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-
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.
MIT is located on 153.8 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, Louise Nevelson and Frank Stella, 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.
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.
Anthropology/ArchaeologyLinguistics and Philosophy
Foreign Languages and Literatures
History
Literature
Music and Theater Arts
Program in Writing and Humanistic Studies
Degrees
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.)
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
Archaeology
Artificial Intelligence Laboratory
Bates Linear Accelerator
Biotechnology Process Engineering Center
Francis Bitter Magnet Laboratory
Center for Advanced Educational Services
Center for Advanced Visual Studies
Center for Biological and Computational Learning
Center for Biomedical Engineering
Center for Cancer Research
Center for Competitive Product Development
Center for Computational Research in Economics and Management Science
Center for Coordination Science
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 Organizational Learning
Center for Real Estate
Center for Space Research
Center for Technology, Policy and Industrial Development
Center for Transportation Studies
Clinical Research Center
Concourse
Council on Primary and Secondary Education
Division of Comparative Medicine
Energy Laboratory
Experimental Study Group
Haystack Observatory
Industrial Performance Center
Integrated Studies Program
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
Materials Processing Center
Media Laboratory
Michigan-Dartmouth-MIT Observatory
Microsystems Technology Laboratory
Millstone
Nuclear Reactor Laboratory
Office of Educational Opportunity Programs
Operations Research 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
System Design and Management Program
Technology and Development Program
Technology and Policy Program
Technology, Management and Policy Program
Wallace Observatory
Women's Studies Program
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. Lincoln Laboratory employs 2,050 people and has a budget of $338,264,383.
Lincoln Laboratory Research Sponsorship
Fiscal 1996
(figures in thousands)
Organization
|
Amount
|
Percent
|
| US
Department of Defense
|
$280,952
|
83.06%
|
| Other
Federal
|
$48,457
|
14.33%
|
| Other
Sponsors
|
$4,055
|
1.20%
|
| Internal
|
$2,603
|
0.77%
|
| NASA
|
$2,158
|
0.63%
|
| NSF
|
$70
|
0.02%
|
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. Nine 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.
Whitehead Institute/MIT Center for Genome Research
The Whitehead Institute/MIT Center for Genome Research is the largest
genome center sponsored by the National Center for Human Genome Research of the
National Institutes of Health. Recent achievements include the creation of
powerful new maps of the human and mouse genomes; the development of novel
automation technologies; and the design of informatics strategies that make the
Whitehead/MIT Genome Center's data freely available through the World Wide Web
to all interested scientists.
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. 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
aca-demic institution to pursue studies not available at MIT.
A single faculty instructs both graduate and undergraduate students and engages in research. There are 896 faculty members (professors of all ranks), including 124 women, 13 of whom are members of United States' minority groups.* One-hundred and four men on the faculty are members of United States' minority groups.**
The Institute's total teaching staff of almost 1,500 individuals (excluding visiting appointments) includes:
1996-97
| |
| Professors
|
557
|
| Associate
Professors
|
168
|
| Assistant
Professors
|
171
|
| Senior
Lecturers and Lecturers
|
67
|
| Instructors
|
114
|
| Adjunct
Faculty
|
11
|
| Teaching
Assistants and Graduate Instructors
|
666
|
*Six Asian Americans, five African Americans, two Hispanic Americans.
**Seventy-three Asian Americans, 15 African Americans, and 16 Hispanic Americans.
MIT employs about 7,850 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-one faculty members, both active and emeriti, belong to the National Academy of Engineering, 97 to the National Academy of Sciences, 23 to the Institute of Medicine, and 210 to the American Academy of Arts and Sciences.
Twelve 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).
Eighteen 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), Paul A. Samuelson (1996), 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.
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 the magnetic core memory that made possible the development of digital computers.
Within the last five years, research teams at MIT have located the gene defect 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 country. In 1995-96, over 1,700 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 with private companies each year.
