MIT Facts 1996

This publication was prepared by the Office of Communications in Resource Development. It was last modified March 5, 1996.

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Presidents of the Institute

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Origins and Development

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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Campus

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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Organization of the Institute

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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Schools and Degrees

The degrees awarded by the Institute are: Table of Contents

Interdisciplinary Laboratories, Centers and Programs

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: 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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Affiliated Institutions and Programs

MIT maintains a number of cooperative programs with other institutions. Major programs are:

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; information systems; and underwater vehicle technologies.

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 and the emerging field of molecular medicine. 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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Faculty and Staff

A single faculty instructs both graduate and undergraduate students and engages in research. There are 960 faculty members (professors of all ranks), including 125 women, 12 of whom are members of United States' minority groups.* One-hundred-and-three men on the faculty are members of United States' minority groups.**

The Institute's total teaching staff of almost 2,000 individuals (excluding visiting appointments) includes:

1995-96

Professors                                    612
Associate Professors                          164
Assistant Professors                          184
Senior Lecturers and Lecturers                306
Instructors                                   106
Adjunct Faculty                                13
Teaching Assistants and Graduate Instructors  575

* Six Asian Americans, four African Americans, two Hispanic Americans.
**Seventy-one Asian Americans, 14 African Americans, and 18 Hispanic Americans.

MIT employs about 8,100 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.

Ninety faculty members, both active and emeriti, belong to the National Academy of Engineering, 99 to the National Academy of Sciences, 21 to the Institute of Medicine, and 208 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); Mario J. Molina, co-winner, Chemistry (1995); 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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Research at MIT

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 an 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, foundations and industry. A recent study concluded that university inventions add more than $20 billion and 150,000 jobs to the US economy every year. MIT routinely leads all US universities in patents granted and signs about 100 license agreements a year.

Research Sponsorship Fiscal 1995

(Figures in thousands) 
Organization                                     Amount   Percent


US Department of Energy                          $67,114   18.5%
US Department of Health and Human Services       $61,066   16.9%
Industry                                         $56,120   15.5%
US Department of Defense                         $55,866   15.4%
National Aeronautics and Space Administration    $41,292   11.4%
National Science Foundation                      $38,564   10.7%
Other non-profit organizations                   $26,430    7.3%
Other federal                                    $ 9,641    2.7%
Internal                                         $ 4,653    1.3%
State, local and foreign governments             $   944    0.3%
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Admission to MIT

Admission to MIT is based on academic potential, general personal qualifications, and outstanding interests, activities and achievements. In 1995, approximately 8,000 candidates submitted final applications for the freshman class. Of these, about 2,100 or 27 percent were offered admission. The total first-year enrollment was 1,122. In addition, 22 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 11,700 candidates submitted applications for graduate study in 1995. Of the 2.463 candidates who received offers of admission, 1,328 or 54 percent accepted and registered in advanced degree programs at MIT.

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Undergraduate Education

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 a 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 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. In 1995, over 2,700 students participated in UROP.

Independent Activities Period (IAP)

During IAP, a four-week period in January, students are completely free to define their own goals and the means of pursuing them. They 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 physics, calculus, chemistry and the humanities--most of the core freshman subjects--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.

Sponsored by the School of Science, the Experimental Study Group lets 50 first-year students follow an individualized approach to their course work. They can choose from a variety of learning methods, including small classes (no more than 10 students), self-paced tutorials and independent study projects. Students also have the flexibility to move through material at their own pace or to concentrate on areas they find particularly interesting.

The Integrated Studies Program, which is jointly sponsored by the School of Engineering and the School of Humanities and Social Science, emphasizes learning by doing. All entering students enroll in a humanities course that focuses on technology's role in society. Students attend core science and math courses with the rest of the freshman class, but usually take part in ISP-sponsored recitations. The course includes workshops in all the technologies studied. Enrollment is limited to 40 freshmen.

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Enrollment 1995-96

Total Enrollment                 9,960


Undergraduate Enrollment   4,495

First-year*                      1,122
Undeclared Second-year*             32
Third-year Special Students         14
Architecture and Planning           78
Engineering                      2,036
Humanities and Social Science      169
Management                         131
Science                            913
*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.

Graduate Enrollment   5,465

                                Master   Doctoral   Special
Architecture and Planning        360        147        20
Engineering                    1,227      1,107        75
Humanities and Social Science     13        327         9
Management                       703        124        24
Science                           13      1,038         8
Whitaker College                  14        256*       -
*Number includes 151 students working on Harvard degrees.
Women have attended MIT since 1871. In 1995-96, there were 1,705 women enrolled as undergraduates (38%) and 1,308 as graduate students (24%).

