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EC.120[J] | Electronics Project Laboratory | Intuition-based introduction to electronics, electronic components, and test equipment such as oscilloscopes, multimeters, and signal generators. Key components studied and used are op-amps, comparators, bi-polar transistors, and diodes (including LEDs). Students design, build, and debug small electronics projects (often featuring sound and light) to put their new knowledge into practice. Upon completing the class, students can take home a kit of components. Intended for students with little or no previous background in electronics. Enrollment may be limited. | true | Fall, Spring | Undergraduate | 1-2-3 | null | 6.2020[J] | false | false | false | False | False | False |
EC.305 | Digital and Darkroom Imaging | Students use both film and digital photography to develop a creative imaging project of their own choice. Develops skills in the use of image editing software to enhance, select, and combine images that the student has taken. Uses the darkroom to develop film for scanning and for chemical enlargement. Discusses topics such as the camera, composition, lighting, modes and formats, image compression, and halftone and dye sublimation printing. Students are expected to produce a duplicate set of black and white and/or color prints, along with a writeup and digital copy as the project output. | true | Fall | Undergraduate | 2-0-4 [P/D/F] | null | null | false | false | false | False | False | False |
EC.310 | Creative Imaging | Focuses on film and digital photography. Develops skill in the use of chemical darkrooms, scanners, digital printers and cameras to create striking still images capable of evoking strong emotional and intellectual responses from a viewer. Emphasizes the interplay between classical chemical and digital techniques and how they can be used to control the use of lighting, color, depth, and composition in an image. Students present their intermediate assignments to the class for critical discussion; at the end of the term, they submit a substantive project presenting their own creative images for critique and evaluation. | true | Spring | Undergraduate | 2-1-6 | null | null | false | false | false | False | Elective | False |
EC.700 | D-Lab: Field Study | Provides the opportunity to gain direct fieldwork experience in a global context. Subject spans three-four weeks in which students continue work from a prior D-Lab subject. Students work directly with international community partners to find solutions to real world problems, focusing on one or more issues in education, design, or public service. Group presentations and written reflection required. | true | IAP | Undergraduate | rranged | One D-Lab subject and permission of instructor | null | false | false | false | False | False | False |
EC.701[J] | D-Lab: Development | Issues in international development, appropriate technology and project implementation addressed through lectures, case studies, guest speakers and laboratory exercises. Students form project teams to partner with community organizations in developing countries, and formulate plans for an optional IAP site visit. (Previous field sites include Ghana, Brazil, Honduras and India.) Recitation sections focus on specific project implementation, and include cultural, social, political, environmental and economic overviews of the target countries as well as an introduction to the local languages. Enrollment limited by lottery; must attend first class session. | true | Fall | Undergraduate | 3-2-7 | null | 11.025[J] | false | false | false | False | Social Sciences | False |
EC.703 | Entrepreneurship for the Idealist | Examines the nature of contemporary and historical injustices: their particularities, shared dynamics, tropes, myths, durability, and shape-shifting nature. Studies how innovation, technology, markets, and social enterprises relate to justice. Explores accompaniment — journeying, often literally, with the wronged until right is done — and its success in a broad range of settings. Instruction provided in designing accompaniment-centered approaches by picking a societal challenge, surveying and critiquing past efforts, and proposing a design of their own. Students taking graduate version complete additional assignments. | true | Fall | Undergraduate | 3-0-9 | null | null | false | false | false | False | False | False |
EC.711[J] | Introduction to Energy in Global Development | Surveys energy technologies including solar, wind, and hydro power; cooking; indoor heating; irrigation; and agricultural productivity through an international development context to impart energy literacy and common-sense applications. Focuses on compact, robust, low-cost systems for meeting the needs of household and small business. Provides an overview of identifying user needs, assessing the suitability of specific technologies, and strategies for implementation in developing countries. Labs reinforce lecture material through activities including system assembly and testing. Team projects involve activities including connecting with pre-selected community partners, product design and analysis, and continuing the development of ongoing projects. Optional summer fieldwork may be available. Students taking graduate version complete additional assignments. Enrollment limited by lottery; must attend first class session. | true | Spring | Undergraduate | 3-2-7 | null | 2.651[J] | false | false | false | False | False | False |
EC.712[J] | Applications of Energy in Global Development | Engages students in project-based learning, in collaboration with D-Lab community partners, to improve access to affordable, reliable, sustainable, and modern energy for all. Teams work on off-grid energy projects addressing challenges in lighting, cooking, agricultural productivity, or other areas in collaboration with D-Lab community partners in developing countries. Project work includes assessment of user needs, technology identification, product design, prototyping, and development of implementation strategies to continue progress of ongoing projects. Optional IAP field visits may be available to test and implement the solutions developed during the semester. Students enrolled in the graduate version complete additional assignments. Limited to 20; preference to students who have taken EC.711. | true | Fall | Undergraduate | 4-0-8 | null | 2.652[J] | false | false | false | False | False | False |
EC.713[J] | D-Lab Schools: Building Technology Laboratory | Focuses on the design, analysis, and application of technologies that support the construction of less expensive and better performing schools in developing countries. Prepares students to design or retrofit school buildings in partnership with local communities and NGOs. Strategies covered include daylighting, passive heating and cooling, improved indoor air quality via natural ventilation, appropriate material selection, and structural design. Investigations are based on application of engineering fundamentals, experiments and simulations. Case studies illustrate the role of technologies in reducing barriers to improved education. Additional work required of students taking the graduate version. Limited to 20 total for versions meeting together. | true | Fall | Undergraduate | 2-3-7 | Calculus I (GIR) and Physics I (GIR) | 4.411[J] | true | false | false | False | False | False |