Research Sponsorship Fiscal 1996
(figures in thousands)
Organization
|
Amount
|
Percent
|
| US
Department of Energy
|
$69,588
|
18.8%
|
| Industry
|
$67,164
|
18.1%
|
| US
Department of Defense
|
$59,997
|
16.2%
|
| US
DHHS
|
$58,211
|
15.7%
|
| NASA
|
$39,190
|
10.6%
|
| NSF
|
$35,837
|
9.7%
|
| Other
Nonprofit
|
$25,926
|
7.0%
|
| Other
Federal
|
$8,721
|
2.4%
|
| Internal
|
$3,372
|
0.9%
|
| State,
Local, and Foreign Governments
|
$1,652
|
0.4%
|
| Other
Sponsors
|
$625
|
0.2%
|
Admission to MIT is based on academic potential, general personal qualifications, and outstanding interests, activities and achievements. In 1996, approximately 8,000 candidates submitted final applications for the freshman class. Of these, about 1,950 or 24 percent were offered admission. The total first-year enrollment was 1,071. In addition, 28 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 12,150 candidates submitted applications for graduate study in 1996. Of the 2,450 candidates who received offers of admission, 1,353 or 55 percent accepted and registered in advanced degree programs at MIT.
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 1996, over 2,800 students participated in UROP.
Independent Activities Period (IAP)
During IAP, a four-week period in January, students set and pursue their
own educational goals. They can work with faculty or on their own, often
fitting in interests and activities they do not have time for during the
regular terms. Students may earn academic credit for work directed by a faculty
member and in two departments, undergraduates fulfill requirements during
IAP.
Most students remain on campus during IAP 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 provides 50 first-year students with the opportunity to approach their core subjects through innovative and interactive teaching methods. Students choose from a variety of learning formats, including small discussion-oriented classes, self-paced tutorials, and study groups which allow for plenty of staff-student contact. Students have the flexibility to move through the material at their own pace and to concentrate on areas which 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. The course includes workshops in all the technologies studied. Students attend core science and math courses with the rest of the freshman class, but may take part in ISP-sponsored recitations or study groups. Enrollment is limited to 40 freshmen.
Undergraduate Enrollment
|
4429
|
| First-year*
|
1,074
|
| Undeclared
Second-year*
|
31
|
| Third-year
Special Students
|
16
|
| Architecture
and Planning
|
74
|
| Engineering
|
2,049
|
| Humanities
and Social Science
|
152
|
| Management
|
151
|
| Science
|
882
|
*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 | 5,518
|
||
| Master
|
Doctoral
|
Special
| |
| Architecture
and Planning
|
352
|
163
|
27
|
| Engineering
|
1,265
|
1,072
|
82
|
| Humanities
and Social Science
|
17
|
328
|
4
|
| Management
|
774
|
121
|
18
|
| Science
|
24
|
969
|
8
|
| Whitaker
College
|
12
|
281*
|
1
|
*This number includes 164 students working on Harvard degrees.
Women have attended MIT since 1871. In 1996-97, there are 1,749 women enrolled as undergraduates (39 percent) and 1,336 as graduate students (24 percent).
United States minority groups are represented by 1,997 undergraduates (45 percent) and 756 graduate students (14 percent):
Undergraduate
|
Graduate
| |
| Native
American
|
33
|
8
|
| Asian
American
|
1,253
|
473
|
| African
American
|
286
|
136
|
| Hispanic
American
|
425
|
139
|
In 1996-97, MIT students came from all 50 states, the District of Columbia and three territories. One-hundred-and-five foreign countries are represented, with an international student population of 347 undergraduates (8 percent) and 1,797 graduate students (33 percent).
Undergraduate Tuition and Living Expenses
Nine months' tuition for 1996-97 is $22,000. In addition, undergraduate room
and board ranges from $5,482 to $6,474, with a standard of $6,350; 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 $2,550.
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' 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 ($8,600 for 1996-97). 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 1996-97, the average grant awarded to students who are eligible for aid is $13,300.
