By creating, developing, organizing, and managing complex technologies and products, engineers play a crucial role in shaping and improving our world. Engineers seek solutions to the most difficult challenges of our day in the context of physical, economic, human, political, legal, and cultural realities. In a world increasingly influenced by scientific and technological innovation, engineers can, and do, contribute vital leadership to society.
Currently, the School's eight departments and two divisions encompass a community of many of the world's brightest minds and most inventive thinkers-over 60 percent of MIT's undergraduates with declared majors, about 45 percent of MIT graduate students, and over one-third of the Institute's faculty. Third party ratings routinely rate the School's departments as the best in their fields.
During the 2000-2001 academic year, the School undertook several major initiatives that underscore its commitment to maintaining leadership in shaping engineering education and research. This report presents selected highlights of significant achievements of the School: innovations in education, partnering with industry, major priorities for the future, building and strengthening communities, special programs, accreditation of educational programs, and noteworthy celebratory events. In addition, the report includes updates on notable awards, personnel changes, and School statistics. The reports of the School's departments, divisions, laboratories, centers, and programs provide additional information about the past year.
The School of Engineering has undertaken several ambitious projects to enhance and potentially transform the educational experience of its students and to create new models of education for engineering more broadly. Stimulated and supported by MIT's Council on Educational Technology (the d'Arbeloff Fund for Excellence) and by Project iCampus (see below), the School's faculty and students are leading innovative projects on the use of new technologies. Additionally, the faculty is actively engaged in several collaborative and global learning initiatives that utilize and develop advanced technologies.
On July 2, 2000 representatives from MIT and from Cambridge University and the United Kingdom signed an agreement officially creating the Cambridge-MIT Institute (CMI), a collaborative program between MIT and Cambridge University. Through a variety of means-student exchanges, collaborative research between Cambridge and MIT faculty, the development of new professional educational programs in technological fields, collaboration on innovative undergraduate education, and collaboration with eight British universities designated as Enterprise Centers-CMI aims to stimulate the development of new technologies, to encourage entrepreneurship, and to improve productivity and competitiveness.
During the Spring term, seven juniors from the School of Engineering studied at the University of Cambridge, the first MIT students to participate in CMI. Through CMI, approximately 30 juniors from MIT expect to study at Cambridge and 30 of their Cambridge counterparts will come to MIT during the 2001-2002 academic year.
As announced by President Charles M. Vest in April, over the next decade, through a new initiative called OpenCourseWare (OCW), MIT plans to provide course materials used in the teaching of almost all undergraduate and graduate subjects on the web, free of charge, to anyone, anywhere in the world. A pilot program being planned for fall 2001 would make the first OCW materials available in spring 2002. MIT plans to make over 500 courses available on the World Wide Web through OCW over the next two and a half years.
The School of Engineering played a seminal role in MIT's conception, development, and adoption of OCW. Last summer, Dick K. P. Yue, Associate Dean of Engineering and Professor of Hydrodynamics and Ocean Engineering, chaired the study group that developed the idea of OCW. During last Fall and this Spring, Professor Yue, together with Harold Abelson, the Class of 1922 Professor of Electrical Engineering and Computer Science and co-chair of the Council on Education Technology, and Steven Lerman, professor in the Department of Civil and Environmental Engineering and chair of the faculty, were instrumental in communicating and articulating OCW within the MIT community and with outside sponsors. The latter activity resulted in the June 2001 announcement of two grants to MIT OCW, totaling $11 million, by the Andrew W. Mellon Foundation and the William and Flora Hewlett Foundation for the first 27-month pilot phase of OCW.
MIT OCW is a bold technology-enhanced educational initiative that has the potential to lead to fundamental changes in the way colleges and universities use the web as a vehicle for education.
In October 1999, Microsoft and MIT announced an alliance to enhance university education through information technology. Named Project iCampus, the collaboration involves cooperative projects among members of Microsoft Research and students, faculty, and researchers at MIT, particularly in Engineering.
