DUE News - 2014

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  • Today, MIT made its undergraduate admissions decisions available to applicants for the 2014-2015 academic year. The Institute admitted 1,419 students to next year’s freshman class. A total of 18,357 students applied, for an admission rate of 7.7 percent.

    “Every year the job of selecting among such a talented applicant pool is more and more difficult,” says Stu Schmill, MIT’s dean of admissions. “I’m always so impressed by the high caliber of students who apply to MIT. It is a truly outstanding group.”

  • Clemmie MitchellHow would you spend a year between high school graduation and your first year at MIT? Several members of the Class of 2018 took that gap year opportunity, and their adventures ranged from teaching in a Tanzanian village to working in a San Francisco startup on the verge of acquisition.

  • Students in Terrascope, one of MIT's learning communities for first-year students, spent their spring break in South Africa, getting a first-hand look at problems related to clean-water access there.

  • MacVicar Day explores how to create more ways to mentor MIT undergraduates.

    At the MacVicar Day symposium on March 14, physics professor Nergis Mavalvala shared a recent email with the audience, using assumed names to protect the innocent.

  • Every year, the MacVicar Faculty Fellows Program recognizes a handful of professors who are exceptional undergraduate teachers, educational innovators, and mentors. The awardees this year are (shown clockwise, from top left):

  • For the 2014-15 academic year, MIT will increase undergraduate tuition and fees by 3.5 percent while setting its need-based undergraduate financial aid budget to $95 million.

    The tuition and financial aid figures for the coming academic year were announced today at a meeting of the MIT Corporation.

  • This January, I traveled to Ghana as part of a team of five D-Labbers to work with our partner schools in the community of New Longoro.

  • The Registrar’s Office rolled out its newest digital tool, an online add/drop form, on Jan. 27 — just in time for the beginning of spring term. Like the paper version, the form allows students to add or drop courses, adjust units, change status (for example, from credit to listener), and obtain advisor approval. However, not only is the digital version more convenient and efficient, but it also is equipped with helpful interactive tools.

  • Several new staff joined DUE between November 20, 2013-February 18, 2014

    WELCOME!

    D-Lab

    Nadia Elkordy, Research Project Coordinator

    Patricia Matthews, Program Manager, IDIN

    Elizabeth Hoffecker Moreno, SRS Research Coordinator

    Military Science

    Sean McDonough, Technical Instructor

  • TLL's collection of STEM Concept Videos is now accessible to the world on OCW! For the last two and a half years, the Teaching and Learning Lab has been developing these educational videos in collaboration with MIT faculty, instructors, post-docs, and graduate students who narrated the videos and often lent examples of their own research to the content.

    This video collection, funded by the MIT - Singapore University of Technology and Design (SUTD) collaboration, targets content from the first three semesters of the undergraduate curriculum at SUTD. Many of the courses students take in their first three semesters at SUTD look very similar to MIT GIR courses and the prerequisite courses for many STEM (science, technology, engineering, math) undergraduate programs across the U.S.

    OCW Video Theme IconsThe goals of the videos are three-fold:

    1. to reinforce pivotal concepts and multidisciplinary themes,
    2. to provide opportunities for students to actively engage with content, and
    3. to provide real-world examples from everyday life, or from research, of the utility of these concepts.

    The videos utilize animations, visualizations, demonstrations, and/or examples from a variety of engineering and science disciplines to further the intended learning outcomes. Times to pause the video are incorporated to allow for student interaction—providing opportunities for students to predict the result of demonstrations, engage in discussion of concepts, and perform classroom activities tied to the video’s intended learning outcomes. The videos are meant to supplement classroom instruction.  Instructors might use snippets of video in class or students might watch them outside of class to review a concept or prepare for class discussion.

    “We are pleased to share this collection of videos with students and teachers across the globe through OCW,” said Dipa Shah, project manager and video scriptwriter. “We are also conducting assessments on the use of these videos by MIT students and look forward to feedback from the MIT community.”

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