MIT Facts 1995
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MIT Home Page
- William Barton Rogers, 1862-70, 1879-81
- John Daniel Runkle, 1870-78
- Francis Amasa Walker, 1881-97
- James Mason Crafts, 1897-1900
- Henry Smith Pritchett, 1900-07
- Richard Cockburn Maclaurin, 1909-20
- Ernest Fox Nichols, 1921-22
- Samuel Wesley Stratton, 1923-30
- Karl Taylor Compton, 1930-49
- James Rhyne Killian, Jr., 1949-59
- Julius Adams Stratton, 1959-66
- Howard Wesley Johnson, 1966-71
- Jerome Bert Wiesner, 1971-80
- Paul Edward Gray, 1980-1990
- Charles Marstiller Vest, 1990-
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The Massachusetts Institute of Technology admitted its first
students in 1865, four years after the approval of its founding
charter. The event marked the culmination of an extended effort
by William Barton Rogers, a distinguished natural scientist, to
establish a new kind of independent educational institution
relevant to an increasingly industrialized America. Rogers stressed
the pragmatic and practicable. He believed that professional
competence was best fostered by coupling teaching and research
and by focusing attention on real-world problems. Toward this end,
he pioneered the development of the teaching laboratory.
Today MIT is one of the world's outstanding universities. Education
and research--with relevance to the practical world as a guiding
principle--continue to be its primary purpose. MIT is independent,
coeducational and privately endowed. It is organized into five
schools that contain twenty-one academic departments, as well as
many interdepartmental programs, laboratories and centers whose
work extends beyond traditional departmental boundaries.
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MIT is located on 146 acres that extend more than a mile along the
Cambridge side of the Charles River Basin. The central group of
interconnecting buildings, dedicated in 1916, was designed by
architect W. Welles Bosworth, '89, in order to permit easy
communication among departments and schools. Many other
buildings by some of the century's leading architects--among them,
Alvar Aalto, Eduardo Catalano, I.M. Pei, '40, and Eero Saarinen--
have been added since. Sculptures, murals and paintings, including
works of Alexander Calder, Henry Moore and Louise Nevelson, are
found throughout the campus. Around the halls are exhibits
explaining the accomplishments of many of the pioneering people
who have studied and taught here.
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The Institute's chief executive officer is the president. The senior
administrative officers are the provost, the associate provosts, the
academic deans, who head the Institute's five schools, and the vice
presidents, who manage the Institute's major administrative
divisions. The associate provosts and the deans report to the
provost, the Institute's chief academic officer.
The MIT faculty determines the Institute's educational policy. The
faculty meets monthly and conducts much of its business through
elected standing committees.
The Institute's board of trustees, known as the Corporation, includes
approximately seventy-five distinguished leaders in education,
industry, science, engineering and other professions, and (ex officio)
the MIT chairman, president, treasurer and secretary of the
Corporation. The Corporation also includes approximately twenty
emeritus members.
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- School of Architecture and Planning
- Architecture
- Program in Media Arts and Sciences
- Urban Studies and Planning
- School of Engineering
- Aeronautics and Astronautics
- Chemical Engineering
- Civil and Environmental Engineering
- Electrical Engineering and Computer Science
- Materials Science and Engineering
- Mechanical Engineering
- Nuclear Engineering
- Ocean Engineering
- School of Humanities and Social Science
- Economics
- Humanities (undergraduate degree only)
- Anthropology/Archaeology
- Foreign Languages and Literatures
- History
- Literature
- Music and Theater Arts
- Program in Writing and Humanistic Studies
- Linguistics and Philosophy
- Political Science
- Program in Science, Technology, and Society
- Sloan School of Management
- School of Science
- Biology
- Brain and Cognitive Sciences
- Chemistry
- Earth, Atmospheric, and Planetary Sciences
- Mathematics
- Physics
- Whitaker College of Health Sciences and Technology
- Division of Toxicology
- Harvard-MIT Division of Health Sciences and Technology
- Division of Comparative Medicine
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Degrees awarded by the Institute are:
- Bachelor of Science (S.B.)
- Master of Architecture (M.Arch.)
- Master of Business Administration (M.B.A.)
- Master in City Planning (M.C.P.)
- Master of Engineering (M.Eng.)
- Master of Science (S.M.)
- Engineer (each degree designating the field in which it is awarded)
- Doctor of Philosophy (Ph.D.)
- Doctor of Science (Sc.D.)