Leveraging many of the successful inventions and innovations in computers and telecommunications that have occurred in the last half of the 20th century, the partnership aspires to use modern information technologies to develop new pedagogical approaches and structures, integrating information technology concepts and methods throughout university education, and addressing the changing environment of the university.
Two School of Engineering projects serve as examples of educational innovation and enhancements that iCampus is supporting. A project jointly undertaken in the Department of Aeronautics and Astronautics and in the Department of Civil and Environmental Engineering is offering students active learning and hands-on experiences in the classroom, in the laboratory, and during design and distance collaboration. This project is developing distance collaboration and design curricula in learning environments with design teams that span department, institutional, and cultural boundaries; developing a methodology, and associated software, for improving learning in the classroom; and developing simulation environments as tools for active learning in the undergraduate learning laboratory. The project utilizes new technologies not previously incorporated into the classroom at MIT, for example, a personal response system (PRS) that permits real-time student responses and feedback in class so that students and faculty can more readily identify and address the most important learning concepts and impediments.
Another iCampus project allows MIT students to access novel online, real-time laboratories from dorm rooms and other locations 24 hours a day. With an initial focus on a WebLab in Electrical Engineering and Computer Science, I-Lab permits students to test and probe fragile, microscopic electronic structures, such as transistors. The I-Lab concept has the potential to transform science and engineering education by providing online access to a variety of state-of-the-art labs. WebLab gives students a new framework for carrying out experiments, synthesizing information, and relating it to underlying theory. The I-Lab project has undertaken to extend the laboratory experience for students at MIT; explore the portability of the web-accessible remote laboratory concept to other engineering disciplines, such as Chemical Engineering and Mechanical Engineering; construct a rich educational platform around WebLabs that integrates tools for simulation, collaboration, semiautomatic feedback, and evaluation; and develop a universal architecture and software framework for WebLab and I-Lab development.
The Singapore-MIT Alliance (SMA) is an innovative global engineering education and research collaboration among the National University of Singapore (NUS), Nanyang Technological University (NTU), and MIT. Promoting global engineering education and research, SMA stretches across 12 time zones to offer several graduate degree programs. Having grown from two programs, this year SMA offered graduate education in Advanced Materials for Micro- and Nano-Systems, Innovation in Manufacturing Systems and Technology, Molecular Engineering of Biological and Chemical Systems, Computer Science, and High Performance Computation for Engineered Systems. SMA utilizes leading-edge communications technologies in what might be the largest distance education collaboration in the world today. During this year, 43 MIT faculty from six departments and two schools collaborated with 46 Singaporean colleagues to provide graduate education and research supervision to 133 SMA students. Many SMA courses are offered simultaneously to students in Singapore and at MIT; more than 200 MIT students have participated in these subjects since September of 1999. In July 2000, SMA celebrated its first anniversary.
Historically, industrial research collaborations undertaken by MIT and the School of Engineering have created new knowledge and transferred science and technology into industry, resulting in the creation of jobs, companies, and even new industries based on new technologies. In recent years, MIT has become a leader in developing research and education partnerships with industry, many anchored in the School of Engineering. For the School's graduate and undergraduate students, these industry collaborations also bring significant real-world technology and engineering issues into their studies.
MIT Alliance with the Hewlett-Packard Company
The Hewlett-Packard Company (HP) and MIT signed an agreement in August 2000 to form a $25 million alliance to develop innovative ways to create and manage digital information. The five-year alliance will investigate new architectures, devices, and user-interfaces in information-rich environments and explore novel services for commerce, education, and personal use. Capitalizing on the longstanding collaboration between HP and MIT, especially the School's Department of Electrical Engineering and Computer Science (EECS), the HP and MIT alliance will address and support research and educational programs of mutual interest. In addition to projects planned with the MIT Libraries and the Sloan School, projects undertaken with Engineering involve the Laboratory for Computer Science, the Artificial Intelligence Laboratory, the Laboratory for Information and Decision Systems, and the Research Laboratory of Electronics.
