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MIT-Singapore 79MITGreaterChinaInitiative 79MIT-IndiaInitiative 80OtherGlobalInitiatives 81OpenCourseWare 82InternationalScholars 83InternationalStudents 84InternationalStudyOpportunities 87InternationalAlumni 88InternationalEntrepreneurs 89MITInternationalScienceandTechnologyInitiatives 90CampusResearchSponsoredbyInternational

Organizations 92

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Global EngagementTheexpandingglobalconnectionsofthe21stCen-turyprovideMITwithincreasingopportunitiestoengageinprojectsandcollaborationsoutsidetheU.S.AsformerPresidentSusanHockfieldnotedinaspeechdeliveredtotheConfederationofIndianIndustriesinMumbai,India,inNovember2007,

It has never been more clear that the future of innovation will be told in many, many different lan-guages. In a world with so much talent, no one has a monopoly on good ideas. As researchers, if we are driven to find the most gifted collaborators and the most intriguing ideas, we must be prepared to look far beyond our own backyards. And as educators, if we fail to help our students learn to live and work with their peers around the world, then we have failed them altogether.

MITstrivestoencouragethefreeflowofpeopleandideasbyengagingininternationalresearchcollabo-rations,providinginternationalstudyandresearchopportunitiesforitsstudents,andhostinginterna-tionalstudentsandscholars.ThefollowingaresomeofMIT’smanyinternationalresearchcollaborations.

International Innovation InitiativeTheInternationalInnovationInitiative(I3,pro-nounced“I-cubed”)providesafocalpointforinteractionsbetweenMITresearchersandtheglobalventurecapitalcommunity.ThemissionofI3istoexploreandestablishopportunitiesfortheMITeducationandresearchcommunitytocometogetherwithinternationalpartnerstostimulateinnovativetechnologicalapproachestopresentandfutureglobalproblemsmovingtechnologiesfromthelaboratorytothemarketplace.

MIT Energy InitiativeMITEnergyInitiative(MITEI),establishedinSeptember2006,isanInstitute-wideinitiativedesignedtohelptransformtheglobalenergysystemtomeettheneedsofthefutureandtohelpbuildabridgetothatfuturebyimprovingtoday’senergysystems.MITEIstrivestoaddressthetechnicalandpolicychallengesofthecomingdecades,suchasmeetingtheworld’sgrowingdemandforenergy;minimizingrelatedimpactsontheenvironment;andreducingthepotentialgeopoliticaltensionsassoci-atedwithincreasedcompetitionforenergy.

Tosolvetheseproblems,MITEIpairstheInstitute’sworld-classresearchteamswithvariedentitiesacrosstheglobalresearchspectrum.Forexample,theInitiativeislaunchinganewmulti-disciplinaryprogramaddressingtheenergychallengesofthedevelopingworld.Ithasalsoformedinternationalallianceswithresearchinstitutionsinkeyregionsoftheworld.OneofthesealliancesistheLowCarbonEnergyUniversityAlliance,whichisapartnershipamongMIT,TsinghuaUniversity,andtheUniversityofCambridge.MITEIisalsoaresourceforpolicymakersandthepublic,providingunbiasedanalysisandservingasanhonestbrokerforindustryandgovernment.

ThefollowingareexamplesofMITEI’sresearch:

MITresearchersandtheircollaboratorsfromSouthAfricaandEnglandhavedemonstratedthatitispossibletocreateelegant,energy-efficientbuild-ingswithlittleenergyconsumptionandessentiallynoenergy-intensivematerials.

MITresearchersareworkingwithChiquitaBrandsInternationalInc.tohelpgaugethecarbonfoot-printofthesupplychainthattransportsbananasbytruckandshipfromCentralAmericatotheUnitedStates.ThecasestudywillleadtoaWeb-basedtoolthatwillhelpothercompaniescalculateandpoten-tiallyreducetheenergyconsumptionofproductsmovedbyland,water,and/orair.

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MIT-Singapore Singapore University of Technology and Design In2010,MITandtheSingaporeUniversityofTech-nologyandDesign(SUTD)officiallybeganapart-nershipthatincludesbotheducationandresearchcomponents.Undertheeducationcomponent,MITwillshareitsexpertisewithSUTDinabroadrangeofareas,includingpedagogy,curriculumdevelopment,andfacultyrecruitmentanddevel-opment.MITwillalsoassistindesigningprogramstoencourageinnovationandentrepreneurship.AkeyfeatureoftheresearchcomponentisthenewSUTD-MITInternationalDesignCentre(IDC).TheIDCisajointresearchprojectwithfacilitiesatbothuniversities.TheIDCaimstobecometheworld’spremierscholarlyhubfortechnologicallyintensivedesignandserveasanucleusforthegrowthoftheMIT-SUTDCollaboration.

Singapore-MIT AllianceTheSingapore-MITAllianceisaglobalpartnershipingraduateeducationcreatedbyMIT,theNationalUniversityofSingapore,andNanyangTechnologicalUniversity.Settinganewstandardforinternationalcollaborationingraduateresearchandeducation,theallianceeducatesyoungengineerstoserveasleadersinatechnologicallyadvancedeconomy,andcreatesacohortofstudentsandfacultywithcreativityandentrepreneurialspirit.

