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    “They can see themselves shaping the world they live in”

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    During the journey from the suburbs to the city, the tree canopy often dwindles down as skyscrapers rise up. A group of New England Innovation Academy students wondered why that is.“Our friend Victoria noticed that where we live in Marlborough there are lots of trees in our own backyards. But if you drive just 30 minutes to Boston, there are almost no trees,” said high school junior Ileana Fournier. “We were struck by that duality.”This inspired Fournier and her classmates Victoria Leeth and Jessie Magenyi to prototype a mobile app that illustrates Massachusetts deforestation trends for Day of AI, a free, hands-on curriculum developed by the MIT Responsible AI for Social Empowerment and Education (RAISE) initiative, headquartered in the MIT Media Lab and in collaboration with the MIT Schwarzman College of Computing and MIT Open Learning. They were among a group of 20 students from New England Innovation Academy who shared their projects during the 2024 Day of AI global celebration hosted with the Museum of Science.The Day of AI curriculum introduces K-12 students to artificial intelligence. Now in its third year, Day of AI enables students to improve their communities and collaborate on larger global challenges using AI. Fournier, Leeth, and Magenyi’s TreeSavers app falls under the Telling Climate Stories with Data module, one of four new climate-change-focused lessons.“We want you to be able to express yourselves creatively to use AI to solve problems with critical-thinking skills,” Cynthia Breazeal, director of MIT RAISE, dean for digital learning at MIT Open Learning, and professor of media arts and sciences, said during this year’s Day of AI global celebration at the Museum of Science. “We want you to have an ethical and responsible way to think about this really powerful, cool, and exciting technology.”Moving from understanding to actionDay of AI invites students to examine the intersection of AI and various disciplines, such as history, civics, computer science, math, and climate change. With the curriculum available year-round, more than 10,000 educators across 114 countries have brought Day of AI activities to their classrooms and homes.The curriculum gives students the agency to evaluate local issues and invent meaningful solutions. “We’re thinking about how to create tools that will allow kids to have direct access to data and have a personal connection that intersects with their lived experiences,” Robert Parks, curriculum developer at MIT RAISE, said at the Day of AI global celebration.Before this year, first-year Jeremie Kwapong said he knew very little about AI. “I was very intrigued,” he said. “I started to experiment with ChatGPT to see how it reacts. How close can I get this to human emotion? What is AI’s knowledge compared to a human’s knowledge?”In addition to helping students spark an interest in AI literacy, teachers around the world have told MIT RAISE that they want to use data science lessons to engage students in conversations about climate change. Therefore, Day of AI’s new hands-on projects use weather and climate change to show students why it’s important to develop a critical understanding of dataset design and collection when observing the world around them.“There is a lag between cause and effect in everyday lives,” said Parks. “Our goal is to demystify that, and allow kids to access data so they can see a long view of things.”Tools like MIT App Inventor — which allows anyone to create a mobile application — help students make sense of what they can learn from data. Fournier, Leeth, and Magenyi programmed TreeSavers in App Inventor to chart regional deforestation rates across Massachusetts, identify ongoing trends through statistical models, and predict environmental impact. The students put that “long view” of climate change into practice when developing TreeSavers’ interactive maps. Users can toggle between Massachusetts’s current tree cover, historical data, and future high-risk areas.Although AI provides fast answers, it doesn’t necessarily offer equitable solutions, said David Sittenfeld, director of the Center for the Environment at the Museum of Science. The Day of AI curriculum asks students to make decisions on sourcing data, ensuring unbiased data, and thinking responsibly about how findings could be used.“There’s an ethical concern about tracking people’s data,” said Ethan Jorda, a New England Innovation Academy student. His group used open-source data to program an app that helps users track and reduce their carbon footprint.Christine Cunningham, senior vice president of STEM Learning at the Museum of Science, believes students are prepared to use AI responsibly to make the world a better place. “They can see themselves shaping the world they live in,” said Cunningham. “Moving through from understanding to action, kids will never look at a bridge or a piece of plastic lying on the ground in the same way again.”Deepening collaboration on earth and beyondThe 2024 Day of AI speakers emphasized collaborative problem solving at the local, national, and global levels.“Through different ideas and different perspectives, we’re going to get better solutions,” said Cunningham. “How do we start young enough that every child has a chance to both understand the world around them but also to move toward shaping the future?”Presenters from MIT, the Museum of Science, and NASA approached this question with a common goal — expanding STEM education to learners of all ages and backgrounds.“We have been delighted to collaborate with the MIT RAISE team to bring this year’s Day of AI celebration to the Museum of Science,” says Meg Rosenburg, manager of operations at the Museum of Science Centers for Public Science Learning. “This opportunity to highlight the new climate modules for the curriculum not only perfectly aligns with the museum’s goals to focus on climate and active hope throughout our Year of the Earthshot initiative, but it has also allowed us to bring our teams together and grow a relationship that we are very excited to build upon in the future.”Rachel Connolly, systems integration and analysis lead for NASA’s Science Activation Program, showed the power of collaboration with the example of how human comprehension of Saturn’s appearance has evolved. From Galileo’s early telescope to the Cassini space probe, modern imaging of Saturn represents 400 years of science, technology, and math working together to further knowledge.“Technologies, and the engineers who built them, advance the questions we’re able to ask and therefore what we’re able to understand,” said Connolly, research scientist at MIT Media Lab.New England Innovation Academy students saw an opportunity for collaboration a little closer to home. Emmett Buck-Thompson, Jeff Cheng, and Max Hunt envisioned a social media app to connect volunteers with local charities. Their project was inspired by Buck-Thompson’s father’s difficulties finding volunteering opportunities, Hunt’s role as the president of the school’s Community Impact Club, and Cheng’s aspiration to reduce screen time for social media users. Using MIT App Inventor, ​their combined ideas led to a prototype with the potential to make a real-world impact in their community.The Day of AI curriculum teaches the mechanics of AI, ethical considerations and responsible uses, and interdisciplinary applications for different fields. It also empowers students to become creative problem solvers and engaged citizens in their communities and online. From supporting volunteer efforts to encouraging action for the state’s forests to tackling the global challenge of climate change, today’s students are becoming tomorrow’s leaders with Day of AI.“We want to empower you to know that this is a tool you can use to make your community better, to help people around you with this technology,” said Breazeal.Other Day of AI speakers included Tim Ritchie, president of the Museum of Science; Michael Lawrence Evans, program director of the Boston Mayor’s Office of New Urban Mechanics; Dava Newman, director of the MIT Media Lab; and Natalie Lao, executive director of the App Inventor Foundation. 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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      3 Questions: Renaud Fournier on transforming MIT’s digital landscape

