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From declining fisheries to acute urban pollution to record-breaking global temperatures, the evidence of human impact on the environment continues to mount. And at the same time, the environment shapes us, as human society and institutions are built upon our connection to the weather, land, water, and other species. What can we learn from ecological systems and cycles? What are the right solutions to our urgent environmental challenges?

MIT scholars, students and alumni are working to understand and help us make progress toward a more sustainable and just world. This core mission draws upon all of the fields represented at MIT: not just science, engineering, and technology, but also the humanities, arts, economics, history, architecture, urban planning, management, policy, and more. Use OCW materials from across these fields to expand your horizons and learn more about our evolving relationship with the environment.

OCW’s Environment Courses list is inspired by two interdisciplinary MIT programs. electricity generation by country Many of the list’s undergraduate courses fall within the undergraduate Environment and Sustainability Minor devised by MIT’s Environmental Solutions Initiative (ESI), and the OCW course list employs the undergraduate minor’s four topic pillars. Many of the list’s graduate-level courses are part of the MIT Sloan School of Management Sustainability Certificate curriculum.

This course provides students with a scientific foundation of anthropogenic climate change and an introduction to climate models. It focuses on fundamental physical processes that shape climate (e.g. solar variability, orbital mechanics, greenhouse gases, atmospheric and oceanic circulation, and volcanic and soil aerosols) and on evidence for past and present climate change. The course considers material consequences of climate change, including sea level change, variations in precipitation, vegetation, storminess, and the incidence of disease, and also examines the science behind mitigation and adaptation proposals.

This introductory course takes a multidisciplinary approach to managing waste in low- and middle-income countries, with strategies that diminish greenhouse gas emissions and provide enterprise opportunities for marginalized populations. Topics are presented in real contexts through case studies, field visits, civic engagement and research, and include consumer culture, waste streams, waste management, entrepreneurship and innovation on waste, technology evaluation, downcycling / upcycling, Life Cycle Analysis and waste assessment.

Fundamentals of photoelectric conversion: charge excitation, conduction, separation, and collection. gas and supply shreveport Lectures cover commercial and emerging photovoltaic technologies and cross-cutting themes, including conversion efficiencies, loss mechanisms, characterization, manufacturing, systems, reliability, life-cycle analysis, risk analysis, and technology evolution in the context of markets, policies, society, and environment.

This course focuses on national environmental and energy policy-making; environmental ethics; the techniques of environmental analysis; and strategies for collaborative environmental decision-making. The primary objective is to help students formulate a personal theory of environmental planning practice. The course is taught comparatively, with constant references to examples from around the world. It is required of all graduate students pursuing an environmental policy and planning specialization in the Department of Urban Studies and Planning.

With increasing public awareness of the multiple effects of global environmental change, the terms water, energy, and food crisis have become widely used in scientific and political debates on sustainable development and environmental policy. Although each of these crises has distinct drivers and consequences, providing sustainable supplies of water, energy, and food are deeply interrelated challenges and require a profound understanding of the political, socioeconomic, and cultural factors that have historically shaped these interrelations at a local and global scale.

This course explores visualization methodologies to conceive and represent systems and data, e.g., financial, media, economic, political, etc., with a particular focus on climate change data in this version of the course. Topics include basic methods for research, cleaning, and analysis of datasets, and creative methods of data presentation and storytelling. The course considers the emotional, aesthetic, ethical, and practical effects of different presentation methods as well as how to develop metrics for assessing impact.

In this course, students read and write about works that explore symbolic encounters in the American landscape. Some of the assigned works look at uneasy encounters between ordinary individuals and animals—wolves, eagles, sandhill cranes—that Americans have invested with symbolic significance; others explore conflicts between the pragmatic American impulse to impose order on unruly nature and the equally American inclination to enshrine the unaltered landscape.

This course provides an introduction to bargaining and negotiation in public, business, and legal settings. It combines a “hands-on” skill-building orientation with a look at pertinent social theory. Strategy, communications, ethics, and institutional influences are examined as they influence the ability of actors to analyze problems, negotiate agreements, and resolve disputes in social, organizational, and political circumstances characterized by interdependent interests.

This class discusses the economic aspects of current issues in education, using both economic theory and econometric and institutional readings. Topics include discussion of basic human capital theory, the growing impact of education on earnings and earnings inequality, statistical issues in determining the true rate of return to education, the labor market for teachers, implications of the impact of computers on the demand for worker skills, the effectiveness of mid-career training for adult workers, the roles of school choice, charter schools, state standards and educational technology in improving K-12 education, and the issue of college financial aid.

This course is an introduction to the most fundamental concepts, principles, analytical methods and tools useful for making investment and finance decisions regarding commercial real estate assets. As the first of a two-course sequence, this course will focus on the basic building blocks and the “micro” level, which pertains to individual properties and deals.