EC.715 | D-Lab: Water, Sanitation and Hygiene | Focuses on disseminating Water, Sanitation, and Hygiene (WASH) innovations in low-income countries and underserved communities worldwide. Structured around project-based learning, lectures, discussions, and student-led tutorials. Emphasizes core WASH principles, appropriate and sustainable technologies at household and community scales, urban challenges worldwide, culture-specific solutions, lessons from start-ups, collaborative partnerships, and social marketing. Mentored term project entails finding and implementing a viable solution focused on education/training; a technology, policy or plan; a marketing approach; and/or behavior change. Guest lecturers present case studies, emphasizing those developed and disseminated by MIT faculty, practitioners, students, and alumni. Field trips scheduled during class time, with optional field trips on weekends. Students taking graduate version complete additional assignments. Limited to 20. | true | Spring | Undergraduate | 3-0-9 | null | null | false | false | false | False | False | False |
EC.718[J] | D-Lab: Gender and Development | Explores gender roles, illuminates the power dynamics and root causes of inequality, and provides a framework for understanding gender dynamics. Develops skills to conduct a gender analysis and integrate gender-sensitive strategies into large- and small-scale development solutions. Prompts critical discussion about social, economic, and political conditions that shape gender in development. Begins with exploration of international development in the post-colonial era, using a gender lens, then provides students with the tools to integrate gender-sensitive strategies into international development work, with a particular focus on launching, building and scaling women's ventures. Opportunities may be available for international fieldwork over IAP. Meets with 24.234 when offered concurrently. Students taking graduate version complete additional assignments. Limited to 12; must attend first class session. | true | Fall | Undergraduate | 3-0-9 | null | WGS.277[J] | false | false | false | False | False | False |
EC.719 | D-Lab: Climate Change and Planetary Health | Examines the current state and future projections of climate change and its effects on human, ecosystem, and planetary health, and develops solutions for these challenges. Class is project-based, student-focused, experiential, and transdisciplinary. Emphasizes nature- and community-based solutions, both local and global, with a focus on environmental and climate justice. Participation and teamwork are fundamental, as are experiential activities such as field trips to zero-carbon buildings and to sites undergoing rapid transformation. Working individually or in teams, students develop a term project on a climate change or planetary health solution of their choice, applying knowledge and skills to craft innovative, sustainable real-world solutions. Students taking graduate version complete additional assignments. | true | Spring | Undergraduate | 3-4-5 | null | null | false | false | false | False | False | False |
EC.720[J] | D-Lab: Design | Addresses problems faced by underserved communities with a focus on design, experimentation, and prototyping processes. Particular attention placed on constraints faced when designing for developing countries. Multidisciplinary teams work on long-term projects in collaboration with community partners, field practitioners, and experts in relevant fields. Topics covered include design for affordability, manufacture, sustainability, and strategies for working effectively with community partners and customers. Students may continue projects begun in EC.701. Enrollment limited by lottery; must attend first class session. | true | Spring | Undergraduate | 3-0-9 | 2.670 or permission of instructor | 2.722[J] | false | false | false | False | False | False |
EC.724 | D-Lab: Smallholder Agriculture | Provides an overview of the scientific, social, and economic context of smallholder farmers in developing countries. Covers the scientific basis and environmental impacts of agriculture, the dynamics of smallholder farming, social and business systems, and the experience of farmers themselves. Lectures, guest experts, experiential activities, and semester projects with community partners contribute to learning objectives. Opportunities for summer fieldwork may be available. Students taking graduate version complete additional assignments. Limited to 15. | true | Spring | Undergraduate | 3-0-6 | null | null | false | false | false | False | False | False |
EC.725 | Leadership in Design | Places special focus on team capacity building and the communication skills critical to design leadership. Multidisciplinary teams work on semester-long projects in collaboration with international organizations, field practitioners, and experts, building team and leadership skills used to address problems faced by underserved communities while implementing design, experimentation, and hands-on prototyping processes. Topics covered include human-centered design, design for affordability and remote manufacturing, sustainability, and strategies for working effectively with international partners. Limited to 20 students in the Gordon Engineering Leadership Program. | true | Spring | Undergraduate | 3-0-3 | null | null | false | false | false | False | False | False |
EC.726 | D-Lab: Build-Its | Engages students in the creation of "build-its," hands-on pedagogical tools developed by D-Lab to teach workshop and design skills to a diverse audience around the world. Studies principles of experiential learning and successful examples of teaching in makerspaces and innovation centers. Students develop their own build-it, test and evaluate it with local students, and create instructions for its use. Optional travel opportunities exist over the summer to test the build-it at a D-Lab summit or training abroad. Opportunities for funded travel available. Students taking graduate version complete additional assignments. Opportunities for funded travel available. Limited to 16. | true | Spring | Undergraduate | 3-0-9 | null | null | false | false | false | False | False | False |
EC.729[J] | D-Lab: Design for Scale | Explores the external factors affecting product development for people in low-resource settings in a project-based context. Students apply existing engineering skills in interdisciplinary teams to identify contextual limitations and develop previously established prototypes towards manufacturing-ready product designs for real-world project sponsors. Topics are presented within the context of the developing world and include technology feasibility and scalability assessment; value chain analysis; product specification; and manufacturing methodologies at various scales. Lessons are experiential and case study-based, taught by instructors with field experience and industry experts from product development consulting firms and the consumer electronics industry. Students taking graduate version complete additional written assignments. | true | Fall | Undergraduate | 3-2-7 | None. Coreq: 2.008; or permission of instructor | 2.729[J] | false | false | false | False | False | False |
EC.731[J] | Global Ventures | Seminar on founding, financing, and building entrepreneurial ventures in developing nations. Challenges students to craft enduring and economically viable solutions to the problems faced by these countries. Cases illustrate examples of both successful and failed businesses, and the difficulties in deploying and diffusing products and services through entrepreneurial action. Explores a range of established and emerging business models, as well as new business opportunities enabled by innovations emerging from MIT labs and beyond. Students develop a business plan executive summary suitable for submission in the MIT $100K Entrepreneurship Competition's Accelerate Contest or MIT IDEAS. | true | Fall | Graduate | 3-0-9 | Permission of instructor | 15.375[J], MAS.665[J] | false | false | false | False | False | False |
