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1.

Mission and origin

aim

The mission of MIT is to develop knowledge and educate students in science, technology and other academic fields, and to provide the best service for the country and the world in the 2 1 century.

The Institute is committed to creating, disseminating and preserving knowledge, and cooperating with others to apply this knowledge to the major challenges facing the world. MIT is committed to providing students with an education that combines rigorous academic research and exciting discoveries with the support and intellectual encouragement of diverse campus communities. We seek to cultivate the ability and enthusiasm of every member of the MIT community to work wisely, creatively and effectively for human progress.

The college enrolled the first batch of students in 1865, four years after approving its founding charter. This opening marked the climax of william barton rogers's long-term efforts to establish a new independent educational institution related to the increasingly industrialized United States. Rogers emphasized pragmatism and operability. He believes that professional ability can be best cultivated by combining teaching with research and focusing on real-world problems. To this end, he took the lead in developing the teaching laboratory.

Today, MIT is a world-class educational institution. Teaching and research-with relevance to the real world as the guiding principle-remain its main purpose. MIT is independent, coeducational and privately donated. Its five schools and one college include many academic departments, branches and degree-granting programs, as well as interdisciplinary centers, laboratories and projects whose work transcends the boundaries of traditional departments.

2. Resources for establishing the Massachusetts Institute of Technology

Throughout the history of MIT, individuals, enterprises and foundations have provided a lot of support, making MIT a leader in higher education. This tradition continues to this day, and today MIT benefits from generous donations from a series of organizations and individuals.

In fiscal year 2005-2006, the total amount donated or promised by private organizations and individuals was $3,065,438+300,000, which was the second highest in the history of MIT. Individuals accounted for the largest share of this total, amounting to $205.7 million. However, regardless of the source, these donations are vital to MIT, providing much-needed unearmarked funds and resources earmarked for a series of important priorities.

MIT continues to develop new resources, educational innovation and other key priorities for teachers and students. At the core of these efforts is a large and dynamic group of MIT volunteers, most of whom are college graduates. Specific ongoing needs include support for:

Students and Campus Life-The College is trying to develop new financial support for undergraduates and postgraduates, and is also looking for resources for student-oriented activities, such as sports and residential life projects.

Priority of research and education-MIT has designated selected areas as institutional priority areas, including cancer research and education, and new facilities to accommodate these activities, as well as energy research and education.

Architecture-In addition to the proposed new facilities for cancer research and education, MIT's construction project also includes a new MIT Si Long School of Management complex, as well as the new homes of physics department and some materials science and engineering departments.

3. Schools and departments, departments and. part

School of Architecture and Planning

Architecture (Course 4)

Media art and science

Urban research and planning (course 1 1)

engineering college

Aerospace (course 16)

Department of bioengineering

Chemical engineering (course 10)

Civil and environmental engineering (course 1)

Computational and Systems Biology

Electrical Engineering and Computer Science (Course 6)

Engineering systems department

Materials Science and Engineering (Course 3)

Mechanical Engineering (Course 2)

Nuclear Science and Engineering (Course 22)

College of Humanities, Arts and Social Sciences

Anthropology (course 2 1A)

Comparative media research

Economics (course 14)

Foreign languages and literature (course 2 1F)

History (course 2 1H)

Humanities (course 2 1)

Linguistics and Philosophy (Course 24)

Literature (course 2 1L)

Music and dramatic arts (course 2 1M)

Political science (course 17)

Science, technology and society

Writing and Humanities Studies (Course 2 1W)

Si Long Institute of Management

Management (course 15)

College of science

Biology (Lesson 7)

Brain and Cognitive Science (Course 9)

Chemistry (Course 5)

Earth, Atmosphere and Planetary Science (Course 12)

Mathematics (course 18)

Physics (Course 8)

Whitaker College of Health Science and Technology

Harvard-Massachusetts Institute of Technology Health Science and Technology Division

MIT -WHOI Joint Project of Oceanography and Applied Marine Science and Engineering

Degree awarded

bachelor of science

Master of Architecture (March)

Master of business administration (MBA)

Master of Urban Planning

Master of Engineering (Meng)

Master of science (SM)

Engineer (each degree specifies its awarded field)

Doctor of Philosophy (PhD)

Doctor of science

4. Focus on MIT

College students' commons

The concept of educational "commons" is reminiscent of the early period in the history of New England, when land jointly owned or used by community residents, such as village green space, was called commons.

