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    MIT-Takeda Program wraps up with 16 publications, a patent, and nearly two dozen projects completed

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    When the Takeda Pharmaceutical Co. and the MIT School of Engineering launched their collaboration focused on artificial intelligence in health care and drug development in February 2020, society was on the cusp of a globe-altering pandemic and AI was far from the buzzword it is today.As the program concludes, the world looks very different. AI has become a transformative technology across industries including health care and pharmaceuticals, while the pandemic has altered the way many businesses approach health care and changed how they develop and sell medicines.For both MIT and Takeda, the program has been a game-changer.When it launched, the collaborators hoped the program would help solve tangible, real-world problems. By its end, the program has yielded a catalog of new research papers, discoveries, and lessons learned, including a patent for a system that could improve the manufacturing of small-molecule medicines.Ultimately, the program allowed both entities to create a foundation for a world where AI and machine learning play a pivotal role in medicine, leveraging Takeda’s expertise in biopharmaceuticals and the MIT researchers’ deep understanding of AI and machine learning.“The MIT-Takeda Program has been tremendously impactful and is a shining example of what can be accomplished when experts in industry and academia work together to develop solutions,” says Anantha Chandrakasan, MIT’s chief innovation and strategy officer, dean of the School of Engineering, and the Vannevar Bush Professor of Electrical Engineering and Computer Science. “In addition to resulting in research that has advanced how we use AI and machine learning in health care, the program has opened up new opportunities for MIT faculty and students through fellowships, funding, and networking.”What made the program unique was that it was centered around several concrete challenges spanning drug development that Takeda needed help addressing. MIT faculty had the opportunity to select the projects based on their area of expertise and general interest, allowing them to explore new areas within health care and drug development.“It was focused on Takeda’s toughest business problems,” says Anne Heatherington, Takeda’s research and development chief data and technology officer and head of its Data Sciences Institute.“They were problems that colleagues were really struggling with on the ground,” adds Simon Davies, the executive director of the MIT-Takeda Program and Takeda’s global head of statistical and quantitative sciences. Takeda saw an opportunity to collaborate with MIT’s world-class researchers, who were working only a few blocks away. Takeda, a global pharmaceutical company with global headquarters in Japan, has its global business units and R&D center just down the street from the Institute.As part of the program, MIT faculty were able to select what issues they were interested in working on from a group of potential Takeda projects. Then, collaborative teams including MIT researchers and Takeda employees approached research questions in two rounds. Over the course of the program, collaborators worked on 22 projects focused on topics including drug discovery and research, clinical drug development, and pharmaceutical manufacturing. Over 80 MIT students and faculty joined more than 125 Takeda researchers and staff on teams addressing these research questions.The projects centered around not only hard problems, but also the potential for solutions to scale within Takeda or within the biopharmaceutical industry more broadly.Some of the program’s findings have already resulted in wider studies. One group’s results, for instance, showed that using artificial intelligence to analyze speech may allow for earlier detection of frontotemporal dementia, while making that diagnosis more quickly and inexpensively. Similar algorithmic analyses of speech in patients diagnosed with ALS may also help clinicians understand the progression of that disease. Takeda is continuing to test both AI applications.Other discoveries and AI models that resulted from the program’s research have already had an impact. Using a physical model and AI learning algorithms can help detect particle size, mix, and consistency for powdered, small-molecule medicines, for instance, speeding up production timelines. Based on their research under the program, collaborators have filed for a patent for that technology.For injectable medicines like vaccines, AI-enabled inspections can also reduce process time and false rejection rates. Replacing human visual inspections with AI processes has already shown measurable impact for the pharmaceutical company.Heatherington adds, “our lessons learned are really setting the stage for what we’re doing next, really embedding AI and gen-AI [generative AI] into everything that we do moving forward.”Over the course of the program, more than 150 Takeda researchers and staff also participated in educational programming organized by the Abdul Latif Jameel Clinic for Machine Learning in Health. In addition to providing research opportunities, the program funded 10 students through SuperUROP, the Advanced Undergraduate Research Opportunities Program, as well as two cohorts from the DHIVE health-care innovation program, part of the MIT Sandbox Innovation Fund Program.Though the formal program has ended, certain aspects of the collaboration will continue, such as the MIT-Takeda Fellows, which supports graduate students as they pursue groundbreaking research related to health and AI. During its run, the program supported 44 MIT-Takeda Fellows and will continue to support MIT students through an endowment fund. Organic collaboration between MIT and Takeda researchers will also carry forward. And the programs’ collaborators are working to create a model for similar academic and industry partnerships to widen the impact of this first-of-its-kind collaboration.  More

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      A data-driven approach to making better choices

