DUE News - 2013

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  • On Saturday, December 14, 612 students were offered early-action undergraduate admission to MIT’s Class of 2018. The 6,820 students who applied to MIT during the early-action period represent a 4 percent increase from the previous year.
    Students celebrating

  • Marshall Scholar WinnersFour MIT seniors — Kate Koch, Colleen Loynachan, Kirin Sinha, and Grace Young — are among 34 new winners nationwide of prestigious Marshall Scholarships, which support two years of graduate study in the United Kingdom.

  • In early November, the Edgerton Center launched a new, dynamic website. The redesigned site celebrates the diverse activities and accomplishments of Edgerton while making it easier for the varied audieces to easily find the details and contacts for all the Edgerton programs. 

  • In August, President Obama released a plan to develop a new rating system for colleges and universities that will allow students and their families the ability to make informed decisions based on value and outcomes. The proposed plan would eventually connect this rating system to federal financial aid. While the rating system has not been developed at this point, the proposed metrics include access, affordability, and outcomes. With the unveiling of this proposed plan, the Department of Education scheduled four open forums around the country to allow public input and discussion.

    The open forum held at George Mason University on November 13 included several speakers from membership organizations, community colleges, universities, and recent college graduates throughout the Washington, DC, metro region.

    Many speakers voiced enthusiasm about the potential to access more detailed information about outcomes and affordability for specific demographics of students, including part-time and transfer students. However, some were concerned that current metrics only assess data for first-time, full-time students; as a result, the majority of the student body at schools working with non-traditional students would be excluded, providing unreliable and misleading outcome data.

  • President L. Rafael Reif has released the preliminary report of the Institute-Wide Task Force on the Future of MIT Education — a document that, following months of engagement with the MIT community, presents a broad range of views on how MIT could recast itself to meet the educational needs of the coming decades.

  • MIT Infinite CooridorAs part of the initial MIT 2030 priorities, MIT will be building a new Nano-Materials, Structures  and Systems facility (nMaSS). By consolidating the Institute’s nanoscale research activities into a state-of-the-art facility, nMaSS will facilitate accelerated scientific discovery. MIT President Emeritus Susan Hockfield called the construction of nMaSS the “highest academic priority of the MIT 2030 campus development plan.”

    The Institute considered several sites around campus for nMaSS. Given the need for a location with low levels of vibration and electromagnetic interference, which can interfere with sensitive equipment used in this type of research, it was determined that the most suitable location encompassed the footprint of Building 12. The MIT Executive Committee has fast-tracked this major project and construction will begin in summer 2014. As a result, all Building 12 residents need to move out of the building by July 1. This has major implications for DUE, since we occupy a significant amount of square footage in the building, including Global Education and Career Development (GECD), Office of Faculty Support (OFS), DUE Desktop Support, and the Tutorial Services Room (TSR).

    Space planning is always a challenge at MIT. We could choose to relocate residents of Building 12 and leave it at that. However, this would be a missed opportunity to improve the use of space across DUE. Instead, we have initiated a comprehensive process that will consider all DUE space and result in a plan where space and strategy are better aligned. The planning is guided by the DUE space principles developed by the DUE Leadership Team in 2006 (listed at the end of article) and five strategic goals:

  • Cadet Alyssa PybusWhen people find out that I am an ROTC cadet, one of the first things they ask about is how I balance ROTC and school. It’s not an easy thing to do. When you have to wake up before 0600 every Monday, Wednesday, and Friday for morning physical training (PT), finishing homework at 2 am every night isn’t a sustainable option. One of the hardest and most beneficial lessons I have learned from ROTC is how to manage my time.

    As a cadet, my college experience is very different from that of a typical student. On any given Wednesday night, while friends are getting homework done or hanging out at the dorm, I am out in a forest running STX (Squad Training Exercise) lanes, where we practice battle tactics like squad attack and squad ambush, or at an Army camp familiarizing myself with M16s, or downstairs in the unit building learning how to clear rooms in MOUT (Military Operations in Urban Terrain) fashion. One weekend a semester, I leave civilization to conduct Field Training Exercises. And that’s not all. There are ceremonies to attend, color guards to march, counseling meetings to hold, visits to supply that have to be made, ASU (Army Service Uniform) inspections to conduct, and this semester’s particular joy of illusive MOLLE (Modular Lightweight Load-carrying Equipment) packs to assemble.

  • Several new staff joined DUE between September 19 - October 20, 2013


    Admissions Office

    Tami Lawless, Administrative Assistant II
    Jessica Ch’ng, Admissions Counselor


    Sophia Hsu, Technical Instructor

    Edgerton Center

    Robert Vieth, Technical Instructor

    Military Science

  • With the aim of increasing the number of students and teachers inspired by the Edgerton Center's model of experiential science, technology, engineering, and math (STEM) education, the Edgerton Center is collaborating with i2 Camp, a national STEM summer camp.

    Partnering with a variety of educational organizations, i2 Camp broadens a student's exposure to a variety of innovative courses not seen in traditional middle school education.

  • Before Jessica Garrett arrived at the Edgerton Center, she taught math and science to grades 3, 5, and 6. She often recruited special guests to speak to her classes. Some were better than others, and she wished there were a way to help them better understand how to speak to young audiences.Edgerton Center TSC Workshop

    And while she had a network of scientific friends and family, she knew that other teachers often struggled to find scientists and engineers willing to talk to their classes.

    When Jessica attended the final COSEENE/TERC's Telling Your Story session at MIT, she was so excited about the idea of a workshop where teachers and scientists could meet each other and make a concrete classroom visit plan that she decided to help continue this program. She has been doing so since fall of 2011, teaming with other colleagues across MIT and Harvard, and continually improving the program.