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      Renaud Fournier SM ’95 joined the Institute in September 2023 in the newly established role of chief officer for business and digital transformation and is leading a team focused on simplifying business operations and systems for the MIT community. Fournier has extensive experience implementing systems and solving data challenges, both in higher education and the private sector — most recently, leading the digital transformation effort at New York University. Here, Fournier speaks about how he and his team will work closely with members of the MIT community to chart a course for MIT’s digital evolution.

      Q: What are MIT’s enterprise systems and how are they challenging for our community?

      A: The MIT community relies on our enterprise systems for a range of activities — everything from hiring and evaluating employees to managing research grants and facilities projects to maintaining student information. SAP is our current enterprise resource planning system for human resources, finance, and facilities management, and it’s integrated with other systems that provide additional business functionality. Some of these systems are purchased, like Coupa, while others are partially or fully homegrown, like Kuali Coeus and NIMBUS. Along with SAP, our other core systems — for example, Advance and MITSIS — feed data into a central data warehouse to support reporting.

      MIT’s enterprise systems and data landscape has evolved organically over 30 years. The Institute has become considerably more complicated since then, and they no longer represent the best practices or technology in the IT market.

      Q: What digital transformation projects are you most focused on?

      A: Our primary goal is to free up our community’s time so that they can achieve their greatest impact. The vision is to create easy-to-use and well-integrated systems, along with comprehensible and accessible data for reporting and analysis. To accomplish this, we will be taking a series of actions. These include modernizing our enterprise systems and data architecture to take advantage of better technology and functionality, within a cohesive and well-integrated landscape, and simplifying our business processes. To make our data accessible and actionable, we will implement more robust data governance, assigning clear ownership and accountability. And we will offer IT support that enables our community to accomplish its objectives. We need to address systems, processes, data, and support holistically, while engaging and assisting our community every step of the way.    

      Q: What are your next steps?

      A: Over the next few months, I will be building a team to guide the community on this journey, in partnership with IS&T [Information Systems and Technology], other central units, and our academic areas. Together, we will be developing a thoughtful and actionable multi-year roadmap of digital transformation projects, which will help us to produce a steady stream of improvements for our community. We have not selected any systems yet or determined the order in which they will be implemented. Engagement with stakeholders from central, academic, and research areas will inform how we prioritize projects over the next few years. Once we have created the roadmap to guide us, we look forward to the next phase — getting started on the work itself. More

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      Making sense of all things data

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      Data, and more specifically using data, is not a new concept, but it remains an elusive one. It comes with terms like “the internet of things” (IoT) and “the cloud,” and no matter how often those are explained, smart people can still be confused. And then there’s the amount of information available and the speed with which it comes in. Software is omnipresent. It’s in coffeemakers and watches, gathering data every second. The question becomes how to take all the new technology and take advantage of the potential insights and analytics. It’s not a small ask.

