June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Kayla Becnel
Harold Blanco
CI 350-201
1/22/15
3 – I am teaching activities of the fourth of July to Russian students that just arrived to the
United States (they do speak English), ages 10 to 19, 8 males and 7 females, 15 in total. They are
all vision impaired.
A: My students are Russian, ages 10-19. There are 8 males and 7 females, 15 in total. They are
all vision impaired so the best way for them to learn is by using all of their other senses.
S: My class will learn the activities and purpose of the fourth of July through lectures, videos
with sound, hands-on activities, taste tests and will be able to experience the sounds of fireworks
over the course of a week with a 95% accuracy.
S: The materials I will need to teach my class about the fourth of July are outlines of Great
Britain and the United States, along with a scroll representing the Declaration of Independence. I
will also play a short documentary for my students, a variety of traditional holiday foods will be
given for them to taste and a field trip to experience the fireworks of the fourth of July.
U: In order for my class to learn about the becoming of the fourth of July, I will construct an
outline of Great Britain and the United States so they will can feel the shape that represents the
two countries. I will also construct a scroll to symbolize the Declaration of Independence. In my
lesson, I will further explain the purpose of these objects and how the fourth of July came to be. I
will play a short documentary during class so my class can hear from another perspective about
the history of the fourth of July. Moving on to the activities of the holiday, I will provide an
assortment of foods that are typically eaten on the fourth of July and the class will have a
friendly taste test competition game. This way, they will be able to taste what foods are
traditional for this holiday. With the help of other teachers, I will take my class to an open area
where a similar version of the fourth of July will be done, all thanks to the school for paying for
it. By doing this, my students will be able to hear the fireworks crack and feel the boom of the
2. amazing firework show. Grant it, fireworks are better to see and hear simultaneously, but with
my student’s not being able to see, they will be able to experience it in a whole new way.
R: I will require the students to participate and ask questions during class. I will make sure to
include everyone in the class discussion so they each understand the purpose and activities for
the fourth of July. Even though their ages vary, I think they can all learn about the fourth of July
in the ways that I have provided.
E: I will ask the class if what I provided was enough to learn about the fourth of July. Through
my lecture, short documentary, hands-on activities, taste tests and field trip, I am confident they
know more about the fourth of July than when they started.