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In addition to teaching and conducting research within their
departments, MIT faculty, students and staff work in
interdisciplinary laboratories and centers. The Institute's major
interdisciplinary facilities are:
- Aga Khan Program for Islamic Architecture
- Artificial Intelligence Laboratory
- Bates Linear Accelerator
- Biotechnology Process Engineering Center
- Bitter National Magnet Laboratory
- Center for Advanced Engineering Study
- Center of Advanced Visual Studies
- Center for Biological and Computational Learning
- Center for Biomedical Engineering
- Center for Cancer Research
- Center for Cognitive Science
- Center for Computational Research in Economics and Management
- Science
- Center for Coordination Sciences
- Center for Energy Policy Research
- Center for Entrepreneurship
- Center for Environmental Health Sciences
- Center for Information Systems Research
- Center for International Studies
- Center for Learning and Memory
- Center for Materials Science and Engineering
- Center for Real Estate
- Center for Space Research
- Center for Technology, Policy and Industrial Development
- Center for Transportation Studies
- Clinical Research Center
- Council on Primary and Secondary Education
- Decision Sciences Program
- Energy Laboratory
- Haystack Observatory
- Industrial Performance Center
- International Center for Air Transportation
- International Center for Research on Management of Technology
- International Financial Services Research Center
- Laboratory for Computer Science
- Laboratory for Electromagnetic and Electronic Systems
- Laboratory for Information and Decision Systems
- Laboratory for Manufacturing and Productivity
- Laboratory for Nuclear Science
- Leaders for Manufacturing Program
- Lean Aircraft
- Materials Processing Center
- McGraw-Hill Observatory
- Media Laboratory
- Nuclear Reactor Laboratory
- Operations Research Center
- Organizational Learning Center
- Plasma Fusion Center
- Program in Environmental Engineering Education and Research
- Program on the Pharmaceutical Industry
- Research Laboratory of Electronics
- Sea Grant College Program
- Spectroscopy Laboratory
- System Dynamics Group
- Systems Design and Management
- Technology Laboratory for Advanced Composites
- Technology, Management and Policy Program
- Wallace Observatory
- Women's Studies
MIT's Lincoln Laboratory, located in Lexington, Massachusetts, is a
federally sponsored center for research and development in
advanced electronics, with special emphasis on applications to
national defense, worldwide communication and civil air traffic
control.
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MIT maintains a number of cooperative programs with other
institutions. Major programs are:
The Charles Stark Draper Laboratory
Formerly MIT's Instrumentation Laboratory, Draper Laboratory
became an independently operated, nonprofit research and
educational organization in 1973. MIT and Draper Laboratory still
collaborate in research and teaching in areas such as: guidance,
navigation and control; computer science; data and signal
processing; material sciences; integrated circuitry; computational
sciences; and underwater vehicle technologies.
The Dibner Institute for the History of Science and Technology and
the Burndy Library
Established at MIT in 1992 as a center for advanced research, the
Dibner Institute supports the work of resident scholars and
graduate students in the history of science and technology. A
consortium of MIT, Boston University, Brandeis and Harvard, the
Institute's resources include the Burndy Library, one of the world's
finest collections of historical scientific books, manuscripts,
instruments and works of art.
Harvard-MIT Division of Health Sciences and Technology
A major collaboration between Harvard University and MIT, the
division applies science and technology to human health needs. It
directs the complementary strengths of both universities to the
education of physicians, medical engineers and medical physicists, and
to research on important health and medical problems. A number of
the division's interdisciplinary research programs collaborate with
faculty at Harvard teaching hospitals. Students in the division may
select a program in biomedical sciences leading to an M.D. degree from
Harvard Medical School, or may pursue Ph.D. degrees in medical
engineering, medical physics, or speech and hearing sciences from
MIT or Harvard.
Howard Hughes Medical Institute
The Howard Hughes Medical Institute (HHMI) is a scientific and
philanthropic organization that conducts biomedical research in
collaboration with universities, academic medical centers, hospitals
and other research institutions throughout the country. Ten HHMI
investigators hold faculty appointments at MIT.
MIT-Woods Hole Oceanographic Institution Joint Program in
Oceanography and Applied Ocean Science and Engineering
MIT and the Woods Hole Oceanographic Institution jointly offer
doctor of science and doctor of philosophy degrees in chemical
oceanography, marine geology, marine geophysics, physical
oceanography, applied ocean science and engineering, and biological
oceanography. They also offer master's programs and professional
degrees in some disciplines.
