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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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      “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

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      Educating national security leaders on artificial intelligence

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      Understanding artificial intelligence and how it relates to matters of national security has become a top priority for military and government leaders in recent years. A new three-day custom program entitled “Artificial Intelligence for National Security Leaders” — AI4NSL for short — aims to educate leaders who may not have a technical background on the basics of AI, machine learning, and data science, and how these topics intersect with national security.

      “National security fundamentally is about two things: getting information out of sensors and processing that information. These are two things that AI excels at. The AI4NSL class engages national security leaders in understanding how to navigate the benefits and opportunities that AI affords, while also understanding its potential negative consequences,” says Aleksander Madry, the Cadence Design Systems Professor at MIT and one of the course’s faculty directors.

      Organized jointly by MIT’s School of Engineering, MIT Stephen A. Schwarzman College of Computing, and MIT Sloan Executive Education, AI4NSL wrapped up its fifth cohort in April. The course brings leaders from every branch of the U.S. military, as well as some foreign military leaders from NATO, to MIT’s campus, where they learn from faculty experts on a variety of technical topics in AI, as well as how to navigate organizational challenges that arise in this context.

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      AI for National Security Leaders | MIT Sloan Executive Education

      “We set out to put together a real executive education class on AI for senior national security leaders,” says Madry. “For three days, we are teaching these leaders not only an understanding of what this technology is about, but also how to best adopt these technologies organizationally.”

      The original idea sprang from discussions with senior U.S. Air Force (USAF) leaders and members of the Department of the Air Force (DAF)-MIT AI Accelerator in 2019.

      According to Major John Radovan, deputy director of the DAF-MIT AI Accelerator, in recent years it has become clear that national security leaders needed a deeper understanding of AI technologies and its implications on security, warfare, and military operations. In February 2020, Radovan and his team at the DAF-MIT AI Accelerator started building a custom course to help guide senior leaders in their discussions about AI.

      “This is the only course out there that is focused on AI specifically for national security,” says Radovan. “We didn’t want to make this course just for members of the Air Force — it had to be for all branches of the military. If we are going to operate as a joint force, we need to have the same vocabulary and the same mental models about how to use this technology.”

      After a pilot program in collaboration with MIT Open Learning and the MIT Computer Science and Artificial Intelligence Laboratory, Radovan connected with faculty at the School of Engineering and MIT Schwarzman College of Computing, including Madry, to refine the course’s curriculum. They enlisted the help of colleagues and faculty at MIT Sloan Executive Education to refine the class’s curriculum and cater the content to its audience. The result of this cross-school collaboration was a new iteration of AI4NSL, which was launched last summer.

      In addition to providing participants with a basic overview of AI technologies, the course places a heavy emphasis on organizational planning and implementation.

      “What we wanted to do was to create smart consumers at the command level. The idea was to present this content at a higher level so that people could understand the key frameworks, which will guide their thinking around the use and adoption of this material,” says Roberto Fernandez, the William F. Pounds Professor of Management and one of the AI4NSL instructors, as well as the other course’s faculty director.

      During the three-day course, instructors from MIT’s Department of Electrical Engineering and Computer Science, Department of Aeronautics and Astronautics, and MIT Sloan School of Management cover a wide range of topics.

      The first half of the course starts with a basic overview of concepts including AI, machine learning, deep learning, and the role of data. Instructors also present the problems and pitfalls of using AI technologies, including the potential for adversarial manipulation of machine learning systems, privacy challenges, and ethical considerations.

      In the middle of day two, the course shifts to examine the organizational perspective, encouraging participants to consider how to effectively implement these technologies in their own units.

      “What’s exciting about this course is the way it is formatted first in terms of understanding AI, machine learning, what data is, and how data feeds AI, and then giving participants a framework to go back to their units and build a strategy to make this work,” says Colonel Michelle Goyette, director of the Army Strategic Education Program at the Army War College and an AI4NSL participant.

      Throughout the course, breakout sessions provide participants with an opportunity to collaborate and problem-solve on an exercise together. These breakout sessions build upon one another as the participants are exposed to new concepts related to AI.

