During a Times Higher Ed summit, Prof. Shigeru Miyagawa, senior associate dean for open learning, emphasized the importance of integrating attention to ethical implications into AI education, reports Paul Baskin. “My plan is to educate a new generation of young people who will have intuition behind computational thinking,” says Miyagawa.
Reporting for NPR, Zeninjor Enwemeka spotlights MIT’s Ethics of Technology course, in which students explore how ethics is essential to their work as engineers and computer scientists. “I'm an ethicist, and I'm especially interested in these questions around ethics of things we make," explains postdoc and course instructor Abby Everett Jaques.
Writing for Times Higher Education, senior lecturer Anjali Sastry argues that entrepreneurship is a key component in finding solutions to complex global health problems. Sastry spotlights how MIT students are provided with hands-on opportunities to “learn analytics, systems thinking, effective business models and entrepreneurial processes. They aren’t just learning how to maximize profits, but ways to understand the market and craft systems.”
In an article for The Boston Globe Magazine, Neil Swidey highlights MIT as a model of “what an athletics-affirming but recruitment-light culture might look like.” “Despite refusing to put a thumb on the scale for athlete applications, MIT has produced a successful sports program that enhances, rather than detracts from, its academic reputation,” explains Swidey.
Research assistant Blakeley Payne speaks with Wall Street Journal reporter Michelle Ma about her work developing a curriculum that teaches kids about the ethics of AI. “You have to integrate the ethics piece at every point, because you never want to fall into the trap of presenting an AI system as like a mathematical equation,” explains Payne, “with the authority of a mathematical equation.”
CNBC reporter Abigail Hess spotlights how MIT “is one of just a few schools in the country to be considered full-need and need-blind, meaning the school does not consider financial status during acceptance decisions and claims to meet all demonstrated financial need.”
The Sloan School of Management and the Ruderman Family Foundation’s LINK20 have started a new week-long program aimed at equipping social justice and inclusion advocates “with theories and strategies in the areas of digital leadership, networking and entrepreneurship to become high-impact social influencers,” reports Sarah Kim for Forbes.
WGBH’s Aaron Schachter explores the new MIT Schwarzman College of Computing with graduate student Marc Aidinoff, a member of the Social Implications and Responsibilities of Computing Working Group. “Our hope,” says Aidinoff, “is that we are able to integrate this into the DNA of the college in a deep and robust way.”
Bhaskar Pant, executive director of MIT Professional Educations, speaks with TecHR reporter Sudipto Ghosh about how professional development programs help professionals update their skills. “Upskilling is now a fundamental part of doing business and survival,” explains Pant. “Employers need to keep their work forces current as in-demand skills evolve, and it makes sense for them to turn to higher education for help in that regard.”
U.S. News & World Report contributor Linda Childers spotlights how the Sloan School of Management is integrating virtual reality tools into its curriculum. Prof. John Sterman explains that a climate simulation game “teaches our business students skills such as improvising, negotiating and public speaking,” adding that, “it reinforces how their decisions can have consequences that last for decades.”
New York Times reporter Natasha Singer spotlights how MIT and Georgetown Law are offering a joint course in privacy law and technology as part of multi-university effort focused on technology and the public good. “Everybody who is researching, working at these big companies believes that what they’re doing is good,” says third year student Rachel Wei. “But we have to understand the other side of the issue.”
A storytelling robot developed by MIT researchers could be used to help boost language skills in young children and could help prepare children for learning in school, report Donna Lu for New Scientist. “If a child doesn’t start kindergarten ready to learn, it is very difficult and very expensive for them to catch up,” explains Prof. Cynthia Breazeal.
Wall Street Journal reporter Alicia Wallace spotlights MIT’s AI executive education course, which “aims to make a technologically complicated topic accessible by the pacing of the course and by providing examples of practical applications.”
Prof. Bill Aulet speaks with Financial Times reporter Seb Murray about how business schools can help prepare students to become entrepreneurs and highlights MIT’s delta v program, an educational accelerator that allows business school students to work with engineers, designers and scientists to create companies. “Entrepreneurship is about creation, leadership,” says Aulet. “We need programs that convene heterogeneous teams.”
Writing for the Financial Times, graduate student Daniel Aronoff highlights Prof. David Autor’s research showing the bleak economic outlook for Americans without college degrees. Aronoff argues the most important less from this work is that, “the economic issue that matters most — maybe the only issue that really matters at all — is education.”