United States minority groups are represented by 1,980 undergraduates (44%) and 650 graduate students (12%):

                   Undergraduate  Graduate

Native American          31           6
Asian American        1,303         422
African American        254         109
Hispanic American       392         113
In 1995-96, MIT students came from all 50 states, the District of Columbia and three territories. One-hundred-and-four foreign countries are represented, with an international student population of 340 undergraduates (8%) and 1,798 graduate students (33%).

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Tuition and Financial Aid

Undergraduate Tuition and Living Expenses

Nine months' tuition for 1995-96 is $21,000. In addition, undergraduate room and board ranges from $5,640 to $6,270, with a standard of $6,150; actual costs depend on the student's housing and dining arrangements. Books, materials and personal expenses (including clothes, laundry and recreation, but excluding travel) are approximately $2,450.

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 60 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' and the student's contributions. 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 ($8,150 for 1995-96). 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 1995-96, the average grant awarded to students who are eligible for aid is $13,200.

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 1995-96, 9-months' tuition is $21,000 (except in the School of Management, where tuition for the master's degree program is $22,700). Twelve-month's tuition is $28,000. 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 $1,500 to $2,500. 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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Housing

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 first 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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Educational Resources

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 2.4 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, 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, and technology and environmental studies. It also publishes 40 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, MIT E32-105, Cambridge, Massachusetts 02139-4307; (617) 253-4895.

On July 1, 1996, the Lowell Institute School will move to Northeastern University. For information on course offerings, call (617) 373-2500.

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The Arts

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, and 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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Athletics and Recreation

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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ROTC

MIT has offered military leadership training to its students since it opened its doors in 1865. Today, it offers ROTC programs in the three main branches of the United States military service: the Army, the Navy/Marine Corps and the Air Force. In 1995-96, 17 MIT students participate in the ROTC program of the Army, 49 students in the Navy/Marine Corps and 55 in the Air Force program.

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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MIT Students After Graduation

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 1995 went directly to graduate school or completed the requirements for the master's degree with the work for the bachelor's. Among these, 70 students (six percent of those receiving a bachelor's degree) entered medical school.

MIT graduates are in demand across a wide range of industries and occupations. While manufacturing firms, government laboratories, and design and construction firms have long come recruiting, they have been joined in recent years by a new set of employers--software firms, information systems consulting firms and banks. Responding to these new opportunities, students have been pursuing increasingly diverse careers, and Ph.D.s, for example, are finding their way to Wall Street as well as to careers in teaching and research.

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Association of Alumni and Alumnae of MIT

The Association of Alumni and Alumnae of MIT, established in 1875, is an independent volunteer organization that helps 88,000 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 Technology Review. 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 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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Geographic Distribution of MIT Alumni and Alumnae



United States and Possessions        72,641

     New England                     21,219
     Mid-Atlantic                    19,387
     West                            11,544
     Great Lakes                      5,861
     Southwest and South Central      5,497
     Southeast                        5,252
     Northwest and Great Plains       3,345
     Alaska and Hawaii                  339
     Puerto Rico, the Virgin Islands    197
         and other US territories

Europe                                3,634
Asia                                  3,528
North America (other than US)         1,719
South America                           984
Pacific Ocean Islands and Australia     420
Africa                                  382
Central America                          81
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MIT and the Community

Since its founding, MIT has maintained a commitment to serving the Commonwealth of Massachusetts and its cities and towns as a resource and as a good neighbor. MIT owns property in eight Massachusetts communities, paying taxes on its commercial property and offering payments in lieu of taxes for property which is legally tax-exempt. In 1995, these payments totaled over $6 million.

MIT contributes significantly to the local and state economies. 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. In 1995, MIT spent over $48 million with Cambridge businesses. Along with taxes, payment in lieu of taxes and municipal fees, this brought MIT's 1995 economic contribution to the city of Cambridge to $59,000,000.

MIT faculty, staff and students are involved in volunteer activities in all the communities where MIT has a presence. The Institute supports over 80 educational programs and over 100 community initiatives annually. These include the Elementary School Science Fair, which MIT hosts for Cambridge schoolchildren, and the Teenwork Program, which provides summer and after school employment opportunities for Cambridge teenagers. MIT students and staff also offer technology-specific services, such as helping the city of Cambridge set up its World Wide Web home page. In addition, MIT sponsors many community events such as museum exhibits, lectures and concerts.