Northeast Radio Observatory Corporation
A consortium of twelve universities and institutions in the
northeastern United States, this program promotes radio astronomy
research. Its principal facility is MIT's Haystack Observatory, in
Westford, Massachusetts. The Observatory is also engaged in
geodetic research, using Very Long Baseline Interferometry, and in
observations of the earth's upper atmosphere, using incoherent
scatter radar.
Whitehead Institute for Biomedical Research
An independent basic research and teaching institution affiliated
with MIT, the Whitehead Institute carries out research in
developmental biology. Faculty at the Whitehead Institute teach at
MIT, and MIT graduate students conduct research and receive
training in Whitehead Institute laboratories.
Exchange Programs with Other Universities
Through the Wellesley-MIT Exchange Program, students of both
institutions can register in any course at the other school if they
meet the prerequisites. About 150 MIT students a year take
advantage of the program. MIT students can also enroll in a limited
number of courses at Harvard University. Students can take
advantage of Junior Year Abroad or, through the Domestic Year
Away program, spend up to one year at another academic
institution to pursue studies not available at MIT.
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A single faculty instructs both graduate and undergraduate
students and engages in research. There are 954 faculty members
(professors of all ranks), including 116 women, eight of whom are
members of United States' minority groups.* Ninety-six men on the
faculty are members of United States' minority groups.**
The Institute's total teaching staff of almost 2000 individuals
(excluding visiting appointments) includes:
1994-95
Professors 608
Associate Professors 164
Assistant Professors 182
Senior Lecturers and Lecturers 286
Instructors 105
Adjunct Faculty 14
Teaching Assistants and Graduate Instructors 562
* Five Asian Americans, three African Americans.
**Sixty-four Asian Americans, 15 African Americans, 16 Hispanic
Americans and one Native American.
MIT employs about 8,200 persons on campus. In addition to the
faculty, there are research, library and administrative staff and
many others who, directly or indirectly, support the teaching and
research goals of the Institute.
Eighty-seven faculty members, both active and emeriti, belong to
the National Academy of Engineering, 98 to the National Academy
of Sciences, 20 to the Institute of Medicine, and 209 to the
American Academy of Arts and Sciences.
Eleven members of the MIT faculty are Nobel laureates. They are
David Baltimore, co-winner, Physiology or Medicine (1975); Jerome
I. Friedman, co-winner, Physics (1990); Har Gobind Khorana, co-
winner, Physiology or Medicine (1968); Henry W. Kendall, co-
winner, Physics (1990); Franco Modigliani, Economics (1985); Paul
A. Samuelson, Economics (1970); Phillip A. Sharp, co-winner,
Physiology or Medicine (1993); Clifford G. Shull, co-winner, Physics
(1994); Robert M. Solow, Economics (1987); Samuel C.C. Ting, co-
winner, Physics (1976); and Susumu Tonegawa, Physiology or
Medicine (1987).
Four members of the MIT faculty have been awarded the Kyoto
Prize. They are Noam A. Chomsky (1988), Morris Cohen (1987),
Edward N. Lorenz (1991), and Claude E. Shannon (1984).
Seventeen past or present members of the MIT faculty have
received the National Medal of Science. They are Manson Benedict
(1975), Vannevar Bush (1963), Morris Cohen (1976), Charles Stark
Draper (1964), Mildred S. Dresselhaus (1990), Harold E. Edgerton
(1973), Herman Feshbach (1986), Har Gobind Khorana (1987),
Edwin H. Land (1967), Warren K. Lewis (1965), Salvador E. Luria
(1991), Bruno B. Rossi (1983), Claude E. Shannon (1966), Isadore M.
Singer (1985), John G. Trump (1983), Victor F. Weisskopf (1979),
and Norbert Wiener (1963). In 1988, Harold E. Edgerton was
awarded the National Medal of Technology.
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MIT's commitment to joining education with the creation of new
knowledge provides a fertile setting for research that has spawned
a host of scientific breakthroughs and technological advances. Past
achievements include the creation of modern food preservation
processes, the first chemical synthesis of penicillin and Vitamin A,
and the development of inertial guidance systems, modern
technologies for artificial limbs, high-speed photography, and
magnetic core memory which made possible the development of
digital computers.
