Funds will be used to create a Dean’s Action Group to disseminate evidence-based teaching practices.
Grants For Educational Innovation News - All Years
February 15, 2017
February 4, 2016
MIT President L. Rafael Reif announced today a significant expansion of the Institute’s programs in learning research and online and digital education — from pre-kindergarten through residential higher education and lifelong learning — that fulfills a number of recommendations made in 2014 by the Institute-Wide Task Force on the Future of MIT Education.
January 26, 2016
Offering funding up to $25,000, mentoring, and tailored educational experiences, the program will open up new pathways for student entrepreneurs and innovators.
August 13, 2015
‘Global Principles’ course challenges students at MIT and the University of Tokyo to develop a cross-cultural, systems approach to materials science and engineering.
Today's materials scientists are expected to join multidisciplinary teams to solve real-world problems. A cooperative materials science course between MIT and the University of Tokyo is teaching students at both schools to incorporate social, political, and economic factors into large-scale engineering solutions.
August 1, 2008
The MIT Alumni Class Funds provide seed money to faculty to initiate innovative educational projects that encourage creative curriculum changes and enhance teaching and learning. Prof. Beth Coleman of the Program in Writing and Humanistic Studies and OEIT's Violeta Ivanova PhD'98 are pleased to be among the recipients of the 2008-2009 Alumni Funds for their proposal to develop a new undergraduate subject, which will focus on analysis and application in communication across media that span written language to all forms of visualization and visual culture.
June 1, 2007
The Task force on the Undergraduate Educational Commons defined some goals for improving the first year experience at MIT including infusing excitement into the first year, developing greater creative capacity, establishing the importance of self –directed learning, motivating the acquisition of disciplinary knowledge, illuminating connections among different disciplines and fostering teamwork and communication skills. The Task Force thought these goals might be facilitated by a project-based subject in the first year and thus described in their report learning activities that might be accomplished in a well-designed project-based subject. These learning activities might include design or creation, the synthesis of ideas and techniques, the use of “real-world” problems, cross-disciplinary interactions and outcomes that are defined through informed decisions.
Devadas, Grossman, Sipser, and Tang awarded MIT’s highest undergraduate teaching award.