      “Putting our arms around what digital transformation is can be difficult to do,” says Abel Sanchez. But as the executive director and research director of MIT’s Geospatial Data Center, that’s exactly what he does with his work in helping industries and executives shift their operations in order to make sense of their data and be able to use it to help their bottom lines.

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      Handling the pace

      Data can lead to making better business decisions. That’s not a new or surprising insight, but as Sanchez says, people still tend to work off of intuition. Part of the problem is that they don’t know what to do with their available data, and there’s usually plenty of available data. Part of that problem is that there’s so much information being produced from so many sources. As soon as a person wakes up and turns on their phone or starts their car, software is running. It’s coming in fast, but because it’s also complex, “it outperforms people,” he says.

      As an example with Uber, once a person clicks on the app for a ride, predictive models start firing at the rate of 1 million per second. It’s all in order to optimize the trip, taking into account factors such as school schedules, roadway conditions, traffic, and a driver’s availability. It’s helpful for the task, but it’s something that “no human would be able to do,” he says. 

      The solution requires a few components. One is a new way to store data. In the past, the classic was creating the “perfect library,” which was too structured. The response to that was to create a “data lake,” where all the information would go in and somehow people would make sense of it. “This also failed,” Sanchez says.

      Data storage needs to be re-imaged, in which a key element is greater accessibility. In most corporations, only 10-20 percent of employees have the access and technical skill to work with the data. The rest have to go through a centralized resource and get into a queue, an inefficient system. The goal, Sanchez says, is to democratize the information by going to a modern stack, which would convert what he calls “dormant data” into “active data.” The result? Better decisions could be made.

      The first, big step companies need to take is the will to make the change. Part of it is an investment of money, but it’s also an attitude shift. Corporations can have an embedded culture where things have always been done a certain way and deviating from that is resisted because it’s different. But when it comes to data, a new approach is needed. Managing and curating the information can no longer rest in the hands of one person with the institutional memory. It’s not possible. It’s also not practical because companies are losing out on efficiency and productivity, because with technology, “What use to take years to do, now you can do in days,” Sanchez says.

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      The new player

      The above exemplifies what’s been involved with coordinating data along four intertwined components: IoT, AI, the cloud, and security. The first two create the information, which then gets stored in the cloud, but it’s all for naught without robust security. But one relative newcomer has come into the picture. It’s blockchain technology, a term that is often said but still not fully understood, adding further to the confusion.

      Sanchez says that information has been handled and organized a certain way with the World Wide Web. Blockchain is an opportunity to be more nimble and productive by offering the chance to have an accepted identity, currency, and logic that works on a global scale. The holdup has always been that there’s never been any agreement on those three components on a global scale. It leads to people being shut out, inefficiency, and lost business.

      One example, Sanchez says, of blockchain’s potential is with hospitals. In the United States, they’re private and information has to be constantly integrated from doctors, insurance companies, labs, government regulators, and pharmaceutical companies. It leads to repeated steps to do something as simple as recognizing a patient’s identity, which often can’t be agreed upon. With blockchain, these various entities can create a consortium using open source code with no barriers of access, and it could quickly and easily identify a patient because it set up an agreement, and with it “remove that level of effort.” It’s an incremental step, but one which can be built upon that reduces cost and risk.

      Another example — “one of the best examples,” Sanchez says — is what was done in Indonesia. Most of the rice, corn, and wheat that comes from this area is produced from smallholder farms. For the people making loans, it’s expensive to understand the risk of cultivating these plots of land. Compounding that is that these farmers don’t have state-issued identities or credit records, so, “They don’t exist in the modern economic sense,” he says. They don’t have access to loans, and banks are losing out on potential good customers.

      With this project, blockchain allowed local people to gather information about the farms on their smartphones. Banks could acquire the information and compensate the people with tokens, thereby incentivizing the work. The bank would see the creditworthiness of the farms, and farmers could end up getting fair loans.

      In the end, it creates a beneficial circle for the banks, farmers, and community, but it also represents what can be done with digital transformation by allowing businesses to optimize their processes, make better decisions, and ultimately profit.

      “It’s a tremendous new platform,” Sanchez says. “This is the promise.” More

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      Learner in Afghanistan reaches beyond barriers to pursue career in data science

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      Tahmina S. was a junior studying computer engineering at a top university in Afghanistan when a new government policy banned women from pursuing education. In August 2021, the Taliban prohibited girls from attending school beyond the sixth grade. While women were initially allowed to continue to attend universities, by October 2021, an order from the Ministry of Higher Education declared that all women in Afghanistan were suspended from attending public and private centers of higher education.