Within the last five years, research teams at MIT have located the
gene responsible for myotonic dystrophy, the most frequent form of
muscular dystrophy, and identified the nature of the mutation;
fabricated a single-electron transistor; developed a new optical
technique to measure galaxy distances with unprecedented
accuracy and reliability; and started to build an experimental fiber
optic network that will serve as a prototype for a national high-
speed data network.
MIT is one of the leading research universities in the world. In
1994-5, over 1500 researchers worked with faculty and students
on projects funded by government, other non-profit organizations
and industry. MIT routinely leads all U.S. universities in patents
granted and signs 75-100 license agreements a year.
Research Sponsorship Fiscal 1994
Organization Amount Percent
Figures in Thousands
U.S. Department of Defense $61,601 17.1%
U.S. Department of Health and Human Services $60,192 16.7%
Industry $59,117 16.4%
U.S. Department of Energy $63,574 17.6%
National Science Foundation $39,574 11.0%
National Aeronautics and Space Administration $37,449 10.4%
Other non-profit organizations $23,667 6.6%
Other federal $ 8,722 2.4%
Internal $ 5,337 1.5%
State, local and foreign governments $ 836 0.2%
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Admission to MIT is based on academic potential, general personal
qualifications, and outstanding interests, activities and
achievements. In 1994, approximately 7,100 candidates submitted
final applications for the freshman class. Of these, about 2,200 or
31 percent were offered admission. The total first-year enrollment
was 1,104. In addition, 29 students transferred to MIT from other
universities.
Applicants for graduate degree programs are evaluated by the
department in which they want to register. Acceptance is based on
the applicant's accomplishments and professional promise. About
11,600 candidates submitted applications for graduate study in
1993. Of the 2,311 candidates who received offers of admission,
1,156 or 50 percent accepted and registered in advanced degree
programs at MIT.
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MIT is committed to providing students with a strong scientific,
technical and humanist foundation and to encouraging them to
develop creativity in defining problems and seeking solutions. For
the bachelor of science degree, students must complete a core
requirement that is divided equally between science and
mathematics and the humanities and social sciences. The science
requirement includes chemistry, biology, physics and calculus, a
laboratory and science distribution requirement. The humanities,
arts and social sciences requirement must be fulfilled among three
of five categories--literary and textual studies; language, thought
and value; the arts; cultures and societies; and historical studies.
Students must also complete a two-part writing requirement.
At the same time, students have many opportunities to pursue their
own educational goals. The following programs are among the
options students have for directing their course of study:
The Undergraduate Research Opportunities Program (UROP)
UROP supports undergraduate and faculty research collaborations
that range from research in the cultural history of animal
taxonomy, to the study of winds in the ionosphere, to
environmental chemistry or to computer music. Students usually
join a faculty member's project, but they may also design their own
program and recruit faculty to advise them. They can earn
academic credit or a stipend for their work or participate as
volunteers. The program is open to all undergraduates, who may
conduct research in any department. Founded in 1969, UROP has
been copied by academic institutions around the country.
Independent Activities Period (IAP)
For four weeks in January, during IAP, students are completely free
to define their own goals and the means of pursuing them. The can
set their own academic agenda, work with faculty or on their own,
and can pursue interests and activities they do not have time for
during the regular term. Students may earn academic credit for
work directed by a faculty member.
While students do not have to remain on campus during IAP, most
do because there are so many things to do. They can take part in
any of the over 600 classes, lectures, field trips or other activities
organized by faculty, students and staff. These range from classes
in folk dance, magic, giant origami or Korean cooking, to subjects
that offer credit, such as manufacturing with filamentary
composites, French, special relativity, and natural hazards and
climate changes. Many faculty try out innovative educational
experiments and most faculty are available for informal contact
with students.
Alternative Freshman Programs
Three freshman programs offer alternatives to the traditional
lecture/recitation and subject-by-subject method of completing
degree requirements. Sponsored by the School of Engineering, the
Concourse Program presents the core freshman subjects--
physics, calculus, chemistry, biology and the humanities--as a unified
curriculum. Only 64 students are admitted to the program each
year, so class sizes are small and student-faculty interactions are
close.
Through small classes, tutorials and independent study projects, the
Experimental Study Group gives students the flexibility to
take core subjects at their own pace. Students may also concentrate on areas
in those subjects that particularly suit their interests. The program
serves about 45 freshmen and 15 transfer students a year.
The Integrated Studies Program, which is jointly sponsored
by the School of Humanities and Social Science and the School of
Engineering, emphasizes learning by doing. Students attend the
regular core science lectures, but usually take part in special
recitations which include hands-on experience. They also take a
special humanities course that focuses on technology's role in
society. Enrollment is limited to 40 freshmen.