      “The breakout sessions have been distinctive because they force you to establish relationships with people you don’t know, so the networking aspect is key. Any time you can do more than receive information and actually get into the application of what you were taught, that really enhances the learning environment,” says Lieutenant General Brian Robinson, the commander of Air Education and Training Command for the USAF and an AI4NSL participant.

      This spirit of teamwork, collaboration, and bringing together individuals from different backgrounds permeates the three-day program. The AI4NSL classroom not only brings together national security leaders from all branches of the military, it also brings together faculty from three schools across MIT.

      “One of the things that’s most exciting about this program is the kind of overarching theme of collaboration,” says Rob Dietel, director of executive programs at Sloan School of Management. “We’re not drawing just from the MIT Sloan faculty, we’re bringing in top faculty from the Schwarzman College of Computing and the School of Engineering. It’s wonderful to be able to tap into those resources that are here on MIT’s campus to really make it the most impactful program that we can.”

      As new developments in generative AI, such as ChatGPT, and machine learning alter the national security landscape, the organizers at AI4NSL will continue to update the curriculum to ensure it is preparing leaders to understand the implications for their respective units.

      “The rate of change for AI and national security is so fast right now that it’s challenging to keep up, and that’s part of the reason we’ve designed this program. We’ve brought in some of our world-class faculty from different parts of MIT to really address the changing dynamic of AI,” adds Dietel. More

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      Day of AI curriculum meets the moment

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      MIT Responsible AI for Social Empowerment and Education (RAISE) recently celebrated the second annual Day of AI with two flagship local events. The Edward M. Kennedy Institute for the U.S. Senate in Boston hosted a human rights and data policy-focused event that was streamed worldwide. Dearborn STEM Academy in Roxbury, Massachusetts, hosted a student workshop in collaboration with Amazon Future Engineer. With over 8,000 registrations across all 50 U.S. states and 108 countries in 2023, participation in Day of AI has more than doubled since its inaugural year.

      Day of AI is a free curriculum of lessons and hands-on activities designed to teach kids of all ages and backgrounds the basics and responsible use of artificial intelligence, designed by researchers at MIT RAISE. This year, resources were available for educators to run at any time and in any increments they chose. The curriculum included five new modules to address timely topics like ChatGPT in School, Teachable Machines, AI and Social Media, Data Science and Me, and more. A collaboration with the International Society for Technology in Education also introduced modules for early elementary students. Educators across the world shared photos, videos, and stories of their students’ engagement, expressing excitement and even relief over the accessible lessons.

      Professor Cynthia Breazeal, director of RAISE, dean for digital learning at MIT, and head of the MIT Media Lab’s Personal Robots research group, said, “It’s been a year of extraordinary advancements in AI, and with that comes necessary conversations and concerns about who and what this technology is for. With our Day of AI events, we want to celebrate the teachers and students who are putting in the work to make sure that AI is for everyone.”

      Reflecting community values and protecting digital citizens

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      On May 18, 2023, MIT RAISE hosted a global Day of AI celebration featuring a flagship local event focused on human rights and data policy at the Edward M. Kennedy Institute for the U.S. Senate. Students from the Warren Prescott Middle School and New Mission High School heard from speakers the City of Boston, Liberty Mutual, and MIT to discuss the many benefits and challenges of artificial intelligence education. Video: MIT Open Learning

      MIT President Sally Kornbluth welcomed students from Warren Prescott Middle School and New Mission High School to the Day of AI program at the Edward M. Kennedy Institute. Kornbluth reflected on the exciting potential of AI, along with the ethical considerations society needs to be responsible for.

      “AI has the potential to do all kinds of fantastic things, including driving a car, helping us with the climate crisis, improving health care, and designing apps that we can’t even imagine yet. But what we have to make sure it doesn’t do is cause harm to individuals, to communities, to us — society as a whole,” she said.

      This theme resonated with each of the event speakers, whose jobs spanned the sectors of education, government, and business. Yo Deshpande, technologist for the public realm, and Michael Lawrence Evans, program director of new urban mechanics from the Boston Mayor’s Office, shared how Boston thinks about using AI to improve city life in ways that are “equitable, accessible, and delightful.” Deshpande said, “We have the opportunity to explore not only how AI works, but how using AI can line up with our values, the way we want to be in the world, and the way we want to be in our community.”