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      Imagine a world in which some important decision — a judge’s sentencing recommendation, a child’s treatment protocol, which person or business should receive a loan — was made more reliable because a well-designed algorithm helped a key decision-maker arrive at a better choice. A new MIT economics course is investigating these interesting possibilities.Class 14.163 (Algorithms and Behavioral Science) is a new cross-disciplinary course focused on behavioral economics, which studies the cognitive capacities and limitations of human beings. The course was co-taught this past spring by assistant professor of economics Ashesh Rambachan and visiting lecturer Sendhil Mullainathan.Rambachan studies the economic applications of machine learning, focusing on algorithmic tools that drive decision-making in the criminal justice system and consumer lending markets. He also develops methods for determining causation using cross-sectional and dynamic data.Mullainathan will soon join the MIT departments of Electrical Engineering and Computer Science and Economics as a professor. His research uses machine learning to understand complex problems in human behavior, social policy, and medicine. Mullainathan co-founded the Abdul Latif Jameel Poverty Action Lab (J-PAL) in 2003.The new course’s goals are both scientific (to understand people) and policy-driven (to improve society by improving decisions). Rambachan believes that machine-learning algorithms provide new tools for both the scientific and applied goals of behavioral economics.“The course investigates the deployment of computer science, artificial intelligence (AI), economics, and machine learning in service of improved outcomes and reduced instances of bias in decision-making,” Rambachan says.There are opportunities, Rambachan believes, for constantly evolving digital tools like AI, machine learning, and large language models (LLMs) to help reshape everything from discriminatory practices in criminal sentencing to health-care outcomes among underserved populations.Students learn how to use machine learning tools with three main objectives: to understand what they do and how they do it, to formalize behavioral economics insights so they compose well within machine learning tools, and to understand areas and topics where the integration of behavioral economics and algorithmic tools might be most fruitful.Students also produce ideas, develop associated research, and see the bigger picture. They’re led to understand where an insight fits and see where the broader research agenda is leading. Participants can think critically about what supervised LLMs can (and cannot) do, to understand how to integrate those capacities with the models and insights of behavioral economics, and to recognize the most fruitful areas for the application of what investigations uncover.The dangers of subjectivity and biasAccording to Rambachan, behavioral economics acknowledges that biases and mistakes exist throughout our choices, even absent algorithms. “The data used by our algorithms exist outside computer science and machine learning, and instead are often produced by people,” he continues. “Understanding behavioral economics is therefore essential to understanding the effects of algorithms and how to better build them.”Rambachan sought to make the course accessible regardless of attendees’ academic backgrounds. The class included advanced degree students from a variety of disciplines.By offering students a cross-disciplinary, data-driven approach to investigating and discovering ways in which algorithms might improve problem-solving and decision-making, Rambachan hopes to build a foundation on which to redesign existing systems of jurisprudence, health care, consumer lending, and industry, to name a few areas.“Understanding how data are generated can help us understand bias,” Rambachan says. “We can ask questions about producing a better outcome than what currently exists.”Useful tools for re-imagining social operationsEconomics doctoral student Jimmy Lin was skeptical about the claims Rambachan and Mullainathan made when the class began, but changed his mind as the course continued.“Ashesh and Sendhil started with two provocative claims: The future of behavioral science research will not exist without AI, and the future of AI research will not exist without behavioral science,” Lin says. “Over the course of the semester, they deepened my understanding of both fields and walked us through numerous examples of how economics informed AI research and vice versa.”Lin, who’d previously done research in computational biology, praised the instructors’ emphasis on the importance of a “producer mindset,” thinking about the next decade of research rather than the previous decade. “That’s especially important in an area as interdisciplinary and fast-moving as the intersection of AI and economics — there isn’t an old established literature, so you’re forced to ask new questions, invent new methods, and create new bridges,” he says.The speed of change to which Lin alludes is a draw for him, too. “We’re seeing black-box AI methods facilitate breakthroughs in math, biology, physics, and other scientific disciplines,” Lin  says. “AI can change the way we approach intellectual discovery as researchers.”An interdisciplinary future for economics and social systemsStudying traditional economic tools and enhancing their value with AI may yield game-changing shifts in how institutions and organizations teach and empower leaders to make choices.“We’re learning to track shifts, to adjust frameworks and better understand how to deploy tools in service of a common language,” Rambachan says. “We must continually interrogate the intersection of human judgment, algorithms, AI, machine learning, and LLMs.”Lin enthusiastically recommended the course regardless of students’ backgrounds. “Anyone broadly interested in algorithms in society, applications of AI across academic disciplines, or AI as a paradigm for scientific discovery should take this class,” he says. “Every lecture felt like a goldmine of perspectives on research, novel application areas, and inspiration on how to produce new, exciting ideas.”The course, Rambachan says, argues that better-built algorithms can improve decision-making across disciplines. “By building connections between economics, computer science, and machine learning, perhaps we can automate the best of human choices to improve outcomes while minimizing or eliminating the worst,” he says.Lin remains excited about the course’s as-yet unexplored possibilities. “It’s a class that makes you excited about the future of research and your own role in it,” he says. 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      A community collaboration for progress

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      While decades of discriminatory policies and practices continue to fuel the affordable housing crisis in the United States, less than three miles from the MIT campus exists a beacon of innovation and community empowerment.“We are very proud to continue MIT’s long-standing partnership with Camfield Estates,” says Catherine D’Ignazio, associate professor of urban science and planning. “Camfield has long been an incubator of creative ideas focused on uplifting their community.”D’Ignazio co-leads a research team focused on housing as part of the MIT Initiative for Combatting Systemic Racism (ICSR) led by the Institute for Data, Systems, and Society (IDSS). The group researches the uneven impacts of data, AI, and algorithmic systems on housing in the United States, as well as ways that these same tools could be used to address racial disparities. The Camfield Tenant Association is a research partner providing insight into the issue and relevant data, as well as opportunities for MIT researchers to solve real challenges and make a local impact.