Singapore-MIT Alliance for Research and Technology CentreTheSingapore-MITAllianceforResearchandTechnology(SMART)CentreisaresearchenterpriseestablishedbyMITinpartnershipwiththeNationalResearchFoundationofSingapore.TheSMARTCentreservesasanintellectualhubforresearchinteractionsbetweenMITandSingaporeatthefrontiersofscienceandtechnology.Thispartner-shipallowsfaculty,researchers,andgraduatestudentsfromMITtocollaboratewiththeircoun-terpartsfromuniversities,polytechnics,researchinstitutes,andindustryinSingaporeandthroughoutAsia.TheSMARTCentreisMIT’sfirstresearchcentreoutsideofCambridge,Massachusetts,anditslargestinternationalresearchendeavor.

TheMITGreaterChinaInitiativehasoutlineda20-yearplanforcollaborationwiththeregion,investinginthreekeyareas:internationalizingtheMITcur-riculum,facilitatingpartnershipsandjointresearchventuresbetweenChinaandMIT,andproducinghigh-level,regionalfieldexpertiseforChineseandAmericanscientistsandengineers.

SomeoftheinitiativesbetweenMITandChina,includingthefollowing:

Tsinghua-MIT-Cambridge AllianceAcollaborationbetweenMIT,TsinghuaUniver-sity,andtheUniversityofCambridgeintheareaoflowcarbonenergyresearchwasestablishedinOctober2009.TheAlliancewilladvancecollabora-tiveprojectsincarboncaptureandsequestration,nuclearpower,efficientbuildings,biomass,andheatmanagement.Thecoreprogramwill,inaddi-tiontoworkshopsandseedfunding,supportaveryimportantinitiativetoprovideandutilizeanalyticaltoolsforunderstandingtheimpactsofcarbonpolicyinChina.

MIT China Educational Technology InitiativeThegoalofMITChinaEducationalTechnologyInitia-tive(CETI)istopromoteculturalexchangebetweenAmericanandChinesestudentsbyexploringsci-enceandtechnology.Eachsummersince1996,CETIsendsMITstudentstohighschoolsinthecitiesandtownsacrossmainlandChina,HongKong,andTai-wan.Teachinginteamsofthree,someofthepastCETIparticipantshavetaughtcurriculumsonwebdesign,programming,robotics,electricalengineer-ing,sustainabledevelopment,civilengineering,biology,aerospaceengineering,andmore.

MIT Greater China Initiative

80 MIT Briefing Book

MIT-India Initiative Translational Health Science and Technology InstituteTheTranslationalHealthScienceandTechnol-ogyInstitute(THSTI)inDelhiismodeledaftertheHarvard-MITDivisionofHealthSciencesandTech-nology(HST).FundedbytheIndiangovernment,THSTIwillbeamultidisciplinary,multiprofessionalresearchandtrainingcenterwithclosetiestoHST.HSTwillhelprecruitandtrainnewfacultymembersforTHSTI,andthetwoinstitutionswillcollaborateonresearchandeducationalendeavors.

MIT Urban Laboratory IndiaTheMITUrbanLaboratory(UrbLab)Indiaisacollab-orativeeffortbetweenMITandthesouthernIndiantownofErode.UrbLabrespondstothechallengesassociatedwithIndia’srapidgrowth,increasingin-dustrialization,andurbanization.TheprojectbuildsonalonghistoryofcooperationbetweenIndiaandMIT.AsaresultofMIT’sefforts,theIndiangovern-menthastakenstepstobetterintegratephysicalplanningandeconomicplanningatthelocallevel.Futurecollaborationswilltargetenvironmentalandurbanrenewal.

TheprimarymissionoftheMIT-IndiaInitiativeistofostercollaborationbetweenthefacultyandstudentsatMITandthoseatacademicandresearchinstitutionsinIndia.Amongitsspecificgoalsareenablingthecreationoflong-termprojectsinvolvinggroupsfrombothMITandIndianinstitutionsandpromotinginclusivegrowth,sustainabledevelop-ment,educationalleadership,entrepreneurship,newmodelsofgovernance,andadvanced,results-focusedresearchinIndia.

ThefollowingaresomeofthemanyelementsthattheInitiativeencompasses.

J-PAL South AsiaJ-PALSouthAsia,aregionalofficeoftheAbdulLatifJameelPovertyActionLab(J-PAL)atMIT,isafocalpointfordevelopmentandpovertyresearchbasedonrandomizedtrials.J-PALSouthAsiaisbasedattheInstituteforFinancialManagementandResearch,aleadingbusinessschoolinChennai,India.In2011,J-PALSouthAsiawasselectedtohosttheSouthAsiaregionalcenterfortheCenterforLearningonEvaluationandResults(CLEAR).CLEARisaglobalinitiativecoordinatedbytheWorldBankthataimstostrengthenthemonitoringandevalua-tioncapacityofgovernmentandcivilsociety.