EC.733[J] | D-Lab: Supply Chains | Introduces concepts of supply chain design and planning with a focus on supply chains for products destined to improve quality of life in developing countries. Topics include demand estimation, process analysis and improvement, facility location and capacity planning, inventory management, and supply chain coordination. Also covers issues specific to emerging markets, such as sustainable supply chains, choice of distribution channels, and how to account for the value-adding role of a supply chain. Students conduct D-Lab-based projects on supply chain design or improvement. Students taking graduate version complete additional assignments. | true | Spring | Undergraduate | 3-3-6 | null | 2.771[J], 15.772[J] | false | false | false | False | False | False |
EC.735 | Thermal Energy Networks for Rapid Decarbonization of Campus, Neighborhood, and City Buildings (New) | Provides a technical introduction to decarbonizing building energy systems via the fundamentals of thermal energy networks. Introductory lectures with required field trips to three Net Zero sites in the Boston area provide first-hand experience with the technologies and systems involved in building decarbonization (transportation is arranged and free). All field trips take place during class sessions. Students taking graduate version complete additional assignments related to certified geothermal design training. | true | IAP | Undergraduate | 1-0-0 [P/D/F] | null | null | false | false | false | False | False | False |
EC.740 | D-Lab: Inclusive Economies | Explores how innovations and market mechanisms can benefit humanity by rallying impact investments, engaging participants cooperatively, boosting equity and resilience, and broadening prosperity. Examines the ideas behind, and actions towards, multiple inclusive economic mechanisms and approaches. Students review and analyze the competing worldviews and historical pathways that led to the current dominant economic modalities, and both theoretical and empirical criticisms. Includes case studies developing alternative opportunities, modifications, and/or improvements to crafting circular economies and reinforcing local economies. Team projects focus on the facilitation of inclusive economy models in partnership with communities in Latin America or Africa. Optional project-focused travel may be available over IAP. Limited to 12. | true | Spring | Undergraduate | 2-0-7 | null | null | false | false | false | False | False | False |
EC.744 | Technologies for Mental Health and Wellness | Introduction to new technologies used in the practice of psychiatry and psychology, with emphasis on mental health and wellness. Discusses the effect of technology on mental health and the human experience. Topics include social identity and connection, mood and anxiety disorders, sleep and dreams, chronobiology, addiction and substance abuse, behavior medicine, and wellness activities such as meditation. Guest lectures from domain-expert doctors and reading assignments identify current needs and challenges found in clinical practice. Reviews emerging technologies being applied to mental health, including chatbots, social robots, wearable sensors, AI, virtual reality, biofeedback, neuromodulation, and mobile phone phenotyping. Topics of privacy and ethical use discussed. Students complete readings and weekly written assignments and three group design projects. Students taking graduate version complete additional assignments. | true | Fall | Undergraduate | 2-0-10 | null | null | false | false | false | False | False | False |
EC.746[J] | Design for Complex Environmental Issues | Working in small teams with real clients, students develop solutions related to the year's Terrascope topic. They have significant autonomy as they follow a full engineering design cycle from client profile through increasingly sophisticated prototypes to final product. Provides opportunities to acquire skills with power tools, workshop practice, design, product testing, and teamwork. Focuses on sustainability and appropriate technology that matches the client's specific situation and constraints. Products are exhibited in the public Bazaar of Ideas and evaluated by an expert panel. Class taught in collaboration with the Edgerton Center, D-Lab, and Beaver Works. Limited to first-year students. Preference given to students who have completed 12.000, but open to students outside Terrascope when space permits. | true | Spring | Undergraduate | 3-2-4 | null | 1.016[J], 2.00C[J] | false | false | false | False | False | False |
EC.750 | Humanitarian Innovation: Design for Relief, Rebuilding, and Recovery | Explores the role innovation can and does play in how humanitarian aid is provided, and how it can impact people, products, and processes. Provides a fundamental background in the history and practice of humanitarian aid. Considers the various ways that design can be used to enhance aid, such as product and system design for affected populations, co-creation with affected populations, and capacity building to promote design by refugees and the displaced. Case studies and projects examine protracted displacement as well as recovery and resettlement, including efforts in Colombia, Lebanon, Nepal, Sudan, and Uganda. Potential for students to travel over the summer to partner communities. | true | Spring | Undergraduate | 4-0-8 | null | null | false | false | false | False | False | False |
EC.751 | Hardware Design for International Development | Students explore possibilities of repurposed electronic devices in various sectors of development, including agriculture, education, health, and energy, for positive impact on people living in low-income communities. Guest lecturers provide insight into current trends in information and communication technology for development. Students work in teams to apply principles of participatory and inclusive design to projects developed in collaboration with community innovators in refugee camps in Northern Uganda and rural areas of Tanzania. Optional travel to Uganda and Tanzania during IAP with D-Lab field partners. Graduate students complete additional assignments. | true | Fall | Undergraduate | 3-2-7 | null | null | false | false | false | False | False | False |
EC.770 | D-Lab: Independent Project | Opportunity for independent study under regular supervision by a staff member. Projects require prior approval, as well as a written proposal and final report. Students work with international community partners to continue developing projects, focusing on one or more issues in education, design, or public service. Final presentations and written reflection required. May be repeated for credit for a maximum of 12 units. | true | Fall, IAP, Spring, Summer | Undergraduate | rranged [P/D/F] | Permission of instructor | null | false | false | false | False | False | False |
EC.780 | D-Lab: Independent Project | Opportunity for independent study under regular supervision by a staff member. Projects require prior approval, as well as a written proposal and final report. Students work with international community partners to continue developing projects, focusing on one or more issues in education, design, or public service. Final presentations and written reflection required. May be repeated for credit for a maximum of 12 units. | true | Fall, IAP, Spring, Summer | Graduate | rranged | null | null | false | false | false | False | False | False |