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      MIT Initiative on Combatting Systemic Racism – Housing Video: MIT Sociotechnical Systems Research Center

      Formerly known as “Camfield Gardens,” the 102-unit housing development in Roxbury, Massachusetts, was among the pioneering sites in the 1990s to engage in the U.S. Department of Housing and Urban Development’s (HUD) program aimed at revitalizing disrepaired public housing across the country. This also served as the catalyst for their collaboration with MIT, which began in the early 2000s.“The program gave Camfield the money and energy to tear everything on the site down and build it back up anew, in addition to allowing them to buy the property from the city for $1 and take full ownership of the site,” explains Nolen Scruggs, a master’s student in the MIT Department of Urban Studies and Planning (DUSP) who has worked with Camfield over the past few years as part of ICSR’s housing vertical team. “At the time, MIT graduate students helped start a ‘digital divide’ bridge gap program that later evolved into the tech lab that is still there today, continuing to enable residents to learn computer skills and things they might need to get a hand up.”Because of that early collaboration, Camfield Estates reached out to MIT in 2022 to start a new chapter of collaboration with students. Scruggs spent a few months building a team of students from Harvard University, Wentworth Institute of Technology, and MIT to work on a housing design project meant to help the Camfield Tenants Association prepare for their looming redevelopment needs.“One of the things that’s been really important to the work of the ICSR housing vertical is historical context,” says Peko Hosoi, a professor of mechanical engineering and mathematics who co-leads the ICSR Housing vertical with D’Ignazio. “We didn’t get to the place we are right now with housing in an instant. There’s a lot of things that have happened in the U.S. like redlining, predatory lending, and different ways of investing in infrastructure that add important contexts.”“Quantitative methods are a great way to look across macroscale phenomena, but our team recognizes and values qualitative and participatory methods as well, to get a more grounded picture of what community needs really are and what kinds of innovations can bubble up from communities themselves,” D’Ignazio adds. “This is where the partnership with Camfield Estates comes in, which Nolen has been leading.”Finding creative solutionsBefore coming to MIT, Scruggs, a proud New Yorker, worked on housing issues while interning for his local congressperson, House Minority Leader Hakeem Jeffries. He called residents to discuss their housing concerns, learning about the affordability issues that were making it hard for lower- and middle-income families to find places to live.“Having this behind-the-scenes experience set the stage for my involvement in Camfield,” Scruggs says, recalling his start at Camfield conducting participatory action research, meeting with Camfield seniors to discuss and capture their concerns.Scruggs says the biggest issue they have been trying to tackle with Camfield is twofold: creating more space for new residents while also helping current residents achieve their end goal of homeownership.“This speaks to some of the larger issues our group at ICSR is working on in terms of housing affordability,” he says. “With Camfield it is looking at where can people with Section 8 vouchers move, what limits do they have, and what barriers do they face — whether it’s through big tech systems, or individual preferences coming from landlords.”Scruggs adds, “The discrimination those people face while trying to find a house, lock it down, talk to a bank, etc. — it can be very, very difficult and discouraging.” Scruggs says one attempt to combat this issue would be through hiring a caseworker to assist people through the process — one of many ideas that came from a Camfield collaboration with the FHLBank Affordable Housing Development Competition.As part of the competition, the goal for Scruggs’s team was to help Camfield tenants understand all of their options and their potential trade-offs, so that in the end they can make informed decisions about what they want to do with their space.“So often redevelopment schemes don’t ensure people can come back.” Scruggs says. “There are specific design proposals being made to ensure that the structure of people’s lifestyles wouldn’t be disrupted.”Scruggs says that tentative recommendations discussed with tenant association president Paulette Ford include replacing the community center with a high-rise development that would increase the number of units available.“I think they are thinking really creatively about their options,” Hosoi says. “Paulette Ford, and her mother before her, have always referred to Camfield as a ‘hand up,’ with the idea that people come to Camfield to live until they can afford a home of their own locally.”Scruggs’s other partnership with Camfield involves working with MIT undergraduate Amelie Nagle as part of the Undergraduate Research Opportunities Program to create programing that will teach computer design and coding to Camfield community kids — in the very TechLab that goes back to MIT and Camfield’s first collaboration.“Nolen has a real commitment to community-led knowledge production,” says D’Ignazio. “It has been a pleasure to work with him and see how he takes all his urban planning skills (GIS, mapping, urban design, photography, and more) to work in respectful ways that foreground community innovation.”She adds: “We are hopeful that the process will yield some high-quality architectural and planning ideas, and help Camfield take the next step towards realizing their innovative vision.” More

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      Fostering research, careers, and community in materials science

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      Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”Expanding research opportunitiesFrom the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”Building communityThe MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. “The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” “I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”Looking to the future, MICRO organizers hope to continue to grow the program’s reach.“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.” More

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      “We offer another place for knowledge”

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      In the Dzaleka Refugee Camp in Malawi, Jospin Hassan didn’t have access to the education opportunities he sought. So, he decided to create his own. 

      Hassan knew the booming fields of data science and artificial intelligence could bring job opportunities to his community and help solve local challenges. After earning a spot in the 2020-21 cohort of the Certificate Program in Computer and Data Science from MIT Refugee Action Hub (ReACT), Hassan started sharing MIT knowledge and skills with other motivated learners in Dzaleka.

      MIT ReACT is now Emerging Talent, part of the Jameel World Education Lab (J-WEL) at MIT Open Learning. Currently serving its fifth cohort of global learners, Emerging Talent’s year-long certificate program incorporates high-quality computer science and data analysis coursework from MITx, professional skill building, experiential learning, apprenticeship work, and opportunities for networking with MIT’s global community of innovators. Hassan’s cohort honed their leadership skills through interactive online workshops with J-WEL and the 10-week online MIT Innovation Leadership Bootcamp. 

      “My biggest takeaway was networking, collaboration, and learning from each other,” Hassan says.

      Today, Hassan’s organization ADAI Circle offers mentorship and education programs for youth and other job seekers in the Dzaleka Refugee Camp. The curriculum encourages hands-on learning and collaboration.