      Determined to continue her studies and pursue her ambitions, Tahmina found the MIT Refugee Action Hub (ReACT) and was accepted to its Certificate in Computer Science and Data Science program in 2022.

      “ReACT helped me realize that I can do big things and be a part of big things,” she says.

      MIT ReACT provides education and professional opportunities to learners from refugee and forcibly displaced communities worldwide. ReACT’s core pillars include academic development, human skills development, employment pathways, and network building. Since 2017, ReACT has offered its Certificate in Computer and Data Science (CDS) program free-of-cost to learners wherever they live. In 2022, ReACT welcomed its largest and most diverse cohort to date — 136 learners from 29 countries — including 25 learners from Afghanistan, more than half of whom are women.

      Tahmina was able to select her classes in the program, and especially valued learning Python — which has led to her studying other programming languages and gaining more skills in data science. She’s continuing to take online courses in hopes of completing her undergraduate degree, and someday pursuing a masters degree in computer science and becoming a data scientist.

      “It’s an important and fun career. I really love data,” she says. “If this is my only time for this experience, I will bring to the table what I have, and do my best.”

      In addition to the education ban, Tahmina also faced the challenge of accessing an internet connection, which is expensive where she lives. But she regularly studies between 12 and 14 hours a day to achieve her dreams.

      The ReACT program offers a blend of asynchronous and synchronous learning. Learners complete a curated series of online, rigorous MIT coursework through MITx with the support of teaching assistants and collaborators, and also participate in a series of interactive online workshops in interpersonal skills that are critical to success in education and careers.

      ReACT learners engage with MIT’s global network of experts including MIT staff, faculty, and alumni — as well as collaborators across technology, humanitarian, and government sectors.

      “I loved that experience a lot, it was a huge achievement. I’m grateful ReACT gave me a chance to be a part of that team of amazing people. I’m amazed I completed that program, because it was really challenging.”

      Theory into practice

      Tahmina was one of 10 students from the ReACT cohort accepted to the highly competitive MIT Innovation Leadership Bootcamp program. She worked on a team of five people who initiated a business proposal and took the project through each phase of the development process. Her team’s project was creating an app for finance management for users aged 23-51 — including all the graphic elements and a final presentation. One valuable aspect of the boot camp, Tahmina says, was presenting their project to real investors who then provided business insights and actionable feedback.

      As part of this ReACT cohort, Tahmina also participated in the Global Apprenticeship Program (GAP) pilot, an initiative led by Talanta and with the participation of MIT Open Learning as curriculum provider. The GAP initiative focuses on improving diverse emerging talent job preparedness and exploring how companies can successfully recruit, onboard, and retain this talent through remote, paid internships. Through the GAP pilot, Tahmina received training in professional skills, resume and interview preparation, and was matched with a financial sector firm for a four-month remote internship in data science.

      To prepare Tahmina and other learners for these professional experiences, ReACT trains its cohorts to work with people who have diverse backgrounds, experiences, and challenges. The nonprofit Na’amal offered workshops covering areas such as problem-solving, innovation and ideation, goal-setting, communication, teamwork, and infrastructure and info security. Tahmina was able to access English classes and learn valuable career skills, such as writing a resume.“This was an amazing part for me. There’s a huge difference going from theoretical to practical,” she says. “Not only do you have to have the theoretical experience, you have to have soft skills. You have to communicate everything you learn to other people, because other people in the business might not have that knowledge, so you have to tell the story in a way that they can understand.”

      ReACT wanted the women in the program to be mentored by women who were not only leaders in the tech field, but working in the same geographic region as learners. At the start of the internship, Na’amal connected Tahmina with a mentor, Maha Gad, who is head of talent development at Talabat and lives in Dubai. Tahmina met with Gad at the beginning and end of each month, giving her the opportunity to ask expansive questions. Tahmina says Gad encouraged her to research and plan first, and then worked with her to explore new tools, like Trello.

      Wanting to put her skills to use locally, Tahmina volunteered at the nonprofit Rumie, a community for Afghan women and girls, working as a learning designer, translator, team leader, and social media manager. She currently volunteers at Correspondents of the World as a story ambassador, helping Afghan people share stories, community, and culture — especially telling the stories of Afghan women and the changes they’ve made in the world.

      “It’s been the most beautiful journey of my life that I will never forget,” says Tahmina. “I found ReACT at a time when I had nothing, and I found the most valuable thing.” More

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      Making each vote count

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      Graduate student Jacob Jaffe wants to improve the administration of American elections. To do that, he is posing “questions in political science that we haven’t been asking enough,” he says, “and solving them with methods we haven’t been using enough.”

