The Abdul Latif Jameel World Education Lab connects MIT and the world via collaboratives focused on pK-12, higher education, and workplace learning.
Faculty director discusses the future of the initiative and Africa’s position as a global priority for the Institute.
The funded projects will bring scientists together from Imperial, MIT and partner institutions in Africa, to work on infectious disease, high energy physics and eco-friendly refrigerants.
The new members of Xi of Massachusetts, the MIT chapter of PBK, combine the best of humanities, natural science, and social science scholarship.
The Enterprise Hub at the West Africa Centre for Crop Improvement (WACCI), University of Ghana, has intensified its efforts to drive innovations and new product development for agricultural transformation in sub-Saharan Africa through entrepreneurship.
As part of its maiden programme, it partnered with the Massachusetts Institute of Technology (MIT), United States, to jointly organise a five-week Global Startup Labs (GSL) 2019 Entrepreneurship Programme at WACCI from July 8- August 8, 2019.
The MIT-Sierra Leone Program has organized its first learning workshop for educators in Sierra Leone. The seminar at Njala University was a three-day (August 5-7th, 2019) short course on problem-solving approaches in higher education.
In July 2019, CUT hosted Prof Hazel Sive of the Massachusetts Institute of Technology (MIT) who led a workshop on Educating with Problem-Solving Approaches under the auspices of MIT-Africa Initiative.
Nominated by peers and students, professors in brain and cognitive sciences and biology are recognized for excellence in graduate and undergraduate education.
Justin Chen | MIT School of Science
As a developmental biologist, I study how a single cell becomes a complete animal — how nature makes something from almost nothing. The growth of an embryo seems mysterious because new tissues and intricate body parts arise from what previously seemed to be an inert lump of cells. Like origami, layers of cells grow, flatten, and fold over themselves. Neurons are strung from one end of the undeveloped body to the other. A transparent heart is assembled and begins to beat even before it fills with blood.
I was first captivated by embryonic development as an undergraduate at Oberlin College. Copying diagrams from textbooks or walking back from lab, I would ask myself: How does an embryo know how to build itself? There must be some inner logic of cells — a flow of information when sperm meets egg that spreads over time and space, always reinforcing itself and always growing in complexity, to shape what we become, both in personality and appearance.
For the past five years, I’ve studied development as a graduate student in MIT School of Science’s Department of Biology. My research, performed in Professor Hazel Sive’s laboratory at the Whitehead Institute, focuses on face development. Faces are our portal to the world and aid us in interacting with our surroundings but, more broadly, they are the basis of our identity. We remember the smiles or mischievous glances of family and friends while the images of celebrities like Marilyn Monroe or Muhammad Ali are cultural icons.
The teacher becomes the student
Sarah McDonnell | MIT News Office
September 2, 2016
As it does every year, MIT stayed active throughout the summer months, welcoming tourists snapping shots of the Great Dome, campers playing tag on North Court, and students hoping to brush up their computer coding skills, in almost equal measure. For three weeks in July, 10 professors from Tunisia joined the crowds in the Infinite Corridor, as they participated in the inaugural installment of the MIT-Educator program.
Headed by Hazel Sive, a professsor in the Department of Biology, the MIT-Educator program is the latest addition to the MIT-AFRICA Initiative, an umbrella that communicates and promotes MIT partnerships in Africa that focus on education, research, and innovation. Sive is Founding Coordinator of the Initiative. MIT-Educator encourages professors to think about what they do, how they do it, and how they might do it better, on a more intimate level than is possible for when their own classes are in session.
“Higher educators are very often thrown into being educators without much instruction. Faculty are smart and creative, so they’re able to get by, but there’s very little discussion about what it means to be a university educator or how to educate at the level required,” Sive says. “As a MacVicar Faculty Fellow, I’ve been interested for a while in bringing together the various expertise around MIT and setting up a collegial, thoughtful program that addresses those questions.”