Curriculum Innovation

In 2006, after a two-and-a-half year comprehensive review of the undergraduate curriculum, the MIT Task Force on the Undergraduate Educational Commons made transformative recommendations to improve the quality and clarity of the educational experience. While the Task Force report affirmed that MIT’s core curriculum has successfully prepared graduates for a lifetime of learning and leadership, it also recognized that changes in the world and students today require some very important changes to the curriculum. Their recommendations focused on:

  • Incorporating more flexibility into the General Institute Requirements (GIRs);
  • Creating more opportunities for global education;
  • Providing a more cohesive and engaging first-year experience;
  • Promoting educational innovation and assessment;
  • Encouraging collaborative learning;
  • Recognizing the value of a diverse student body;
  • Enhancing undergraduate advising; and
  • Improving educational infrastructure, including classrooms and systems.

Through the work of Curriculum & Faculty Suppot (CFS), DUE is leading the refinement and implementation of the Task Force's recommendations. While some recommendations were ready for implementation, others needed additional discussion and refinement by the faculty. DUE supported and collaborated with the Committee on the Undergraduate Program (CUP) and the Educational Commons Subcommittee (ECS) as the recommendations were discussed, revised, and voted on by the faculty.

Experimentation extends beyond the recommendations of the Task Force and ECS. The CUP and its subcommittees on the Communication Requirement (SOCR) and the HASS Requirement license experiments supported by DUE. DUE also provides funding, as well as assessment and technical expertise, in support of curricular initiatives by individual faculty or teams of faculty.

DUE's Commitment to Curriculum Innovation at MIT

Curriculum innovation can take many forms; Consequently, DUE is actively engaged in supporting a broad range of efforts from across the Institute. Examples include: