematical Ph.D., Princeton Physics, Eidgenossiche Previous Position University. Previous Position Technische Hochshule, Executive Vice Dean, Sloan School of Zurich, Switzerland. President and Member Previous Position Management, M.I.T. of the Corporation, Director of Research, Howard W. Johnson Julius A. Stratton Previous Position James R. Killian M.I.T. Karl T. Compton Palmer Laboratory, 1966-1971 1959-1966 Acting President, M.I.T. 1948-1959 1930-1948 Princeton University

Education Education Education Education B.S., Illinois Industrial Central High School, B.S., Kansas Central High School, University at Urbana Philadelphia, Agricultural College, Philadelphia, (later the University of Pennsylvania. M.S., D.Sc., Cornell Pennsylvania. Illinois). University. Previous Position Previous Position Previous Position Lecturer in Electrical Previous Position Lecturer in Electrical Provost, Yale University Engineering, M.I.T. Professor of Physics, Engineering, M.I.T. Samuel W. Stratton *Elihu Thomson Ernest F. Nichols Yale University *Elihu Thomson 1923-1930 1921-1923 1921-1922 1920-1921

Education Education Education Education B.A., M.A., B.S., M.S., Chemistry, A.B., Pritchett College, S.B., Lawrence Mathematics, Law M.I.T., Ph.D., University Ph.D. University of Scientific School, Degree, University of of Leipzig. Munich. Harvard University. Cambridge (England). Previous Position Previous Position Previous Position Previous Position Professor of Chemistry, Superintendent, U.S. Professor of Chemistry, Head, Department of M.I.T. Coast and Geodetic M.I.T. Richard C. Maclaurin Physics, Columbia *Arthur A. Noyes Henry S. Pritchett Survey James M. Crafts 1909-1920 University 1907-1909 1900-1907 1897-1900

Education Education Education Education A.B., Amherst College. College of William and B.S., Mathematics, College of William and Mary (no degree con- Harvard College. Mary (no degree con- Previous Position ferred). ferred). Professor of Political Previous Position Economy and History, Professor of Sheffield Scientific Mathematics, M.I.T. School of Yale Francis A. Walker University William B. Rogers John D. Runkle William B. Rogers 1881-1897 1879-1881 1870-1878 1862-1870

*Acting President

Source: MIT Libraries, Archives