      Considerable research has been devoted to understanding “who votes, and what makes people vote or not vote,” says Jaffe. He is training his attention on questions of a different nature: Does providing practical information to voters about how to cast their ballots change how they will vote? Is it possible to increase the accuracy of vote-counting, on a state-by-state and even precinct-by-precinct basis? How do voters experience polling places? These problems form the core of his dissertation.

      Taking advantage of the resources at the MIT Election Data and Science Lab, where he serves as a researcher, Jaffe conducts novel field experiments to gather highly detailed information on local, state, and federal elections, and analyzes this trove with advanced statistical techniques. Whether investigating the probability of miscounts in voting, or the possibility of changing a voter’s mode of voting, Jaffe intends to strengthen the scaffolding that supports representative government. “Elections are both theoretically and normatively important; they’re the basis of our belief in the moral rightness of the state to do the things the state does,” he says.

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      For one of his keystone projects, Jaffe seized a unique opportunity to run a big field experiment. In summer 2020, at the height of the Covid-19 pandemic, he emailed 80,000 Floridians instructions on how to vote in an upcoming primary by mail. His email contained a link enabling recipients to fill out two simple questions to receive a ballot. “I wanted to learn if this was an effective method for getting people to vote by mail, and I proved it is, statistically,” he says. “This is important to know because if elections are held in times when we might need people to vote nonlocally or vote using one method over another — if they’re displaced by a hurricane or another emergency, for instance — I learned that we can effect a new vote mode practically and quickly.”

      One of Jaffe’s insights from this experiment is that “people do read their voting-related emails, but the content of the email has to be something they can act on proximately,” he says. “A message reminding them to vote two weeks from now is not so helpful.” The lower the burden on an individual to participate in voting, whether due to proximity to a polling site or instructions on how to receive and cast a ballot, the greater the likelihood of that person engaging in the election.

      “If we want people to vote by mail, we need to reduce the informational cost so it’s easier for voters to understand how the system works,” he says.

      Another significant research thrust for Jaffe involves scrutinizing accuracy in vote counting, using instances of recounts in presidential elections. Ensuring each vote counts, he says, “is one of the most fundamental questions in democracy,” he says.

      With access to 20 elections in 2020, Jaffe is comparing original vote totals for each candidate to the recounted, correct tally, on a precinct-level basis. “Using original combinatorial techniques, I can estimate the probability of miscounting ballots,” he says. The ultimate goal is to generate a granular picture of the efficacy of election administration across the country.

      “It varies a lot by state, and most states do a good job,” he says. States that take their time in counting perform better. “There’s a phenomenon where some towns race to get results in as quickly as possible, and this affects their accuracy.”

      In spite of the bright spots, Jaffe sees chronic underfunding of American elections. “We need to give local administrators the resources, the time and money to fund employees to do their jobs,” he says. The worse the situation is, “the more likely that elections will be called wrong, with no one knowing.” Jaffe believes that his analysis can offer states useful information for improving election administration. “Determining how good a place is historically at counting ballots can help determine the likelihood of needing costly recounts in future elections,” he says.

      The ballot box and beyond

      It didn’t take Jaffe long to decide on a life dedicated to studying politics. Part of a Boston-area family who, he says, “liked discussing what was going on in the world,” he had his own subscriptions to Time magazine at age 9, and to The Economist in middle school. During high school, he volunteered for then-Massachusetts Representative Barney Frank and Senator John Kerry, working on constituent services. At Rice University, he interned all four years with political scientist Robert M. Stein, an expert on voting and elections. With Stein’s help, Jaffe landed a position the summer before his senior year with the Department of Justice (DOJ), researching voting rights cases.

      “The experience was fascinating, and the work felt super important,” says Jaffe. His portfolio involved determining whether legal challenges to particular elections met the statistical standard for racial gerrymandering. “I had to answer hard quantitative questions about the relationship between race and voting in an area, and whether minority candidates were systematically prevented from winning,” he says.

      But while Jaffe cared a lot about this work, he didn’t feel adequately challenged. “As a 21-year-old at DOJ, I learned that I could address problems in the world using statistics,” he says. “But I felt I could have a greater impact addressing tougher questions outside of voting rights.”

      Jaffe was drawn to political science at MIT, and specifically to the research of Charles Stewart III, the Kenan Sahin Distinguished Professor of Political Science, director of the MIT Election Lab, and head of Jaffe’s thesis committee. It wasn’t just the opportunity to plumb the lab’s singular repository of voting data that attracted Jaffe, but its commitment to making every vote count. For Jaffe, this was a call to arms to investigate the many, and sometimes quotidian, obstacles, between citizens and ballot boxes.