      Launched in 2020, ADAI Circle aims to foster job creation and reduce poverty in Malawi through technology and innovation. In addition to their classes in data science, AI, software development, and hardware design, their Innovation Hub offers internet access to anyone in need. 

      Doing something different in the community

      Hassan first had the idea for his organization in 2018 when he reached a barrier in his own education journey. There were several programs in the Dzaleka Refugee Camp teaching learners how to code websites and mobile apps, but Hassan felt that they were limited in scope. 

      “We had good devices and internet access,” he says, “but I wanted to learn something new.” 

      Teaming up with co-founder Patrick Byamasu, Hassan and Byamasu set their sights on the longevity of AI and how that might create more jobs for people in their community. “The world is changing every day, and data scientists are in a higher demand today in various companies,” Hassan says. “For this reason, I decided to expand and share the knowledge that I acquired with my fellow refugees and the surrounding villages.”

      ADAI Circle draws inspiration from Hassan’s own experience with MIT Emerging Talent coursework, community, and training opportunities. For example, the MIT Bootcamps model is now standard practice for ADAI Circle’s annual hackathon. Hassan first introduced the hackathon to ADAI Circle students as part of his final experiential learning project of the Emerging Talent certificate program. 

      ADAI Circle’s annual hackathon is now an interactive — and effective — way to select students who will most benefit from its programs. The local schools’ curricula, Hassan says, might not provide enough of an academic challenge. “We can’t teach everyone and accommodate everyone because there are a lot of schools,” Hassan says, “but we offer another place for knowledge.” 

      The hackathon helps students develop data science and robotics skills. Before they start coding, students have to convince ADAI Circle teachers that their designs are viable, answering questions like, “What problem are you solving?” and “How will this help the community?” A community-oriented mindset is just as important to the curriculum.

      In addition to the practical skills Hassan gained from Emerging Talent, he leveraged the program’s network to help his community. Thanks to a social media connection Hassan made with the nongovernmental organization Give Internet after one of Emerging Talent’s virtual events, Give Internet brought internet access to ADAI Circle.

      Bridging the AI gap to unmet communities

      In 2023, ADAI Circle connected with another MIT Open Learning program, Responsible AI for Social Empowerment and Education (RAISE), which led to a pilot test of a project-based AI curriculum for middle school students. The Responsible AI for Computational Action (RAICA) curriculum equipped ADAI Circle students with AI skills for chatbots and natural language processing. 

      “I liked that program because it was based on what we’re teaching at the center,” Hassan says, speaking of his organization’s mission of bridging the AI gap to reach unmet communities.

      The RAICA curriculum was designed by education experts at MIT Scheller Teacher Education Program (STEP Lab) and AI experts from MIT Personal Robots group and MIT App Inventor. ADAI Circle teachers gave detailed feedback about the pilot to the RAICA team. During weekly meetings with Glenda Stump, education research scientist for RAICA and J-WEL, and Angela Daniel, teacher development specialist for RAICA, the teachers discussed their experiences, prepared for upcoming lessons, and translated the learning materials in real time. 

      “We are trying to create a curriculum that’s accessible worldwide and to students who typically have little or no access to technology,” says Mary Cate Gustafson-Quiett, curriculum design manager at STEP Lab and project manager for RAICA. “Working with ADAI and students in a refugee camp challenged us to design in more culturally and technologically inclusive ways.”

      Gustafson-Quiett says the curriculum feedback from ADAI Circle helped inform how RAICA delivers teacher development resources to accommodate learning environments with limited internet access. “They also exposed places where our team’s western ideals, specifically around individualism, crept into activities in the lesson and contrasted with their more communal cultural beliefs,” she says.

      Eager to introduce more MIT-developed AI resources, Hassan also shared MIT RAISE’s Day of AI curricula with ADAI Circle teachers. The new ChatGPT module gave students the chance to level up their chatbot programming skills that they gained from the RAICA module. Some of the advanced students are taking initiative to use ChatGPT API to create their own projects in education.

      “We don’t want to tell them what to do, we want them to come up with their own ideas,” Hassan says.

      Although ADAI Circle faces many challenges, Hassan says his team is addressing them one by one. Last year, they didn’t have electricity in their Innovation Hub, but they solved that. This year, they achieved a stable internet connection that’s one of the fastest in Malawi. Next up, they are hoping to secure more devices for their students, create more jobs, and add additional hubs throughout the community. The work is never done, but Hassan is starting to see the impact that ADAI Circle is making. 

      “For those who want to learn data science, let’s let them learn,” Hassan says. More

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      Creating new skills and new connections with MIT’s Quantitative Methods Workshop

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      Starting on New Year’s Day, when many people were still clinging to holiday revelry, scores of students and faculty members from about a dozen partner universities instead flipped open their laptops for MIT’s Quantitative Methods Workshop, a jam-packed, weeklong introduction to how computational and mathematical techniques can be applied to neuroscience and biology research. But don’t think of QMW as a “crash course.” Instead the program’s purpose is to help elevate each participant’s scientific outlook, both through the skills and concepts it imparts and the community it creates.

      “It broadens their horizons, it shows them significant applications they’ve never thought of, and introduces them to people whom as researchers they will come to know and perhaps collaborate with one day,” says Susan L. Epstein, a Hunter College computer science professor and education coordinator of MIT’s Center for Brains, Minds, and Machines, which hosts the program with the departments of Biology and Brain and Cognitive Sciences and The Picower Institute for Learning and Memory. “It is a model of interdisciplinary scholarship.”

