Gordon Engineering Leaders from the Classes of 10, 12, 13 and 14 share how the engineering leadership capabilities they learned in GEL help them advance their careers in various engineering companies.
Leah Stokes, PhD candidate in Urban Studies and Planning at MIT answers the question "What is Creativity?".
Beginning his career at MIT Lincoln Laboratory in 1959, Leon Belanger was the first of his family to work at MIT. Over years he has watched family member after family member after family member follow in his footsteps.
Part two of an interview with Lawrence Barriner ll where he shares his thoughts about community based food systems.
Over the 2013-14 academic year, MIT News profiled several graduating seniors. Here, watch as six of them discuss their time at MIT and what they look forward to in the future. Read the full profiles: Justin Bullock: ...
In this interview, recorded as she was entering her senior year, Shaenna Berlin shares her experience as an undergraduate in MIT's Department of Earth, Atmospheric, and Planetary Sciences (EAPS). Berlin returns to EAPS in Fall 2013 to begin a 5th-year Masters extending her senior thesis ...
Atmospheric chemistry graduate student Michael McClellan joined the Department of Earth, Atmospheric and Planetary Sciences (EAPS) in fall 2013. In this interview he reflects on his path to MIT, and his aspirations now he is here. Growing up in Independence, Missouri, Michael McClellan ...
Kerry Emanuel is a prominent meteorologist and climate scientist who specializes in moist convection in the atmosphere, and on tropical cyclones. His research interests focus on tropical meteorology and climate, with a specialty in hurricane physics. His interests also ...
MIT Sloan Experts | Ricky Ashenfelter, MBA '15, explains his venture Spoiler Alert, an online marketplace that aims to help solve America's food waste problem: http://wp.me/p2HrZM-1aa
Darcy describes her realization that science is not something “done—in the past tense” by people long ago, but rather an exciting pursuit that requires social interactions to solve current real-world questions.
Samuel brings a sense of play to his science research that he traces back to his love of the performing arts and his early exposure to science as a child. He also relates that his identity as a gay-man from a conservative Southern town helped shape him into a scientist.
Nozomi, a self-described artist and comic book lover, describes how her training to become a scientist was akin to that of a ninja. Like a ninja apprenticeship, expert scientists have worked with her at every stage of her career to show her the way of the scientist.
Sarah shares how she “changed her mind” about careers after completing her first bachelors degree in the humanities and taking a chemistry class that opened her eyes to the wonders of atoms and molecules. She urges people to pursue what they want to do, regardless of age.
Cathy explains how her dyslexia, and other people’s low expectations of her because of it, have not prevented her from excelling in science and becoming a full professor at MIT. In fact, her “disability” has given her a unique set of visualization skills that allow her to ...
John describes how an early industry experience doing real science pushed him to pursue a career as a professor and professional scientist. He also realizes that the Scientific Method is a framework that can be applied to better understanding questions in the real world.
Kateryna, a female biochemist born in Ukraine, describes how as a scientist she doesn’t have to choose between career and home-life like some of her peers back home, that there are examples, even at MIT, of women who have both.