MIT-India ProgramTheMIT-IndiaProgram,partoftheMITInterna-tionalScienceandTechnologyInitiatives,arrangessummerinternshipsinIndianresearch,corporate,andnonprofitsettingsforMITstudents.Thepro-gram’seffortsrangefromgivingMITstudentsanimmersionexperienceinIndianresearchsettingstoorganizingIndia-basedseminarsinwhichleadingrepresentativesofIndiaandMITdiscusskeyissuesaffectingIndia’sgrowthanddevelopment.

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Alliance for Global SustainabilityTheAllianceforGlobalSustainabilityisaninter-nationalpartnershipbetweenMIT,theUniversityofTokyo,theSwissInstitutesofTechnology,andChalmersUniversityofTechnologyinSwedentodevelopnewtechnologiesandidentifypolicydirec-tionsthatencourageglobaleconomicdevelopmentwhilepreservingandenhancingtheenvironment.

Global Supply Chain and Logistics ExcellenceNetwork TheMITCenterforTransportationandLogistics(MIT-CTL)createdtheMITGlobalSupplyChainandLogisticsExcellence(SCALE)Networkasaninter-nationalallianceofleadingresearchandeducationcentersdedicatedtothedevelopmentofsupplychainandlogisticsexcellencethroughinnovation.Thisinternationalsupplychainmanagementpro-gramnowencompassesfourcentersaroundtheworld:MIT-CTLinCambridge,theZaragozaLogis-ticsCenterinSpain,theCenterforLatinAmericanLogisticsInnovationinColombia,andtheMalaysiaInstituteforSupplyChainInnovation.Eachcenterfostersrelationshipsbetweenstudents,faculty,andbusinesses,teachingstudentstorunsuccessfulsupplychainsforcompaniessuchasWalmart,BASF,andStarbucks.FacultymembersfromMIToverseeeachcenter—travelingbackandforthbetweenthem—buteachismanagedandrunbylocalfacultyrecruitedandtrainedbyCTL.

Other Global Initiatives MIT Portugal ProgramTheMITPortugalProgramwaslaunchedinOctober2006bythePortugueseMinistryofScience,Tech-nology,andHigherEducationasalarge-scaleinternationalcollaborationinvolvingMITandgovernment,academia,andindustryinPortugal.Theaimoftheprogramistodevelopleadinghighereducationandresearchprogramsrelatedtoengi-neeringsystems.TheprogramissupportedbyanationalinitiativeinvolvingPortugueseuniversitiesandresearchcenters,which,togetherwithMIT,targetsbioengineeringsystems,sustainableenergysystems,engineeringdesignandadvancedmanu-facturing,andtransportationsystemsaskeyareasforeconomicdevelopmentandsocietalimpact.

Skolkovo Institute of Science and Technology In2011,athree-yearcollaborationbeganbetweentheSkolkovoFoundation,SkolkovoInstituteofScienceandTechnology(SkTech),andMITtodevelopanewgraduateresearchuniversity.ThenewinstitutionaimstobreaknewgroundinbringingtogetherRussian,U.S.andglobalresearchandtechnology,andinintegratingteaching,research,innovation,andentrepreneurship.EducationandresearchatSkTechwillbeorga-nizedaroundmultidisciplinarytechnologicalchal-lenges,ratherthantraditionalacademicdisciplines.Thenewinstitutionwillfocusonthefollowingprograms:energyscienceandtechnology,biomed-icalscienceandtechnology,informationscienceandtechnology,spacescienceandtechnology,andnuclearscienceandtechnology.ResearchcentersundertheSkTechorganizationalumbrellawillbemultidisciplinaryandmulti-institutional.Ineachcenter,faculty,researchers,andstudentsfromoneormoreRussianuniversitieswillcollaboratewithfaculty,researchers,andstudentsfromoneormoreuniversitiesoutsideRussia.AdefiningcomponentofSkTechwillbeitsCenterforEntrepreneurshipandInnovation(CEI),whichwillintegrateeduca-tion,research,andpracticeinentrepreneurshipandinnovation,asappliedtotheresearchresultsoftheSkTechresearchcenters.MITwillassistincreatingtheCEIorganizationandeducationprogram.

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Launchedin2002,OpenCourseWare(OCW)makesmaterialsforMIT’scoursesfreelyavailableontheWeb.Materialsfrommorethan2,000MITcours-es—includinglecturenotes,multimediasimulations,problemsetsandsolutions,pastexams,readinglists,andselectionsofvideolectures—arenowpostedontheOCWwebsite.OCWrecordsanaver-ageofover40,000visitsaday,withnearlyamillionuniquevisitorseverymonth.

AbouthalfofOCWusageoriginatesoutsideofNorthAmerica.OCWmaterialsareusedextensivelyinChina(110,000visitspermonth),India(100,000visitspermonth)andtheMiddleEast(77,000visitspermonth).OCWmaterialshavebeentranslatedintoChinese,Spanish,Portuguese,PersianandThai.OCWalsodistributesandmaintainsmirrorcopiesofthesiteatuniversitiesinbandwidth-constrainedregions,primarilySub-SaharanAfrica.Todate,theOCWstaffhasdistributedmorethan200suchmirrors.