In MIT, educational sharing is shared knowledge, resources, aspirations and values, which constitutes the core of MIT education. Graduates find that this is also the basis of lifelong learning.

However, in the 26th century, what does it mean to be an educated person in a world that is increasingly influenced by the progress of science and technology and the global trend caused by it?

The outline of MIT's answer began to appear in 2006 10, when the public resources working group of undergraduate education composed of more than 20 faculty and undergraduates completed a three-year evaluation of MIT's undergraduate education project.

Aiming at the core requirements that every undergraduate must meet, the working group calls for the most far-reaching reform of the undergraduate course of MIT in half a century. A key recommendation is new and more flexible scientific, mathematical and engineering requirements. The other is to have a clearer foundation in the study of culture and society.

A remarkable feature of this report is that in the first year of MIT, students' creativity was valued. If these suggestions are adopted, freshmen will have more opportunities to participate in active and project-based learning. The new science and engineering course will focus on creative design projects and stimulate the acquisition of subject knowledge, the integration of various research models and team building. In the humanities, arts and social sciences, a similar approach will inspire the first-year courses to explore key human issues, such as democracy, self-nature, wealth and poverty, war and revolution.

It is also exciting that international experience is considered as an important part of undergraduate education. The working group urged MIT to make it possible for all undergraduates to study, work or practice meaningfully abroad within five years, without financial or academic penalties.

It is expected that the college will further improve these suggestions in 2007, and the final approval and implementation will be completed in the next few years.

As a long-term leader of science and technology-centered education, MIT's direction in curriculum renewal and reform will continue to be followed by colleges and universities in the United States and around the world.

5. Graduate education

For more than a century, MIT's graduate program has provided an ideal learning environment for students and teachers to work together to expand their knowledge.

Traditionally, MIT is the leader of engineering graduate education, and its doctoral programs in the fields of mathematics, physics and life sciences are also well-known throughout the country. In addition, the top graduate programs in economics; Political science; Linguistics; Science, technology and society; Architecture; Urban studies; And management have broadened the scope of graduate education at MIT.

Postgraduates can pursue any of the following degrees: Doctor of Philosophy (PhD), Doctor of Science (ScD), Engineer, Master of Science (SM), Master of Engineering (MEng), Master of Architecture (MArch), Master of Urban Planning (MCP) and Master of Business Administration (MBA).

Cross-registration opportunities between Harvard and Wellesley, joint degree programs with woods hole oceanographic institution, and graduate associations for women's studies are important resources for graduate students. Brandeis University, Tufts University and Boston University also offer other learning opportunities.

The college has only one college, which is responsible for the teaching of undergraduate and graduate students. Each department exercises a large degree of autonomy for its graduate programs under the general guidelines established for the whole institute. The management of postgraduate education is the responsibility of the president, deputy provost, president, dean and vice president in charge of postgraduate education, and the newly established Graduate Program Committee of the College Standing Committee.

Postgraduate office

The Graduate Office supports the graduate students and graduate administrators of the whole institute and supplements the management of each department. GSO consists of the office of the postgraduate provost; Office of International Students; The Graduate Council is composed of elected representatives from all departments and graduate dormitories and at-large members.

The facts of some graduates

The enrollment process of MIT graduate programs is decentralized. Applicants apply directly to interested academic departments or degree-granting projects.

Doctoral students are supported by scholarships (24%), research assistantships (5 1%) and assistantships (12%). 13% people get other forms of support or no support.

There is no upper limit on the number of graduate students admitted to MIT. Each department accepts as many students as possible according to their RA, TA and scholarship resources and the number of teachers who can provide suggestions for research.

