Massachusetts Vol. XXXIII No. 2 Institute of November/December 2020 Technology

MITFaculty https://fnl.mit.edu Newsletter

in this issue we offer two of our Teach Talk features concerning online teaching, below and “Teaching Under Covid: Losses Outweigh Gains” (page 12); “The Problem with Philanthropy” (page 14); two pieces on STEM (pages 18 and 19); and “MIT Volpe Construction Plan Will Damage Faculty Housing Initiative” (page 21).

On Campus Fall 2020 MIT’s Plan for the Teach Talk Editorial Spring Semester Moving Abruptly I. Science Returns to Informing Federal Online: What it was Policies like for Faculty and II. The Suri and Fisher for Students Reports on Outside Gifts Cynthia Barnhart Shigeru Miyagawa and Meghan Perdue ON NOVEMBER 2, 2020, I wrote to LIKE SO MANY INSTITUTIONS Science Returns to Informing the MIT community to share our current around the world, MIT made the abrupt Federal Policies plan for the spring semester. I reiterated transition to online teaching in the midst THE TRUMP ADMINISTRATION the principles that guided our decision- of the pandemic, thrusting all 1,251 of its systematically used budget cuts and regu- making, described the lessons learned so spring 2020 courses online in late March. latory changes to undermine scientific far this fall, and expressed appreciation to To try to understand what this experience contribution to public policy. These the MIT community for the perseverance was like for the faculty and the students, actions weakened key US agencies, and care we have shown for one another we sifted through faculty and student including the Environmental Protection throughout the pandemic. Below, please surveys conducted at the end of the Agency, Food and Drug Administration, find a summary of what we decided and spring semester by the Office of Centers for Disease Control and why. Institutional Research and interviewed Prevention, National Institutes of Health, over 30 faculty members. We will touch and Occupational Safety and Health How we got here and what we on three areas – faculty’s experience with Administration. We anticipate the incom- learned online teaching, teaching remotely from ing administration will undo the damage As President Reif outlined in July, our home, and student reactions to learning done to these agencies and restore the role plan for the fall was careful and meas- online. of science in shaping policy. However, a ured. So we could test our approach and return to the status quo ante will not adjust it as we learned, we extended invi- Teaching online address the institutional arrangements tations to return to campus only to grad- Faculty reaction to transitioning online that limit science’s role in shaping policy. uate students, rising seniors, and students ran the gamut from seeing it as an oppor- During the Obama/Biden administra- facing certain hardships, plus some tunity to treating it as a burden, although tions, corporate lobbyists from the fossil continued on page 6 continued on page 8 continued on page 3 contents The MIT Faculty Vol. XXXIII No. 2 November/December 2020 Newsletter Editorial Board 01 MIT’s Plan for the Spring Semester Robert Berwick (Vice-Chair) Cynthia Barnhart Electrical Engineering & Computer Science Nazli Choucri Teach Talk 01 Moving Abruptly Online: What it was like for Political Science Faculty and for Students Shigeru Miyagawa and Meghan Perdue Christopher Cummins Chemistry Editorial 01 I. Science Returns to Informing Federal Policies *Sally Haslanger Linguistics and Philosophy II. The Suri and Fisher Reports on Outside Gifts *Jonathan A. King (Chair) 05 The MIT Corporation: Reviewing Governance Biology Suzanne L. Glassburn Helen Elaine Lee Comparative Media Studies/Writing 07 Nationwide Unemployment Ceasar McDowell (Secretary) Insurance Fraud Scheme Urban Studies and Planning Fred Moavenzadeh Teach Talk 12 Teaching Under Covid: Losses Outweigh Gains Civil & Environmental Engineering/Engineering Systems David Geltner, Alan Jasanoff, Caroline Jones *Ruth Perry Literature Section 14 The Problem with Philanthropy Sally Haslanger *Nasser Rabbat Architecture In Memoriam 16 Angelika Amon Balakrishnan Rajagopal Tyler E. Jacks Urban Studies and Planning Robert Redwine 18 LGBTQ+ Scientists and STEM Physics Timothy F. Jamison Warren Seering Mechanical Engineering 19 Does MIT Support DEI Education in STEM? Jared D. Berezin David Lewis Managing Editor 21 MIT Volpe Construction Plan

*Editorial Subcommittee for this issue Will Damage Faculty Housing Initiative 22 The Final Commencement Richard Stanley

Photo Credit: Page1: Gretchen Ertl; Page 16: Constance Brukin, courtesy of Cold Spring Harbor Laboratory Archives

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2 MIT Faculty Newsletter November/December 2020

Science Returns to Informing The Suri and Fisher Reports on engaged in, funded, or otherwise supported Federal Policies Outside Gifts any gross violations of political, civil, or continued from page 1 THE ESTABLISHMENT OF THE human rights; or serious violations of the fuel industry, the Chemical Manufacturers Ad Hoc Faculty Committee on Guidelines laws of war?”. Human rights include polit- Association, Pharmaceutical Manufac- for Outside Engagements (“Suri ical, civil, economic, social, and cultural turers Association, US Chamber of Committee”) and the Ad Hoc Faculty rights and also violations by non-state Commerce, and the Defense Industry Committee to Review MIT Gift Processes actors such as the Houthis in Yemen, as exerted far too much power over national (“Fisher Committee”) came as a response the UN has concluded, or violations by policy. The choice of John Kerry to lead the to the widespread concern among faculty, States such as Saudi Arabia. Climate efforts is a promising sign that students, staff, and alumni about the han- science will have a substantive role in dling of the bin Salman, Epstein, Continuing in Bad Company shaping climate policy. Schwarzman, and other donations. In spite of the accomplishments of the But Biden’s failure to be concerned that (Student committees were also consulted, Suri Committee, there remain questions the Pentagon budget consumes more than and their reports appear as appendices.) about past and future gifts from Stephen half of US discretionary spending is The reports from the two committees Schwarzman, whose name, now closely deeply troubling, though perhaps not sur- make clear that the members of the com- associated with MIT, is in the news, but prising, given the Defense Industry’s mittees received substantive input from not for making the world a better place or ability to spend billions of taxpayer dollars the MIT community. The two reports are for the “betterment of mankind.” This to advance their interests. The United thorough and thoughtful in attempting to time it is for deploying the exploitative States currently spends more on articulate values and principles for accept- power that is his hallmark and making the national defense than China, India, ing gifts, and in the latter setting up proce- world a worse place for millions of its Russia, Saudi Arabia, France, Germany, dures to establish whether or not inhabitants in the process. Last year it was United Kingdom, Japan, South Korea, and prospective gifts satisfy the standards set. revealed that his company, the Blackstone Brazil – combined. Perhaps a new over- We appreciate the Suri Committee’s rec- Group, was one of the driving forces sight position to contain the spiraling ommendation that these matters require a behind the deforestation of the Amazon Pentagon budget is warranted. Standing Committee, and with the Fisher rainforest, further endangering the Quoting Dwight D. Eisenhower, “This Committee, the need to establish a Grants climate of the planet and ignoring the conjunction of an immense military Acceptance Committee for ongoing rights of the indigenous peoples who live establishment and a large arms industry is review of proposed gifts. Similarly, the there1. Schwarzman is one of the richest new in the American experience. The total “Red Light” and “Yellow Light” formula- men in the world and the damage caused influence – economic, political, even spir- tions are clear and appropriate. by his activities spreads far beyond the itual – is felt in every city, every Yet some of us were hoping that the rainforest.2 Statehouse, every office of the Federal committees would address the errors His Blackstone Group has been con- government. We recognize the imperative made, raise the issues of accountability, demned by the United Nations3 for exac- need for this development. Yet we must and address again the actual cases that erbating the worldwide housing shortage not fail to comprehend its grave implica- launched the whole endeavor to structure by “the financialization of housing” – the tions. Our toil, resources and livelihood outside engagements at MIT. It would large-scale scooping up of foreclosed are all involved; so is the very structure of have given the reports much more credi- homes at bargain-basement prices follow- our society.” bility and authority had past errors been ing the financial crisis of 2008, feeding We hope the new administration will discussed and responsibilities assigned, those properties back into the rental heed the urgent demands of those who and corrective actions suggested. Instead, sector at steeply increased rents, onerous elected them, and tap into the nation’s both committees were directed only to fees and leases, and then moving to evict appetite for change by putting the people’s address future gifts, as yet unreceived. them when renters fall behind. On the interest at the head of the queue. The opening paragraph of the Suri Editorial Board of the Committee Executive Summary asks “Are continued on next page MIT Faculty Newsletter we inadvertently helping bad actors 1 https://theintercept.com/2019/08/27/ama- ‘launder’ their reputations through their zon-rainforest-fire-blackstone/ * * * * * associations with MIT?”. The answer to 2 https://www.housinghumanright.org/mod- this question is “yes” for those cases that ern-day-robber-baron-the-sins-of-blackstone- brought this issue to a head. For example, ceo-stephen-schwarzman/ among the “Red Lights” listed in Section 3 https://www.ohchr.org/EN/NewsEvents/Pag 5.1. #2 is: “Has this individual directly es/DisplayNews.aspx?NewsID=24404&LangI D=E