      This year 83 undergraduates and faculty members from institutions that primarily serve groups underrepresented in STEM fields took part in the QMW, says organizer Mandana Sassanfar, senior lecturer and director of diversity and science outreach across the four hosting MIT entities. Since the workshop launched in 2010, it has engaged more than 1,000 participants, of whom more than 170 have gone on to participate in MIT Summer Research Programs (such as MSRP-BIO), and 39 have come to MIT for graduate school.

      Individual goals, shared experience

      Undergraduates and faculty in various STEM disciplines often come to QMW to gain an understanding of, or expand their expertise in, computational and mathematical data analysis. Computer science- and statistics-minded participants come to learn more about how such techniques can be applied in life sciences fields. In lectures; in hands-on labs where they used the computer programming language Python to process, analyze, and visualize data; and in less formal settings such as tours and lunches with MIT faculty, participants worked and learned together, and informed each other’s perspectives.

      Brain and Cognitive Sciences Professor Nancy Kanwisher delivers a lecture in MIT’s Building 46 on functional brain imaging to QMW participants.

      Photo: Mandana Sassanfar

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      And regardless of their field of study, participants made connections with each other and with the MIT students and faculty who taught and spoke over the course of the week.

      Hunter College computer science sophomore Vlad Vostrikov says that while he has already worked with machine learning and other programming concepts, he was interested to “branch out” by seeing how they are used to analyze scientific datasets. He also valued the chance to learn the experiences of the graduate students who teach QMW’s hands-on labs.

      “This was a good way to explore computational biology and neuroscience,” Vostrikov says. “I also really enjoy hearing from the people who teach us. It’s interesting to hear where they come from and what they are doing.”

      Jariatu Kargbo, a biology and chemistry sophomore at University of Maryland Baltimore County, says when she first learned of the QMW she wasn’t sure it was for her. It seemed very computation-focused. But her advisor Holly Willoughby encouraged Kargbo to attend to learn about how programming could be useful in future research — currently she is taking part in research on the retina at UMBC. More than that, Kargbo also realized it would be a good opportunity to make connections at MIT in advance of perhaps applying for MSRP this summer.

      “I thought this would be a great way to meet up with faculty and see what the environment is like here because I’ve never been to MIT before,” Kargbo says. “It’s always good to meet other people in your field and grow your network.”

      QMW is not just for students. It’s also for their professors, who said they can gain valuable professional education for their research and teaching.

      Fayuan Wen, an assistant professor of biology at Howard University, is no stranger to computational biology, having performed big data genetic analyses of sickle cell disease (SCD). But she’s mostly worked with the R programming language and QMW’s focus is on Python. As she looks ahead to projects in which she wants analyze genomic data to help predict disease outcomes in SCD and HIV, she says a QMW session delivered by biology graduate student Hannah Jacobs was perfectly on point.

      “This workshop has the skills I want to have,” Wen says.

      Moreover, Wen says she is looking to start a machine-learning class in the Howard biology department and was inspired by some of the teaching materials she encountered at QMW — for example, online curriculum modules developed by Taylor Baum, an MIT graduate student in electrical engineering and computer science and Picower Institute labs, and Paloma Sánchez-Jáuregui, a coordinator who works with Sassanfar.

      Tiziana Ligorio, a Hunter College computer science doctoral lecturer who together with Epstein teaches a deep machine-learning class at the City University of New York campus, felt similarly. Rather than require a bunch of prerequisites that might drive students away from the class, Ligorio was looking to QMW’s intense but introductory curriculum as a resource for designing a more inclusive way of getting students ready for the class.

      Instructive interactions

      Each day runs from 9 a.m. to 5 p.m., including morning and afternoon lectures and hands-on sessions. Class topics ranged from statistical data analysis and machine learning to brain-computer interfaces, brain imaging, signal processing of neural activity data, and cryogenic electron microscopy.

      “This workshop could not happen without dedicated instructors — grad students, postdocs, and faculty — who volunteer to give lectures, design and teach hands-on computer labs, and meet with students during the very first week of January,” Saassanfar says.

      MIT assistant professor of biology Brady Weissbourd (center) converses with QMW student participants during a lunch break.

      Photo: Mandana Sassanfar

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      The sessions surround student lunches with MIT faculty members. For example, at midday Jan. 2, assistant professor of biology Brady Weissbourd, an investigator in the Picower Institute, sat down with seven students in one of Building 46’s curved sofas to field questions about his neuroscience research in jellyfish and how he uses quantitative techniques as part of that work. He also described what it’s like to be a professor, and other topics that came to the students’ minds.

      Then the participants all crossed Vassar Street to Building 26’s Room 152, where they formed different but similarly sized groups for the hands-on lab “Machine learning applications to studying the brain,” taught by Baum. She guided the class through Python exercises she developed illustrating “supervised” and “unsupervised” forms of machine learning, including how the latter method can be used to discern what a person is seeing based on magnetic readings of brain activity.

      As students worked through the exercises, tablemates helped each other by supplementing Baum’s instruction. Ligorio, Vostrikov, and Kayla Blincow, assistant professor of biology at the University of the Virgin Islands, for instance, all leapt to their feet to help at their tables.

      Hunter College lecturer of computer science Tiziana Ligorio (standing) explains a Python programming concept to students at her table during a workshop session.