EC.781[J] | D-Lab: Development | Issues in international development, appropriate technology and project implementation addressed through lectures, case studies, guest speakers and laboratory exercises. Students form project teams to partner with community organizations in developing countries, and formulate plans for an optional IAP site visit. (Previous field sites include Ghana, Brazil, Honduras and India.) Recitation sections focus on specific project implementation, and include cultural, social, political, environmental and economic overviews of the target countries as well as an introduction to the local languages. Enrollment limited by lottery; must attend first class session. | true | Fall | Graduate | 3-2-7 | null | 11.472[J] | false | false | false | False | False | False |
EC.782 | Applications of Energy in Global Development | Engages students in project-based learning in collaboration with D-Lab community partners to improve access to affordable, reliable, sustainable, and modern energy for all. Teams work on off-grid energy projects addressing challenges in lighting, cooking, agricultural productivity, or other areas in collaboration with D-Lab community partners in developing countries. Project work includes assessment of user needs, technology identification, product design, prototyping, and development of implementation strategies to continue progress of ongoing projects. Optional IAP field visits may be available to test and implement the solutions developed during the semester. Students enrolled in the graduate version complete additional assignments. Limited to 20; preference to students who have taken EC.791. | true | Fall | Graduate | 4-0-8 | null | null | false | false | false | False | False | False |
EC.783 | Entrepreneurship for the Idealist | Examines the nature of contemporary and historical injustices: their particularities, shared dynamics, tropes, myths, durability, and shape-shifting nature. Studies how innovation, technology, markets, and social enterprises relate to justice. Explores accompaniment — journeying, often literally, with the wronged until right is done — and its success in a broad range of settings. Instruction provided in designing accompaniment-centered approaches by picking a societal challenge, surveying and critiquing past efforts, and proposing a design of their own. Students taking graduate version complete additional assignments. | true | Fall | Graduate | 3-0-9 | null | null | false | false | false | False | False | False |
EC.784 | D-Lab: Smallholder Agriculture | Provides an overview of the scientific, social, and economic context of smallholder farmers in developing countries. Covers the scientific basis and environmental impacts of agriculture, the dynamics of smallholder farming, social and business systems, and the experience of farmers themselves. Lectures, guest experts, experiential activities, and semester projects with community partners contribute to learning objectives. Opportunities for summer fieldwork may be available. Students taking graduate version complete additional assignments. Limited to 20. | true | Spring | Graduate | 3-0-6 | null | null | false | false | false | False | False | False |
EC.785 | Humanitarian Innovation: Design for Relief, Rebuilding, and Recovery | Explores the role innovation can and does play in how humanitarian aid is provided, and how it can impact people, products, and processes. Provides a fundamental background in the history and practice of humanitarian aid. Considers the various ways that design can be used to enhance aid, such as product and system design for affected populations, co-creation with affected populations, and capacity building to promote design by refugees and the displaced. Case studies and projects examine protracted displacement as well as recovery and resettlement, including efforts in Colombia, Lebanon, Nepal, Sudan, and Uganda. Potential for students to travel over the summer to partner communities. | true | Spring | Graduate | 4-0-8 | null | null | false | false | false | False | False | False |
EC.788 | D-Lab: Field Research | Combines hands-on methods for conducting field research with exploration of questions that continue to challenge practitioners, donors, policymakers and researchers in international development. Designed for students preparing to conduct field-based research for theses, product design project, or development ventures. Practices key research skills particularly applicable to conducting research involving people and communities in the context of development. Limited to 16. | true | IAP | Graduate | 3-0-9 | Permission of instructor | null | false | false | false | False | False | False |
EC.789 | D-Lab: Climate Change and Planetary Health | Examines the current state and future projections of climate change and its effects on human, ecosystem, and planetary health, and develops solutions for these challenges. Class is project-based, student-focused, experiential, and transdisciplinary. Emphasizes nature- and community-based solutions, both local and global, with a focus on environmental and climate justice. Participation and teamwork are fundamental, as are experiential activities such as field trips to zero-carbon buildings and to sites undergoing rapid transformation. Working individually or in teams, students develop a term project on a climate change or planetary health solution of Students taking graduate version complete additional assignments. | true | Spring | Graduate | 3-4-5 | null | null | false | false | false | False | False | False |
EC.790 | D-Lab: Field Study | Provides the opportunity to gain direct fieldwork experience in a global context. Subject spans three-four weeks in which students continue work from a prior D-Lab subject. Students work directly with international community partners to find solutions to real world problems, focusing on one or more issues in education, design, or public service. Group presentations and written reflection required. | true | IAP | Graduate | rranged | One D-Lab subject and permission of instructor | null | false | false | false | False | False | False |
EC.791 | Introduction to Energy in Global Development | Surveys energy technologies including solar, wind, and hydro power; cooking; indoor heating; irrigation; and agricultural productivity through an international development context to impart energy literacy and common-sense applications. Focuses on compact, robust, low-cost systems for meeting the needs of household and small business. Provides an overview of identifying user needs, assessing the suitability of specific technologies, and strategies for implementation in developing countries. Labs reinforce lecture material through activities including system assembly and testing. Team projects involve activities including connecting with pre-selected community partners, product design and analysis, and continuing the development of ongoing projects. Optional summer fieldwork may be available. Students taking graduate version complete additional assignments. Enrollment limited by lottery; must attend first class session. | true | Spring | Graduate | 3-2-7 | null | null | false | false | false | False | False | False |