      Adam L’Italien, chief innovation officer at Liberty Mutual Insurance (one of Day of AI’s founding sponsors), compared our present moment with AI technologies to the early days of personal computers and internet connection. “Exposure to emerging technologies can accelerate progress in the world and in your own lives,” L’Italien said, while recognizing that the AI development process needs to be inclusive and mitigate biases.

      Human policies for artificial intelligence

      So how does society address these human rights concerns about AI? Marc Aidinoff ’21, former White House Office of Science and Technology Policy chief of staff, led a discussion on how government policy can influence the parameters of how technology is developed and used, like the Blueprint for an AI Bill of Rights. Aidinoff said, “The work of building the world you want to see is far harder than building the technical AI system … How do you work with other people and create a collective vision for what we want to do?” Warren Prescott Middle School students described how AI could be used to solve problems that humans couldn’t. But they also shared their concerns that AI could affect data privacy, learning deficits, social media addiction, job displacement, and propaganda.

      In a mock U.S. Senate trial activity designed by Daniella DiPaola, PhD student at the MIT Media Lab, the middle schoolers investigated what rights might be undermined by AI in schools, hospitals, law enforcement, and corporations. Meanwhile, New Mission High School students workshopped the ideas behind bill S.2314, the Social Media Addiction Reduction Technology (SMART) Act, in an activity designed by Raechel Walker, graduate research assistant in the Personal Robots Group, and Matt Taylor, research assistant at the Media Lab. They discussed what level of control could or should be introduced at the parental, educational, and governmental levels to reduce the risks of internet addiction.

      “Alexa, how do I program AI?”

      Play video

      The 2023 Day of AI celebration featured a flagship local event at the Dearborn STEM Academy in Roxbury in collaboration with Amazon Future Engineer. Students participated in a hands-on activity using MIT App Inventor as part of Day of AI’s Alexa lesson. Video: MIT Open Learning

      At Dearborn STEM Academy, Amazon Future Engineer helped students work through the Intro to Voice AI curriculum module in real-time. Students used MIT App Inventor to code basic commands for Alexa. In an interview with WCVB, Principal Darlene Marcano said, “It’s important that we expose our students to as many different experiences as possible. The students that are participating are on track to be future computer scientists and engineers.”

      Breazeal told Dearborn students, “We want you to have an informed voice about how you want AI to be used in society. We want you to feel empowered that you can shape the world. You can make things with AI to help make a better world and a better community.”

      Rohit Prasad ’08, senior vice president and head scientist for Alexa at Amazon, and Victor Reinoso ’97, global director of philanthropic education initiatives at Amazon, also joined the event. “Amazon and MIT share a commitment to helping students discover a world of possibilities through STEM and AI education,” said Reinoso. “There’s a lot of current excitement around the technological revolution with generative AI and large language models, so we’re excited to help students explore careers of the future and navigate the pathways available to them.” To highlight their continued investment in the local community and the school program, Amazon donated a $25,000 Innovation and Early College Pathways Program Grant to the Boston Public School system.

      Day of AI down under

      Not only was the Day of AI program widely adopted across the globe, Australian educators were inspired to adapt their own regionally specific curriculum. An estimated 161,000 AI professionals will be needed in Australia by 2030, according to the National Artificial Intelligence Center in the Commonwealth Scientific and Industrial Research Organization (CSIRO), an Australian government agency and Day of AI Australia project partner. CSIRO worked with the University of New South Wales to develop supplementary educational resources on AI ethics and machine learning. Day of AI Australia reached 85,000 students at 400-plus secondary schools this year, sparking curiosity in the next generation of AI experts.

      The interest in AI is accelerating as fast as the technology is being developed. Day of AI offers a unique opportunity for K-12 students to shape our world’s digital future and their own.