MITispursuingtwomissionswithOCW—sharingitseducationalmaterialsfreelyandopenly,and,bycreatingamodelotheruniversitiescanfollowandadvance,promotingauniversallyavailablestore-houseforhumanknowledge.About43percentofOCW’svisitorsidentifythemselvesasself-learners,42percentasstudentsenrolledinacademicprograms,andninepercentaseducators.

Thefollowingareexamplesofwayseducators,students,andself-learnersintheinternationalcommunityuseOCWcontent:

Kuala Lumpur, Malaysia AsecondaryschoolmathematicsteacherinKualaLumpur,Malaysia,KianWahLiewintroduceshisstudentstoarangeofcomplexconcepts,suchasmatrices,determinants,anddifferentialequations.“Isometimesusethelecturesintheclassroom.Iletthestudentswatchalecture—forexample,the18.03DifferentialEquationsvideo—accompaniedbymyownexplanations,”Liewsays.Havingaccesstothelectureshasimpactedhisownteachingstyle,Liewsays.“TheWesternstylespendsmoretimeon

‘ideas’than‘examples.’Here,wespend20percentofthetimeintroducingideasand80percentindem-onstratingtheseideasthroughexamples.AtMIT,mostofthetimeisspentonclarifyingtheideas,andveryfewexamplesaregivenduringthelectures.”

Zaria, NigeriaKunleAdejumoisfinishinguphisfourthyearofengineeringstudiesatAhmaduBelloUniversityinZaria,Nigeria.Thoughtheuniversityboastsalargeandwell-maintainedphysicalinfrastructure,itsInternetaccess—likethatofalmostallNigerianuni-versities—isextremelylimited.WhenAdejumowasfirstintroducedtoMIT’sOpenCourseWarethroughaCD-ROMintheuniversitycomputerlabhehadonly20minutestolookthroughthematerial.“Forexample,lastsemester,Ihadacourseinmetallurgi-calengineering,”offersAdejumo.“Foroneofthelectures,havingtodowithionmaking,Ididn’thavenotes,andIcouldn’tfindtheinformationIneeded,soIwenttoOCW.Iwasabletodownloadacourseoutlineonthis,andalsosomereviewquestions.Iactuallytookthesetotheuniversityandgavethemtothelecturertoanswer.Hewasabletoanswerthesequestions,andhelpedmegainadeeperunderstandingofthematerial.”ToimproveaccesstoOCWforotherNigerianstudents,AdejumohopestoworkwithalocalradiostationtobroadcastOCWcoursematerial,aswellaspublicizethesite.

Saint Lucia RobertCroghan,anentrepreneurinSaintLucia,hasspentthepastseveralyearslookingforawaytohar-nessgeothermalenergycreatedbyadormantvol-canounderneaththeislandtocreateanalternativeenergysourcefortheregion.Croghanisnowdevel-opingahigh-voltagegridthatwoulddeliverenergytoseveralislandsthroughanunderseacable.CroganusedOCWtoresearchthetopicofgeothermalheatsources.“WhenIsawOpenCourseWare,”Croghanconcludes,“itwentrighttotheverycoreofwhatIbelieve:ifwehoardinformation,wecan’thaveprog-ress.Wegetstagnant,anditgetsaccumulatedinthehandsofafew.Andifthathappens,wemissallsortsofincredibledevelopmentsandopportunities.”http://ocw.mit.edu/

OpenCourseWare

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International Scholars MIThostsmanyinternationalresearchersandfacultywhocometotheU.S.forteaching,research,collaboration,andotherpurposes.Theseinclude“visiting”scientists,professors,artists,andscholars,aswellaspostdoctoralfellowsandassociates,lecturers,instructors,researchassociatesandscien-tists,andtenure-trackfaculty.DuringtheyearJuly1,2011throughJune30,2012,MIT’sInternationalScholarsOffice(ISchO)served2,175internationalscholarsaffiliatedwithMITandtheiraccompa-nyingfamilymembers(“international”isdefinedasnon-U.S.citizen,non-U.S.permanentresident).

Thisreflectsanincreaseofapproximately5.3percentoverlastyear(2,060).AccordingtothemostrecentInstituteofInternationalEducationOpenDoorsreport(2010–2011),MITranked11thnationallywithregardtothenumbersofinterna-tionalscholarsatU.S.institutions.Postdoctoralassociatesandpostdoctoralfellowsaccountedfor55percentofMIT’sinternationalscholars.

ForeignnationalscholarscametoMITfrom90countries,withthehighestnumberscomingfromChina,Korea,India,Germany,Canada,Japan,Italy,Spain,France,andIsrael.Thetoptencountriesoforiginoftheentireinternationalscholarpopula-tionintheU.S.areroughlythesame.Scholarsfromthesetop10countriesconstituted68percentofMIT’sinternationalscholarpopulation.ThegreatestnumberofinternationalscholarscametotheSchoolofEngineering,followedbytheSchoolofScience,interdisciplinarylaboratoriesandcenters,andtheSloanSchoolofManagement.Seventy-sevenpercentofinternationalscholarsweremenand23percentwerewomen.