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Total Enrollment 9,774
Total Undergraduate Enrollment 4,472
First-year* 1,104
Undeclared Second-year* 42
Third-year Special Students 14
Architecture and Planning 83
Engineering 2,086
Humanities andSocial Science 141
Management 103
Science 899
*MIT students do not enroll in an academic department until
the start of their
sophomore year, and may defer decision on a course of study
until the end of
that year.
Total Graduate Enrollment 5,302
Regular Non-resident Special
Architecture and Planning 439 42 26
Engineering 2,359 10 76
Humanities and Social Science 280 62 3
Management 703 3 23
Science 1,063 8 13
Whitaker College 121 -- 71
Women have attended MIT since 1871. In 1994-95, there were
1,604 women enrolled as undergraduates (36%) and 1,209 as
graduate students (23%).
United States minority groups are represented by 1,944
undergraduates (43%) and 552 graduate students (10%):
Undergraduate Graduate
Native American 37 7
Asian American 1,253 353
African American 257 99
Hispanic American 397 93
In 1994-95, MIT students came from all 50 states, the District of
Columbia and three territories. One hundred foreign countries are
represented, with an international student population of 362
undergraduates (8%) and 1,788 graduate students (34%).
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Undergraduate Tuition and Living Expenses
Nine months' tuition for 1994-95 is $20,100. In addition,
undergraduate room and board ranges from $4,530 to $6,075, with
a standard of $5,975; actual costs depend on the student's housing
and dining arrangements. Books, materials and personal expenses
(including clothes, laundry, recreation and optional medical
insurance, but excluding travel) are approximately $2,325.
Undergraduate Financial Aid
The Institute's undergraduate financial aid program ensures that an
MIT education is accessible to all qualified candidates, regardless of
their financial resources. MIT provides financial aid to meet the
full cost of an MIT education, based on the needs of the student.
Currently, approximately 54 percent of all undergraduates are
helped with financial aid.
The amount of financial aid for which an undergraduate is eligible
is determined by the family's financial situation. Using information
provided by parents to the College Scholarship Service, MIT
establishes dollar amounts expected as the parents' contribution
and as the student's contribution. In addition, all aid recipients are
expected to meet a share of their need through a loan, a part-time
job or both. This "self-help" component is set each year ($7,650 for
1994-95). The remainder is then met by a grant. This policy
assures each student a reasonable loan and provides an equitable
distribution of grant funds. In 1994-95, the average grant award is
$12,800.
Graduate Tuition and Living Expenses
Graduate students generally incur greater expenses than
undergraduates. Most attend the Institute for a calendar year
rather than for an academic year, increasing tuition. In 1994-95, 9-
months' tuition is $20,100 (except in the School of Management,
where tuition for the master's degree program is $21,690). Twelve-
month's tuition is $26,800. In addition, only about one quarter of
the graduate students can live in MIT's residential system. The
others must find accommodations in the Boston-Cambridge area.
Graduate students' costs for housing, food, books, medical insurance
and incidentals vary greatly, depending on marital status, quality-
of-life expectations, and housing arrangements. Typical monthly
expenses range from as low as $1,350 to $2,400. MIT gives new
graduate students a financial planning guide to help them make
more precise estimates.
Graduate Financial Aid
Financial aid for graduate students is in large part provided by
individual departments, and the amount of aid available varies
significantly among disciplines. Financial support includes
fellowships, traineeships, teaching and research assistantships, and
loans. Many forms of support are granted for merit, while others
are granted for financial need or for a combination of merit and
need.
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Most undergraduates live in MIT's 10 Institute houses or in 34
fraternities and independent living groups. Because of the
importance of the residential program in the students' social and
intellectual development, it is MIT's policy that all unmarried
freshmen, with the exception of those who commute from the
homes of their parents or close relatives, be members of the
Institute housing system. A measure of the success of this program
is the extraordinarily large number of students who elect to remain
in campus housing after their freshman year, despite the option to
live elsewhere.
Approximately 1,060 single graduate students reside in MIT's four
campus houses--Avery Allen Ashdown House, Ida Flansburgh
Green Hall, Ping-Yuan Tang Residence Hall and the new graduate
residence, the Harold E. Edgerton House. An additional 406 married
students and their families live in two campus apartment
complexes, Westgate and Eastgate.