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The Suri and Fisher Reports Schwarzman is part of the super-rich class tion. Schwarzman’s Blackstone Group continued from preceding page that exploits and extracts profits from the works for neither of these principles. most marginalized people at home and in In the town meeting on the Suri and whole, the company is making it harder the world. Although these moves would Fisher reports, there was attention to con- for millions of men, women, and children have activated the “Yellow Lights” sidering gifts on a case by case basis for a to find decent affordable places to live and described by the Suri Committee, and while and building up a set of precedents pushing them into greater poverty – viola- perhaps even “Red Lights,” the Gift or “case law”. The Schwarzman and tions of human rights as understood Acceptance Committee which has been Epstein donations are examples of such today.4 Given that an overwhelming number of these renters are Black and other people of color, Blackstone’s actions Schwarzman is part of the super-rich class that exploits are indeed against Black lives5. and extracts profits from the most marginalized people Additionally, Schwarzman has been at home and in the world. known for financing the campaign to frustrate California’s recent attempts in 2018 and 2020 to introduce a rent-control proposed to review such cases will not be “case law”, both to determine what should measure which would have benefited in place until July 2022, and its charge will be done in the future in cases like this and, many ordinary folks and for mounting an not include revisiting current or past gifts. more generally, to consider how to unsuccessful effort to stop New York’s new Charitable and philanthropic “giving” address what is reasonably seen as a past pro-tenant housing laws in 2019. has long been a favored mode of reputa- mistake. tion laundering by the super-rich, The Suri/Fisher reports advocate the 4 For Schwarzman’s recent anti-rent control although vulture capitalism brings with it need for reform. They offer a new set of activities in California, see https://www.busi- a certain opprobrium when it is noticed. practices according to which every nesswire.com/news/home/20200914005889/ [See in this issue, Sally Haslanger’s “The researcher at MIT should think about en/%E2%80%98Yes-on-21%E2%80%99- Special-Report-%E2%80%98Modern-Day- Problem with Philanthropy” (page 14)]. their relationship to funding sources, Robber-Baron-The-Sins-of-Blackstone-CEO- There is a fine line between the pragmatic however small. We heartily agree. But Stephen-Schwarzman%E2%80%99. and the squalid, and many think we are what will be the consequences for those Scholarship on the links between evictions well across it here. The Institute is, or who try to subvert or get around the man- and poverty is extensive. See e.g., https://scholar.harvard.edu/files/mdesmond/fil ought to be, a global beacon of excellence dated processes? es/desmond.evictionpoverty.ajs2012.pdf in the application of practical intelligence Editorial Subcommittee 5 https://www.jacobinmag.com/2020/07/pri- for the betterment of the human condi- vate-equity-blackstone-anti-racism-housing

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The MIT Corporation: Suzanne L. Glassburn Reviewing Governance

THE MIT CORPORATION is the among others, reviewing the effectiveness of the Corporation’s standing committees Institute’s governing board and, at full of the Corporation’s governance struc- are elected annually, rather than for multi- strength, has 78 members. Because it is ture, overseeing an annual self-assessment year terms, to allow the Corporation to difficult for such a large body to be process of the Corporation and its stand- review the makeup of the standing com- nimble, much of the responsibility for ing committees, assessing whether mittees each year. governing the Institute has long been Corporation members have potential The effect of these amendments, vested in a subset of the Corporation, the conflicts of interest, and organizing new together with a general sentiment favor- Executive Committee. Corporation member orientation. The ing broader engagement of the member- Last academic year, reflecting on some initiatives the Institute had undertaken in the recent past and on the Epstein crisis, a Last academic year, reflecting on some initiatives the number of Corporation members had Institute had undertaken in the recent past and on the questions about the role of the full Epstein crisis, a number of Corporation members had Corporation in MIT’s governance. In questions about the role of the full Corporation in MIT’s response, the Corporation voted to estab- lish an Ad Hoc Committee on governance. In response, the Corporation voted to Governance and charged it with examin- establish an Ad Hoc Committee on Governance and ing the respective roles of the Executive charged it with examining the respective roles of the Committee and the greater Corporation. Executive Committee and the greater Corporation. The committee ultimately did not recom- mend changes to the responsibilities of the two bodies, but did propose a number committee was historically chaired by the ship, has resulted in a lot of new faces on of amendments to MIT’s Bylaws. Some of Chair of the Corporation, but as a result the Corporation’s standing committees, the amendments were intended to docu- of the amendments, is now chaired by a especially the Executive Committee, the ment good governance practices, and non-officer Corporation member. Risk and Audit Committee, and the others were intended to provide opportu- The new Bylaws encourage broader Corporation Joint Advisory Committee nities for more Corporation members to engagement of Corporation members in a on Institute Affairs. The Corporation also serve on standing committees of the number of ways. The term limits for most has a new Chair, Diane Greene SM’78, Corporation. The Corporation adopted of the Corporation’s standing committees and a number of new members, including the amendments at meetings in May and have been structured in a manner Heather Cogdell ’89, Drew Faust, Michelle August. designed to encourage periodic rotations Lee ’89, SM’89, Adrianna Ma ’96, M.Eng One of the significant changes effected in and out of the committees. Members of ’96, Indra Nooyi, Adedoyin Olateru- by the amendments is the expansion of the Executive Committee, other than the Olagbegi ’20, Janet Wolfenbarger SM ’85 the purview of the former Membership Chair of the Corporation and the and Mark Wrighton. You can find the Committee, now named the Governance President, may not simultaneously serve Corporation membership, the standing and Nominations Committee, to include on the Governance and Nominations committees’ membership and the responsibility for ensuring that the Committee, and the overlap between the amended Bylaws on the MIT Corporation Corporation operates in accordance with Executive Committee and the Risk and website: https://corporation.mit.edu/. good governance practices. The commit- Audit Committee has been reduced from Suzanne L. Glassburn is Vice President and tee’s specific tasks, therefore, include, two members to one. Finally, all members Secretary of the Corporation ([email protected]).

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MIT’s Plan for the Spring Semester across Massachusetts, the country, and the education, which will follow the modified Barnhart, from page 1 world – requires us to take responsibility spring semester calendar described below. for our own health, and for each other’s. This could change depending on Covid- members of our research enterprise. We 19 infection and transmission on campus indicated then that, if all went well under What we decided about the spring and in the broader community. that plan, we would bring back first-years, Our plan for the spring is much like our sophomores, and juniors in the spring, so plan for the fall but involves a different • Just as in the fall, many of our subjects that every undergraduate class would have undergraduate cohort. And, just as we did will be taught exclusively online, with the opportunity to be on campus for at with our preparations for the fall, we are some opportunities for undergraduates least one semester this academic year. approaching the spring mindful of the living on campus and some graduate stu- In assessing whether we could proceed fact that the pandemic’s persistent grip dents to have in-person instruction. with the spring plan we initially envi- could force us to pivot at a moment’s Departments will continue to make sioned, we returned to the guiding princi- notice. arrangements to ensure all students are ples that informed our July decisions:

• Protect the public health of our entire Specifically, as we had hoped, all current first-years, community by reducing the number of sophomores, and juniors who would like to live and learn people on campus; on campus are invited to do so. In order to access campus facilities, they will need to reside on campus. • Preserve our ability to deliver on MIT’s mission of teaching and research; Specifically, as we had hoped, all able to stay on track with their degree • Enable all students to stay on track to current first-years, sophomores, and progress. their degrees; and juniors who would like to live and learn on campus are invited to do so. In order to • Because cold weather makes it harder • Remain dynamic and flexible in our access campus facilities, they will need to to socialize outdoors and because the to- approach, recognizing that the pan- reside on campus. Seniors facing circum- and-fro of spring break travel presents an demic’s course may require MIT to stances related to their safety, living condi- obvious risk of viral spread, the spring change direction (and plans). tions, visa status, or other hardship have semester will start two weeks later for all applied for campus housing through students; instruction will be entirely To arrive at a decision for the spring, the Student Housing Assistance Review online for the first two weeks to accom- we re-examined the community’s exten- Process (SHARP). A total of 122 seniors modate a one-week quarantine period for sive due diligence that informed President have been granted SHARP housing for the all on-campus students; and we will Reif’s July announcement. We evaluated winter and/or spring. replace spring break with several long Covid-19’s worsening local and national We will make a decision by the end of weekends distributed throughout the trajectory as well as projections for its the fall semester about whether seniors semester. path this coming winter and spring. And who choose to live nearby can have access we looked to the lessons we’ve learned so to campus facilities in the same way that • IAP 2021 will be all virtual and begin far this fall about managing life on graduate students who live off campus do on Monday, January 4, 2021 and end on campus. now. We will be able to make a more Friday, January 29, 2021. With nearly three months of the informed determination after we learn semester behind us, we have been able to more about our ability to manage the • We aim to continue to follow key contain the spread of the virus by making health of our community during cold residential life policies to reduce the pos- careful choices about access to campus weather, with Covid-19 prevalence on the sibility of infection and transmission and by implementing rigorous testing, rise and flu season beginning, and after we while enabling safe, meaningful social tracing, isolation, and compliance see how many first-years, sophomores, connections: systems. But nothing has been more and juniors will access campus in the • The undergraduate pod program and important than the sustained effort by spring. the graduate residential visitors policy will those accessing campus this fall to adhere Other key details of our current spring be available to students in the spring. to the social compact of the Covid era. 2021 plan: • Undergraduate students residing on This compact – which we all need to con- campus will be required to be on a meal tinue to abide by now more than ever • Research operations will continue as plan, which MIT will continue to subsidize. given the concerning uptick in cases they are now, as will graduate student continued on next page