      “I hope that some of you will decide to be part of this bigger effort to help us figure out the best possible answers to questions that are raised by AI,” Kornbluth told students at the Edward M. Kennedy Institute. “We’re counting on you, the next generation, to learn how AI works and help make sure it’s for everyone.” 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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      Festival of Learning 2023 underscores importance of well-designed learning environments

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      During its first in-person gathering since 2020, MIT’s Festival of Learning 2023 explored how the learning sciences can inform the Institute on how to best support students. Co-sponsored by MIT Open Learning and the Office of the Vice Chancellor (OVC), this annual event celebrates teaching and learning innovations with MIT instructors, students, and staff.

      Bror Saxberg SM ’85, PhD ’89, founder of LearningForge LLC and former chief learning officer at Kaplan, Inc., was invited as keynote speaker, with opening remarks by MIT Chancellor Melissa Nobles and Vice President for Open Learning Eric Grimson, and discussion moderated by Senior Associate Dean of Open Learning Christopher Capozzola. This year’s festival focused on how creating well-designed learning environments using learning engineering can increase learning success.

      Play video

      2023 Festival of Learning: Highlights

      Well-designed learning environments are key

      In his keynote speech “Learning Engineering: What We Know, What We Can Do,” Saxberg defined “learning engineering” as the practical application of learning sciences to real-world problems at scale. He said, “High levels can be reached by all learners, given access to well-designed instruction and motivation for enough practice opportunities.”

      Informed by decades of empirical evidence from the field of learning science, Saxberg’s own research, and insights from Kaplan, Inc., Saxberg finds that a hands-on strategy he calls “prepare, practice, perform” delivers better learning outcomes than a traditional “read, write, discuss” approach. Saxberg recommends educators devote at least 60 percent of learning time to hands-on approaches, such as producing, creating, and engaging. Only 20-30 percent of learning time should be spent in the more passive “knowledge acquisition” modes of listening and reading.

      “Here at MIT, a place that relies on data to make informed decisions, learning engineering can provide a framework for us to center in on the learner to identify the challenges associated with learning, and to apply the learning sciences in data-driven ways to improve instructional approaches,” said Nobles. During their opening remarks, Nobles and Grimson both emphasized how learning engineering at MIT is informed by the Institute’s commitment to educating the whole student, which encompasses student well-being and belonging in addition to academic rigor. “What lessons can we take away to change the way we think about education moving forward? This is a chance to iterate,” said Grimson.

      Well-designed learning environments are informed by understanding motivation, considering the connection between long-term and working memory, identifying the range of learners’ prior experience, grounding practice in authentic contexts (i.e., work environments), and using data-driven instructional approaches to iterate and improve.

      Play video

      2023 Festival of Learning: Keynote by Bror Saxberg

      Understand learner motivation

      Saxberg asserted that before developing course structures and teaching approaches known to encourage learning, educators must first examine learner motivation. Motivation doesn’t require enjoyment of the subject or task to spur engagement. Similar to how a well-designed physical training program can change your muscle cells, if a learner starts, persists, and exerts mental effort in a well-designed learning environment, they can change their neurons — they learn. Saxberg described four main barriers to learner motivation, and solutions for each:

      The learner doesn’t see the value of the lesson. Ways to address this include helping the learners find value; leveraging the learner’s expertise in another area to better understand the topic at hand; and making the activity itself enjoyable. “Finding value” could be as simple as explaining the practical applications of this knowledge in their future work in the field, or how this lesson prepares learners for their advanced level courses. 
      Self-efficacy for learners who don’t think they’re capable. Educators can point to parallel experiences with similar goals that students may have already achieved in another context. Alternatively, educators can share stories of professionals who have successfully transitioned from one area of expertise to another. 
      “Something” in the learner’s way, such as not having the time, space, or correct materials. This is an opportunity to demonstrate how a learner can use problem-solving skills to find a solution to their perceived problem. As with the barrier of self-efficacy, educators can assure learners that they are in control of the situation by sharing similar stories of those who’ve encountered the same problem and the solution they devised.
      The learner’s emotional state. This is no small barrier to motivation. If a learner is angry, depressed, scared, or grieving, it will be challenging for them to switch their mindset into learning mode. A wide array of emotions require a wide array of possible solutions, from structured conversation techniques to recommending professional help.
      Consider the cognitive load

      Saxberg has found that learning occurs when we use working memory to problem-solve, but our working memory can only process three to five verbal or conscious thoughts at a time. Long-term memory stores knowledge that can be accessed non-verbally and non-consciously, which is why experts appear to remember information effortlessly. Until a learner develops that expertise, extraneous information in a lesson will occupy space in their working memory, running the risk of distracting the learner from the desired learning outcome.