EC.793 | Hardware Design for International Development | Students explore possibilities of repurposed electronic devices in various sectors of development, including agriculture, education, health, and energy, for positive impact on people living in low-income communities. Guest lecturers provide insight into current trends in information and communication technology for development. Students work in teams to apply principles of participatory and inclusive design to projects developed in collaboration with community innovators in refugee camps in Northern Uganda and rural areas of Tanzania. Optional travel to Uganda and Tanzania during IAP with D-Lab field partners. Graduate students complete additional assignments. | true | Fall | Graduate | 3-2-7 | null | null | false | false | false | False | False | False |
EC.794 | Technologies for Mental Health and Wellness | Introduction to new technologies used in the practice of psychiatry and psychology, with emphasis on mental health wellness. The effect of technology on mental health and the human experience is discussed. Topics include social identity and connection, mood and anxiety disorders, sleep and dreams, chronobiology, addiction and substance abuse, behavior medicine, and wellness activities such as meditation. Guest lectures from domain-expert doctors and reading assignments identify current needs and challenges found in clinical practice. Emerging technologies being applied to mental health are reviewed including chatbots, social robots, wearable sensors, AI, virtual reality, biofeedback, neuromodulation, and mobile phone phenotyping. Topics of privacy and ethical use discussed. Students complete readings and weekly written assignments and three group design projects. Students taking the graduate version complete additional assignments. | true | Fall | Graduate | 2-0-10 | null | null | false | false | false | False | False | False |
EC.795 | Thermal Energy Networks for Rapid Decarbonization of Campus, Neighborhood, and City Buildings (New) | Provides a technical introduction to decarbonizing building energy systems via the fundamentals of thermal energy networks. Introductory lectures with required field trips to three Net Zero sites in the Boston area provide first-hand experience with the technologies and systems involved in building decarbonization (transportation is arranged and free). All field trips take place during class sessions. Students taking graduate version complete additional assignments related to certified geothermal design training. | true | IAP | Graduate | 1-0-0 | null | null | false | false | false | False | False | False |
EC.796 | D-Lab: Build-Its | Engages students in the creation of "build-its," hands-on pedagogical tools developed by D-Lab to teach workshop and design skills to a diverse audience around the world. Studies principles of experiential learning and successful examples of teaching in makerspaces and innovation centers. Students develop their own build-it, test and evaluate it with local students, and create instructions for its use. Optional travel opportunities exist over the summer to test the build-it at a D-Lab summit or training abroad. Students taking graduate version complete additional assignments. Limited to 16. | true | Spring | Graduate | 3-0-9 | null | null | false | false | false | False | False | False |
EC.797[J] | D-Lab: Design for Scale | Explores the external factors affecting product development for people in low-resource settings in a project-based context. Students apply existing engineering skills in interdisciplinary teams to identify contextual limitations and develop previously established prototypes towards manufacturing-ready product designs for real-world project sponsors. Topics are presented within the context of the developing world and include technology feasibility and scalability assessment; value chain analysis; product specification; and manufacturing methodologies at various scales. Lessons are experiential and case study-based, taught by instructors with field experience and industry experts from product development consulting firms and the consumer electronics industry. Students taking graduate version complete additional written assignments. | true | Fall | Graduate | 3-2-7 | None. Coreq: 2.008; or permission of instructor | 2.789[J] | false | false | false | False | False | False |
EC.798 | D-Lab: Gender and Development | Explores gender roles, illuminates the power dynamics and root causes of inequality, and provides a framework for understanding gender dynamics. Develops skills to conduct a gender analysis and integrate gender-sensitive strategies into large- and small-scale development solutions. Prompts critical discussion about social, economic, and political conditions that shape gender in development. Begins with exploration of international development in the post-colonial era, using a gender lens, then provides students with the tools to integrate gender-sensitive strategies into international development work, with a particular focus on launching, building and scaling women's ventures. Opportunities may be available for international fieldwork over IAP. Meets with 24.634 when offered concurrently. Students taking graduate version complete additional assignments. Limited to 12; must attend first class session. | true | Fall | Graduate | 3-0-9 | null | null | false | false | false | False | False | False |
EC.900 | Independent Study | Opportunity for independent study under regular supervision by a staff member. Projects require prior approval, as well as a written proposal and final report. | true | Fall, IAP, Spring, Summer | Undergraduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.901 | Edgerton Center Independent Study | Opportunity for independent study under regular supervision by a staff member. Projects require prior approval, as well as a written proposal and final report. | true | Fall, IAP, Spring, Summer | Undergraduate | rranged | null | null | false | false | false | False | False | False |
EC.910 | Edgerton Center Undergraduate Teaching | An opportunity for undergraduates to participate in teaching and tutoring Center subjects and seminars. Students develop one-on-one teaching skills under the supervision of an Edgerton Center instructor. | true | Fall, IAP, Spring, Summer | Undergraduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.980 | Edgerton Center Independent Study - Graduate | Opportunity for independent study under regular supervision by a staff member. Projects require prior approval, as well as a written proposal and final report. | true | Fall, IAP, Spring, Summer | Graduate | rranged | null | null | false | false | false | False | False | False |
EC.988 | The Social Life of Materials | Students carry out projects on a material of their choice and study its technical, humanistic, and environmental origins and trajectories of development through historical methods; evaluate its current status within a social and humanistic context; and then imagine and evaluate potential futures. Projects supported by topics and scholarship in sociotechnical systems, social innovation, environmental history and justice, equity-based human-centered design, and futures literacy. Students taking the graduate version complete additional assignments. | true | Spring | Graduate | 3-0-9 | null | null | false | false | false | False | False | False |
EC.990 | Edgerton Center Graduate Teaching | An opportunity for graduate students to participate in teaching and tutoring Edgerton Center subjects and seminars. Permission of Edgerton Center staff required. | true | Fall, IAP, Spring | Graduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.UR | Undergraduate Research | Undergraduate research opportunities in the Edgerton Center. | true | Fall, IAP, Spring, Summer | Undergraduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.URG | Undergraduate Research | Undergraduate research opportunities in the Edgerton Center. | true | Fall, IAP, Spring, Summer | Undergraduate | rranged | null | null | false | false | false | False | False | False |