In July 2000, the Laboratory for Computer Science (LCS), in association with the Artificial Intelligence Laboratory (AI Lab), held a two-day Oxygen summit to announce the formation of the Oxygen Alliance, a group of companies that will work with MIT researchers to advance and integrate the technologies of the $50 million, five-year Oxygen project. The companies-including the Acer Group, Delta Electronics, Inc., Hewlett-Packard Co., Nippon Telegraph and Telephone Corp., Nokia Research Center and Philips Research-will work with MIT researchers to create a new breed of pervasive, human-centered computers devoted to serving people's needs. First announced at the LCS's 35th anniversary celebration in April 1999 and launched in the Fall of 1999 with seed funding from the Defense Advanced Research Projects Agency (DARPA), the MIT Oxygen project involves some 250 researchers at LCS and the AI Lab. The Oxygen Alliance will entail collaborative research between the companies and MIT, including personnel exchanges and joint workshops and projects.
In the past few decades, the world has fundamentally changed in many ways: today's watchwords include environmental sustainability, globalization, economic security, and pervasive technology. Exciting new opportunities in several emerging domains are transforming the future of engineering. Immersed in this environment of change, the School's Leadership Council (Engineering Council) has worked over the past year and a half to formulate a strategic plan for the School, identifying its major priorities for the future.
The School strives to make significant contributions to addressing the societal challenges of the 21st century by pursuing a course of leadership through technical excellence and innovation. The School aspires to:
- Cultivate a new generation of leaders-engineers who are leaders and entrepreneurs; engineers who understand the broad context of engineering and business; and engineers who are well versed in science and mathematics fundamentals as well as teamwork, organizations, and leadership. The School seeks to recruit, retain, and reward a broad and exemplary community through commitment to diversity, graduate fellowships, faculty support and development, and educational innovation.
- Invest in new vectors of research-bioengineering, tiny (micro- and nano-) technologies, engineering systems, and information engineering. In addition, the School seeks to support the creation of innovative technologies through a Technology Research Ignition program.
- Create an environment for innovation-the School seeks to create, renew, and renovate the infrastructure for engineering education and research. Major facilities include the Ray and Maria Stata Center for computer, information, and intelligence sciences, a nanofabrication facility, and other infrastructure improvements and space for new activities.
- Build upon the excellence of the School's departments, divisions, laboratories, centers, and programs.
- To fulfill this ambitious plan requires significant resources. Consequently, the School has undertaken a major fundraising campaign to underwrite these important priorities.
The School of Engineering continues its dedication to building and strengthening communities.
The School has a long-standing commitment to build a community of faculty, students, and staff that is both world-class and diverse. It continues to actively pursue these goals and has made increasing diversity one of its major priorities for the future. Over the coming years, the School plans to explore, develop, and implement a range of programs and services that create an environment that promotes and achieves student and faculty diversity.
The School of Engineering currently comprises about 34 percent women at the undergraduate level, 18 percent at the graduate level, and 9 percent at the faculty level, compared to national figures for engineering schools of 18 percent, 11 percent, and 4 percent respectively. This past year, a School Committee on Women Faculty embarked upon an intensive study of the current environment for women faculty in the School. The committee intends to issue a report with its findings in the fall.
In September, Provost Robert A. Brown announced the appointment of a 12-member Council on Faculty Diversity to aggressively promote racial and gender diversity of the faculty. Four members of this council are professors in the School of Engineering, including Dean Magnanti. In January, MIT hosted an unprecedented all day dialogue on equitable treatment of women faculty in science and engineering attended by presidents, chancellors, provosts, and 25 women professors of nine top research universities.
Also in September, President Charles M. Vest and Professor Steven R. Lerman, chair of the faculty and professor in the Department of Civil and Environmental Engineering, appointed 11 MIT professors to a new Task Force on Minority Student Achievement. The task force is charged with assessing and reviewing whether gaps exist between predicted and actual academic performance of MIT minority students and, if so, identifying the reasons for the gaps and recommending strategies to address this situation. The members will consult with experts inside and outside MIT as necessary. The task force includes five professors from the School and Mr. Karl Reid, executive director of the School's Special Programs (see below), provides principal staff support.