      Photo: David Orenstein

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      At the end of the class, when Baum asked students what they had learned, they offered a litany of new knowledge. Survey data that Sassanfar and Sánchez-Jáuregui use to anonymously track QMW outcomes, revealed many more such attestations of the value of the sessions. With a prompt asking how one might apply what they’ve learned, one respondent wrote: “Pursue a research career or endeavor in which I apply the concepts of computer science and neuroscience together.”

      Enduring connections

      While some new QMW attendees might only be able to speculate about how they’ll apply their new skills and relationships, Luis Miguel de Jesús Astacio could testify to how attending QMW as an undergraduate back in 2014 figured into a career where he is now a faculty member in physics at the University of Puerto Rico Rio Piedras Campus. After QMW, he returned to MIT that summer as a student in the lab of neuroscientist and Picower Professor Susumu Tonegawa. He came back again in 2016 to the lab of physicist and Francis Friedman Professor Mehran Kardar. What’s endured for the decade has been his connection to Sassanfar. So while he was once a student at QMW, this year he was back with a cohort of undergraduates as a faculty member.

      Michael Aldarondo-Jeffries, director of academic advancement programs at the University of Central Florida, seconded the value of the networking that takes place at QMW. He has brought students for a decade, including four this year. What he’s observed is that as students come together in settings like QMW or UCF’s McNair program, which helps to prepare students for graduate school, they become inspired about a potential future as researchers.

      “The thing that stands out is just the community that’s formed,” he says. “For many of the students, it’s the first time that they’re in a group that understands what they’re moving toward. They don’t have to explain why they’re excited to read papers on a Friday night.”

      Or why they are excited to spend a week including New Year’s Day at MIT learning how to apply quantitative methods to life sciences data. More

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      Inclusive research for social change

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      Pair a decades-old program dedicated to creating research opportunities for underrepresented minorities and populations with a growing initiative committed to tackling the very issues at the heart of such disparities, and you’ll get a transformative partnership that only MIT can deliver. 

      Since 1986, the MIT Summer Research Program (MSRP) has led an institutional effort to prepare underrepresented students (minorities, women in STEM, or students with low socioeconomic status) for doctoral education by pairing them with MIT labs and research groups. For the past three years, the Initiative on Combatting Systemic Racism (ICSR), a cross-disciplinary research collaboration led by MIT’s Institute for Data, Systems, and Society (IDSS), has joined them in their mission, helping bring the issue full circle by providing MSRP students with the opportunity to use big data and computational tools to create impactful changes toward racial equity.

      “ICSR has further enabled our direct engagement with undergrads, both within and outside of MIT,” says Fotini Christia, the Ford International Professor of the Social Sciences, associate director of IDSS, and co-organizer for the initiative. “We’ve found that this line of research has attracted students interested in examining these topics with the most rigorous methods.”

      The initiative fits well under the IDSS banner, as IDSS research seeks solutions to complex societal issues through a multidisciplinary approach that includes statistics, computation, modeling, social science methodologies, human behavior, and an understanding of complex systems. With the support of faculty and researchers from all five schools and the MIT Schwarzman College of Computing, the objective of ICSR is to work on an array of different societal aspects of systemic racism through a set of verticals including policing, housing, health care, and social media.

      Where passion meets impact

      Grinnell senior Mia Hines has always dreamed of using her love for computer science to support social justice. She has experience working with unhoused people and labor unions, and advocating for Indigenous peoples’ rights. When applying to college, she focused her essay on using technology to help Syrian refugees.

      “As a Black woman, it’s very important to me that we focus on these areas, especially on how we can use technology to help marginalized communities,” Hines says. “And also, how do we stop technology or improve technology that is already hurting marginalized communities?”   

      Through MSRP, Hines was paired with research advisor Ufuoma Ovienmhada, a fourth-year doctoral student in the Department of Aeronautics and Astronautics at MIT. A member of Professor Danielle Wood’s Space Enabled research group at MIT’s Media Lab, Ovienmhada received funding from an ICSR Seed Grant and NASA’s Applied Sciences Program to support her ongoing research measuring environmental injustice and socioeconomic disparities in prison landscapes. 

      “I had been doing satellite remote sensing for environmental challenges and sustainability, starting out looking at coastal ecosystems, when I learned about an issue called ‘prison ecology,’” Ovienmhada explains. “This refers to the intersection of mass incarceration and environmental justice.”

      Ovienmhada’s research uses satellite remote sensing and environmental data to characterize exposures to different environmental hazards such as air pollution, extreme heat, and flooding. “This allows others to use these datasets for real-time advocacy, in addition to creating public awareness,” she says.

      Focused especially on extreme heat, Hines used satellite remote sensing to monitor the fluctuation of temperature to assess the risk being imposed on prisoners, including death, especially in states like Texas, where 75 percent of prisons either don’t have full air conditioning or have none at all.

      “Before this project I had done little to no work with geospatial data, and as a budding data scientist, getting to work with and understanding different types of data and resources is really helpful,” Hines says. “I was also funded and afforded the flexibility to take advantage of IDSS’s Data Science and Machine Learning online course. It was really great to be able to do that and learn even more.”

      Filling the gap

      Much like Hines, Harvey Mudd senior Megan Li was specifically interested in the IDSS-supported MSRP projects. She was drawn to the interdisciplinary approach, and she seeks in her own work to apply computational methods to societal issues and to make computer science more inclusive, considerate, and ethical. 

      Working with Aurora Zhang, a grad student in IDSS’s Social and Engineering Systems PhD program, Li used county-level data on income and housing prices to quantify and visualize how affordability based on income alone varies across the United States. She then expanded the analysis to include assets and debt to determine the most common barriers to home ownership.

