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Date: 24 October 2020

This Innovation to Practice, Work-In-Progress Paper discusses efforts toward building a community for educational transformation in Higher Education led by the department of Open Learning at the Massachusetts Institute of Technology (MIT). MIT has a long history of implementing hands-on, science

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Date: 1 May 2019

An overview of the current state of alternative credentialing.

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Date: 6 September 2018

This paper provides MIT community members with background information to inform discussions regarding ways in which MIT’s current open access policies and practices might be updated and revised in order to further the Institute’s mission to disseminate the fruits of its research and scholarship

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Date: 21 June 2018

In this clip from the HybridEd 2018 Workshop, Prof. Chrysanthos Dellarocas, Associate Provost for Digital Learning and Innovation at Boston University, shares his view of the future role of the university in a world of rapid changes to demands for workforce skills.

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Date: 30 March 2018

This study considers the global state of the art in engineering undergraduate education. It was undertaken to inform Massachusetts Institute of Technology’s New Engineering Education Transformation (NEET), an initiative charged with developing

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Date: 9 October 2017

Chancellor Eric Grimson discusses unique aspects of MIT education, including the "mens et manus," or "mind and hand," approach.

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Date: 1 April 2016

This report looks at the challenge of how both online and blended learning can be optimized by incorporating emerging lessons from learning science, from discipline-based education reforms, and from cognitive science.

It is the final report of MIT’s Online Education Policy Initiative and

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Date: 28 July 2014

In this final report, the Institute-wide Task Force on the Future of MIT Education presents concrete recommendations, from increasing the flexibility and modularity of the curriculum, to imagining new kinds of physical spaces to support learning, to defining new opportunities for service.  To

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Date: 1 March 2002

A study completed in 1999 in the School of Science at MIT found that tenured women faculty often experienced marginalization, and with it, inequities in terms of resources for research and compensation. Inequities can be difficult to detect in the absence of a systematic study. To ensure the

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Date: 21 March 1999

This report on the work of the Committees on Women Faculty in the School of Science and the response of the Dean to their findings, describes a model that can be used by the Institute as a whole to decrease the inequities that still exist, both in terms of numbers and in treatment. And though