In February, the School of Engineering hosted a major conference, called IdeaStream, bringing about 140 venture capitalists to campus to exchange ideas with MIT faculty who are creating the intellectual capital and innovations that are fueling next-generation technologies. The conference included panels on communications, tiny technologies, bioengineering, and networked software.
The School of Engineering currently offers two special programs and will add another in the coming year.
Minority Introduction to Engineering, Entrepreneurship, and Science (MITE²S)
This year, the MITE²S program selected a record 80 underrepresented minority high school seniors to participate in its rigorous, six-week session, featuring two new courses in Robotics and Internet Programming. Chosen from over 650 applications, the selected students come from 29 states and Puerto Rico. Reflecting the more diverse professional interests of the students, this year's session expands on a career seminar series by incorporating talks on science and medical professions as well as engineering. A mix of corporations, foundations, MIT alumni, and parents of former participants has made major contributions in support of the 2001 session. More significantly, the program received $3.6 million in pledges and gifts toward the MITE²S endowment from two sources. Of the 62 students who attended MITE²S 2000, 45 applied to MIT and 42 were accepted. Nineteen of the latter will attend MIT this year.
Engineering Internship Program
During the summer of 2001, 33 students will participate in Engineering Internship Program (EIP) internships: nine from Aeronautics and Astronautics, and 24 from Mechanical Engineering. Given an increase in choices among summer internships, summer jobs, and five-year master's programs available to School of Engineering students, the School will phase out EIP by 2005.
Saturday Engineering Enrichment and Discovery (SEED) Academy
In the 2001-2002 academic year, the MITE²S Program will launch a 16-week Saturday program for 20 local minority 9th graders designed to strengthen fundamental mathematics, science, and communications skills in the context of hands-on engineering projects. A corporation, foundation, and an MIT alumnus provided outside funding for the first year of the program. At full capacity in 2004-2005, the SEED Academy will host 80 students from four Cambridge and Boston high schools.
In the fall of 2001, the School of Engineering will seek Accreditation Board for Engineering and Technology, Inc. (ABET) (re)accreditation of thirteen undergraduate programs from eight academic departments. This is the first time MIT will participate under the new ABET Criteria 2000. In January 2000, the School convened an ABET Working Group, with faculty representatives from the academic units and chaired by the Associate Dean of Engineering, Professor Dick K. P. Yue, to coordinate and facilitate activities in preparation for the ABET review. Due to the change in accreditation criteria, each program must articulate clearly defined program objectives and outcomes and establish formal procedures for continual assessment and improvement. These are now in place for every undergraduate program in the School. Looking beyond ABET accreditation, the School plans to work with the departments to implement and maintain plans and procedures for ongoing assessment and improvement of their programs focused on student learning.
In September, the Department of Aeronautics and Astronautics held a two-day celebration to launch its new Learning Laboratory for Complex Systems and introduce a new educational curriculum. MIT faculty, industry leaders, astronauts, alumni, students, and guests participated in a special program examining the past century of the department and aerospace and featuring topics ranging from the human exploration of Mars and beyond to the development of engines the size of a shirt button. Sixteen young alumni of the department received recognition for their innovation and vision for the future [that] will help to create a future of opportunity. A ribbon-cutting ceremony marked the opening of a world-leading teaching laboratory that integrates teaching laboratories, a prototype shop, integrated product development areas, a high-bay hangar space for student projects, and a hands-on engineering classroom into one interactive, interdisciplinary learning environment. The lab is an essential element in the department's mission to prepare engineers for success and leadership in the Conception, Design, Implementation, and Operation (CDIO) of aerospace and related complex high-performance systems.