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MIT’s Plan for the Spring Semester It’s important for all students consid- Gratitude Barnhart, from preceding page ering returning to campus for the spring The students, faculty, and staff who are (or in the case of first-year undergradu- regularly accessing MIT’s campus this fall • There will be no competitive winter ates, coming to campus for the first as well as those who are studying or season athletics (a final determination time) to know what life at MIT will be working remotely have been essential to about spring sports will be made in the like. The Covid-19 policies and proce- the success of the fall semester so far and coming weeks). dures in effect this fall will largely stay in contribute to our belief that we can safely place but we will work with our entire extend our unique mind, hand, and • Restrictions on visiting student and community to make sure we stay con- heart educational opportunities to a larger scholar appointments will continue into nected and create opportunities to safely cohort of students in the spring. the spring term as will our current travel socialize. Cynthia Barnhart is Chancellor and Ford guidelines for the MIT community. Foundation Professor of Engineering ([email protected]).

Nationwide Unemployment Insurance Fraud Scheme

DURING THE PANDEMIC, AN unem- information about what to do is available Unfortunately, due to the dynamics of ployment insurance fraud scheme has on the Human Resources website: the pandemic, and in an effort to provide been targeting unemployment assistance https://hr.mit.edu/unemployment-fraud. income to those who need it, there have programs across the country. Those who The most important step to take is to fill out been instances where the DUA has are committing the fraud are believed to the DUA’s fraud reporting form promptly. approved unemployment benefits before be using stolen personal information The usual process for unemployment verifying that the individual is no longer from earlier national data breaches. There approval is that as soon as a person files a employed. CCC and MIT are objecting to is, however, no indication that these claim with the DUA, the DUA contacts claims that are not legitimate as quickly as fraudulent claims stem from any breach of Corporate Cost Control (CCC), MIT’s possible. MIT data. unemployment claims administrator, If you have any questions, contact If you receive correspondence from the with information about the claim. CCC your Human Resources Officer, or Lianne Department of Unemployment Assistance immediately alerts MIT to the claim and Shields (Director, Employee and Labor (DUA), such as a notice of application, an confirms whether the claim is legitimate. Relations), at [email protected]. approval letter, or a DUA debit card, or if If it is not legitimate, CCC swiftly notifies you otherwise learn that an unemploy- the DUA of the fraud, and the claim is ment claim has been filed in your name, stopped.

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Moving Abruptly Online that the faculty have to students and the Pass no record grading Miyagawa and Perdue, from page 1 importance of interacting with them. When the spring semester was abruptly When asked why there was such a key shifted online, MIT decided to enact the a large portion of the faculty expressed interest in teaching once the shift was “pass no record” grading policy to reduce enthusiasm. When describing the online made to online, the answer was revealing. the burden on students and faculty. transition as an opportunity, faculty According to one instructor, in a face-to- Faculty reacted to this policy in different noted, “It turned out better than I face classroom, we know – at least we ways. Some were frustrated that there was thought” and “I encourage more remote think we know – how to teach because we “no way to hold students accountable” teaching in the future.” Some were non - were taught that way as students. With the and that “emergency grading greatly committal about its value: “it is reasonable switch to online teaching, there was no lowered the performance of the majority but definitely not ideal,” and when prior experience to fall back on, so that of students in the class.” Others did not describing it as a burden one person they had to think through even the most feel impeded by the grading policy, noted, “It just doesn’t work.” basic steps in ways they had never had to holding that the students are “young do before. adults who should be held responsible for Adapting courses for remote teaching Many spoke enthusiastically about the their learning.” Still other faculty found Transitioning the courses online proved to online teaching experience, seeing it as an the grading policy liberating, feeling that be an enormous task. One faculty opportunity to try new ways of teaching. it allowed them to focus more on teaching member noted, “this is an entirely new One observed that “my teaching is always and less on tests and grades. method of teaching for us and we have very little experience of what works and While many found the transition to online teaching what doesn’t.” Some had difficulty cover - ing all of their content. “Everything got overwhelming at first, most were up to the challenge. scaled down and back,” reported one The Institutional Research survey and the interviews we faculty member, while another noted “the conducted revealed a picture of instructors engaging nature of my hands-on class just doesn’t creatively and energetically not only to teach online, but work remotely” and that “I’m mourning to do so with a fresh attitude towards teaching. the lost learning outcomes.” Others reported that they were able to transition their course without much loss, noting, changing, this will accelerate it, push it in Discovering new opportunities “the course had minimal deviation from new directions,” while another said “I Some were surprised to learn that teach - the format used in the prior ten years” of grew a lot as a teacher by being forced to ing online worked fine, or even better for teaching. think outside the box; pedagogically it was particular topics, with one instructor While many found the transition to an exciting time.” Many faculty restruc - noting, “I discovered that a particular online teaching overwhelming at first, tured the class to emphasize small and component of a course I was teaching most were up to the challenge. The large group discussion and experiential worked so effectively that I would con - Institutional Research survey and the exercises, rather than spending the major - tinue to offer it in an online format in interviews we conducted revealed a ity of the class time lecturing. In describ - the future, even when we’re back to picture of instructors engaging creatively ing the overall experience, one observed, 100% on campus teaching.” Others were and energetically not only to teach online, “This semester was easily the most excited about the opportunities that but to do so with a fresh attitude towards rewarding teaching experience I ever had. teaching online could bring, such as teaching. One instructor said that before The challenges we faced require innova - allowing for guest lecturers to join the the pandemic, his department had tion, nimble thinking, and a willingness to class from anywhere, or even collaborat - monthly faculty meetings that were not try things that might fail. We as educators ing with professors teaching similar always well attended, but once they began must rise to that challenge and overcome courses at other institutions to create teaching online, a weekly faculty meeting it in order to help our students grow and mixed group assignments and give stu - was attended regularly by the majority of continue their intellectual and profes - dents an opportunity to work with col - the faculty. The conversation at these sional journeys.” In all, the majority of leagues from around the world. When weekly meetings inevitably turned to MIT faculty found that teaching online we exit this remote learning experience teaching – from how to use a tablet to was indeed possible, with 89% agreeing and return to the physical classroom, draw equations to how best to utilize the that it would be reasonable to continue to we’re hopeful that some of these innova - Zoom breakout rooms. The discussions teach their subject remotely if needed. tions will be maintained, such as asyn - were engaging and animated, and rein - (See charts next page .) chronous online learning to add to the forced the broader sense of responsibility continued on next page