EC.S00 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP | Undergraduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.S01 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP, Spring | Undergraduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.S02 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | IAP, Spring | Graduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.S03 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | IAP | Undergraduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.S04 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP | Undergraduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.S05 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP, Spring | Undergraduate | rranged [P/D/F] | null | null | false | false | false | False | False | False |
EC.S06 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP, Spring | Undergraduate | rranged | null | null | false | false | false | False | False | False |
EC.S07 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP, Spring | Undergraduate | rranged | null | null | false | false | false | False | False | False |
EC.S08 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP, Spring | Undergraduate | rranged | null | null | false | false | false | False | False | False |
EC.S09 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP, Spring | Undergraduate | rranged | null | null | false | false | false | False | False | False |
EC.S10 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP, Spring | Undergraduate | rranged | null | null | false | false | false | False | False | False |
EC.S11 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Spring | Graduate | rranged | null | null | false | false | false | False | False | False |
EC.S12 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall, IAP, Spring | Graduate | rranged | null | null | false | false | false | False | False | False |
EC.S13 | Special Subject at the Edgerton Center | Seminar combining lectures and lab run by students and academic staff at the Edgerton Center. Students explore specialized electronics, robotics, or mechanical design and fabrication topics not offered in the regular curriculum; classes range from beginner level to more advanced. Some offerings may be taught in an intensive fashion (meeting for up to several times a week for four weeks). Up to three sequential seminars may be offered per semester, covering a different topic each time. Students can take one or all of the seminars. | true | Fall | Graduate | rranged | null | null | false | false | false | False | False | False |
EM.411 | Foundations of System Design and Management | Presents the foundations of systems architecture, systems engineering and project management in an integrated format, through a synchronized combination of in-class discussion, industrial guest speakers, team projects, and individual assignments. Topics include stakeholder analysis, project planning and monitoring, requirements definition, concept generation and selection, complexity management, system integration, verification and validation, cost modeling, systems safety, organizational design and effective teamwork, risk management, and leadership styles. Restricted to students in the SDM program. | true | Fall | Graduate | 4-2-9 | Permission of instructor | null | false | false | false | False | False | False |
EM.412 | Foundations of System Design and Management II | Deepens the foundations of systems architecture, systems engineering and project management introduced in EM.411 though a synchronized combination of lectures, recitations, opportunity sets, guest speakers, and team projects. Topics emphasize the transition from early conceptual design to detailed design and system integration. Features a technology showcase and project forum where students, faculty and company sponsors meet to discuss and select projects for EM.413. Includes team-based exercises and design challenges. Restricted to students in the SDM program. | true | IAP | Graduate | 2-1-3 | EM.411 | null | false | false | false | False | False | False |
EM.413 | Foundations of System Design and Management III | Presents advanced concepts in systems architecture, systems engineering and project management in an integrated manner through lectures, recitations, opportunity sets, guest lectures, and a semester-long team project. Topics emphasize complexity management, systems integration, verification, validation, and lifecycle management. Specific lifecycle properties addressed include quality, safety, robustness, resilience, flexibility and evolvability of systems over time. Additional topics include monitoring and control, the rework cycle, managing portfolios and programs of projects in a multi-cultural and global context, and managing product families and platforms. Restricted to students in the SDM program. | true | Spring | Graduate | 4-2-9 | EM.412 | null | false | false | false | False | False | False |
EM.421 | SDM Certificate Capstone | Practical application of systems management problems within a real company. Teams of 1-4 students are matched with a company to work on a project in which they identify systems challenges and devise methods for solving problems utilizing the system architecture, systems engineering and project management methodology covered in the EM core sequence. Mentors and sponsors are identified for each team. Restricted to System Design and Management Certificate students. | true | Summer | Graduate | 1-0-8 [P/D/F] | EM.413 | null | false | false | false | False | False | False |
EM.422 | System Design and Management for a Changing World: Combined | Practical-oriented subject that builds upon theory and methods and culminates in extended application. Covers methods to identify, value, and implement flexibility in design (real options). Topics include definition of uncertainties, simulation of performance for scenarios, screening models to identify desirable flexibility, decision analysis, and multidimensional economic evaluation. Students demonstrate proficiency through an extended application to a system design of their choice. Complements research or thesis projects. Class is "flipped" to maximize student engagement and learning. Meets with IDS.333 in the first half of term. Enrollment limited. | true | Fall | Graduate | 3-0-9 | Permission of instructor | null | false | false | false | False | False | False |
EM.423[J] | System Design and Management for a Changing World: Tools | Focuses on design choices and decisions under uncertainty. Topics include identification and description of uncertainties using probability distributions; the calculation of commensurate measures of value, such as expected net present values; Monte Carlo simulation and risk analysis; and the use of decision analysis to explore alternative strategies and identify optimal initial choices. Presents applied analysis of practical examples from a variety of engineering systems using spreadsheet and decision analysis software. Class is "flipped" to maximize student engagement and learning. Meets with IDS.332 first half of term. | true | Fall | Graduate | 3-0-3 | null | IDS.333[J] | false | false | false | False | False | False |