In October, the Brit and Alex d'Arbeloff Laboratory for Information Systems and Technology in the Department of Mechanical Engineering celebrated its fifth anniversary. The lab's mission has been cross-disciplinary research and education using information as a catalyst to unlock new possibilities in mechanical engineering. A conference to mark the two-day celebration included both a lecture series on Grand Challenges in Information Systems and Technology for the 21st Century and a meeting of the lab's Home Automation and Healthcare Consortium that addresses information technology in health care. Topics highlighted during this event ranged from quantum computing and terabit switchers to future supply chains, distribution systems, and space explorer robots in the year 2040, as well as wireless Internet, a wearable computer mouse, and collective vision to tetherless health monitoring and robotic elder care. An open house featured demonstrations of several technologies, such as bioinstrumentation, telemedicine, nanotechnology, applied optics, and intelligent robots.
Professor Merton C. Flemings, Toyota Professor of Materials Processing, stepped down from his position as MIT Director of the Singapore-MIT Alliance (SMA), effective February 28, 2001. The Governing Board of the SMA named Professor Anthony T. Patera of the Department of Mechanical Engineering as the new MIT Co-Director, effective March 1, 2001.
Ms. Mary Hanifin joined the Dean's Office staff as Director of Development for the School of Engineering, effective September 5, 2000. Ms. Hanifin previously worked in MIT's Office of Resource Development and, for seven of her eight years at MIT, supported the School's resource development efforts.
In August 2000, Institute Professor Thomas L. Magnanti, Dean of Engineering, became the MIT Co-Director of MIT's alliance with the Hewlett-Packard Company.
Each year faculty of the School of Engineering receive numerous honors in recognition of their research and service, many offered by professional societies and the faculties' professional communities, as well as national recognitions. This year was no exception. The reports of the School's departments, divisions, laboratories, centers, and programs make note of many of these awards. Several especially notable awards deserve additional mention here.
The National Academy of Sciences (NAS), elected to membership one Engineering professor, Provost Robert A. Brown, the Warren K. Lewis Professor of Chemical Engineering. The National Academy of Engineering (NAE) elected five School of Engineering faculty members to membership: Professor Dimitri P. Bertsekas of the Department of Electrical Engineering and Computer Science (EECS); Rafael L. Bras, the Bacardi and Stockholm Water Foundations Professor and Department Head of Civil and Environmental Engineering; Professor James G. Fujimoto of EECS; Professor Douglas A. Lauffenburger, the J. R. Mares Professor of Chemical Engineering, Professor of Bioengineering, Co-Director of the Division of Bioengineering and Environmental Health, and Director of the Biotechnology Process Engineering Center; and Nancy A. Lynch, the Cecil H. Green Professor of Computer Science and Engineering.
The American Academy of Arts and Sciences (AAAS) this year awarded the distinction of Fellow to four Engineering faculty and staff: Timothy Berners-Lee, the 3Com Founders Professor in the Laboratory for Computer Science; John Benjamin Heywood, the Sun Jae Professor of Mechanical Engineering and Director of the Sloan Automotive Laboratory; Shafira Goldwasser, Professor of Electrical Engineering and Computer Science; and Professor Lauffenburger (noted above). Berners-Lee was also named a Fellow of the Royal Society, the United Kingdom's National Academy of Science.
Associate Professor Vahid Tarokh of the Department of EECS won the Alan T. Waterman Prize, the National Science Foundation's highest honor for young researchers. He received the prize for transmission schemes known as space-time codes that significantly improve both the performance and data rates of wireless communication.
Institute and School Awards for Achievement, Leadership, Contributions to Education, Service
The Institute awarded the Everett Moore Baker Memorial Award for Excellence in Undergraduate Teaching to Professor Roger D. Kamm of the Division of Bioengineering and Environmental Health. Given in memory of Everett Moore Baker, Dean of Students from 1947-50, this award is presented to a faculty member in recognition of exceptional interest and ability in undergraduate instruction and is the only teaching award in which the nomination and selection of the recipients is conducted entirely by students.
The Amar Bose Award for Excellence in Teaching recognizes a faculty member whose teaching contributions over an extended period of time are characterized by dedication, care, creativity, and inspiration to students and colleagues. The School presented this award to EECS Professor Eric Grimson and presented the Junior Amar Bose Teaching Award to Professor Leonard McMillan, also of EECS, in recognition of his outstanding contribution to undergraduate education.