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MIT Libraries
This system comprises five large libraries--Engineering, Science,
Social Sciences and Management, Architecture and Planning, and
Humanities--and five smaller, more specialized collections--Music,
Health Sciences, Aeronautics and Astronautics, Earth, Atmospheric
and Planetary Sciences, and Visual Collections. The system contains
over 2.3 million printed volumes, two million microforms, and
major collections of photographs, maps, audio and video recordings,
and computer software; it also subscribes to over 21,000 serial
publications. Information services are available through the library
staff and the on-line catalog.
Computer Resources
MIT's computer resources are extensive and varied, ranging from
microcomputers to large, multi-user systems. Most of these
computer systems are on MITnet, the campus and residence
network, and are able to communicate with each other and with
computers around the world. Many of MIT's computing resources
are the responsibility of Information Systems (IS). Its services and
facilities include MITnet, a computer store, consulting, training,
publications, and software site-licensing, and the Athena Computing
Environment, which offers courseware, electronic mail, word
processing and graphics software, utilities, programming tools,
printers, and a host of other computer network services to students,
faculty and staff. Several departments and research centers
maintain computing facilities for their own needs.
The MIT Press
One of the country's largest university presses, the MIT Press
publishes professional, reference and scholarly books, graduate and
undergraduate texts, and books for general audiences. Its major
fields are computer science and artificial intelligence, cognitive
science, neuroscience, economics, architecture and design arts,
linguistics, philosophy, aesthetics, and environmental studies. It
also publishes 30 journals in these disciplines. Thirty-three percent
of its sales are to export markets. The Press operates its own
bookstore in Kendall Square.
The Lowell Institute School
Established at MIT in 1903 to provide Boston-area residents
evening instruction in technical subjects, the School continues this
tradition by offering courses in the areas of modern technology and
computer applications that are not readily available at other
evening schools. The School does not offer MIT credit, but awards
certificates to those who complete satisfactory programs.
Instruction is at the associate degree level. A catalog may be
obtained from the Lowell Institute School, Room E32-105, MIT,
Cambridge, Massachusetts 02139-4307; (617) 253-4895.
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The arts play a vital role at MIT in both curricular and
extracurricular activities. Arts programs are large and varied, and
many students choose to major or minor in subjects such as music,
creative writing, visual arts and theater, or to pursue a double
major or a joint major in science or engineering and the arts and
humanities.
During the academic year, students can participate in and attend
over 400 music, theater and dance events on campus presented by
ensembles such as the MIT Symphony Orchestra, Concert Choir,
Festival Jazz Ensemble, Musical Theatre Guild and Shakespeare
Ensemble. Faculty, staff, alumni and amateur artists from the
Greater Boston community often take part as well.
Visual arts activities range from Student Art Association classes in
painting, sculpture and photography to opportunities to explore
interactive video, computer graphics and holography. The Wiesner
Student Art Gallery in the Stratton Student Center holds exhibitions
of student art.
The List Visual Arts Center, located in the Wiesner Building,
is internationally recognized for its contemporary art exhibitions. The
Center maintains MIT's permanent collection of over 1,000
paintings, sculpture, photographs and contemporary prints, which
are located outdoors or in offices and corridors throughout the
Institute. It also runs the student art loan program, which annually
loans over 300 original works of contemporary art to students for
their living and communal spaces.
The MIT Museum offers exhibitions and programs that
explore the interplay between art, science and technology. The Museum's
extensive collections include architectural drawings, scientific
instruments, records and photographs from MIT's history. It also
holds the world's largest collection of holograms. Its public
exhibitions are held in the Museum, the Compton Gallery
and the Hart Nautical Galleries. The Museum Shop carries
science-related books, posters, games and toys, as well as MIT memorabilia.
MIT draws distinguished arts faculty and visiting artists from all
over the world. Through the Artist-in-Residence Program, students
have opportunities to interact with internationally acclaimed artists
such as novelists Toni Morrison and Isabel Allende,
dancer/choreographer Bill T. Jones, playwright David Henry Huang,
and composer Steve Reich.