Top Ten Countries of Origin, 2011–2012Country CountChina 420Korea 174India 144Germany 137Canada 121Japan 114Italy 105Spain 93France 90Israel 75

International Scholars by Geographic Region

Asia45%

Europe37%

AmericasandCaribbean

9%

Africa,MiddleEast,Oceania

9%

84 MIT Briefing Book

MIThaswelcomedinternationalstudentsessentiallysinceitsinception.ThefirststudentfromCanadacametoMITin1866,thesecondyearMITofferedclasses.Thisstudentwasfollowedbyasteadystreamofstudentsfromaroundtheglobethrough-outthe19thcentury.By1900,some50foreign-bornstudentshadtraveledtoMassachusettsforstudy;however,thenumberincreaseddramaticallyafterWorldWarIIwhenaninfluxofthesestudentsbeganattendingtheInstitute.Therapidriseofinterna-tionalstudentsfromEastAsia,ledbystudentsfromChina,changedthedemographicsofthisgroupbeginninginthe1950s.

Changesinimmigrationlawin1965openedupthedoorstoasteadilyincreasingpoolofinternationaltalent.Asworldeventsandpoliticaldecisionsim-pactimmigration,sodoMIT’sinternationalstudentpopulationfluctuatesinresponsetoachanginginternationalenvironment.Worldwarsdecreasetheinternationalstudentpopulation,whilepeace-timepressures,suchaschangingimmigrationlaws,thedemiseoftheironcurtain,theVietnamWarprotests,andtheAsianfinancialcrisiscausetheirrespectiveebbsandsurges.

International Students

US to International Students by Geographic Region of Home Country

2012

Asia14% Europe

6%AmericasandCaribbean

4%Africa,MiddleEast,Oceania

3%

USCitizenorPermanentResident73%

Asia3%

Europe3%

AmericasandCaribbean

3%Africa,MiddleEast,Oceania

2%

USCitizenorPermanentResident89%

US to International Students by Geographic Region of Home Country

1962

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TheUnitedStateshasbeenthedestinationofchoiceforinternationalstudentsandscholarsforthepast50years.Thenumberofforeignstudentshasrisensteadilysincethe1970s,and,accordingtothe2011OpenDoorsReportpublishedbytheInsti-tuteofInternationalEducation,therewere723,277internationalstudentsenrolledinU.S.collegesdur-ingthe2010–2011academicyear.Thesamereportfoundthattheseinternationalstudentscontributed

over$20billiontotheU.S.economythroughlivingexpensesforthemselvesandaccompanyingdepen-dents,aswellasthroughexpendituresontuition,books,fees,andothereducation-relatedexpenses.AccordingtotheOpenDoorsReport,63.4percentofinternationalstudentsreceivethemajorityoftheirfundsfrompersonalandfamilysources.

International Students by Geographic Region of Home CountryAcademic Years 1904–2012

0

500

1,000

1,500

2,000

2,500

3,000

3,500

1904

1908

1912

1916

1920

1924

1928

1932

1936

1940

1944

1948

1952

1956

1960

1964

1968

1972

1976

1980

1984

1988

1992

1996

2000

2004

2008

2012

Num

bero

fStude

nts

AcademicYear

Asia Europe AmericasandCaribbean Africa,MiddleEast,Oceania

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ManyinternationalstudentsremainintheU.S.aftergraduation.Thegraphbelowshowsthepost-grad-uationplansofinternationalstudentsgraduatingin2011,asreportedinasurveyadministeredbyMIT.Overall,70percentofinternationalstudentsplantoremainintheU.S.aftergraduation.

International Students(continued)

ThemajorityofinternationalstudentsatMIThaveF-1Visastatus.Themajorityofinternationalnon-studentscholarsatMITweresponsoredonMIT’sJ-1exchangevisitorprogram.

Percentage of 2011 International Student Graduates Remaining in the U.S.by Degree and Post-Graduation Plans

100%

76%

97%

53%

74%

0%

20%

40%

60%

80%

100%

GraduateStudy Working GraduateStudy Working Working

Bachelor's Master's PhD

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International Study Opportunities JustaswithotheraspectsofanMITeducation,thereisabroadrangeofglobalactivitiesforstudentstochoosefrom.Theserunthegamutfromtraditionalstudy-abroadprogramstoinnova-tiveshorttermprojects,butmostareinfusedwiththeInstitute’sphilosophyofmensetmanus.Inthespringof2011,41percentofstudentsgradu-atingwithabachelor’sdegree,and30percentofstudentsgraduatingwithamaster’sdegreereportedhavingeducationalexperiencesabroad.

Thefollowingareexamplesofprogramsthatprovidestudentswithexperiencesabroad:

Cambridge-MIT Exchange ThroughtheCambridge-MITExchangeProgram(CME),undergraduateMITstudentscanspendtheirjunioryearstudyingattheUniversityofCambridgeinEngland.TheUniversityofCambridgeconsistsof31self-governingcollegeswherestudentsliveandstudyinasupportiveeducationalenvironment.ParticipatingdepartmentsincludeAeronauticsandAstronautics;Biology;BrainandCognitiveSciences;ChemicalEngineering;Chemistry;CivilandEnviron-mentalEngineering;Earth,Atmospheric,andPlane-tarySciences;Economics;ElectricalEngineeringandComputerScience;History;MaterialsScienceandEngineering;Mathematics;MechanicalEngineering;andPhysics.