      To this end, he has been analyzing, with the help of mathematical methods from queuing theory, why some elections involve wait lines of six hours and longer at polling sites. “We know that simpler ballots mean people move don’t get stuck in these lines, where they might potentially give up before voting,” he says. “Looking at the content of ballots and the interval between voter check-in and check-out, I learned that adding races, rather than candidates, to a ballot, means that people take more time completing ballots, leading to interminable lines.”

      A key takeaway from his ensemble of studies is that “while it’s relatively rare that elections are bad, we shouldn’t think that we’re good to go,” he says. “Instead, we need to be asking under what conditions do things get bad, and how can we make them better.” More

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      Empowering Cambridge youth through data activism

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      For over 40 years, the Mayor’s Summer Youth Employment Program (MSYEP, or the Mayor’s Program) in Cambridge, Massachusetts, has been providing teenagers with their first work experience, but 2022 brought a new offering. Collaborating with MIT’s Personal Robots research group (PRG) and Responsible AI for Social Empowerment and Education (RAISE) this summer, MSYEP created a STEAM-focused learning site at the Institute. Eleven students joined the program to learn coding and programming skills through the lens of “Data Activism.”

      MSYEP’s partnership with MIT provides an opportunity for Cambridge high schoolers to gain exposure to more pathways for their future careers and education. The Mayor’s Program aims to respect students’ time and show the value of their work, so participants are compensated with an hourly wage as they learn workforce skills at MSYEP worksites. In conjunction with two ongoing research studies at MIT, PRG and RAISE developed the six-week Data Activism curriculum to equip students with critical-thinking skills so they feel prepared to utilize data science to challenge social injustice and empower their community.

      Rohan Kundargi, K-12 Community Outreach Administrator for MIT Office of Government and Community Relations (OGCR), says, “I see this as a model for a new type of partnership between MIT and Cambridge MSYEP. Specifically, an MIT research project that involves students from Cambridge getting paid to learn, research, and develop their own skills!”

      Cross-Cambridge collaboration

      Cambridge’s Office of Workforce Development initially contacted MIT OGCR about hosting a potential MSYEP worksite that taught Cambridge teens how to code. When Kundargi reached out to MIT pK-12 collaborators, MIT PRG’s graduate research assistant Raechel Walker proposed the Data Activism curriculum. Walker defines “data activism” as utilizing data, computing, and art to analyze how power operates in the world, challenge power, and empathize with people who are oppressed.

      Walker says, “I wanted students to feel empowered to incorporate their own expertise, talents, and interests into every activity. In order for students to fully embrace their academic abilities, they must remain comfortable with bringing their full selves into data activism.”

      As Kundargi and Walker recruited students for the Data Activism learning site, they wanted to make sure the cohort of students — the majority of whom are individuals of color — felt represented at MIT and felt they had the agency for their voice to be heard. “The pioneers in this field are people who look like them,” Walker says, speaking of well-known data activists Timnit Gebru, Rediet Abebe, and Joy Buolamwini.

      When the program began this summer, some of the students were not aware of the ways data science and artificial intelligence exacerbate systemic oppression in society, or some of the tools currently being used to mitigate those societal harms. As a result, Walker says, the students wanted to learn more about discriminatory design in every aspect of life. They were also interested in creating responsible machine learning algorithms and AI fairness metrics.

      A different side of STEAM

      The development and execution of the Data Activism curriculum contributed to Walker’s and postdoc Xiaoxue Du’s respective research at PRG. Walker is studying AI education, specifically creating and teaching data activism curricula for minoritized communities. Du’s research explores processes, assessments, and curriculum design that prepares educators to use, adapt, and integrate AI literacy curricula. Additionally, her research targets how to leverage more opportunities for students with diverse learning needs.

      The Data Activism curriculum utilizes a “libertatory computing” framework, a term Walker coined in her position paper with Professor Cynthia Breazeal, director of MIT RAISE, dean for digital learning, and head of PRG, and Eman Sherif, a then-undergraduate researcher from University of California at San Diego, titled “Liberty Computing for African American Students.” This framework ensures that students, especially minoritized students, acquire a sound racial identity, critical consciousness, collective obligation, liberation centered academic/achievement identity, as well as the activism skills to use computing to transform a multi-layered system of barriers in which racism persists. Walker says, “We encouraged students to demonstrate competency in every pillar because all of the pillars are interconnected and build upon each other.”

      Walker developed a series of interactive coding and project-based activities that focused on understanding systemic racism, utilizing data science to analyze systemic oppression, data drawing, responsible machine learning, how racism can be embedded into AI, and different AI fairness metrics.