The following 24-hour numbers offer recorded information on
current arts events:
Arts (all events) 253-ARTS
Concerts 253-9800
List Visual Arts Center 253-4680
MIT Museum 253-4444
Theater Arts 253-4720
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The MIT athletic program offers opportunities for sports instruction
and participation at all levels. Physical education is required for all
undergraduates. Approximately 20 percent of the undergraduates
also compete in intercollegiate athletics; and more than 65 percent
of all students (graduate and undergraduate) take part in
intramural sports. According to the National Collegiate Athletic
Association (NCAA), MIT sponsors one of the broadest
intercollegiate athletic programs in the country, with 39 varsity
teams (24 for men and 15 for women), including football and club
varsity ice hockey. MIT competes mostly against New England
colleges and Ivy League schools and has competed both regionally
and nationally in tournaments and championships. There are over
20 intramural programs, with over 1,000 teams, and a 75 percent
undergraduate participation rate. Club sports (37 programs) are
open to undergraduates, graduate students, faculty and staff.
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MIT has offered military leadership training to its students since it
opened its doors in 1865. Today, it is one of the few universities in
the country to offer ROTC programs in the three main branches of
the United States military service: the Army, the Navy/Marine
Corps and the Air Force. In 1994-95, 21 MIT students participate
in the ROTC program of the Army, 47 students in the Navy/Marine
Corps and 50 in the Air Force program. In addition, students from
Harvard, Tufts and Wellesley also participate in MIT's ROTC
programs. This year, 36 are with the Army, 40 with the
Navy/Marine Corps and 14 with the Air Force.
Students who complete the ROTC program receive their
commissions after graduation. If commissioned in the Navy or Air
Force, graduates serve a period of active duty. If commissioned in
the Army, they serve either a period of active duty, a combination
of active duty and reserve forces duty, or strictly reserve forces
duty. All three programs also offer some students the opportunity
to pursue graduate education before fulfilling any military
obligation.
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More than 90 percent of the students who enter MIT as freshmen
complete their undergraduate studies and receive an MIT degree.
Fifty percent of those who received a bachelor's degree in 1993-94
went directly to graduate school or completed the requirements for
the master's degree with the work for the bachelor's. During 1993-
94, 385 companies and nine government agencies visited the Office
of Career Services to recruit graduating students at the
undergraduate and graduate level.
Six percent of the senior class went on to medical school. MIT
undergraduates fare well in competition for admission, with 70
percent of those who applied in 1994 getting accepted, compared
with a national average of less than 50 percent.
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The Association of Alumni and Alumnae of MIT, established in
1875, is an independent volunteer organization that helps 86,000
former MIT students stay in touch with each other, with faculty and
students, and with the Institute. The Association is led by a board
of directors and a staff who help its members organize,
communicate and raise funds for MIT.
The Association provides information about Institute affairs;
manages the Alumni/ae Fund, which raises more than $21 million
annually; maintains records; and publishes the magazine
$ITechnology Review$R. The Association conducts seminars for
business leaders (Enterprise Forums), and provides case analyses
for small businesses headed by MIT graduates. In addition, the
Association assists in the continuing education programs of MIT's
academic departments.
There are more than 70 geographic clubs, as well as departmental
and class organizations. Five thousand alumni/ae volunteer their
services on Institute councils and committees and on the MIT
Corporation. Volunteer leaders participate in an annual meeting
that updates them on Institute affairs. Each June, several thousand
former students return for reunions and participate in the annual
"Technology Day" seminar.
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United States and Possessions 72,723
New England 21,380
Mid-Atlantic 19,516
West 11,535
Great Lakes 5,819
Southwest and South Central 5,410
Southeast 5,271
Northwest and Great Plains 3,270
Alaska and Hawaii 328
Puerto Rico, the Virgin Islands 194
and other U.S. territories
Europe 3,654
Asia 3,456
North America (other than U.S.) 1,725
South America 974
Pacific Ocean Islands and Australia 426
Africa 394
Central America 81
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Since its founding, MIT has maintained a commitment to serving
the Commonwealth of Massachusetts, its cities and towns as a
resource for education and as a good neighbor. MIT owns property
in eight Massachusetts communities, paying taxes on its commercial
holdings and offering payment in lieu of taxes for those holdings
which are tax-exempt. In 1993, these payments totaled almost $6
million.
MIT's inventors and entrepreneurs also contribute significantly to
the state's economy. A 1989 study revealed that MIT alumni/ae
and faculty had founded more than 630 companies in
Massachusetts--138 in Cambridge--which employed nearly 200,000
people statewide and whose worldwide sales amounted to nearly
$40 billion.