Departmental ExchangesTheDepartmentofAeronauticsandAstronauticsoffersstudyattheUniversityofPretoriainSouthAfrica.TheDepartmentofArchitecturehastwoexchangeprograms,onewithDelftUniversityofTechnologyintheNetherlandsandtheotherwiththeUniversityofHongKong.TheDepartmentofMaterialsScienceandEngineeringhasanexchangeprogramwithOxfordUniversity.TheDepartmentofPoliticalScienceandPrograminScience,Technol-ogy,andSocietyarestartinganexchangeprogramwithSciencesPoinParis,France.

D-LAB and the Public Service Center TheD-LabandthePublicServiceCenterhelpstu-dentsundertakehands-onpublicserviceprojectsindevelopingcountries.Seepage104formoreinfor-mationonD-Labandpage103formoreinformationonthePublicServiceCenter.

Singapore-MIT Alliance for Research and Technology CentreThe Singapore-MITAllianceforResearchandTech-nology(SMART)CentreallowsresearchersfromMITtocollaboratewiththeircounterpartsfromuniversities,researchinstitutes,andindustriesinSingaporeandAsiatoperforminterdisciplinary,experimental,computational,andtranslationalresearch.FiveInterdisciplinaryResearchGroups(IRGs)areundertheSMARTCentre,eachheadedbyaseniorMITfacultymember:InfectiousDisease,theCentreforEnvironmentalSensingandModel-ing,BioSystemsandMicromechanics,FutureUrbanMobility,andLowEnergyElectronicSystems.WithmanyMITfacultymembers,postdoctoralfellows,PhDstudents,andstaffparticipatingatSMART,theseIRGsarehelpingpromoteavibrantknowl-edge-basedatmosphereinSingapore.

MIT-Madrid ProgramTheMIT-MadridProgramgivesstudentstheoppor-tunitytostudyinMadridforthespringtermduringtheirsophomoreorjunioryear.Dependinguponmajorandinterests,studentscanchoosescienceandengineeringcoursesattheUniversidadPolitéc-nicadeMadridand/orhumanities,arts,andsocialsciencescoursesattheUniversidadComplutensedeMadrid;instructionandcourseworkareinSpanish.TheseareleadinguniversitiesinSpain,eachwithitsowndistinguishedtraditionandhistory.

Other Study Abroad OptionsMITstudentsmayalsoapplyforadmissiondirectlytoforeigninstitutionsthatofferstudyabroadprogramsortoastudyabroadprogramadministeredbyanotherU.S.institutionorastudyabroadprovider.

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International AlumniMITalumniandscholarshavemadeextraordinarycontributionsintheirhomecountries,theU.S.,andtheworld.Thefollowingaresomeexamples:

Kofi Annan, SM Management 1972KofiAnnan,theseventhSecretary-GeneraloftheUnitedNationsandrecipientoftheNobelPeacePrize,wasborninKumasi,Ghana,andattendedtheUniversityofScienceandTechnologyinKu-masibeforecompletinghisundergraduatestudiesatMacalesterCollegeinSt.Paul,Minnesota.HeundertookgraduatestudiesineconomicsattheInstitutuniversitairedeshauteetudesinternation-alsinGeneva,andearnedhisSMinManagementasaSloanFellowatMIT.AnnanworkedfortheWorldHealthOrganizationandtheGhanaTouristDevelop-mentCompany,buthasspentmostofhiscareerattheUnitedNations.In2001,KofiAnnanandtheUnitedNationsreceivedtheNobelPeacePrizefor“theircontributionstoabetterorganizedandmorepeacefulworld.”

Benjamin Netanyahu, SB Architecture 1975SM Management 1976CurrentPrimeMinisterofIsraelandformerlyIs-rael’sambassadortotheUnitedNations,BenjaminNetanyahuwasbornin1948inTelAviv,IsraelandgrewupinJerusalem.HeservedasIsrael’sambas-sadortotheUnitedNationsfrom1984to1988,duringwhichtimeheledtheefforttodeclassifytheUnitedNations’archiveoncrimescommittedbyNaziGermany.Netanyahu,amemberoftheLikudparty,wasIsrael’sPrimeMinisterfrom1996until1999.DuringhistermasPrimeMinister,Netan-yahuimplementedpolicythatcombinedfightingterrorwithadvancementofthepeaceprocess.Itscornerstonewastheconclusionofwell-measuredagreementswiththePalestiniansthatinsistedonreciprocity.Duringhisthree-yearterm,thenumberofterrorattacksdrasticallydecreased.