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Moving Abruptly Online Miyagawa and Perdue, from preceding page

face-to-face classroom teaching, as campus, there was a significant interest in task of teaching online, and in some cases noted in Sarma 2020. making classes more interactive, to spend that problem was exacerbated by their Engaging with students online called more class time working in groups, partner also working remotely or their for an entirely different set of skills, and solving problems, and discussing issues children learning remotely at the same many voiced concern about their ability to and less time lecturing. time. Some younger faculty members live manage the technology and maintain a The satisfaction of the faculty is shown in accommodations that are not con- sense of community, although some dis- in the survey, to which 830 instructors ducive to teaching online. Said one, “I covered ways to connect with students responded (56% response rate). Nearly have no office space in my home because even more effectively once online. “I think 80% said that they were pleased or very housing in the area is expensive for a the learning was a little bit deeper than pleased with the student learning junior faculty member. I chose to balance when we’re in the classroom,” observed achieved, and 75% were pleased or very nearness to MIT campus against square one. Similarly, some faculty found a sur- pleased with the quality of instruction they footage in my home intending to use my prising boon to the level of engagement were able to offer. (See charts next page.) office at MIT for most teaching activities.” once online, observing that “it felt much While many instructors found positive An instructor who lives alone spoke of more relaxed than a usual classroom, elements to transitioning to online teach- having to spend all day in a small, clut- things became a little bit more informal.” ing, there were many challenges as well. tered apartment that led to a feeling of Many faculty reported that office hours Some didn’t find it as fulfilling as teaching isolation. online were much more successful than in in person. One bluntly remarked, “This is Taking care of children while teaching person, and others found that holding not the kind of teaching I want to do.” The at home posed a particularly challenging office hours immediately after the class frustration with online teaching was par- situation. A single mother found herself allowed for a lively informal discussion ticularly pronounced in hands-on or lab- having to homeschool her children and that rarely occurred on campus. based courses, which had to shift focus take care of them throughout the day This sudden change allowed for a re- away from learning technical skills to while teaching online. Another single evaluation of the teaching practices that experiment design and analysis. Others parent of a young child noted, “some kind were previously unquestioned. Said one lamented, “This semester was terrible. I of child care would have made an enor- instructor, “Having to change the course had to lower my standards.” Most agreed mous difference.” Although providing so dramatically did give me more focus on that “teaching via Zoom is exhausting.” childcare at home while teaching was dif- what was meaningful and important. For ficult, one faculty member said, “No way I instance, a midterm exam and formal lec- Teaching from home could have been a parent and a professor tures became much less important, Housing and family circumstances posed had I been required to be on campus in whereas student mentoring . . . and challenges for many faculty and students. person. It would have forced me to take finding ways to support group interaction Some noted that their home internet or leave if I could not have taught remotely.” were more important.” Across the computer equipment was not up to the continued on next page

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Moving Abruptly Online Miyagawa and Perdue, from preceding page

Students welfare,” although 16% somewhat or sions held on Zoom or similar technology The IR student survey had a 30% response strongly disagreed with the statement. were effective for my learning” while 45% rate, with 3,342 students responding out of Undergraduates reported lower levels of disagreed with that statement. (The other the 11,010 who were invited. agreement, with 61% somewhat or 14% chose Neither agree nor disagree.) Undergraduates had the highest response strongly agreeing. Seventy-seven percent of the students rate (39%), followed by Master’s students Although 84% agreed that they were agreed that the amount of content (29%), and Doctoral students (22%). supported by their family and friends, covered in remote learning was reason- Students generally were appreciative of understandably, around 85% of the stu- able, and 88% agreed that the Emergency the efforts MIT made to create online dents reported that their engagement with Grading policy eased the stress of the communities for learning and other activ- fellow students in their major or program second half of the semester. ities, with 73% somewhat or strongly and with friends had become worse or On the other hand, there were clear dis- agreeing with the statement, “I feel like much worse with the pandemic. satisfactions with online learning itself, part of the MIT community.” Most students had adequate hardware, with students’ views diverging from that of Administrators are also seen in a posi- software, and internet access for online the faculty. When asked about the state- tive light, with over two-thirds (67%) of classes. They were split on their reaction ment, “I was able to focus during online students somewhat or strongly agreeing to the Zoom lectures, with 42% of respon- sessions as well as I do in in-person classes,” with the statement, “MIT administrators dents agreeing (somewhat or strongly) 79% disagreed or strongly disagreed. are genuinely concerned about my with the statement, “Generally, class ses- continued on next page

10 MIT Faculty Newsletter November/December 2020

Moving Abruptly Online There was sufficient dissatisfaction ated the nimbleness with which MIT Miyagawa and Perdue, from preceding page that 53% of the students felt that they moved to make it possible for them to would rather take a semester off than do it learn online, as well as the care that the Furthermore, 70% agreed with the via remote learning. Institute leadership and the faculty statement, “I had a difficult time learning showed. However, having to learn online in this new, self-directed environment,” which contrasts sharply with the faculty We attribute the difficulty the students had to a number survey in which 80% were pleased or very of factors. The largest reported impact on their ability to pleased with the student learning learn was general stress related to Covid-19, with 71% achieved. of respondents agreeing that this stress made it difficult We attribute the difficulty the students had to a number of factors. The largest to learn. reported impact on their ability to learn In closing brought challenges caused by being was general stress related to Covid-19, The sudden transition to online teaching outside the safe learning environment of with 71% of respondents agreeing that has spurred the faculty to undertake inno- the classroom, with some struggling with this stress made it difficult to learn. vations and to question practices long home situations that impeded learning, Also, just as the faculty had to learn to taken for granted, such as noninteractive and many inadequately prepared to learn teach online, students had to learn to lectures and high-stakes exams. As an online, all the while living under the stress learn online; but unlike the faculty, who instructor remarked, “In the long run, it’s of the pandemic. had access to workshops and informal ses- been absolutely great for our teaching.” sions with colleagues in which they Although the majority expressed enthusi- This work was in part supported by a exchanged tips for online teaching, stu- asm, others did not feel that it worked so generous grant from the Michelson dents were mostly left to themselves to well. Teaching effectively online not only 20MM Foundation. Parts of this article figure out how to learn in this new envi- requires innovation and creativity, but the are excerpted from an article in Inside ronment. Forty-four percent agreed that place for teaching – the home – also must Higher Ed by Miyagawa and Perdue. lack of access to campus support services meet certain basic requirements. This has made it difficult to learn. Learning while exposed vulnerabilities among those who Shigeru Miyagawa is Senior Associate Dean being at home was also a factor, as 64% of don’t have the necessary housing, and for Open Learning and Professor of Linguistics ([email protected]); the respondents agreed that distractions family situations that forced already Meghan Perdue is Digital Learning Fellow in in their living arrangement made it diffi- overextended faculty members to take on the School of Humanities, Arts, and Social cult for them to learn. additional burden. The students appreci- Sciences ([email protected]).

Help us help you. We are a group of MIT Sloan Students trying to better understand your impressions of MIT Medical’s services. Please fill out this anonymous, short (~3 min) survey. We are interested in your perceptions and experiences whether or not you have used MIT Medical before. Though many norms and processes have changed due to the pandemic, please answer these questions as though this was a normal year. Participate here.

11 MIT Faculty Newsletter Vol. XXXIII No. 2

Teach Talk David Geltner Alan Jasanoff Teaching Under Covid: Caroline Jones Losses Outweigh Gains

COVID HAS PRESENTED ALL walks planet. Because they lack laboratory or format is going very well. Geltner is teaching of life with unique and unprecedented chal- studio elements, these classes encompass the as much (maybe even slightly more) mate- lenges. But there can be some silver linings. general types of subject material and styles rial than he has traditionally been able to Now near the conclusion of our fall semester of teaching that can probably best lend assign (now in pre-recorded lectures and after a spring of dizzying turnarounds, what themselves to online remote learning. With various other modalities), and all the evi- can we say, “big picture,” about how remote that in mind, considering them points to dence so far suggests that among the 47 online teaching is going at MIT? some general strengths and limitations of mostly graduate students (including some Here’s a view assembled from experi- the educational environment we now work mid-career), learning and, importantly, ences the three of us have had. Importantly, within. retention, is at least as good, maybe even we don’t claim to be broadly representative, slightly better than with his traditional in- but perhaps our report from the trenches Some good news? . . . person teaching. And students seem to be presents an informative sampling of diverse One of us (Geltner) had some prior experi- generally pretty satisfied with the combina- experiences with 100% remote online teach- ence with online teaching that enabled him, tion of stored lectures and online live ing and learning. by investing the better part of the summer, engagement. The asynchronous delivery One of our subjects is a synchronously to convert his subject to an entirely “flipped mixes up the type of learning experience conducted graduate seminar with neither classroom” approach, that is, material pre- (reading, videos, exercises, self-administered quantitative nor hands-on components,1 sented asynchronously in lecture videos and immediate-feedback quizzes, online discus- while the others are traditional “MIT type” other media, with live classes only for sion forums), breaks it up into bite-size courses that have used disparate styles to engagement and interaction/discussion, chunks, and gives the students flexibility in convey basic, largely quantitative material review of the problem sets, and consolida- management of their time. using lectures and problem sets.2 These tion of the learning.3 Some learning scien- three subjects have been able to reach stu- tists consider this flipped teaching approach Some bad news . . . dents prohibited from being on campus, to be most effective for online remote learn- In Jones’s graduate Methods seminar, by whether by Covid or visa snafus – and they ing where lecturing is involved.4 With contrast, it has been a struggle to compose are in multiple time zones that span the support from those experts (e.g., coaching the kind of community that was taken for from MIT Open Learning), Geltner redevel- granted in the usual intimate classroom oped and uploaded his entire 12-unit course (equipped with a blackboard for sponta- 1 Colloquially known as “HTC Methods,” the subject 4.661 rotates among faculty in the electronically and has been using a wide neous insights, and a projector for pre- History, Theory, and Criticism (HTC) section range of the really very impressive tools and planned content presentations). Zoom- of the Department of Architecture. It currently capabilities of the MITx platform.5 This zombihood was a real threat after any given has 17 graduate students enrolled, primarily 50-minute timespan, whether the student from the Architecture Department; 12 are 3 PhD candidates and 5 enrolled at the Presumably at least somewhat less was coming from 10 pm in Dubai or 5 am in Master’s degree level. investment would be required going forward. California. So, Jones broke the seminar 4 2 Geltner is teaching 11.431/15.426, To this point, we thank Krishna Rajagopal block into “solidarity cohorts” of five, each “Introduction to Real Estate Finance & for pointing out the World Economic Forum of which met for a half hour to frame their summary found here: Investment,” with 47 students from Sloan, thoughts about difficult concepts, before the the Center for Real Estate, the Department https://www.weforum.org/agenda/2020/07/ret of Urban Studies, Harvard cross-registrants, urning-to-the-classroom-will-be-a-chance-to- group of all 17 participants could join to and a smattering of MIT undergrads; rethink-its-purpose/ share in discussion. (The professor, note, is Jasanoff is teaching 20.420, “Principles of 5 See MIT Open Learning’s helpful resource “on point” for all of these slots.) This mech- Molecular Bioengineering,” a required class edited by Jim Goodell and Aaron Kessler at anism helped, but students needed many for first-year graduate students in Biological this URL: https://openlearning.mit.edu/mit- Engineering, jointly led by Professor Ernest faculty/residential-digital-innovations/science- continued on next page Fraenkel. remote-learning. 12 MIT Faculty Newsletter November/December 2020