      “I spent my day-to-day looking at census data and writing Python scripts that could work with it,” reports Li. “I also reached out to the Census Bureau directly to learn a little bit more about how they did their data collection, and discussed questions related to some of their previous studies and working papers that I had reviewed.” 

      Outside of actual day-to-day research, Li says she learned a lot in conversations with fellow researchers, particularly changing her “skeptical view” of whether or not mortgage lending algorithms would help or hurt home buyers in the approval process. “I think I have a little bit more faith now, which is a good thing.”

      “Harvey Mudd is undergraduate-only, and while professors do run labs here, my specific research areas are not well represented,” Li says. “This opportunity was enormous in that I got the experience I need to see if this research area is actually something that I want to do long term, and I got more mirrors into what I would be doing in grad school from talking to students and getting to know faculty.”

      Closing the loop

      While participating in MSRP offered crucial research experience to Hines, the ICSR projects enabled her to engage in topics she’s passionate about and work that could drive tangible societal change.

      “The experience felt much more concrete because we were working on these very sophisticated projects, in a supportive environment where people were very excited to work with us,” she says.

      A significant benefit for Li was the chance to steer her research in alignment with her own interests. “I was actually given the opportunity to propose my own research idea, versus supporting a graduate student’s work in progress,” she explains. 

      For Ovienmhada, the pairing of the two initiatives solidifies the efforts of MSRP and closes a crucial loop in diversity, equity, and inclusion advocacy. 

      “I’ve participated in a lot of different DEI-related efforts and advocacy and one thing that always comes up is the fact that it’s not just about bringing people in, it’s also about creating an environment and opportunities that align with people’s values,” Ovienmhada says. “Programs like MSRP and ICSR create opportunities for people who want to do work that’s aligned with certain values by providing the needed mentoring and financial support.” More

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      Leveraging language to understand machines

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      Natural language conveys ideas, actions, information, and intent through context and syntax; further, there are volumes of it contained in databases. This makes it an excellent source of data to train machine-learning systems on. Two master’s of engineering students in the 6A MEng Thesis Program at MIT, Irene Terpstra ’23 and Rujul Gandhi ’22, are working with mentors in the MIT-IBM Watson AI Lab to use this power of natural language to build AI systems.

      As computing is becoming more advanced, researchers are looking to improve the hardware that they run on; this means innovating to create new computer chips. And, since there is literature already available on modifications that can be made to achieve certain parameters and performance, Terpstra and her mentors and advisors Anantha Chandrakasan, MIT School of Engineering dean and the Vannevar Bush Professor of Electrical Engineering and Computer Science, and IBM’s researcher Xin Zhang, are developing an AI algorithm that assists in chip design.

      “I’m creating a workflow to systematically analyze how these language models can help the circuit design process. What reasoning powers do they have, and how can it be integrated into the chip design process?” says Terpstra. “And then on the other side, if that proves to be useful enough, [we’ll] see if they can automatically design the chips themselves, attaching it to a reinforcement learning algorithm.”

      To do this, Terpstra’s team is creating an AI system that can iterate on different designs. It means experimenting with various pre-trained large language models (like ChatGPT, Llama 2, and Bard), using an open-source circuit simulator language called NGspice, which has the parameters of the chip in code form, and a reinforcement learning algorithm. With text prompts, researchers will be able to query how the physical chip should be modified to achieve a certain goal in the language model and produced guidance for adjustments. This is then transferred into a reinforcement learning algorithm that updates the circuit design and outputs new physical parameters of the chip.

      “The final goal would be to combine the reasoning powers and the knowledge base that is baked into these large language models and combine that with the optimization power of the reinforcement learning algorithms and have that design the chip itself,” says Terpstra.

      Rujul Gandhi works with the raw language itself. As an undergraduate at MIT, Gandhi explored linguistics and computer sciences, putting them together in her MEng work. “I’ve been interested in communication, both between just humans and between humans and computers,” Gandhi says.

      Robots or other interactive AI systems are one area where communication needs to be understood by both humans and machines. Researchers often write instructions for robots using formal logic. This helps ensure that commands are being followed safely and as intended, but formal logic can be difficult for users to understand, while natural language comes easily. To ensure this smooth communication, Gandhi and her advisors Yang Zhang of IBM and MIT assistant professor Chuchu Fan are building a parser that converts natural language instructions into a machine-friendly form. Leveraging the linguistic structure encoded by the pre-trained encoder-decoder model T5, and a dataset of annotated, basic English commands for performing certain tasks, Gandhi’s system identifies the smallest logical units, or atomic propositions, which are present in a given instruction.

      “Once you’ve given your instruction, the model identifies all the smaller sub-tasks you want it to carry out,” Gandhi says. “Then, using a large language model, each sub-task can be compared against the available actions and objects in the robot’s world, and if any sub-task can’t be carried out because a certain object is not recognized, or an action is not possible, the system can stop right there to ask the user for help.”

      This approach of breaking instructions into sub-tasks also allows her system to understand logical dependencies expressed in English, like, “do task X until event Y happens.” Gandhi uses a dataset of step-by-step instructions across robot task domains like navigation and manipulation, with a focus on household tasks. Using data that are written just the way humans would talk to each other has many advantages, she says, because it means a user can be more flexible about how they phrase their instructions.

      Another of Gandhi’s projects involves developing speech models. In the context of speech recognition, some languages are considered “low resource” since they might not have a lot of transcribed speech available, or might not have a written form at all. “One of the reasons I applied to this internship at the MIT-IBM Watson AI Lab was an interest in language processing for low-resource languages,” she says. “A lot of language models today are very data-driven, and when it’s not that easy to acquire all of that data, that’s when you need to use the limited data efficiently.” 