Ngozi Okonjo-Iweala, MCP 1978PhD Planning 1981CurrentlytheManagingDirectorofWorldBank,NgoziOkonjo-IwealawasthefirstwomantoholdthepositionofFinanceMinisterinNigeria.Duringhertermfrom2003to2006,shelaunchedanag-gressivecampaigntofightcorruption.Sheimple-mentedaseriesofeconomicandsocialreforms,includingazero-tolerancepolicyforcorruption;internationalandlocalgovernmentalcontractbid-ding;privatizingstate-ownedrefineries;andtheExtractiveIndustryTransparencyInitiative,whichaimstobringopennesstotheoilsector.Underherleadership,thecountryhastripleditsreservesfrom$7billionto$20billion;theannualGDPgrewat6percent;andinflationisdownfrom23percentto9.5percent.Okonjo-IwealastartedhercareerattheWorldBank,whereshewasthefirstwomanevertoachievethepositionsofvicepresidentandcorpo-ratesecretary.

I. M. Pei, SB Architecture 1940IeohMingPei,influentialmodernistarchitectandfounderofthefirmPeiCobbFreed&Partners,wasborninChinain1917.HecompletedhisBachelorofArchitecturedegreeatMITin1940.Peihasde-signedmorethan60buildings,includingtheJohnFitzgeraldKennedyLibraryinBoston,Massachu-setts,theGrandLouvreinParis,France,theMihoMuseuminShiga,Japan,theBankofChinaTowerinHongKong,andtheGatewayTowersinSingapore.

Tony Tan, SM Physics 1964FollowinghisdegreesfromMITandhisPhDfromtheUniversityofAdelaideinappliedmathematics,TantaughtmathematicsattheUniversityofSinga-pore.TanwaselectedtotheParliamentofSingaporein1979,andhasservedinnumerousleadershippositionsintheSingaporegovernment.InDecem-ber1991,TansteppeddownfromtheCabinettoreturntotheprivatesectorastheOverseas-ChineseBankingCorporation’sChairmanandChiefExecutiveOfficer.HerejoinedtheCabinetin1995asDeputyPrimeMinisterandMinisterforDefense.InAugust2003,TanbecameDeputyPrimeMinisterandCo-ordinatingMinisterforSecurityandDefense.

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International Entrepreneurs A2009KauffmanFoundationreportontheEntre-preneurialImpactofMITfoundthefollowing:

Alumni who were not U.S. citizens when admitted to MIT founded companies at different (usually higher per capita) rates relative to their American counter-parts, with at least as many remaining in the United States as are returning to their home countries....

About 30 percent of the foreign students who attend MIT found companies at some point in their lives. This is a much higher rate than for U.S. citizens who attend MIT. We assume (but do not have data that might support this) that foreign students are more inclined from the outset to become entrepre-neurs, as they had to seek out and get admitted

to a foreign university, taking on the added risks of leaving their families and their home countries to study abroad. (MIT has only its one campus in Cambridge, Mass., and, despite collaborations in many countries, does not operate any degree program outside of the United States.) We esti-mate that about 5,000 firms were started by MIT graduates who were not U.S. citizens when they were admitted to MIT. Half of those companies created by “imported” entrepreneurs, 2,340 firms, are headquartered in the United States, generating their principal revenue ($16 billion) and employment (101,500 people) benefits here.

Estimated Number of Companies Founded by International MIT Alumni

Location Total UnitedStates 2,340Europe 790LatinAmerica 495Asia 342

UnitedStates59%Europe

20%

LatinAmerica12%

Asia9%

Location of Companies Founded by International MIT Alumni

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MITInternationalScienceandTechnologyInitia-tives(MISTI)program,MIT’sprimaryinternationalprogram,connectsMITstudentsandfacultywithresearchandinnovationaroundtheworld.Work-ingcloselywithanetworkofpremiercorporations,universitiesandresearchinstitutes,MISTImatchesover600MITstudentswithinternshipsandre-searchabroadeachyear.Afterseveralsemestersofculturalandlanguagepreparationoncampus,MISTIstudentsplungeintorigorous,practicalworkexperi-enceinindustryandinacademiclabsandoffices.Projectsaredesignedtoaligntheskillsandinterestsofthestudentwiththeneedsofthehost.MISTIalsoorganizestheMISTIGlobalSeedFunds,whichencourageMITstudentstoworkonfaculty-ledinternationalresearchandprojects.MISTIprogramsareavailableinAfrica,Belgium,Brazil,Chile,China,France,Germany,India,Israel,Italy,Japan,Korea,Mexico,Russia,Singapore,Spain,andSwitzerland.

MISTI’sapproachtointernationaleducationbuildsonMIT’sdistinctivetraditionsofcombiningclass-roomlearningandhands-onexperienceinUnder-graduateResearchOpportunities(UROPs),coopera-tiveprogramswithindustry,practiceschools,andinternships.Incontrasttootheruniversities’inter-nationalizationprogramsthatmainlyinvolvestudyabroad,MISTImatchesindividualstudentswithworkorresearchopportunitiesintheirownfields.http://web.mit.edu/misti/

Hereareafewexamplesfromthemorethan4,000studentsMISTIhasplacedsinceitbeganbysendingahandfulofinternstoJapanattheendofthe80s:

ChemicalEngineeringstudentNathaliaRodriguezworkedongenetherapyformusculardystrophyatGenpole,aFrenchbiotechcluster.