Teaching Under Covid blackboard, or for faculty suddenly to think dissociate it from areas for deskwork or Geltner et al., from preceding page of a new way of framing an explanation. domestic activities that mingle readily Sure, there are some of these spontaneous during the Covid era. Like the social envi- more visits to office hours than usual, to events that burst into the Zoom chat – a life- ronment provided by our peers, the three- achieve the kind of confidence in their saving feature that builds community in this dimensional topography we traverse every learning that usually begins to swell after parallel online stream of comments, appre- time we enter the classroom primes us phys- mid-semester, as they approach their ciation, questions, and added references. But iologically for thinking and learning, for research topic for a final scholarly paper. these flashes are noticeably fewer than in staying sharp and giving our best. When we Jasanoff’s graduate core class faces typical in-person teaching, and harder to go online, we lose these cues and instead related problems. Lectures in this course build on from the chat. How often does it receive a plethora of electronic distractors have used PowerPoint in the past, and the happen, even after 30 years teaching, that that work further against the pedagogical transition to Zoom has been friendly to this when we are giving a lecture in person we’ll mission. medium. Discussion during remote classes have an insight in mid-sentence . . . “Gosh, I has been remarkably robust, abetted by never looked at it that way before . . . .” The Our hope for the future . . . smart and articulate students. Below the energy of anticipation in the room, the As MIT contemplates the post-Covid surface, however, things are less well. In slight performance anxiety of the “stand and campus, we want to offer our impassioned normal times, successful lecturing involves deliver,” the affection that builds for and testimony about the costs to group learning taking the temperature of the room, probing among students, our continuous work to experiences and “intellectual fun” we have the class as a whole with didactic questions reframe existing knowledge to accommo- felt in the virtualized classroom. These fea- and remedying quizzical looks with supple- date emerging research, science, and schol- tures are the essence of the MIT experience. mentary lessons. As with many challenging arship – these are surely elements of why the Indeed, they are the essence of the college science classes, a major part of student teacher, too, finds moments of real inspira- campus experience everywhere, the core of success in Jasanoff’s course also has to do tion in the classroom. Whether responding the research university, and the dream of with multipolar interactions peripheral to extemporaneously to a question asked spon- Socratic pedagogy since “the groves of the classroom itself. These include the taneously by a student, or having one’s academe.” At least for our courses, which impromptu Q&A entertained before and inherited and honed approach challenged include lecture/problem set and seminar after lectures, the free-form exchanges of by an incisive student mounting a black- formats, online teaching can do much of the traditional office hours, and the intensive board critique – we find our development as job of transferring specialized information, interplay that takes place among students intellectuals is stunted in online exchange. historical knowledge, and tools of thought. themselves, often at late-night homework Why is it that online teaching/learning But we expect everyone teaching these sessions. All of these crucial in-person ingre- falls short in these ways? Part of the reason is types of all-online subjects would agree with dients are severely attenuated in the remote surely that we are simply not at our most us that they miss out on the sort of enrich- learning format, despite efforts to compen- engaged when we are online. Without the ing interpersonal interactions that lured us sate using Zoom recitations and other meet- physical classroom, we lack the heightened all to MIT in the first place; and they fall des- ups. The loss of traditional interactions thus state of arousal motivated by the presence of perately short in the “spark department,” makes it far more difficult to tailor educa- other people and the many social stimuli which is where creativity and innovation tional content to diverse backgrounds, that impinge on us, usually below the radar happen. College is not, or should not be, just placing unnatural burdens on teachers and of our consciousness. In three-dimensional “cookbook” learning. It is a shared endeavor trainees alike. space, others invite our gaze with theirs and that benefits from all of the physical and convey the salience of classroom discourse social resources of the university. In these The crucial problem: What’s missing . . . through facial expressions and body lan- difficult times, our fervent hope is that the And there’s more bad news. All three of us guage we are hardwired to attend to.6 Such Institute will find imaginative ways to agree that the new formats are not nearly as stimuli rarely make it through the Zoom marshal its resources to the fullest, ensuring much fun as good old in-person classroom interface. The energy of the classroom likely that our faculty and students can soon teaching and on-campus interaction. We owes itself in part to the strangeness of the recover what is most special about an MIT speak for ourselves, but we feel sure this is classroom space itself – and the fact that we education. true for the students too. When we speak of David Geltner is Professor of Real Estate & “fun” here, we don’t mean frivolous or 6 Notably, staff have also shared with us Finance, Department of Urban Studies and superficial fun. What we mean is intellectual that they experience “an unexpected inca- Planning, Director of Research, Center for Real pacity” when it comes to taking notes from fun – the shared adventure of a flash of Estate ([email protected]); insight, somewhere in the room, the “light- committee meetings on Zoom. A task that seemed routine “in real life” seems unac- Alan Jasanoff is a Professor in the Department bulb moments,” the opportunities for stu- countably difficult when sorting what is of Biological Engineering ([email protected]); dents to jump up and add something to the important in the flattened interface of the Caroline Jones is a Professor in the screen. Department of Architecture ([email protected]). 13 MIT Faculty Newsletter Vol. XXXIII No. 2

The Problem with Philanthropy Sally Haslanger

CHARITABLE GIVING IS ONE of the campaigns and legislative lobbying along and large-scale philanthropy can make few things in the world that seems to be with media management of public them untouchable. For example, the wholly good. Philanthropy, often charac- opinion, the rich can influence the gov- notable academic philanthropist, Steven terised as private action for the public ernment to protect the institutions and Schwarzman, CEO of Blackstone, has an good, appears to earn the original practices that enable them to accumulate estimated net worth of $19.2bn. He recently meaning of the term: love of humanity. even greater wealth. Wealth begets power gave $300m to MIT and £150m to Oxford. What could be a better example of virtue? and power begets wealth. And the cycle Schwarzman benefited personally from There’s no question that individual continues. the sub-prime mortgage crisis which giving to worthy causes provides impor- Of course, not all large-scale philan- caused millions to default on their home tant relief from state failures to promote thropy is the same. Donations to the arts, loans. justice and well-being. Philanthropy can also provide key support to resistance With the decline of US governmental support for higher movements. Yet since wealthy foundations such as the Gates Foundation and Gates education, colleges and universities rely increasingly on Trust hold assets that surpass most coun- big donors. . . . However, there are serious problems with tries, there is reason to be concerned academic plutocracy that involve burnishing reputations, about the political significance of large- neglecting research in the public interest, and scale philanthropy. marginalizing humanistic and artistic endeavours. Large-scale philanthropy is an exercise of power that is fundamentally undemoc- research, education and poverty relief Jeffrey Epstein was a major donor to ratic. Since charitable giving brings tax would seem to be more benign forms of scientific research and contributed mil- benefits, large-scale philanthropy can generosity. However, we should hesitate lions to Harvard and MIT, with the hope, undermine the people’s will in favour of before drawing broad conclusions. Let’s among other things, to “seed the human the donor’s own values. In effect, taxpay- consider the role of philanthropy in the race with his DNA.” He was also a level ers subsidise the freedom of the rich to academic world. three sex offender, and although he never realise their own idiosyncratic vision of With the decline of US governmental made it to trial for additional allegations, what is good while simultaneously depriv- support for higher education, colleges and he was plausibly engaged in long-term sex ing democratically chosen programmes of universities rely increasingly on big trafficking. The Koch brothers donate valuable public funds. (See Reich 2018.) donors. Science is expensive and the money to universities across the US and The structure of philanthropy around money has to come from somewhere, so are also known for their misinformation the world is increasingly a manifestation research is often paid for by the super- campaigns about climate change and of plutocracy – government by the rich. However, there are serious problems efforts to repeal social security and wealthy. Rewarding large-scale philan- with academic plutocracy that involve minimum wage. And the Kingdom of thropy through tax-relief and other subsi- burnishing reputations, neglecting Saudi Arabia is responsible for untold dies gives the rich even more power than research in the public interest, and mar- human rights violations, including the their wealth already provides to create a ginalizing humanistic and artistic endeav- torture of feminist activists and the society that furthers their interests at the ours. murder of journalist Jamal Khashoggi. Yet expense of others. To adapt Balzac, behind many great this does not stop universities from In fact, the decline of democracy and fortunes there are great crimes. It is diffi- accepting donations from the Crown the rise of vast wealth disparities produces cult to hold the wealthy accountable for Prince. a looping effect: through funding political ethically questionable actions in any case, continued on next page