EM.424[J] | System Design and Management for a Changing World: Projects | Focuses on implementation of flexibility (real options) in the design of products, start-ups, ongoing management of operations, or policy plans. Applies the methods presented in IDS.333: recognition of uncertainty, identification of best opportunities for flexibility, and valuation of these options and their effective implementation. Students work on their own project concept, for which they develop a dynamic business plan for design, deployment, and most beneficial implementation of their system over time. Useful complement to thesis or research projects. Class is "flipped" to maximize student engagement and learning. Subject meets in second half of term in the fall and first half of term in the spring. | true | Fall, Spring | Graduate | 3-0-3 | IDS.333 or permission of instructor | IDS.334[J] | false | false | false | False | False | False |
EM.425 | Research Seminar on Engineering Projects and Teamwork | Review of research on engineering as work and problem-solving by teams, including cases, professional practices, experimental results, and teamwork fundamentals. Topics include: projects structures and dependence; communication, coordination, and concurrency; exception handling, rework, and quality; awareness, attention, and engagement; and information, uncertainty, and learning. Students consider engineering teamwork phenomena which integrate technical and organizational aspects, leading to insights on performance during project shaping, ideation, planning, control, adaptation, and lessons learned. In the second half, students work as small teams to propose an experiment which explores teamwork during engineering. Proposed experiments often become basis for research and thesis activity. | true | Fall | Graduate | 2-0-4 | EM.411 or permission of instructor | null | false | false | false | False | False | False |
EM.426 | Model-building and Analysis Lab for Engineering Project Teamwork | Explores agent-based models and simulation for engineering project management. Students build and validate models of engineered systems and engineering teamwork, which integrate technology and organization useful during project shaping, ideation, planning, control, adaptation, and lessons learned. Models capture phenomena discussed in EM.425 and are simulated to forecast performance such as feasible scope, human activity, interactions, cost, schedule, quality, and risks. In the first half, students build a model and agent-based simulation from scratch. In the second half, students work in small teams on either a case modeled using methods introduced in the first half or an extension of said methods to explore a particular engineering phenomenon introduced in the first half. | true | Spring | Graduate | 1-1-4 | EM.425 or permission of instructor | null | false | false | false | False | False | False |
EM.427[J] | Technology Roadmapping and Development | Provides a review of the principles, methods and tools of technology management for organizations and technologically-enabled systems including technology forecasting, scouting, roadmapping, strategic planning, R&D project execution, intellectual property management, knowledge management, partnering and acquisition, technology transfer, innovation management, and financial technology valuation. Topics explain the underlying theory and empirical evidence for technology evolution over time and contain a rich set of examples and practical exercises from aerospace and other domains, such as transportation, energy, communications, agriculture, and medicine. Special topics include Moore's law, S-curves, the singularity and fundamental limits to technology. Students develop a comprehensive technology roadmap on a topic of their own choice. | false | Fall | Graduate | 3-0-9 | Permission of instructor | 16.887[J] | false | false | false | False | False | False |
EM.428[J] | Multidisciplinary Design Optimization | Systems modeling for design and optimization. Selection of design variables, objective functions and constraints. Overview of principles, methods and tools in multidisciplinary design optimization (MDO). Subsystem identification, development and interface design. Design of experiments (DOE). Review of linear (LP) and non-linear (NLP) constrained optimization formulations. Scalar versus vector optimization problems. Karush-Kuhn-Tucker (KKT) conditions of optimality, Lagrange multipliers, adjoints, gradient search methods, sensitivity analysis, geometric programming, simulated annealing, genetic algorithms and particle swarm optimization. Constraint satisfaction problems and isoperformance. Non-dominance and Pareto frontiers. Surrogate models and multifidelity optimization strategies. System design for value. Students execute a term project in small teams related to their area of interest. | true | Fall | Graduate | 3-1-8 | 18.085 or permission of instructor | 16.888[J], IDS.338[J] | false | false | false | False | False | False |
EM.429[J] | Systems Architecting Applied to Enterprises | Focuses on understanding, designing and transforming sociotechnical enterprises using systems principles and practices. Includes discussions and reading on enterprise theory, systems architecting, transformation challenges and case studies of evolving enterprises. Covers frameworks and methods for ecosystem analysis, stakeholder analysis, design thinking, systems architecture and evaluation, and human-centered enterprise design strategies. Students engage in interactive breakout sessions during class and participate in a selected small team project to design a future architecture for a real-world enterprise. Selected projects are based on student interests in enterprises such as small, medium, or large companies, government agencies, academic units, start-ups, and nonprofit organizations. | true | Spring | Graduate | 3-0-9 | Permission of instructor | 16.855[J], IDS.336[J] | false | false | false | False | False | False |
EM.441 | Integrated Design Lab I | Presents fundamentals of the integrated design and product development process. Covers methods relevant at each stage of the process; students apply them in a series of design projects. Topics include stakeholder identification, customer engagement and ethnographic methods, concept generation and selection, project planning, manufacturing methods, supply systems, cost modeling, sustainability, and safety. Restricted to Integrated Design and Management (IDM) students. | true | Fall | Graduate | 3-5-7 | null | null | false | false | false | False | False | False |
EM.442 | Integrated Design Lab II | Presents advanced topics in integrated design and product development. Students pursue a product development project as a case study for understanding how teams work together to define and test a new product. Provides exposure to the state-of-the-art in product definition, product architectures, market testing, competitive analysis, product planning strategy, business case construction, and life cycle design. Students apply their previously acquired product development knowledge and engage in ongoing reflection in an action-oriented setting. Restricted to Integrated Design and Management (IDM) students. | true | Spring | Graduate | 3-5-7 | EM.441 or permission of instructor | null | false | false | false | False | False | False |
EM.443 | Integrated Design Seminar I | Covers a broad range of topics relevant to integrated design, engineering, and business, including leadership, entrepreneurship, social impact, sustainability, and human centered design. Includes discussion of Integrated Design & Management thesis projects. Features lectures by guest speakers and faculty. Restricted to Integrated Design and Management (IDM) students. | true | Fall | Graduate | 2-0-1 | Permission of instructor | null | false | false | false | False | False | False |