      To accommodate learners’ finite cognitive load, Saxberg suggested the solution of reevaluating which material is essential, then simplifying the exercise or removing unnecessary material accordingly. “That notion of, ‘what do we really need students to be able to do?’ helps you focus,” said Saxberg.

      Another solution is to leverage the knowledge, skills, and interests learners already bring to the course — these long-term memories can scaffold the new material. “What do you have in your head already, what do you love, what’s easy to draw from long-term memory? That would be the starting point for challenging new skills. It’s not the ending point because you want to use your new skills to then find out new things,” Saxberg said. Finally, consider how your course engages with the syllabi. Do you explain the reasoning behind the course structure? Do you show how the exercises or material will be applied to future courses or the field? Do you share best practices for engaging working memory and learning? By acknowledging and empathizing with the practical challenges that learners face, you can remove a barrier from their cognitive load.

      Ground practice in authentic contexts

      Saxberg stated that few experts read textbooks to learn new information — they discover what they need to know while working in the field, using those relevant facts in context. As such, students will have an easier time remembering facts if they’re practicing in relevant or similar environments to their future work.

      If students can practice classifying problems in real work contexts rather than theoretical practice problems, they can build a framework to classify what’s important. That helps students recognize the type of problem they’re trying to solve before trying to solve the problem itself. With enough hands-on practice and examples of how experts use processes and identify which principles are relevant, learners can holistically learn entire procedures. And that learning continues once learners graduate to the workforce: professionals often meet to exchange knowledge at conferences, charrettes, and other gatherings.

      Enhancing teaching at MIT

      The Festival of Learning furthers the Office of the Chancellor’s mission to advance academic innovation that will foster the growth of MIT students. The festival also aligns with the MIT Open Learning’s Residential Education team’s goal of making MIT education more effective and efficient. Throughout the year, their team offers continuous support to MIT faculty and instructors using digital technologies to augment and transform how they teach.

      “We are doubling down on our commitment to continuous growth in how we teach,” said Nobles. More

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      Democratizing education: Bringing MIT excellence to the masses

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      How do you quantify the value of education or measure success? For the team behind the MIT Institute for Data, Systems, and Society’s (IDSS) MicroMasters Program in Statistics and Data Science (SDS), providing over 1,000 individuals from around the globe with access to MIT-level programming feels like a pretty good place to start. 

      Thanks to the MIT-conceived MicroMasters-style format, SDS faculty director Professor Devavrat Shah and his colleagues have eliminated the physical restrictions created by a traditional brick-and-mortar education, allowing 1,178 learners and counting from 89 countries access to an MIT education.

      “Taking classes from a Nobel Prize winner doesn’t happen every day,” says Oscar Vele, a strategic development worker for the town of Cuenca, Ecuador. “My dream has always been to study at MIT. I knew it was not easy — now, through this program, my dream came true.”

      “With an online forum, in principle, admission is no longer the gate — the merit is a gate,” says Shah. “If you take a class that is MIT-level, and if you perform at MIT-level, then you should get MIT-level credentials.”

      The MM SDS program, delivered in collaboration with MIT Open Learning, plays a key role in the IDSS mission of advancing education in data science, and supports MIT’s overarching belief that everyone should be able to access a quality education no matter what their life circumstances may be.

      “Getting a program like this up and running to the point where it has credentials and credibility across the globe, is an important milestone for us,” says Shah. “Basically, for us, it says we are here to stay, and we are just getting started.”

      Since the program launched in 2018, Shah says he and his team have seen learners from all walks of life, from high-schoolers looking for a challenge to late-in-life learners looking to either evolve or refresh their knowledge.