14 MIT Faculty Newsletter November/December 2020

The Problem with Philanthropy of what research universities are for. But it pursuit of scientific and critical inquiry: Haslanger, from preceding page is also clear that this funding model incen- the interaction between different disci- tivises research on certain topics and not plines, including natural and social Some argue that there is no problem in others, promoting certain ends and not science, law, medicine, liberal arts and cre- accepting large donations from the super- others. ative arts, promotes objectivity. In short, wealthy because there is no such thing as Although all inquiry is value-laden, academic plutocracy – governance by the “dirty money”, or that using bad money there is little oversight or reflection con- wealthy and those who must court the for good is the best thing we can do to cerning which values are guiding research. wealthy – undermines democracy and the offset the bad actions that generated it. Scientific inquiry and engineering proj- pursuit of knowledge. But burnishing the reputation of donors ects that address systematic injustice and In the US at least, there is little hope for can prevent them from being held respon- the needs of the poor and marginalised do changes at the federal or state level to sible for the “great crimes” that produced not have the same access to corporate address these problems. We need more their money, or legitimise illicit practices funding. And those who have ethical scru- discussion of what might be done. There through association with prestigious, ples about the funder or the product are should be greater transparency, accounta- well-respected institutions like universi- left with difficult choices: sign up or give bility, and oversight for research projects ties. But as Theodore Roosevelt said of up. that depend on philanthropic or corporate Rockefeller: “No amount of charities in It is also a common complaint among funding. For example, universities should, spending such fortunes can compensate those in the arts, humanities, social sci- in collaboration with researchers, articu- in any way for the misconduct in acquir- ences, and even those engaged in purely late clear ethical guidelines for acceptance ing them.” theoretical science, that universities have of gifts and sponsorships and institute Moreover, gift exchange is reciprocal, been “corporatised”. This means, among measures to uphold these guidelines. whether this is intentional or not. other things, that disciplines unable to Greater democratic self-governance could Although gifts do not require immediate attract large donors are often perceived as make universities more responsive to compensation, the point of gifts is to “luxuries” and have lost power in the public concerns. And new funding models create or sustain relationships, and such academy. As a result, we are seeing signifi- could redirect a percentage of donations to relationships involve reciprocity of some cant reductions in funding for the research in the public interest that does not kind. When academic institutions enter humanities and even cuts to liberal arts attract the attention of corporations and into dependence relationships with bad programmes. large-scale philanthropists. actors, they are vulnerable to influence in The corporatisation of the university None of these suggestions would solve ways that are at odds with the ideals of also means that senior administrative the problems completely. Money will academic integrity. This has been shown posts are often filled by those who are always play a role in determining what to be the case for Harvard’s relationship effective in attracting “big money” and science does, just as monied interests will with Jeffrey Epstein. organising the institution to be maximally always play a role in what public institu- Corporations also donate to higher efficient – not in producing knowledge, tions and services are offered. But the education through sponsored research. but in sustaining itself financially. stakes are high for the academy and for This is not exactly “philanthropy” because University administrators’ focus on democracy generally. The question is there are explicit agreements between finances is the predictable result of a whether power ought to lie in the hands of researchers and industry that specify the structural problem: the state’s relinquish- a few rich individuals and corporations or, nature of the project and its goals, the ment of its responsibilities to higher edu- if not, how we should better organize the timing, funding, and so on. A substantial cation. collective pursuit of knowledge. Clearly, portion of scientific research would not be Treating universities as places where the wealthy are already in charge. Their possible without such sponsorships. And corporations can outsource their research philanthropy needs to be checked and the there is no doubt that such research is and development has profound social state must fulfil its responsibilities to the often useful for a variety of applications consequences. Education in the arts, public. beyond the intended corporate use. humanities and social sciences allows for However, even if not philanthropy, deep reflection on democratic values; it Note: This article was originally pub- such arrangements are at risk of fostering expands our horizons by exposing us to lished as part of the New Statesman's academic plutocracy. Corporations con- different points of view; it provides histor- philosophy column: Agora. You can tribute millions to labs in order to ical self-understanding; and it gives us the find a link to the original publication promote and guide research that skills to communicate creatively across here. improves their product and enhances differences. Sally Haslanger is the Ford Professor of their likelihood of making a profit. Some Unlike a corporation, a university is a Philosophy and Women’s & Gender Studies would argue that this is an important part place that supports the simultaneous ([email protected]).

15 MIT Faculty Newsletter Vol. XXXIII No. 2

In Memoriam Tyler E. Jacks Angelika Amon

folding and cellular homeostasis. She like- wise showed that the presence of an extra chromosome sets off a cascade of negative effects within cells that may underlie some of the health problems associated specifi- cally with Down syndrome. Still other work from the Amon lab has shed light on the relationship between how cells grow, divide, and age. Among other insights, this work has revealed that once cells reach a certain large size, they lose the ability to proliferate and are unable to reenter the cell cycle. This can result in senescence, an irreversible form of cell cycle arrest, and tissue aging. Her body of work illuminates important relationships between deep cell biological investigation and our under- standing of human disease, and exempli- fies the importance of discovery research in the broader scientific enterprise. Born in 1967, Angelika grew up in Vienna, Austria. Playing outside all day The following is a resolution presented at and dedicated teacher and a beloved with her three younger siblings, she devel- the November 18, 2020 Institute Faculty mentor. She was also an outspoken advo- oped an early love of biology and animals. Meeting. cate for equality and justice. Although her She said that she could not remember a life was too short, Angelika’s legacy will time when she was not interested in IT IS WITH DEEP SADNESS that we last long into the future. biology, initially wanting to become a record today a memorial resolution Angelika Amon made profound con- zoologist. But in high school, she saw an marking the passing of Professor Angelika tributions to our understanding of the old black-and-white film from the 1950s Amon, our valued colleague, a ground- fundamental biology of the cell, decipher- about chromosome segregation in the lily, breaking researcher, an inspiring mentor, ing the regulatory networks that govern and found the moment that the sister and a friend. Angelika passed away on cell growth and division in yeast, mice, and chromatids split apart breathtaking. She October 29, 2020 at the age of 53, follow- human cells, and shedding light on age- knew then that she wanted to study the ing a two-and-a-half-year battle with old questions at the heart of the cell cycle inner-workings of the cell and decided to ovarian cancer. Described by many as a and the causes and consequences of chro- focus on genetics at the University of force of nature and a scientist’s scientist, mosome mis-segregation. Her studies Vienna in Austria. Angelika brought unmatched passion and determined that carrying even a single Angelika continued her doctoral work integrity to everything she did. In addi- extra chromosome significantly impacts there under Professor Kim Nasmyth at the tion to her many achievements in bio- the physiology of the cell, disrupting Institute for Molecular Pathology, earning medical research, Angelika was a gifted important processes such as protein her PhD in 1993 and making her first sig- continued on next page