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 1996-97, 9-months' tuition is $22,000 (except in the
School of Management, where tuition for the master's degree program is
$23,900). Twelve-months' tuition is $29,333. 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.
Most undergraduates live in MIT's 10 Institute houses or in 37 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 1,000 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 Harold E. Edgerton House. An additional 400 married students and their families live in two campus apartment complexes, Westgate and Eastgate. About 70 graduate students live in undergraduate dorms and act as graduate resident assistants.
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; Neurosciences; 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 online catalog.
Computer Resources
MIT's computing environment gives members of the community access to a
rich array of technologies and information resources. Many of these resources,
including networks and telecommunications, are the responsibility of
Information Systems (IS), while several departments and laboratories maintain
their own computing facilities. IS services and facilities include MITnet (the
campus network), the Athena Computing Environment, hardware and software sales,
and a variety of support avenues --help lines, consulting, training,
publications--to help members of the MIT community make effective use of
information technology.
Most of MIT's computers are attached to MITnet and to other computer networks around the world. Athena offers resources to students, faculty and staff, with courseware, electronic mail, applications such as word processing and graphics, utilities, programming tools, printers and a host of computer network services. Many of MIT's academic and administrative functions are being moved to networked applications. With these resources, members of the MIT community can share information and programs, communicate with each other, and work together on problems and ideas in creative ways.
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 39 journals in these disciplines.
Thirty-five percent of its sales are to export markets. The Press operates its
own bookstore in Kendall Square.
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 Bos-ton 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 exhi-bitions 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 Hwang, and composer Steve Reich.
For more information, see the Arts at MIT web site: http://web.mit.edu/arts/www
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
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.
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 that offers ROTC programs in the four main services of the United States military service: the Army, the Navy/Marine Corps and the Air Force. In 1996-97, 17 MIT students participate in the ROTC program of the Army, 47 students in the Navy/Marine Corps and 49 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.
More than 90 percent of the students who enter MIT as freshmen complete their undergraduate studies and receive an MIT degree. Approximately 50 percent of those who received a bachelor's degree in 1996 went directly to graduate school or completed the requirements for the master's degree with the work for the bachelor's. Among these, 107 students (8.7% 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, business and economics consulting firms, and banks. Responding to these new opportunities, students have been pursuing increasingly diverse careers. Ph.D.s, for example, are finding their way to Wall Street as well as to careers in teaching and research.
The Association of Alumni and Alumnae of MIT, established in 1875, is an independent volunteer organization that helps 90,000 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, com-municate and raise funds for MIT.
In addition to traditional programs such as regional clubs and reunions, the Association provides services that include MIT's Technology Review; the Institute Career Assistance Network (ICAN); and a new Alumni Network Services site on the World Wide Web <http://web. mit.edu/alum/ans>. Nearly 4,000 alumni/ae volunteer their services each year, with many serving as class and club officers, members of the Educational Council, and as volunteers in the governance of MIT through service on departmental or program-related visiting committees, or as members of the Institute's board of trustees, known as the MIT Corporation. The Association also conducts seminars for entrepreneurs through its Enterprise Forum.
In fiscal year 1996, the Alumni Fund raised a record of nearly $25 million in gifts from over 30,500 alumni/ae donors.
United States and Possessions
|
73,095
|
| New
England
|
21,187
|
| Mid-Atlantic
|
19,422
|
| West
|
11,820
|
| Great
Lakes
|
5,842
|
| Southwest
and South Central
|
5,576
|
| Southeast
|
5,256
|
| Northwest
and Great Plains
|
3,433
|
| Alaska
and Hawaii
|
355
|
| Puerto
Rico, the Virgin Islands and other US territories
|
204
|
| Europe
|
3,697
|
| Asia
|
3,700
|
| North
America (other than US)
|
1,739
|
| South
America
|
1,015
|
| Pacific
Ocean Islands and Australia
|
423
|
| Africa
|
376
|
| Central
America
|
81
|
Since its founding, MIT has maintained a commitment to serving the Commonwealth of Mas-sachusetts 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 1996, these payments totaled over $6 million.