Postgraduates 1980 surpassed undergraduates for the first time. Today, graduate students account for 60% of the total number of students.

In the fall semester of 2006, there were 6 126 graduate students enrolled in MIT. 36% are international students. 34% people live on campus, which is close to the goal of 50% of the institute.

People who are interested in postgraduate courses can apply for special student status. Special graduate students refer to students whose scheduled study plan is essentially graduation, but not applying for a higher degree.

Among the students who obtained the Master of Science degree from MIT, 29% chose to continue their postgraduate studies, while 52% entered the workplace. For those who get a master's degree in engineering, these two figures are 15% and 76% respectively; For MBA graduates, the proportion is 2% and 87% respectively. In the doctoral stage, 53% of the PhD graduates from MIT entered industrial or government positions, while 13% accepted academic positions and 24% engaged in postdoctoral research.

1.

Origin and mission, mission and origin

Mission statement

The mission of MIT is to develop knowledge and educate students in science, technology and other academic fields, and to provide the best service for the country and the world in the 2 1 century. The mission of MIT is to promote students to provide the best service to the country and even the world in the 2/kloc-0 century in knowledge, educational technology, scholarships and other fields.

The Institute is committed to creating, disseminating and preserving knowledge, and cooperating with others to apply this knowledge to the great challenges facing the world. The institute is committed to the great challenge of creating, disseminating and preserving knowledge, and influencing the world with this work and other people's knowledge. MIT is committed to providing students with an education that combines rigorous academic research with exciting disc. With the support and intellectual encouragement of diverse campus communities. MIT is committed to providing students with rigorous academic research and excitement and wisdom, combined with education, to support and stimulate diverse campuses. We seek development. Every member of the MIT community has the ability and enthusiasm to benefit mankind wisely, creatively and effectively. We seek to develop the ability and enthusiasm of each member to work in the MIT community, and effectively improve mankind with wisdom and creativity.

The college enrolled the first batch of students in 1865, four years after approving its founding charter. 1865 college students admitted for the first time. Four years later, the articles of association were passed. Its opening marks the unremitting efforts of william barton rogers, an outstanding natural scientist, to establish a new independent educational institution, which is closely related to the increasingly industrialized United States. The opening ceremony marked an extension of william barton rogers's efforts. An outstanding natural scientist has established a new independent educational institution related to the increasingly industrialized United States. Rogers emphasized practicality and practicality. Rogers emphasized pragmatism and practicality. He believes that professional ability can be best cultivated by combining teaching with research and focusing on real-world problems. He believes that it is best to cultivate professional teaching, scientific research and pay attention to real-world problems. To this end, he took the lead in developing the teaching laboratory. To this end, he created a teaching laboratory.

Today, MIT is a world-class educational institution. Today, MIT is a world-class educational institution. Teaching and research-taking the relevance with the real world as the guiding principle. E-commerce is still its main goal. Teaching and research-taking relevant practical guiding principles as the world-continue to be its primary purpose. MIT is independent, coeducational and private. Mit is independent, male and female, and pays for its own scenery. Its five schools and a college include many academic departments, branches and degree-granting programs, as well as interdisciplinary centers, laboratories and projects that cross the boundaries of traditional departments. It includes many universities, five schools, a department, a teacher, a degree-granting project, and the work of projects that cross the boundaries of centers, laboratories and traditional departments.

2.

Resources for building MIT

Throughout the history of MIT, individuals, enterprises and foundations have provided a lot of support, making MIT a leader in higher education. Throughout the history of MIT, with the support of individuals, companies and foundations, it has provided a large research institute and achieved leading higher education. This tradition continues to this day, and today MIT benefits from a series of general donations from organizations and individuals. This tradition continues to benefit a series of organizations and individuals generously donated by MIT today.