16 MIT Faculty Newsletter November/December 2020

In Memoriam: Angelika Amon Molecular Biology, the Ernst Jung Prize scientists and spent countless hours men- Jacks, from preceding page for Medicine, and the Human Frontier toring and guiding them in a male-domi- Science Program Nakasone Award. Last nated field. Every member of her lab was nificant contributions to our understand- year, she won the Breakthrough Prize in valued, and she took great care to listen ing of cell cycle dynamics. Life Sciences and the Vilcek Prize in and learn from all of them. Outside the Her doctoral work led to major discov- Biomedical Science, and was named to the lab, Angelika had a deep appreciation for eries about how one stage of the cell cycle Carnegie Corporation of New York’s music, politics, the New England Patriots, sets up for the next. Her appreciation for annual list of Great Immigrants, Great and all manner of scientific exploration. the elegant genetics in Drosophila being done in Ruth Lehmann’s lab at the Whitehead Institute led her to move to the Angelika’s astonishing intellect, deep curiosity, and United States in 1994 to pursue post-doc- toral studies, where, unbeknownst to her infectious humor made her a sought-after and well- at the time, she would make her perma- beloved teacher, mentor, and colleague. She was nent home. After Ruth’s departure to New generous with her time and her sharp insights, York, Angelika was awarded a prestigious developing a deep network of scientific collaboration Whitehead Fellowship, and she began the and friendships. . . . She was a role model for young work that would be instrumental in estab- female scientists and spent countless hours mentoring lishing her as one of the world’s leading geneticists: understanding how yeast cells and guiding them in a male-dominated field. progress through the cell cycle and parti- tion their chromosomes. In 1999, Angelika joined the faculty at Americans. She was also a member of the Angelika is survived by her husband MIT in the Department of Biology and National Academy of Sciences and the Johannes Weis, her two daughters Theresa the MIT Center for Cancer Research, the American Academy of Arts and Sciences. and Clara Weis, and her three siblings and predecessor to the Koch Institute. A full Angelika’s astonishing intellect, deep their families. Our thoughts go out to her professor since 2007, she also became the curiosity, and infectious humor made her family and loved ones, members of her Kathleen and Curtis (1963) Marble a sought-after and well-beloved teacher, lab, and, indeed, to all members of our Professor in Cancer Research, co-director mentor, and colleague. She was generous community. of the Alana Down Syndrome Center at with her time and her sharp insights, In honor of how much Angelika meant MIT, associate director of the Paul F. developing a deep network of scientific to us professionally and personally: Be it Glenn Center for Biology of Aging collaboration and friendships. She took resolved that the Faculty of the Research at MIT, a member of the Ludwig great delight in helping young scientists Massachusetts Institute of Technology, at Center for Molecular Oncology at MIT, find their own “eureka moments,” and has its meeting of November 18, 2020, records and an investigator of the Howard mentored more than 80 postdocs, gradu- its profound sense of loss on the death of Hughes Medical Institute. ate students, and undergraduates. our beloved friend and colleague Angelika Her pathbreaking research has been Angelika was a fearless advocate for Amon, and expresses its deepest sympathy recognized by many awards and honors, science and the rights of women and to her family. including the National Science minorities and inspired others to fight as Foundation Alan T. Waterman Award, the well. She was outspoken in her support of Tyler E. Jacks is the David H. Koch Professor of Biology, Director, Koch Institute for Integrative Paul Marks Prize for Cancer Research, the research and causes she believed strongly Cancer and Chair, MIT Research Ramp Up National Academy of Sciences Award in in. She was a role model for young female Lightning Committee ([email protected]).

17 MIT Faculty Newsletter Vol. XXXIII No. 2

LGBTQ+ Scientists and STEM Timothy F. Jamison

I HOPE THIS FINDS YOU and yours comment vis-a-vis her chosen field of tion of 1340 (as of this writing) LGBTQ+ well. I write with a fourfold purpose – to study. J.J. Eldridge (she/they), a professor scientists. In its own words, the impact share with you a recent article in Nature, of astrophysics who is transgender and and ongoing goal of this site is to “ensure to offer a personal perspective, to high- identifies as non-binary, upon seeing an the next STEM generation has LGBTQ+ light some important resources, and to anti-trans article posted on the Facebook role models; help the current generation facilitate connections among LGBTQ+ colleagues at MIT. The article itself, “How LGBT+ scien- It provides summaries of important studies whose data tists would like to be included and wel- comed in STEM [science, technology, indicate a profound sense of marginalization of LGBTQ+ engineering and mathematics] work- scientists. In fact, the data illustrate the troubling reality places,” may be found here, and I would that exclusionary, offensive, or harassing behaviors are like to start by thanking George common experiences. Barbastathis and Lorna Gibson for bring- ing it to my attention. I found it to be heart-wrenching, inspiring, and construc- page of a conference they had organized: recognize they’re not alone; create oppor- tive, from the very first word of the article “. . .[I]t was the worst thing I’ve experi- tunities for community connections and – “Invisible”. It provides summaries of enced – my entire self was being called greater visibility within STEM.” important studies whose data indicate a into question.” I encourage you to read That many at MIT may have had experi- profound sense of marginalization of these and the other four personal ences comparable to those highlighted in the LGBTQ+ scientists. In fact, the data illus- accounts in the article. article saddens me. George ([email protected]) trate the troubling reality that exclusion- I mentioned above that my impression and Lorna ([email protected]) have let me ary, offensive, or harassing behaviors are of the article was also “inspiring” and know that they are eager to hear from common experiences. “constructive.” A wonderful example of LGBTQ+ colleagues. The Institute Even more moving in my view are the both I found in the account provided by Community Equity Office (ICEO) and six personal accounts of experiences of Sean Vidal Edgerton (he), who is gay, Institute Harassment and Discrimination LGBTQ+ scientists. For example, from queer, and a virologist and scientific illus- Response (IDHR) office are other important Kaela Singleton, who is a postdoc in devel- trator. He and his colleague Lauren MIT resources. Please, of course, also feel free opmental neuroscience, is Black, uses she- Esposito are co-founders of 500 Queer to contact me. series pronouns, and identifies as queer: Scientists, a website whose original Timothy F. Jamison is Associate Provost and “A professor once brought up my queer- primary aim was to raise awareness and Robert R. Taylor Professor of Chemistry ness in class as a deficit in my cognitive now, about two years after its launch, fea- ([email protected]). processing.” I note the tragic irony of the tures biographies and contact informa-

18 MIT Faculty Newsletter November/December 2020

Does MIT Support DEI Education in STEM? Jared D. Berezin If so, creating DEI-M subjects could help

WE’RE INSPIRED TO OVERCOME decisions, tenure priorities, and curricu- The DEI-M subject could also review our shortcomings as long as we’re aware lum planning. For MIT students, teachers, case studies of prior and current anti- of them. When it comes to diversity, and staff, DEI work is overwhelmingly racist and anti-misogynist activism within equity, and inclusion (DEI) at MIT, our extracurricular, voluntary, and segregated the particular field. The coursework could longstanding shortcomings have gained from the existing reward structures of the also be change-oriented, with assignments newfound attention over the past six Institute. that ask students to generate research- months. Students, staff, faculty, and Will MIT ever value the DEI labor of based DEI interventions in academic and administrators have hosted meaningful our community members, including our industry contexts. Ultimately, students in events, re-introduced previously ignored teachers and students? Will MIT ever pri- every major would have the opportunity recommendations, put forth new oritize DEI education across the curricu- to interrogate the DEI landscape of their demands, and the Institute has lum, including within STEM majors? chosen field, imagine what justice could announced the beginnings of a DEI strategic plan. Yet even in this moment of heightened When looking at the full listing of undergraduate Institute consciousness, a central question subjects, we can be heartened by those that focus on remains: will DEI education always be rele- issues of racial and social injustice in literature, history, gated to the margins of education at MIT? When looking at the full listing of media, and culture, as well as in management, undergraduate subjects, we can be heart- philosophy, and urban planning. . . . In contrast, DEI ened by those that focus on issues of racial learning is nearly invisible in STEM (science, technology, and social injustice in literature, history, engineering and mathematics) classrooms. media, and culture, as well as in manage- ment, philosophy, and urban planning. With a few exceptions, these subjects exist A call for Diversity, Equity, and look like in their profession, and consider almost entirely in SHASS. Inclusion in the Major (DEI-M) subjects how they might generate positive change. In contrast, DEI learning is nearly One possible way to center DEI education invisible in STEM (science, technology, within the STEM curriculum would be to Is DEI education necessary for STEM engineering and mathematics) class- create a Diversity, Equity, and Inclusion in majors? rooms. Certainly, some technical instruc- the Major (DEI-M) subject in every Some might argue that a STEM major tors provide DEI-related lectures, department. The DEI-M subject could does not need to understand DEI issues in assignments, or modules, but these are focus on the historical, ongoing, and antic- order to be a “successful” computer scien- rare and often tangential to the primary ipated systemic injustices within the specific tist, or a “great” physicist, or an “innova- focus of the subject. DEI learning oppor- discipline. For example, a DEI-M subject in tive” chemist. This perspective suggests tunities in STEM occur primarily in the Course 22 could involve an examination of that learning about systemic injustices has form of extracurricular workshops, racial and gender oppression within no place within STEM education, because events, committees, and working groups. nuclear science and engineering (NSE), there is much more important technical These are asterisks clinging to work that is both in academia and industry. The DEI-M work to be done. It’s high time we expand much more valued at MIT. subject might also explore how the prod- our conceptions of “success,” “greatness,” Outside of classrooms, systemic ucts and technologies developed in the and “innovation” for the sake of our stu- inequities are rarely at the forefront of field impact marginalized communities, dents and future generations. departmental meeting agendas, hiring both positively and negatively. continued on next page