      This was the students’ first time learning how to create data visualizations using the programming language Python and the data analysis tool Pandas. In one project meant to examine how different systems of oppression can affect different aspects of students’ own identities, students created datasets with data from their respective intersectional identities. Another activity highlighted African American achievements, where students analyzed two datasets about African American scientists, activists, artists, scholars, and athletes. Using the data visualizations, students then created zines about the African Americans who inspired them.

      RAISE hired Olivia Dias, Sophia Brady, Lina Henriquez, and Zeynep Yalcin through the MIT Undergraduate Research Opportunity Program (UROP) and PRG hired freelancer Matt Taylor to work with Walker on developing the curriculum and designing interdisciplinary experience projects. Walker and the four undergraduate researchers constructed an intersectional data analysis activity about different examples of systemic oppression. PRG also hired three high school students to test activities and offer insights about making the curriculum engaging for program participants. Throughout the program, the Data Activism team taught students in small groups, continually asked students how to improve each activity, and structured each lesson based on the students’ interests. Walker says Dias, Brady, Henriquez, and Yalcin were invaluable to cultivating a supportive classroom environment and helping students complete their projects.

      Cambridge Rindge and Latin School senior Nina works on her rubber block stamp that depicts the importance of representation in media and greater representation in the tech industry.

      Photo: Katherine Ouellette

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      Student Nina says, “It’s opened my eyes to a different side of STEM. I didn’t know what ‘data’ meant before this program, or how intersectionality can affect AI and data.” Before MSYEP, Nina took Intro to Computer Science and AP Computer Science, but she has been coding since Girls Who Code first sparked her interest in middle school. “The community was really nice. I could talk with other girls. I saw there needs to be more women in STEM, especially in coding.” Now she’s interested in applying to colleges with strong computer science programs so she can pursue a coding-related career.

      From MSYEP to the mayor’s office

      Mayor Sumbul Siddiqui visited the Data Activism learning site on Aug. 9, accompanied by Breazeal. A graduate of MSYEP herself, Siddiqui says, “Through hands-on learning through computer programming, Cambridge high school students have the unique opportunity to see themselves as data scientists. Students were able learn ways to combat discrimination that occurs through artificial intelligence.” In an Instagram post, Siddiqui also said, “I had a blast visiting the students and learning about their projects.”

      Students worked on an activity that asked them to envision how data science might be used to support marginalized communities. They transformed their answers into block-printed T-shirt designs, carving pictures of their hopes into rubber block stamps. Some students focused on the importance of data privacy, like Jacob T., who drew a birdcage to represent data stored and locked away by third party apps. He says, “I want to open that cage and restore my data to myself and see what can be done with it.”

      The subject of Cambridge Community Charter School student Jacob T.’s project was the importance of data privacy. For his T-shirt design, he drew a birdcage to represent data stored and locked away by third party apps. (From right to left:) Breazeal, Jacob T. Kiki, Raechel Walker, and Zeynep Yalcin.

      Photo: Katherine Ouellette

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      Many students wanted to see more representation in both the media they consume and across various professional fields. Nina talked about the importance of representation in media and how that could contribute to greater representation in the tech industry, while Kiki talked about encouraging more women to pursue STEM fields. Jesmin said, “I wanted to show that data science is accessible to everyone, no matter their origin or language you speak. I wrote ‘hello’ in Bangla, Arabic, and English, because I speak all three languages and they all resonate with me.”

      Student Jesmin (left) explains the concept of her T-shirt design to Mayor Siddiqui. She wants data science to be accessible to everyone, no matter their origin or language, so she drew a globe and wrote ‘hello’ in the three languages she speaks: Bangla, Arabic, and English.

      Photo: Katherine Ouellette

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      “Overall, I hope the students continue to use their data activism skills to re-envision a society that supports marginalized groups,” says Walker. “Moreover, I hope they are empowered to become data scientists and understand how their race can be a positive part of their identity.” More

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      MIT ReACT welcomes first Afghan cohort to its largest-yet certificate program

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      Through the championing support of the faculty and leadership of the MIT Afghan Working Group convened last September by Provost Martin Schmidt and chaired by Associate Provost for International Activities Richard Lester, MIT has come together to support displaced Afghan learners and scholars in a time of crisis. The MIT Refugee Action Hub (ReACT) has opened opportunities for 25 talented Afghan learners to participate in the hub’s certificate program in computer and data science (CDS), now in its fourth year, welcoming its largest and most diverse cohort to date — 136 learners from 29 countries.