MIT contributes significantly to the local and state economies. A 1989 study revealed that MIT alumni 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 1996 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.
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 MIT's 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.
The 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 over 500 firms in more
than ten industries in the US, Europe and Asia.
Leaders for Manufacturing Program
Offered 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 15 leading US manufacturing companies. Its goals
are to discover and codify guiding principles for manufacturing; educate
leaders for manufacturing companies; and infuse important principles and
technologies into the nation's manufacturing practice. The educational
component is a 24-month integrative program that leads to master of science
degrees in both engineering and management (an MBA is available alternatively
for the management degree). Students learn from faculty at both schools and
take part in activities that include 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
master's program in the management of technology and innovation. The one-year
curriculum serves technical managers who will create the linkages between
technology and strategy for 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, 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 US and abroad. The program
leads to the master of science degree in management.
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 1995-96, 1,308 scholars came to MIT from over 75 foreign countries to conduct research and teach in fields as diverse as linguistics, cancer research, chemical engineering and visual arts. That year, 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 309 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 (AGS) brings scientists, engineers, and social scientists
together to address the emerging set of complex global environmental issues
that profoundly affect social and economic progress. The aim is to build a
multidisciplinary international academic forum in partnership with colleagues
from governments, industry and other public and private institutions worldwide
to advance knowledge and understanding of these complex problems and to develop
intelligent alternative policies and practices that are urgently needed to
solve them. AGS research initiatives focus on five broad areas of concern:
global climate change; future cities, energy, and mobility; natural resources
and public health; environmentally conscious design and manufacturing; and
policies.
MIT International Science and Technology Initiatives
The MIT International Science and Technology Initiative (MISTI) has
three goals: to enlarge students' opportunities for international learning by
creating new resources on campus and by offering 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 learning how to internationalize industry, education and
research. MISTI operates through separate regional programs. MISTI/China was
launched in 1994; MIT/Germany started 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 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.
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 (LCS) 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, 150 organizations from around the world are members. Tim
Berners-Lee, inventor of the Web, is the Consortium's Director. Jean
François Abramatic, Associate Director of LCS, is its Chairman.
Category
|
Amount
|
Percent
|
| Sponsored
Research
|
$600.6
|
44.2%
|
| Expenses
Applicable to Instruction and Research
|
$294.1
|
21.6%
|
| Instruction
and Unsponsored Research
|
$242.4
|
17.8%
|
| Net
Change in Unrestricted
|
$116.4
|
8.6%
|
| Scholarships
and Fellowships
|
$60.6
|
4.5%
|
| Auxiliary
Enterprises
|
$38.5
|
2.8%
|
| Association
of Alumni and Alumnae
|
$7.2
|
0.5%
|
Fiscal 1996
Revenues and Funds Used (in millions)
Total: $1,359.8 million
Category
|
Amount
|
Percent
|
| Sponsored
Research Revenues--Campus
|
$377.7
|
27.8%
|
| Sponsored
Research Revenues--Lincoln
|
$343.2
|
25.2%
|
| Tuition
|
$214.2
|
15.8%
|
| Net
Realized Gains
|
$139.1
|
10.2%
|
| Fees
and Other Revenues
|
$114.1
|
8.4%
|
| Investment
Income
|
$74.9
|
5.5%
|
| Gifts
and Bequests
|
$58.1
|
4.3%
|
| Auxiliary
Enterprises
|
$38.5
|
2.8%
|
Fiscal 1996
| |
| Year-End
Statistics
|
Millions
|
| Book
Value of Educational Plant
|
$491.4
|
| Book
Value of Endowed Funds
|
$1,828.3
|
| Market
Value of Endowed Funds
|
$2,493.6
|
| Book
Value of Total Investments
|
$2,180.6
|
| Market
Value of Total Investments
|
$2,917.1
|
Copyright © 1997 Massachusetts Institute of Technology