Why did you become a teacher? For most people, the opportunity to catalyze students’ curiosity about the world into understanding was a major factor in deciding to pursue education as a profession. gas relief while pregnant When you entered the classroom for your first year of teaching, you probably discovered quickly that before students could learn anything, they first had to focus their attention on what you were teaching. This was easier said than done! Cultivating and sustaining students’ attention to the myriad nuances of the curricular content and experiences you were developing most likely consumed most of your energy that first year in the classroom. I, for one, remember remaining at school—long after cars had cleared the parking lot—to construct a life-sized tree out of paper and masking tape. It was a novice educator’s attempt to pull students into a series of complex literacy experiences. electricity in india first time It worked, but boy, was it exhausting.

The challenge of helping students attend to what you are teaching is as important today as it was on your first day in the classroom. Probably more so, given just how “plugged in” students are to what’s going on outside of the classroom while they are inside of the classroom. “Today’s instructors,” observes Lincoln Laboratory Fellow Dr. Jeremy Kepner, “compete with laptops, cell phones, and social media for students’ attention. Lectures have to be engaging.”

But as you learned early on, the desire to engage students in the learning process is not enough. You need strategies. MIT faculty members and instructors understand this, too. c gastronomie traiteur avis Through the Instructor Insights sections of their OCW course publications, many have shared specific (and often outside of the norm) approaches they have used for engaging learners in their residential courses. I’ve included a sampling of highlights below. You won’t find “Constructing Paper Trees” on the list (yet!), but you will find concrete strategies for using analogies, non-traditional examples, humor, and music for helping students engage with curricular content. As you gear up for the academic year, I hope you find a strategy that inspires you!

This capstone course is a group design project involving integration of nuclear physics, particle transport, control, heat transfer, safety, instrumentation, materials, environmental impact, and economic optimization. Professor Michael Short includes a class session in which various cheeses demonstrate the properties of metals under the high temperature and stress of a reactor. “To teach them about the granular structures of metals,” describes Short in his Instructor Insights on making content tangible, “we talked a little about cheddar cheese, because if you break real cheddar cheese apart, it actually fractures on the curd, so curds in cheese are like grains in metal, and there are grain boundaries or curd boundaries. That helped the students understand key ideas. What are grains? How can they fail? Do they always break through the grains, or do they break around the grains?” Yum. What student wouldn’t want to attend to the properties of metals when they come served on a cheese platter? I’m guessing if you add crackers to that “ unconventional pairing,” you’ll have everyone’s attention.

This course explores the issue of human trafficking for forced labor and sexual slavery, focusing on its representation in recent scholarly accounts and advocacy as well as in other media. In her Instructor Insights, Mitali Thakor notes that she uses non-traditional examples to broaden students’ understanding of human trafficking, including exploitation in the food processing, modeling, and sports industries. “When we say the word trafficking,” notes Thakor, “a lot of different images come to mind, but usually beef production and migrant workers are not among them.” Using examples that challenge students’ conceptions of how the world works can help engage them in exploring phenomena they previously thought they understood.

This course provides an introduction to the chemistry of biological, inorganic, and organic molecules. Professor Catherine Drennan purposefully uses humor to engage students in lectures. “MIT is a relatively serious place,” she says in her Instructor Insights video on this topic. “But the MIT students are really fun people. electricity usage calculator south africa They’re willing to make fun of themselves and be a little geeky.” She incorporates elements such as videos about dogs teaching chemistry, references to comics, funny chemistry t-shirts—and even acts out buffering, all in the service of capturing students’ attention. According to Drennan, “it really helps people remember when you do something a little bit different.” Agreed.

This course introduces students to the basic knowledge, representation, problem solving, and learning methods of artificial intelligence. Professor Patrick Henry Winston uses music to fuel anticipation for learning experiences: “I like to play rock and roll music in the room as students are entering the lecture hall. I usually select something from the Rolling Stones, because it’s the kind of music that gives me an edge and energizes the audience. When the music stops, everybody knows the performance is about to begin.” In his Instructor Insights section on experiencing the large lecture as theater, he comments that he connects the music to curricular content. “For example,” he says, “we have a topic in artificial intelligence called constraint satisfaction problems. electricity water analogy What else could you play, but the Stones’ (I Can’t Get No) Satisfaction?” So true. Take a cue from this professor: To engage students, leverage your playlists!

Seeking to understand and transform the world’s energy systems, MIT researchers and students investigate all aspects of energy. They discover new ways of generating and storing energy, as in creating biofuels from plant waste and in holding electricity from renewable sources in cost-effective, high-capacity batteries. They create models and design experiments to determine how we can improve energy efficiency at all scales, from nanostructures and photovoltaic cells to large power plants and smart electrical grids. They analyze how people make decisions about energy, whether as individual consumers or whole nations, and they forecast what the social and environmental consequences of these decisions might be.

OCW’s Energy Courses list demonstrates how the study of energy is so important and so pervasive at MIT. It’s built on the MIT Energy Initiative’s undergraduate Energy Studies Minor, with a core of foundational subjects in energy science, technology, and social science, complemented by a program of electives which allow students to tailor their Energy Minor to particular interests. The OCW course list also includes some related courses which are not officially part of the Energy Minor program.