MIT faculty, staff and students are involved in all the communities
where MIT has a presence. MIT supports over 80 educational
programs annually, such as City Days, where MIT students and
Cambridge school children interact in a variety of learning
activities, and the Massachusetts Science State Fair, which MIT
hosts for high school students. MIT provides programming and
project assistance to over 100 community initiatives annually, such
as the Teenwork Program, which provides summer and after school
employment opportunities for Cambridge teenagers, and sponsors
many cultural events, such as concerts for school children.
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MIT and industry have a long record of cooperation, with projects
ranging from joint education and research (where student
participation is often a strong component) to intensive continuing
education programs. The collaboration is extensive: industrial
executives serve on the MIT Corporation and its committees; MIT
faculty serve as consultants for industry; and MIT educates
students and prepares them for careers in industry. MIT's
relationship with industry has had an important effect on the
direction of education at MIT.
Office of Corporate Relations
MIT's Office of Corporate Relations works to optimize the
collaborations among MIT, industry and government that serve
MITŐs mission of education, research and service. It includes the
Industrial Liaison Program, which enables member firms to draw
on MIT's expertise to inform their technology strategies while
helping faculty keep abreast of the latest developments in industry.
Alfred P. Sloan Fellows Program
This pioneering 12-month program for mid-career managers,
offered by MIT's Sloan School of Management, broadens and
develops outstanding, but typically specialized, executives for more
general and senior management responsibilities. Approximately 55
men and women are selected each year from industry, government
and other institutions in the U.S. and abroad. The program leads to
the master of science degree in management.
Management of Technology Program
Offered in the Sloan School of Management, this was the world's
first advanced degree program in the management of technology.
The one-year curriculum serves technical managers who will have
strategic responsibility for technology and innovation within their
organizations. Participants are selected from manufacturing,
service and government organizations worldwide.
Center For Advanced Engineering Study (CAES)
CAES offers several education programs for professionals in
industry and government. Its Advanced Study Fellows Program is
designed for those who wish to spend a semester or longer doing
research or pursuing academic studies tailored to their needs. The
Center also produces and distributes video courses in a variety of
engineering and management topics, and is now developing long-
distance education programs that will be provided through
videoconferencing and over the Internet.
Leaders for Manufacturing Program
Offered jointly through the School of Management and six
departments in the School of Engineering, this is a unique
educational and research program conducted in partnership with 13
leading U.S. manufacturing companies. Its goals are to discover and
codify guiding principles for manufacturing, educate future leaders
for manufacturing firms, and infuse important principles and
technologies into the nation's manufacturing practice. The
educational component is a 24-month program that leads to master
of science degrees in both engineering and management. Students
learn from faculty at both schools and take part in activities that
include internships at the participating companies.
MIT Japan Program
Established to promote closer ties among scientists, engineers and
industrial managers in the United States and Japan, the MIT Japan
Program trains MIT students in Japanese language and culture and
sends them to Japan for year-long internships in Japanese research
laboratories and corporations. The program also develops courses,
funds research and sponsors programs that keep American
government and industry up to date on scientific and technical
developments in Japan. It is the largest center of applied Japanese
studies for scientists and engineers in the country.
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Fiscal 1994
Operating Expenses (in millions)
Total: $1,137.5 million
Sponsored Research
Lincoln Laboratory $315.5 28%
Sponsored Research
Campus $263.3 23%
Expenses
Applicable to
Instruction, Research
and Depreciation $219.9 19%
20%
Instruction and
Unsponsored Research $226.1 20%
Scholarships and
Fellowships $60.0 5%
Auxiliary Activities $36.6 3%
Association of
Alumni and Alumnae
and other expenses $10.1 1%
Research
Administration $6.0 1%
Revenues and Funds Used (in millions)
Total: $1,137.5 million
Research Revenues
Lincoln Laboratory $336.9 30%
Research Revenues
Campus $354.2 31%
Tuition and
Other Related
Income $194.9 17%
Gifts, Investment Income,
Other Receipts
and Plant Fund $159.8 14%
Endowment Income
for Operations $43.4 4%
Auxiliary Activities $35.9 3%
Current Gifts and
Other Fund Balances $12.4 1%
Year-End Statistics(in millions)
Book Value of Educational Plant $431.1
Book Value of Endowed Funds $1,445.3
Market Value of Endowed Funds $1,777.8
Book Value of Total Investments $1,802.8
Market Value of Total Investments $2,152.1
Source: 1994 MIT Report of the Treasurer
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This publication was prepared by the Office of Communications in Resource Development. It was last modified February 10, 1995.
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