19 MIT Faculty Newsletter Vol. XXXIII No. 2

Does MIT Support DEI Education? We could learn from the success of this Imagine scrolling through the MIT Berezin, from preceding page integrated model in the effort to embed subject listings and seeing a DEI-M DEI learning across MIT. Situating DEI-M subject in every department. Imagine While some STEM faculty might be subjects within the majors would make seeing justice woven into the fabric of excited to welcome a DEI-focused subject the content urgently relevant and readily technical learning at MIT. Every student within their department, others might feel transferable for students, while communi- could leave the Institute ready “to work reluctant. Reactions might include: cating a broader message that DEI teach- wisely, creatively, and effectively for the “There’s no room in our curriculum for ing and learning is valued at MIT. Since betterment of humankind,” as the MIT DEI stuff,” “Don’t they have HASS classes each DEI-M subject would be tailored to a mission urges. We could provide thou- for this sort of thing?”, and “Who would specific field, a teaching team with varied sands of undergraduates the opportunity even teach this in our department?” These lived experiences and expertise rather to critically examine their chosen field, types of imagined responses are under- standable. The inclusion of a DEI-M subject would require financial and Fortunately, we have a model for successful curriculum human resources, as well as an expansion of the department’s educational mission. integration at MIT: the Communication Requirement The reticence to “make room for DEI framework. . . . We could learn from the success of this stuff” may also stem from the desire to integrated model in the effort to embed DEI learning avoid the discomfort of sharing with stu- across MIT. Situating DEI-M subjects within the majors dents the oppression that exists within would make the content urgently relevant and readily our own disciplines. transferable for students, while communicating a Fortunately, we have a model for suc- cessful curriculum integration at MIT: the broader message that DEI teaching and learning is Communication Requirement frame- valued at MIT. work. Prior to the launch of the Communication Requirement, MIT stu- dents reported a lack of communication than a single instructor would likely be and incorporate justice as part of, rather growth during their undergraduate years, needed. Assembling such an instructional than separate from, their technical work. and alumni reported their unpreparedness team would require developing an effec- To develop an inclusive curriculum, for the communication work expected of tive hiring process and securing financial however, our Institute leaders would need to them in their professions. MIT responded resources. The hiring process itself could believe that there is a role for DEI education to this knowledge gap by embedding com- be a team effort among MIT’s officers for within STEM, and that such an endeavor munication instruction across the curricu- diversity, department heads, faculty, stu- would be worth the trouble and investment. lum, including the development of dents, and ICEO John Dozier. I think an experiment that attempts to communication-intensive (CI) subjects embed DEI learning within the STEM cur- within STEM majors. Beginning with the Is MIT ready to center DEI education riculum – whether through DEI-M subjects class of 2005, undergraduates have been within the STEM curriculum? or some other explicit approach – is cer- required to complete both CI-H and CI-M Improving the systemic injustices under- tainly worth a try, and I hope you do too. subjects, each of which contributes to their lying our school and society, including If you support embedding DEI learn- learning in different ways. The CI-M sub- those within the disciplines we teach, ing within STEM education at MIT you jects serve a unique and targeted purpose – requires an all-hands-on-deck commit- can add your name and ideas to this form, they are situated directly within the majors ment. Embedding this difficult work which will be shared with MIT leadership to engage students in the communication within all majors, and rewarding students, in the coming weeks. practices of their specific field. These sub- teachers, and staff for their DEI labor Jared D. Berezin is a Lecturer II, Writing, jects are typically taught by an instruc- would represent a turning point in the Rhetoric, and Professional Communication tional team with relevant areas of purpose and scope of technical education (WRAP) in the Department of Comparative expertise. at MIT. Media Studies/Writing ([email protected]).

20 MIT Faculty Newsletter November/December 2020

MIT Volpe Construction Plan Will Damage Faculty Housing Initiative

WE ARE WRITING TO BRING to your significantly increased the development MITIMCo’s architect produced four attention an issue that has deeply troubled rights on the Volpe site. Four of the 14 suggested site plans for the development. us. For the many years we have been at acres were set aside for a new Volpe Only one of the plans did not do serious MIT there has been concern about the lack of opportunities for students and faculty to develop out-of-class social and MITIMCo’s architect produced four suggested site plans intellectual exchanges. The faculty, living for the development. Only one of the plans did not do at some distance from the campus due to serious damage to our homes which face the site. the availability and the cost of housing in Cambridge, made this aspiration difficult to achieve. But, an initiative started under the Transportation Center building. The damage to our homes which face the site. leadership of president emeritus Paul remaining 10 acres were to be developed We expressed our preference for the least Gray, led a group of MIT faculty and 60% for commercial buildings and 40% destructive of the plans and shortly there- staff to develop a residential project for residential buildings. The develop- after, in 2017, MIT suspended further dis- close to the campus that would help ment was also required to provide 25% of cussions about the planning of the bring older and younger members of the site for public open space. remaining site, explaining that they were our community closer together. After many trials and difficulties due to the recession of 2008, a suitable location was found at 303 Third Street in Cambridge, adjacent to the campus and facing on to a sun-filled open space at the Volpe Transportation Center. Although the recession compromised the full realization of the initial intent, 303 Third Street many of us persisted in buying our homes at 303 Third Street. Many of the condo- minium units remained as rental units and a large proportion of the renters cur- rently are MIT students or are affiliated with MIT. In 2016, MIT’s Investment Management Company (MITIMCo) acquired our neighbor, the 14-acre Volpe Transportation Center site. The City of Cambridge undertook a series of studies, along with MIT and community members, regarding how best to develop this property. The following year MIT Current MITIMCo Proposal sought and received zoning changes that continued on next page 21 MIT Faculty Newsletter Vol. XXXIII No. 2

MIT Volpe Construction Plan continued from preceding page ment criteria established by the City and If you would like more information, or are consistent with MIT’s desire for a rea- to contact the authors, please write: Bob sonable economic return. Simha ([email protected]). going to focus on construction of the new We seek your assistance and support to Volpe building. convey to the MIT authorities responsible Rosemary Booth For three years we have waited patiently for the Investment Management Prof. Jack Dennis, Department of Electrical for a revival of discussions. Then, suddenly Company to have them refrain from Engineering and Computer Science in the last few weeks, MITIMCo doing irreparable damage to our homes Martha Goodway ’57, Materials Science, announced a plan that would place a 250- and to destroy the years of effort that went Smithsonian Institution foot-high building in very close proximity into fulfilling Paul Gray’s and our dream Prof. David Litster, Department of Physics and broadside across the full length of our of creating an island of MIT civility in Gerald O’Leary, BS ’63, MS & EE ’65, 85-foot-high building, which is fewer than Kendall Square. Lincoln Lab 40 feet away. The result will be that we will We would be grateful if you could Prof. Bjorn Poonen, Department of no longer have the light, air, and sunshine express your support for preserving our Mathematics that has made our homes habitable and homes and the initiative it represents by Roger Roach, Whitehead Institute enjoyable. The Investment Management writing to MIT President Rafael Reif O. Robert Simha ’57, Department of Urban Company has several other development ([email protected]), Denis Bovin ’69, Chair of Studies and Planning choices for the site that do not do the harm the MIT Investment Management Jane Sanford Stabile their current plan would impose on us and Company ([email protected]), and Lawrence Stabile ’74, Electrical Engineering the MIT student families that live in our Diane Greene, Chair of the MIT and Computer Science building. These options meet the develop- Corporation ([email protected]).

The Final Commencement Richard Stanley

THE HEAT WAVE MERCIFULLY After the ceremony this august institu- Note: This is a flash fiction story that will departed New England just one day pre- tion would close its doors forever. The appear in the anthology 81 Words. All ceding the 246th commencement cere- eighteen students solemnly received their stories in this anthology have exactly 81 mony of the Massachusetts Institute of diplomas in the 108-degree heat. It went words. Technology. The usual opening pomp was without saying that all of them majored in absent. MIT’s President expressed her pro- environmental engineering. found sadness and regret that the Class of Richard Stanley is a Professor Emeritus in the 2115 would be MIT’s final graduating class. Department of Mathematics ([email protected]).

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