      Speech is just a stream of sound waves, but humans having a conversation can easily figure out where words and thoughts start and end. In speech processing, both humans and language models use their existing vocabulary to recognize word boundaries and understand the meaning. In low- or no-resource languages, a written vocabulary might not exist at all, so researchers can’t provide one to the model. Instead, the model can make note of what sound sequences occur together more frequently than others, and infer that those might be individual words or concepts. In Gandhi’s research group, these inferred words are then collected into a pseudo-vocabulary that serves as a labeling method for the low-resource language, creating labeled data for further applications.

      The applications for language technology are “pretty much everywhere,” Gandhi says. “You could imagine people being able to interact with software and devices in their native language, their native dialect. You could imagine improving all the voice assistants that we use. You could imagine it being used for translation or interpretation.” More

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      “MIT can give you ‘superpowers’”

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      Speaking at the virtual MITx MicroMasters Program Joint Completion Celebration last summer, Diogo da Silva Branco Magalhães described watching a Spider-Man movie with his 8-year-old son and realizing that his son thought MIT was a fictional entity that existed only in the Marvel universe.

      “I had to tell him that MIT also exists in the real world, and that some of the programs are available online for everyone,” says da Silva Branco Magalhães, who earned his credential in the MicroMasters in Statistics and Data Science program. “You don’t need to be a superhero to participate in an MIT program, but MIT can give you ‘superpowers.’ In my case, the superpower that I was looking to acquire was a better understanding of the key technologies that are shaping the future of transportation.

      Part of MIT Open Learning, the MicroMasters programs have drawn in almost 1.4 million learners, spanning nearly every country in the world. More than 7,500 people have earned their credentials across the MicroMasters programs, including: Statistics and Data Science; Supply Chain Management; Data, Economics, and Design of Policy; Principles of Manufacturing; and Finance. 

      Earning his MicroMasters credential not only gave da Silva Branco Magalhães a strong foundation to tackle more complex transportation problems, but it also opened the door to pursuing an accelerated graduate degree via a Northwestern University online program.

      Learners who earn their MicroMasters credentials gain the opportunity to apply to and continue their studies at a pathway school. The MicroMasters in Statistics and Data Science credential can be applied as credit for a master’s program at more than 30 universities, as well as MIT’s PhD Program in Social and Engineering Systems. Da Silva Branco Magalhães, originally from Portugal and now based in Australia, seized this opportunity and enrolled in Northwestern University’s Master’s in Data Science for MIT MicroMasters Credential Holders. 

      The pathway to an enhanced career

      The pathway model launched in 2016 with the MicroMasters in Supply Chain Management. Now, there are over 50 pathway institutions that offer more than 100 different programs for master’s degrees. With pathway institutions located around the world, MicroMasters credential holders can obtain master’s degrees from local residential or virtual programs, at a location convenient to them. They can receive credit for their MicroMasters courses upon acceptance, providing flexibility for online programs and also shortening the time needed on site for residential programs.

      “The pathways expand opportunities for learners, and also help universities attract a broader range of potential students, which can enrich their programs,” says Dana Doyle, senior director for the MicroMasters Program at MIT Open Learning. “This is a tangible way we can achieve our mission of expanding education access.”

      Da Silva Branco Magalhães began the MicroMasters in Statistics and Data Science program in 2020, ultimately completing the program in 2022.

      “After having worked for 20 years in the transportation sector in various roles, I realized I was no longer equipped as a professional to deal with the new technologies that were set to disrupt the mobility sector,” says da Silva Branco Magalhães. “It became clear to me that data and AI were the driving forces behind new products and services such as autonomous vehicles, on-demand transport, or mobility as a service, but I didn’t really understand how data was being used to achieve these outcomes, so I needed to improve my knowledge.”

      July 2023 MicroMasters Program Joint Completion Celebration for SCM, DEDP, PoM, SDS, and FinVideo: MIT Open Learning

      The MicroMasters in Statistics and Data Science was developed by the MIT Institute for Data, Systems, and Society and MITx. Credential holders are required to complete four courses equivalent to graduate-level courses in statistics and data science at MIT and a capstone exam comprising four two-hour proctored exams.

      “The content is world-class,” da Silva Branco Magalhães says of the program. “Even the most complex concepts were explained in a very intuitive way. The exercises and the capstone exam are challenging and stimulating — and MIT-level — which makes this credential highly valuable in the market.”

      Da Silva Branco Magalhães also found the discussion forum very useful, and valued conversations with his colleagues, noting that many of these discussions later continued after completion of the program.

      Gaining analysis and leadership skills

      Now in the Northwestern pathway program, da Silva Branco Magalhães finds that the MicroMasters in Statistics and Data Science program prepared him well for this next step in his studies. The nine-course, accelerated, online master’s program is designed to offer the same depth and rigor of Northwestern’s 12-course MS in Data Science program, aiming to help students build essential analysis and leadership skills that can be directly implemented into the professional realm. Students learn how to make reliable predictions using traditional statistics and machine learning methods.

      Da Silva Branco Magalhães says he has appreciated the remote nature of the Northwestern program, as he started it in France and then completed the first three courses in Australia. He also values the high number of elective courses, allowing students to design the master’s program according to personal preferences and interests.

      “I want to be prepared to meet the challenges and seize the opportunities that AI and data science technologies will bring to the professional realm,” he says. “With this credential, there are no limits to what you can achieve in the field of data science.” More