Reports

What are the things that we learned how to do during the pandemic that faculty and instructors across MIT are now, already, building into their on-campus teaching? The Ad Hoc Committee on Leveraging Best Practices from Remote Teaching for On-Campus Education has asked this question broadly across MIT.

The Ad Hoc Committee on MITx and MITx Online focused on MIT’s strategy with respect to the production and distribution of open online educational material.

Over the past two years, the Subcommittee on the HASS Requirement (SHR) conducted the first full review of how the Concentration Component of the HASS Requirement is functioning.

A five-School group of faculty convened by the Chair of the Faculty and the Dean for Undergraduate Education conducted an in-depth study of the meaning of the phrases “algorithmic reasoning” and “computational thinking” in the context of the education of MIT’s undergraduates across the Institute, including whether MIT should expect algorithmic and computational thinking of all of its graduates.

In this final report, the Task Force offers a series of recommendations for how MIT can continue to transform education for future generations of learners.

The MITx Subcommittee of the FPC considered how to (a) provide faculty governance and oversight, (b) assign credit for online courses while assuring academic integrity, and (c) preserve the quality of the MIT educational program. Recommendations for managing intersections between MITx and other online coursework and the residential program are summarized and elaborated on in the report.

The work of the CUP Subcommittee on the Educational Commons built on the final report of the Task Force on the Undergraduate Educational Commons, taking into account reactions to that report by the wider MIT community following its presentation to the President in October 2006.

MIT President Charles M. Vest charged the Task Force on the Undergraduate Educational Commons to address the goals, content, and structure of MIT’s undergraduate education.

In the Fall of 1999, the Committee on the Undergraduate Program formed a subcommittee to review MIT’s policies and practices concerning freshman Pass/No Record grading and advanced placement credit. This is the final report that the CUP submitted to the MIT Faculty.

This report, from the CUP Subcommittee on the Communication Requirement (SOCR) and its affiliated Implementation Working Group, describes the progress made in carrying out the charge of the CUP “to oversee and establish policy for the Communication Requirement” and to develop “an implementation plan that outlines the administrative processes for the Communication Requirement.”

In the Fall of 1999 the Committee on the Undergraduate Program formed a subcommittee and charged it with reviewing MIT’s policies concerning freshman Pass/No Record grading and advanced placement examinations.

At its meeting on April 17, 1997, the Faculty directed the Committee on the Undergraduate Program to conduct a series of experiments and pilot programs to help in the design of a new Communication Requirement. These experiments should be evaluated by a subcommittee of the CUP.

The Faculty (through the Committee on the Undergraduate Program) and the administration (through the Office of the Dean of Students and Undergraduate Education) have established a committee of faculty to review the current educational commons, particularly the freshman educational program, and make recommendations about how it might be redesigned to be more effective.

MIT President Charles M. Vest appointed the Presidential Task Force on Student Life and Learning to undertake a comprehensive review of the Institute's educational mission and its implementation.

In the spring of 1989 the Faculty passed a motion endorsing the addition of biology to the Science Requirement. The Committee on the Science Requirement was formed to examine how the new biology requirement might be implemented and how the Science Requirement should be modified to accommodate it.

Provost John Deutch established a Faculty Study Group to advise the Institute Administration and Faculty on the general principles that should guide MITs international activities and relationships, and to suggest any revisions in policies and activities that should be considered.

The Committee on Curriculum Content Planning was formed upon recommendation of the Committee on Educational Policy to make an intensive study of undergraduate education at MIT.

In January 1947, the Faculty appointed the Committee on Educational Survey to review the state of education at the Institute.