Professor JesÚs del Alamo of EECS won the Class of 1960 Innovation in Education Award. This award recognized his dedication to excellence in teaching and his pivotal role in developing novel courses, projects, and instructional materials.
Professor Seth Lloyd of Mechanical Engineering was a recipient of one of this year's Edgerton Awards. These awards are given annually to honor Harold Doc Edgerton, Professor of Electrical Engineering and Institute Professor. Professor Lloyd, a leader in the field of quantum computing, was honored for his combination of grounding-breaking, innovative research and teaching commitment.
Established in 1971 as a tribute to MIT's 10th president and former chair of the MIT Corporation, the James R. Killian, Jr. Award recognizes extraordinary professional accomplishment by full-time members of the MIT faculty. The Institute awarded the Killian Faculty Achievement Award for 2001-2002 to Erich Ippen, the Elihu Thomson Professor of Electrical Engineering and Professor of Physics, a world leader in the field of femtosecond optics whose techniques are employed in countless physics, chemistry, and biology laboratories.
Professor Wesley L. Harris of the Department of Aeronautics and Astronautics received a Leadership Award at the 27th annual Martin Luther King, Jr. Celebratory Breakfast. Professor Harris, an expert in the field of helicopter rotor aerodynamics and acoustics, was honored as an articulate spokesman for the causes of minorities as students and staff and his outstanding presence as a role model.
In recognition of their devotion to undergraduate education at the Institute, MIT named two School of Engineering professors and two associate professors as 2000-2001 MacVicar Faculty Fellows: Professor Mary C. Boyce of Mechanical Engineering; Associate Professor of Materials Science and Engineering, Anne Mayes; Associate Professor in Civil and Environmental Engineering, Heidi M. Nepf; and J. Kim Vandiver, Professor of Ocean Engineering, Dean for Undergraduate Research, and founding director of the Harold E. Edgerton Center. The awards, given in memory of former Dean of Undergraduate Education and Professor of Physics Margaret L. A. MacVicar, recognize faculty members' excellence in teaching and innovation in education.
Institute Professor Thomas L. Magnanti, Dean of Engineering, received the Irwin Sizer Award for the Most Significant Improvement in MIT Education. The award, named in honor of Irwin W. Sizer, Dean of the Graduate School from 1967-75, recognizes significant innovations in MIT education.
The School presented the Ruth and Joel Spira Awards for Teaching Excellence this year to Professor Hari Balakrishnan of EECS, Professor Triantaphyllos Akylas of Mechanical Engineering, and Professor Emeritus Michael Driscoll of Nuclear Engineering. The Spira awards were established both to honor faculty for teaching excellence and in acknowledgment of the tradition of high quality engineering education at MIT.
Awards Received by Engineering Students
The Ron Brown Scholar Program named five MIT School of Engineering students as Ron Brown Scholars: Jordan Brewer and Francis St. Louis, both seniors in EECS; Charly Jeune, a sophomore in EECS; Marc Knight, a junior in EECS; and Sean Nolan, a sophomore in Aeronautics and Astronautics. The program recognizes African-American students who have demonstrated high academic achievement, strong leadership potential, and a clear sense of social responsibility.
Noah Warner, in Aeronautics and Astronautics, received the Henry Ford II Scholar Award, given to a senior in the School of Engineering who has attained the highest academic record at the end of the third year and who exhibits exceptional potential for leadership in the profession of engineering and in society.
Engineering students received two of three Barry Goldwater Scholarships given to MIT students this year. The award honors students who exhibit outstanding potential and intend to pursue careers in mathematics, the natural sciences, or those engineering disciplines that contribute significantly to the technological advances of the United States. Emily Craparo, a junior in Aeronautics and Astronautics, and Alexander Wissner-Gross, a sophomore in EECS, received the Goldwater Scholarships.