      “Then there are individuals who want to prove to themselves that they can achieve serious knowledge and build a career,” Shah says. “Circumstances throughout their lives, whether it’s the country or socioeconomic conditions they’re born in, they have never had the opportunity to do something like this, and now they have an MIT-level education and credentials, which is a huge deal for them.”

      Many learners overcome challenges to complete the program, from financial hardships to balancing work, home life, and coursework, and finding private, internet-enabled space for learning — not to mention the added complications of a global pandemic. One Ukrainian learner even finished the program after fleeing her apartment for a bomb shelter.

      Remapping the way to a graduate degree

      For Diogo da Silva Branco Magalhaes, a 44-year-old lifelong learner, curiosity and the desire to evolve within his current profession brought him to the MicroMasters program. Having spent 15 years working in the public transport sector, da Silva Branco Magalhaes had a very specific challenge at the front of his mind: artificial intelligence.

      “It’s not science fiction; it’s already here,” he says. “Think about autonomous vehicles, on-demand transportation, mobility as a service — AI and data, in particular, are the driving force of a number of disruptions that will affect my industry.”

      When he signed up for the MicroMasters Program in Statistics and Data Science, da Silva Branco Magalhaes’ said he had no long-term plans, but was taking a first step. “I just wanted to have a first contact with this reality, understand the basics, and then let’s see how it goes,” he describes.

      Now, after earning his credentials in 2021, he finds himself a few weeks into an accelerated master’s program at Northwestern University, one of several graduate pathways supported by the MM SDS program.

      “I was really looking to gain some basic background knowledge; I didn’t expect the level of quality and depth they were able to provide in an online lecture format,” he says. “Having access to this kind of content — it’s a privilege, and now that we have it, we have to make the most of it.”

      A refreshing investment

      As an applied mathematician with 15 years of experience in the U.S. defense sector, Celia Wilson says she felt comfortable with her knowledge, though not 100 percent confident that her math skills could stand up against the next generation.

      “I felt I was getting left behind,” she says. “So I decided to take some time out and invest in myself, and this program was a great opportunity to systematize and refresh my knowledge of statistics and data science.”

      Since completing the course, Wilson says she has secured a new job as a director of data and analytics, where she is confident in her ability to manage a team of the “new breed of data scientists.” It turns out, however, that completing the program has given her an even greater gift than self-confidence.

      “Most importantly,” she adds, “it’s inspired my daughters to tell anyone who will listen that math is definitely for girls.”

      Connecting an engaged community

      Each course is connected to an online forum that allows learners to enhance their experience through real-time conversations with others in their cohort.

      “We have worked hard to provide a scalable version of the traditional teaching assistant support system that you would get in a usual on-campus class, with a great online forum for people to connect with each other as learners,” Shah says.

      David Khachatrian, a data scientist working on improving the drug discovery pipeline, says that leveraging the community to hone his ability to “think clearly and communicate effectively with others” mattered more than anything.

      “Take the opportunity to engage with your community of fellow learners and facilitators — answer questions for others to give back to the community, solidify your own understanding, and practice your ability to explain clearly,” Khachatrian says. “These skills and behaviors will help you to succeed not just in SDS, but wherever you go in the future.”

      “There were a lot of active contributions from a lot of learners and I felt it was really a very strong component of the course,” da Silva Branco Magalhaes adds. “I had some offline contact with other students who are connections that I’ve kept up with to this day.”

      A solid path forward

      “We have a dedicated team supporting the MM SDS community on the MIT side,” Shah says, citing the contributions of Karene Chu, MM SDS assistant director of education; Susana Kevorkova, the MM SDS program manager; and Jeremy Rossen, MM program coordinator. “They’ve done so much to ensure the success of the program and our learners, and they are constantly adding value to the program — like identifying real-time supplementary opportunities for learners to participate in, including the IDSS Policy Hackathon.”

      The program now holds online “graduation” ceremonies, where credential holders from all over the world share their experiences. Says Shah, who looks forward to celebrating the next 1,000 learners: “Every time I think about it, I feel emotional. It feels great, and it keeps us going.” More