EM.444 | Integrated Design Seminar II | Covers a broad range of topics relevant to integrated design, engineering, and business, including leadership, entrepreneurship, social impact, sustainability, and human centered design. Includes discussion of Integrated Design & Management thesis projects. Features lectures by guest speakers and faculty. Restricted to Integrated Design and Management (IDM) students. | true | Spring | Graduate | 2-0-1 | Permission of instructor | null | false | false | false | False | False | False |
EM.451 | Internship Experience | Provides insight into the challenges of an organization that develops products or systems. Before enrolling each student must have a department approved internship opportunity. At the end of the internship, students deliver a report, for evaluation by the sponsoring faculty member, documenting ways that the organization addresses product or system development issues and applies the methods taught in the SDM or IDM core. Intended for students who have completed the SDM or IDM core course sequence. | true | Fall, IAP, Spring, Summer | Graduate | rranged | Permission of instructor | null | false | false | false | False | False | False |
EM.S20 | Special Subject in Engineering Management | Opportunity for study of advanced topics in Engineering Management not otherwise included in the curriculum at MIT. Offerings are initiated by faculty on an ad-hoc basis subject to department approval. | true | Spring | Graduate | rranged | Permission of instructor | null | false | false | false | False | False | False |
EM.S21 | Special Subject in Engineering Management | Opportunity for study of advanced topics in Engineering Management not otherwise included in the curriculum at MIT. Offerings are initiated by faculty on an ad-hoc basis subject to department approval. | true | Fall, Spring | Graduate | rranged | Permission of instructor | null | false | false | false | False | False | False |
EM.S22 | Special Subject in Engineering Management | Opportunity for study of advanced topics in Engineering Management not otherwise included in the curriculum at MIT. Offerings are initiated by faculty on an ad-hoc basis subject to department approval. | true | Fall, Spring | Graduate | rranged | Permission of instructor | null | false | false | false | False | False | False |
EM.THG | EM Graduate Thesis | Program of research, leading to the writing of an SM thesis to be arranged by the student with an appropriate member of the MIT faculty. | true | Fall, IAP, Spring, Summer | Graduate | rranged | Permission of instructor | null | false | false | false | False | False | False |
ES.7012 | Introductory Biology | Equivalent to 7.012; see 7.012 for description. Instruction provided through small, interactive classes. Limited to students in ESG. | true | Spring | Undergraduate | 5-0-7 | null | null | false | false | false | Biology | False | False |
ES.7013 | Introductory Biology | Equivalent to 7.013; see 7.013 for description. Instruction provided through small, interactive classes. Limited to students in ESG. | true | Spring | Undergraduate | 5-0-7 | null | null | false | false | false | Biology | False | False |
ES.5111 | Principles of Chemical Science | Equivalent to 5.111; see 5.111 for description. Instruction provided through small, interactive classes taught by ESG staff. Limited to students in ESG. | true | Fall | Undergraduate | 5-0-7 | null | null | false | false | false | Chemistry | False | False |
ES.5112 | Principles of Chemical Science | Equivalent to 5.112; see 5.112 for description. Instruction provided through small, interactive classes taught by ESG staff. Limited to students in ESG. | true | Fall | Undergraduate | 5-0-7 | null | null | false | false | false | Chemistry | False | False |
ES.1801 | Calculus | Equivalent to 18.01; see 18.01 for description. Instruction provided through small, interactive classes. Limited to students in ESG. | true | Fall | Undergraduate | 5-0-7 | null | null | false | false | false | Calculus 1 | False | False |
ES.1802 | Calculus | Equivalent to 18.02; see 18.02 for description. Instruction provided through small, interactive classes. Limited to students in ESG. | true | Fall, Spring | Undergraduate | 5-0-7 | Calculus I (GIR) | null | false | false | false | Calculus 2 | False | False |
ES.1803 | Differential Equations | Equivalent to 18.03; see 18.03 for description. Instruction provided through small, interactive classes. Limited to students in ESG. | true | Fall, Spring | Undergraduate | 5-0-7 | None. Coreq: Calculus II (GIR) | null | false | false | true | False | False | False |
ES.1806 | Linear Algebra (New) | Basic subject on matrix theory and linear algebra, emphasizing topics useful in other disciplines, including systems of equations, vector spaces, determinants, eigenvalues, singular value decomposition, and positive definite matrices. Applications to least-squares approximations, stability of differential equations, networks, Fourier transforms, and Markov processes. Uses linear algebra software. Compared with 18.700, more emphasis on matrix algorithms and applications. Enrollment limited to Experimental Study Group (ESG) students only. | true | Spring | Undergraduate | 4-0-8 | Calculus II (GIR) | null | false | false | true | False | False | False |
ES.181A | Calculus | Equivalent to 18.01A; see 18.01A for description. Instruction provided through small, interactive classes. Limited to students in ESG. | true | Fall | Undergraduate | 5-0-7 | Knowledge of differentiation and elementary integration | null | false | false | false | Calculus 1 | False | False |
ES.182A | Calculus | Equivalent to 18.02A; see 18.02A for description. Instruction provided through small, interactive classes. Limited to students in ESG. | true | Fall, IAP | Undergraduate | 5-0-7 | Calculus I (GIR) | null | false | false | false | Calculus 2 | False | False |
ES.801 | Physics I | Equivalent to 8.01; see 8.01 for description. Instruction provided through small, interactive classes. Limited to students in ESG. | true | Fall | Undergraduate | 5-1-6 | null | null | false | false | false | Physics 1 | False | False |
ES.8012 | Physics I | Equivalent to 8.012; see 8.012 for description. Limited to students in ESG. | true | Fall | Undergraduate | 5-0-7 | null | null | false | false | false | Physics 1 | False | False |
ES.802 | Physics II | Equivalent to 8.02; see 8.02 for description. Instruction done through small, interactive classes. Limited to students in ESG. | true | Spring | Undergraduate | 5-1-6 | Calculus I (GIR) and Physics I (GIR) | null | false | false | false | Physics 2 | False | False |
ES.8022 | Physics II | Equivalent to 8.022; see 8.022 for description. Students complete group projects. Some content is decided by students. Limited to students in ESG. | true | Fall, Spring | Undergraduate | 5-0-7 | Physics I (GIR); Coreq: Calculus II (GIR) | null | false | false | false | Physics 2 | False | False |
ES.729[J] | Engineering Communication in Context | Introduces writing, graphics, meetings, reading, oral presentation, collaboration, and design as tools for product development. Students work in teams to conceive, design, prototype, and evaluate energy-related mechanical engineering products. Instruction focuses on communication tasks that are integral to the design process, including design notebooks, email, informal and formal presentations, meeting etiquette, literature searches, white papers, proposals, and reports. Other assignments address the cultural situation of engineers and engineering in the world at large. Limited to 18; preference to ESG students. | true | Fall | Undergraduate | 3-1-8 | null | 21W.729[J] | false | false | false | False | Elective | CI-H |
Subsets and Splits