Christopher Gouldstone, a graduate student in Aeronautics and Astronautics, received the Goodwin Medal. This award, given in memory of Henry Manley Goodwin, the first Dean of the Graduate School, recognizes a graduate student whose performance of teaching duties is conspicuously effective over and above ordinary excellence.
Brian Stoll and Chen Wang, graduate students in Chemical Engineering, received two of six Graduate Student Council Graduate Teaching Awards given for excellence in teaching a graduate-level course.
The Albert G. Hill Prize is awarded to minority juniors or seniors who have maintained high academic standards and made continued contributions to the improvement of the quality of life for minorities at MIT. Ebraheem I. Fontaine, a junior in Mechanical Engineering, and Luwam Semere, a senior in Chemical Engineering, received awards this year. A former vice president for research, Dr. Hill was an early champion of equal opportunity at MIT.
Desiree Ramirez, a Chemical Engineering major, received a Leadership Award at the 27th annual Martin Luther King, Jr. Celebratory Breakfast, for having devoted herself to racial and cultural interaction in the MIT community.
The Lemelson-MIT Student Prize for Inventiveness is an annual $30,000 cash award presented to an MIT senior or graduate student demonstrating remarkable inventiveness. The 2001 Lemelson-MIT Student Prize was awarded to Brian Hubert, a graduate student in Mechanical Engineering whose breadth of achievements includes innovations in nanotechnology, superconductor fabrication, memory chip design and fabrication, music, and architecture.
The Ronald E. McNair Scholarship Award recognizes black undergraduates who have demonstrated strong academic performance and who have made considerable contributions to the minority community. Created by the Black Alumni/ae of MIT in honor of Dr. McNair, who died in the explosion of the space shuttle Challenger, this year's award went to Jeannette Stephenson, a junior in EECS.
Four Engineering students received William L. Stewart Jr. Awards, which recognize contributions by an individual student or student organizations to extracurricular activities and events during the preceding year: Charles K. Boatin, a senior in Chemical Engineering; Satwiksai Seshasai, a senior in EECS; Chi-An Wang, a senior in Mechanical Engineering; and Paul K. Njoroge, a graduate student in EECS. The awards are given in memory of William L. Stewart Jr., an alumnus and member of the Corporation who showed deep interest in student life at MIT.
Awards to Engineering Staff
This year, the School launched a Rewards and Recognition program to recognize the achievements of the School's dedicated staff. In May, the School presented twenty Infinite Mile Awards at a well-attended School-wide celebration of excellence. The School awarded its first Infinite Mile Award for Team Excellence to a team in the Materials Processing Center: Jonathan H. Bartels, George B. Kenney, Frances M. Page, and Jennifer W. Pell. William C. Hanson of the Leaders for Manufacturing Program received the first School of Engineering Infinite Mile Award for Leadership. The following received Infinite Mile Awards for Excellence:
- Mindy L. Baughman, Department of Materials Science and Engineering (DMSE)
- Margaret S. Beucler, Mechanical Engineering
- Kathleen R. Farrell, DMSE
- Myron L. Freeman, EECS
- Marion E. Gross, Mechanical Engineering
- Gail P. Hickey, Technology and Policy Program
- Anne M. Hunter, EECS
- Doris L. Inslee, Laboratory for Information and Decision Systems
- Joan M. Kravit, Mechanical Engineering
- Ping M. Lee, Aeronautics and Astronautics
- Debra A. Luchanin, Bioengineering and Environmental Health (BEH)
- Angelita Mireles, DMSE
- Olga V. Parkin, BEH
- Leslie Regan, Mechanical Engineering
- Marie A. Stuppard, Aeronautics and Astronautics
The following statistics provide summary information about students, degrees awarded, and faculty.
21% underrepresented minorities
5% underrepresented minorities
660 Bachelor's degrees
860 Master's and MEng degrees
248 Ph.D., Sc.D., and professional engineering degrees
77 Associate Professors
39 Assistant Professors
More information about the School of Engineering can be found online at http://web.mit.edu/engineering/.