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MIT and Industry

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; faculty serve as consultants for industry; and MIT educates students 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 promotes collaborations among MIT, industry and government in education, research and service. Its Industrial Liaison Program enables member firms to draw on MIT's technological expertise and helps faculty keep abreast of the latest developments in industry.

Industrial Performance Center

The Industrial Performance Center supports research and education aimed at understanding and improving industrial productivity and competitiveness, both nationally and internationally. About 30 faculty members and over 50 students from all five MIT schools participate in its programs. Since its founding in 1992, the Center has conducted research at almost 200 industries and organizations.

Leaders for Manufacturing Program

Offered through the School of Management and six departments in the School of Engineeering, this educational and research program is conducted in partnership with 14 leading US manufacturing companies. Its goals are to discover guiding principles for manufacturing; educate leaders for manufacturing firms; and infuse important new 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 internships at the partner companies or affiliated small and medium-sized enterprises.

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.

Alfred P. Sloan Fellows Program

This pioneering 12-month program for mid-career managers, offered by MIT's Sloan School of Management, prepares outstanding, but typically specialized, executives for more general and senior management responsibilities. Approximately 55 men and women are selected for the program each year from industry, government and other institutions in the US and abroad. The program leads to the master of science degree in management.

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International Collaborations

MIT is committed to maintaining strong relationships with educational and research institutions and business and industry around the world. MIT faculty and research staff travel widely, and in 1994-95, 1,380 scholars came to MIT from 75 foreign countries to conduct research and teach in fields as diverse as linguistics, cancer research, chemical engineering and visual arts. Approximately 3 percent of sponsored campus research came from abroad, representing about 20 percent of all industrial funding. About half of the corporate members of the Industrial Liaison Program are based outside the United States, and approximately 50 of MIT's 280 endowed chairs have been funded by foreign-based corporations. Among MIT's international programs are:

Alliance for Global Sustainability

A research and educational partnership established by MIT, the Swiss Federal Institutes of Technology and the University of Tokyo, the Alliance for Global Sustainability brings scientists, technologists and social scientists together with representatives from governments and industry to develop technologies and identify policies that encourage economic development while preserving the environment. Alliance projects focus on three areas: ecology and human health, clean technological processes. and policy management and economics.

MIT International Science and Technology Initiative

The MIT International Science and Technology Initiative (MISTI) has three goals: to enlarge students' opportunities for international learning on campus and through internships in foreign companies and laboratories; to support faculty collaborations with researchers abroad; and to work with corporations, government and not-for-profit organizations in exploring how to internationalize industry, education and research. MISTI/China was launched in 1994; MIT/Germany begins in 1996.

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 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.

World Wide Web Consortium

The World Wide Web Consortium (W3C) was established to develop common standards for the World Wide Web. Under the leadership of MIT's Laboratory for Computer Science in partnership with the French National Institute for Research in Computer Science and Control (INRIA), W3C brings together engineers and researchers from computer and telecommunications companies and research institutions to design technologies and discuss policies that affect the Web's development. To date, 125 organizations from around the world are members.

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Financial Data

Fiscal 1995

Operating Expenditures (in millions)
Total: $1,230.8 million 
Sponsored Research               $595.5          48.4%

Expenses
Applicable to
Instruction and Research         $243.1          19.8%

Instruction and
Unsponsored Research             $235.3          19.0%

Scholarships and
Fellowships                       $65.0           5.3%

Net Change in
Unrestricted                      $48.7           4.0%

Auxiliary Enterprises             $36.2           2.9%

Association of
Alumni and Alumnae                 $7.0           0.6%
Revenues and Funds Used (in millions)
Total: $1,230.8 million 
Sponsored Research Revenues
Campus                           $372.0          30.2%

Sponsored Research Revenues
Lincoln Laboratory               $340.7          27.7%

Tuition                          $205.2          16.7%

Fees and                         $ 97.9           8.0%
Other Revenues

Net Realized Gains               $ 69.1           5.6%

Investment Income                $ 65.4           5.3%

Gifts and Bequests               $ 44.3           3.6%

Auxiliary Enterprises            $ 36.2           2.9%

Year-End Statistics(in millions) 
Book Value of Educational Plant       $462.7

Book Value of Endowed Funds         $1,568.2

Market Value of Endowed Funds       $2,093.2

Book Value of Total Investments     $1,942.3

Market Value of Total Investments   $2,501.2
Table of Contents

This publication was prepared by the Office of Communications in Resource Development. It was last modified March 5, 1996.
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