In fiscal year 2005-2006, the total amount donated or promised by private organizations and individuals was $3,065,438+300,000, which was the second highest in the history of MIT. In the fiscal year of 2005-2006, the total donations and pledges of private groups and individuals were $306,543.8+300 million. The history of MIT ranking second in total number. Individuals bear the largest share, which is $205.7 million. Regardless of the source, these donations are vital to MIT, providing much-needed unearmarked funds and resources designed for a series of important priorities. The share of personal responsibility is the largest, * * 2878 yuan, 205.7 million yuan * regardless of the source, but these donations are crucial. MIT has designated a series of important resources as funds to provide much-needed projects.

MIT continues to develop new resources for facilities and students, educational innovation and other key priorities. MIT continues to develop new resources. Teachers and students, educational innovation and other key points. At the core of these efforts is a large and dynamic group of MIT volunteers, most of whom are college graduates. They have played a central role in this effort and are volunteers of a large and active group, Massachusetts Institute of Technology. Most of their graduates. Specific ongoing needs include support: currently, it includes supporting specific needs:

Students and Campus Life-The College is trying to develop new financial support for undergraduates and postgraduates, just as wise seeks resources for student-oriented activities (such as sports and residential life projects)-The College is trying to develop new financial support for undergraduates and postgraduates, and is also seeking resources for student-oriented activities (such as sports and residential life projects).

Priority of research and education-MIT has designated selected areas as institutional priorities, including cancer research and education, as well as new facilities to accommodate these activities, and priority of energy research and education. MIT has given priority to pilot institutions, including cancer research and education and new facilities to accommodate these activities, energy research and education.

Architecture-In addition to the proposed new facilities for cancer research and education, MIT's architectural plan includes a new MIT Si Long School of Management complex, and a new physics department and a part of the materials science and engineering department building. In addition to proposing new cancer research and education facilities, MIT's construction plans include the new MIT Si Long complex and new residential buildings, as well as some materials science and engineering departments of the Physics Department.

4.

Mit focus MIT focus

College students' commons

The concept of educational "commons" is reminiscent of the early period in the history of New England, when land jointly owned or used by community residents, such as village green space, was called commons. The educational concept "the commons" recalls the history of New England. When land is shared with all or used community residents, such as green villages, it is called commons.

In MIT, educational sharing is shared knowledge, resources, aspirations and values, which constitutes the core of MIT education. MIT education commons is * * * to enjoy knowledge, resources, aspirations and core values, which constitutes MIT education. As graduates have discovered, this is also the basis of lifelong learning. If you find graduates, it is also the basis of lifelong learning.

However, in the 26th century, what does it mean to be an educated person in a world that is increasingly influenced by the progress of science and technology and the global trend caused by it? But in the increasingly utilitarian world of scientific and technological progress and the world of 2 1 century, what has the educated people opened up?

The outline of MIT's answer began to appear in 2006 10, when the public resources working group of undergraduate education composed of more than 20 faculty and undergraduates completed a three-year evaluation of MIT's undergraduate education project. The answer to the MIT syllabus began to appear in June 2006, 10. When the task force was working on undergraduate education commons, a group consisting of more than ten teachers and two college students completed a three-year review of MIT's undergraduate education development plan.

Aiming at the core requirements that every college student must meet, the working group calls for the most far-reaching reform of undergraduate currency at MIT in half a century. According to the core requirements, every college student must complete, and the task force calls for the most far-reaching changes. The undergraduate course of MIT has been half a century. A key recommendation is new and more flexible scientific, mathematical and engineering requirements. One of the most important suggestions is to require a new technology, greater flexibility in mathematics and engineering. The other is to have a clearer foundation in the study of culture and society. The other is more specific research in culture and society.

A notable feature of this report is that it focuses on recording students' creativity in their first year at MIT. Personality report focuses on tapping students' creativity. In the first year of MIT, if these suggestions are adopted, freshmen will have more opportunities to participate in active and project-based learning. If the proposal is passed, freshmen will have more opportunities to actively participate in their studies. The new science and engineering course will focus on creative design projects, stimulate the acquisition of subject knowledge, the integration of various research models and team building. The new science and engineering courses will focus on