MatthewZedler,aMechanicalEngineeringgradu-ate,examinedChineseautogrowthandenergyatCambridgeEnergyResearchAssociatesinBeijing.

PhysicsmajorJasonBryslawskyjdesignedsupercon-ductingmagneticbearingsforelectricmotorsatSie-mensinGerman.HewrotetwopatentsatSiemens.

AmmarAmmar,anEECSundergrad,designedandtestedaGoogle/YouTubeprojectatGoogleIsrael.

Photo Credit: MISTI

MIT International Science and Technology Initiatives

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MISTI Annual Internship Placements 1994 - 2012

Year* Japan China Germany India Italy France Mexico Spain Israel Brazil Chile Korea Russia Singapore MISTI

1983-1994 318 318

1995 33 2 35

1996 42 22 64

1997 36 27 22 85

1998 28 45 38 6 117

1999 35 34 33 16 1 119

2000 37 46 37 17 5 142

2001 23 59 38 11 9 29 169

2002 29 48 51 0 12 31 171

2003 37 14 50 6 14 49 170

2004 33 34 59 16 8 45 1 196

2005 30 27 69 24 13 34 9 206

2006 33 29 84 26 5 44 10 1 2 234

2007 32 33 85 38 33 35 19 27 302

2008 34 62 75 35 28 45 26 38 15 358

2009 30 53 96 42 26 81 24 48 33 433

2010 38 54 88 55 44 84 29 49 37 5 483

2011 24 65 107 47 50 97 36 49 50 6 531

2012 27 82 109 50 53 94 41 51 67 17 27 5 10 18 651

Total 872 654 932 339 248 574 154 212 137 11 27 5 10 18 4,784

MISTI Student Internship Expansion

0

100

200

300

400

500

600

700

800

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

*TheMISTIyearrunsfromSeptember1-August31

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Campus Research Sponsored by International Organizations Current Selected Projects Center for Clean Water and Clean Energy at MIT and KFUPMAgroupofMechanicalEngineeringfacultyhaveenteredintoaseven-yearresearchandeducationalcollaborationwithKingFahdUniversityofPetro-leumandMinerals(KFUPM)inDhahran,SaudiArabia,leadingtothecreationoftheCenterforCleanWaterandCleanEnergyatMITandKFUPMwithinthedepartment.TheCenter’sresearchfocusesonwaterdesalinationandpurificationandonlow-carbonenergyproductionfrombothsolarenergyandfossilfuels.Additionalresearchactivitiesinvolvedesignandmanufacturing,withafocusontechnologiesrelatedtowaterandenergyproduc-tion.Thiscollaborationbeganinfall2008.Duringthefirstyear,adiversegroupofapproximately20MITfacultyparticipatedintheCenteralongwith35MITgraduatestudentsand10MITpostdocs.Inad-dition,theCenterincludesaprogramtobringSaudiArabianwomentoMITforresearchandeducationalactivities.TheCenterisdirectedbyJohnH.LienhardVandco-directedbyKamalYoucef-Toumi.

Reinventing the WheelAnewbicyclewheeldesignedbyMITresearcherscanboostarider’spowerwhiletrackingtherider’sfriends,fitness,smog,andtraffic.Thewheel,calledtheCopenhagenWheel,storesenergyeverytimetheriderbrakes,whichcanthenbeusedtoassisttherideringoingupahilloraddaburstofspeedintraffic.Inadditiontostoringpower,theCopenha-genWheelusesaseriesofsensorsandaBluetoothconnectiontotherider’siPhonetocollectdataaboutthebicycle’sspeed,directionanddistancetraveled,aswellaspickingupdataonairpollu-tion,andeventheproximityoftherider’sfriends.Theresultingdatacanbothhelptheindividualrider—forexample,byprovidingfeedbackonfit-nessgoals—andhelpthecity(iftheuseroptstosharetheinformation)bybuildingadatabaseofairquality,popularbikingroutes,andareasoftrafficcongestion.TheCopenhagenWheelwasdevelopedbyCarloRattiandwasfundedbythecityofCopen-hagen,theItaliancompanyDucati,andtheItalianenvironmentministry.

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Campus Research Sponsored by International Organizations (in U.S. Dollars)Fiscal Years 2008-2012

International Sponsor Type 2008 2009 2010 2011 2012

Foundationsandothernonprofits 11,299,312 17,314,194 23,170,052 20,233,545 25,025,346

Government 17,444,906 26,299,968 32,633,438 32,471,318 37,712,878

Industry 25,582,009 31,988,543 40,642,427 45,603,282 48,133,890

Total 54,326,226 75,602,705 96,445,918 98,308,146 110,872,115

Constantdollars* 58,396,824 80,148,565 101,265,060 101,188,454 110,872,115

$0

$20

$40

$60

$80

$100

$120

2008 2009 2010 2011 2012

Research

Expe

nditu

resinM

illions

FiscalYear

InternationalFoundationsandotherNonprofits

InternationalGovernment

InternationalIndustry ConstantDollars

*ConstantdollarsarecalculatedusingtheConsumerPriceIndexforAllUrbanConsumersweightedwiththefiscalyear2012equaling100.

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