      ”Even in the face of extreme disruption, education and scholarship must continue, and MIT is committed to providing resources and safe forums for displaced scholars,” says Lester. “We greatly appreciate MIT ReACT’s work to create learning opportunities for Afghan students whose lives have been upended by the crisis in their homeland.”

      Currently, more than 3.5 million Afghans are internally displaced, while 2.5 million are registered refugees residing in other parts of the world. With millions in Afghanistan facing famine, poverty, and civil unrest in what has become the world’s largest humanitarian crisis, the United Nations predicts the number of Afghans forced to flee their homes will continue to rise. 

      “Forced displacement is on the rise, fueled not only by constant political, economical, and social turmoil worldwide, but also by the ongoing climate change crisis, which threatens costly disruptions to society and has potential to create unprecedented displacement internationally,” says associate professor of civil and environmental engineering and ReACT’s faculty founder Admir Masic. During the orientation for the new CDS cohort in January, Masic emphasized the great need for educational programs like ReACT’s that address the specific challenges refugees and displaced learners face.

      A former Bosnian refugee, Masic spent his teenage years in Croatia, where educational opportunities were limited for young people with refugee status. His experience motivated him to found ReACT, which launched in 2017. Housed within Open Learning, ReACT is an MIT-wide effort to deliver global education and professional development programs to underserved communities, including refugees and migrants. ReACT’s signature program, CDS is a year-long, online program that combines MITx courses in programming and data science, personal and professional development workshops including MIT Bootcamps, and opportunities for practical experience.

      ReACT’s group of 25 learners from Afghanistan, 52 percent of whom are women, joins the larger CDS cohort in the program. They will receive support from their new colleagues as well as members of ReACT’s mentor and alumni network. While the majority of the group are residing around the world, including in Europe, North America, and neighboring countries, several still remain in Afghanistan. With the support of the Afghan Working Group, ReACT is working to connect with communities from the region to provide safe and inclusive learning environments for the cohort. ​​

      Building community and confidence

      Selected from more than 1,000 applicants, the new CDS cohort reflected on their personal and professional goals during a weeklong orientation.

      “I am here because I want to change my career and learn basics in this field to then obtain networks that I wouldn’t have got if it weren’t for this program,” said Samiullah Ajmal, who is joining the program from Afghanistan.

      Interactive workshops on topics such as leadership development and virtual networking rounded out the week’s events. Members of ReACT’s greater community — which has grown in recent years to include a network of external collaborators including nonprofits, philanthropic supporters, universities, and alumni — helped facilitate these workshops and other orientation activities.

      For instance, Na’amal, a social enterprise that connects refugees to remote work opportunities, introduced the CDS learners to strategies for making career connections remotely. “We build confidence while doing,” says Susan Mulholland, a leadership and development coach with Na’amal who led the networking workshop.

      Along with the CDS program’s cohort-based model, ReACT also uses platforms that encourage regular communication between participants and with the larger ReACT network — making connections a critical component of the program.

      “I not only want to meet new people and make connections for my professional career, but I also want to test my communication and social skills,” says Pablo Andrés Uribe, a learner who lives in Colombia, describing ReACT’s emphasis on community-building. 

      Over the last two years, ReACT has expanded its geographic presence, growing from a hub in Jordan into a robust global community of many hubs, including in Colombia and Uganda. These regional sites connect talented refugees and displaced learners to internships and employment, startup networks and accelerators, and pathways to formal undergraduate and graduate education.

      This expansion is thanks to the generous support internally from the MIT Office of the Provost and Associate Provost Richard Lester and external organizations including the Western Union Foundation. ReACT will build new hubs this year in Greece, Uruguay, and Afghanistan, as a result of gifts from the Hatsopoulos family and the Pfeffer family.

      Holding space to learn from each other

      In addition to establishing new global hubs, ReACT plans to expand its network of internship and experiential learning opportunities, increasing outreach to new collaborators such as nongovernmental organizations (NGOs), companies, and universities. Jointly with Na’amal and Paper Airplanes, a nonprofit that connects conflict-affected individuals with personal language tutors, ReACT will host the first Migration Summit. Scheduled for April 2022, the month-long global convening invites a broad range of participants, including displaced learners, universities, companies, nonprofits and NGOs, social enterprises, foundations, philanthropists, researchers, policymakers, employers, and governments, to address the key challenges and opportunities for refugee and migrant communities. The theme of the summit is “Education and Workforce Development in Displacement.”

      “The MIT Migration Summit offers a platform to discuss how new educational models, such as those employed in ReACT, can help solve emerging challenges in providing quality education and career opportunities to forcibly displaced and marginalized people around the world,” says Masic. 

      A key goal of the convening is to center the voices of those most directly impacted by displacement, such as ReACT’s learners from Afghanistan and elsewhere, in solution-making. More