The agency's acting administrator directed employees to not engage with the media without "prior authorization."

The unprecedented move is Republicans’ latest attempt to undermine California electric vehicle policies.

After four years of declining prices for green investments, sustainable investors are shifting their past talking points in increasing numbers.

France, Italy and Poland support the move, but others fear it might prompt President Donald Trump to retaliate in anger.

The goal will be included in an amendment to the European Climate Law.

In early September 2015, Salvatore Vitale, who was then a research scientist at MIT, stopped home in Italy for a quick visit with his parents after attending a meeting in Budapest. The meeting had centered on the much-anticipated power-up of Advanced LIGO — a system scientists hoped would finally detect a passing ripple in space-time known as a gravitational wave.

Albert Einstein had predicted the existence of these cosmic reverberations nearly 100 years earlier and thought they would be impossible to measure. But scientists including Vitale believed they might have a shot with their new ripple detector, which was scheduled, finally, to turn on in a few days. At the meeting in Budapest, team members were excited, albeit cautious, acknowledging that it could be months or years before the instruments picked up any promising signs.

However, the day after he arrived for his long-overdue visit with his family, Vitale received a huge surprise.

“The next day, we detect the first gravitational wave, ever,” he remembers. “And of course I had to lock myself in a room and start working on it.”

Vitale and his colleagues had to work in secrecy to prevent the news from getting out before they could scientifically confirm the signal and characterize its source. That meant that no one — not even his parents — could know what he was working on. Vitale departed for MIT and promised that he would come back to visit for Christmas.

“And indeed, I fly back home on the 25th of December, and on the 26th we detect the second gravitational wave! At that point I had to swear them to secrecy and tell them what happened, or they would strike my name from the family record,” he says, only partly in jest.

With the family peace restored, Vitale could focus on the path ahead, which suddenly seemed bright with gravitational discoveries. He and his colleagues, as part of the LIGO Scientific Collaboration, announced the detection of the first gravitational wave in February 2016, confirming Einstein’s prediction. For Vitale, the moment also solidified his professional purpose.

“Had LIGO not detected gravitational waves when it did, I would not be where I am today,” Vitale says. “For sure I was very lucky to be doing this at the right time, for me, and for the instrument and the science.”

A few months after, Vitale joined the MIT faculty as an assistant professor of physics. Today, as a recently tenured associate professor, he is working with his students to analyze a bounty of gravitational signals, from Advanced LIGO as well as Virgo (a similar detector in Italy) and KAGRA, in Japan. The combined power of these observatories is enabling scientists to detect at least one gravitational wave a week, which has revealed a host of extreme sources, from merging black holes to colliding neutron stars.

“Gravitational waves give us a different view of the same universe, which could teach us about things that are very hard to see with just photons,” Vitale says.

Random motion

Vitale is from Reggio di Calabria, a small coastal city in the south of Italy, right at “the tip of the boot,” as he says. His family owned and ran a local grocery store, where he spent so much time as a child that he could recite the names of nearly all the wines in the store.

When he was 9 years old, he remembers stopping in at the local newsstand, which also sold used books. He gathered all the money he had in order to purchase two books, both by Albert Einstein. The first was a collection of letters from the physicist to his friends and family. The second was his theory of relativity.

“I read the letters, and then went through the second book and remember seeing these weird symbols that didn’t mean anything to me,” Vitale recalls.

Nevertheless, the kid was hooked, and continued reading up on physics, and later, quantum mechanics. Toward the end of high school, it wasn’t clear if Vitale could go on to college. Large grocery chains had run his parents’ store out of business, and in the process, the family lost their home and were struggling to recover their losses. But with his parents’ support, Vitale applied and was accepted to the University of Bologna, where he went on to earn a bachelor’s and a master’s in theoretical physics, specializing in general relativity and approximating ways to solve Einstein’s equations. He went on to pursue his PhD in theoretical physics at the Pierre and Marie Curie University in Paris.

“Then, things changed in a very, very random way,” he says.

Vitale’s PhD advisor was hosting a conference, and Vitale volunteered to hand out badges and flyers and help guests get their bearings. That first day, one guest drew his attention.

“I see this guy sitting on the floor, kind of banging his head against his computer because he could not connect his Ubuntu computer to the Wi-Fi, which back then was very common,” Vitale says. “So I tried to help him, and failed miserably, but we started chatting.”

The guest happened to be a professor from Arizona who specialized in analyzing gravitational-wave signals. Over the course of the conference, the two got to know each other, and the professor invited Vitale to Arizona to work with his research group. The unexpected opportunity opened a door to gravitational-wave physics that Vitale might have passed by otherwise.

“When I talk to undergrads and how they can plan their career, I say I don’t know that you can,” Vitale says. “The best you can hope for is a random motion that, overall, goes in the right direction.”

High risk, high reward

Vitale spent two months at Embry-Riddle Aeronautical University in Prescott, Arizona, where he analyzed simulated data of gravitational waves. At that time, around 2009, no one had detected actual signals of gravitational waves. The first iteration of the LIGO detectors began observations in 2002 but had so far come up empty.

“Most of my first few years was working entirely with simulated data because there was no real data in the first place. That led a lot of people to leave the field because it was not an obvious path,” Vitale says.

Nevertheless, the work he did in Arizona only piqued his interest, and Vitale chose to specialize in gravitational-wave physics, returning to Paris to finish up his PhD, then going on to a postdoc position at NIKHEF, the Dutch National Institute for Subatomic Physics at the University of Amsterdam. There, he joined on as a member of the Virgo collaboration, making further connections among the gravitational-wave community.

In 2012, he made the move to Cambridge, Massachusetts, where he started as a postdoc at MIT’s LIGO Laboratory. At that time, scientists there were focused on fine-tuning Advanced LIGO’s detectors and simulating the types of signals that they might pick up. Vitale helped to develop an algorithm to search for signals likely to be gravitational waves.

Just before the detectors turned on for the first observing run, Vitale was promoted to research scientist. And as luck would have it, he was working with MIT students and colleagues on one of the two algorithms that picked up what would later be confirmed to be the first ever gravitational wave.

“It was exciting,” Vitale recalls. “Also, it took us several weeks to convince ourselves that it was real.”

In the whirlwind that followed the official announcement, Vitale became an assistant professor in MIT’s physics department. In 2017, in recognition of the discovery, the Nobel Prize in Physics was awarded to three pivotal members of the LIGO team, including MIT’s Rainier Weiss. Vitale and other members of the LIGO-Virgo collaboration attended the Nobel ceremony later on, in Stockholm, Sweden — a moment that was captured in a photograph displayed proudly in Vitale’s office.

Vitale was promoted to associate professor in 2022 and earned tenure in 2024. Unfortunately his father passed away shortly before the tenure announcement. “He would have been very proud,” Vitale reflects. 

Now, in addition to analyzing gravitational-wave signals from LIGO, Virgo, and KAGRA, Vitale is pushing ahead on plans for an even bigger, better LIGO successor. He is part of the Cosmic Explorer Project, which aims to build a gravitational-wave detector that is similar in design to LIGO but 10 times bigger. At that scale, scientists believe such an instrument could pick up signals from sources that are much farther away in space and time, even close to the beginning of the universe.

Then, scientists could look for never-before-detected sources, such as the very first black holes formed in the universe. They could also search within the same neighborhood as LIGO and Virgo, but with higher precision. Then, they might see gravitational signals that Einstein didn’t predict.

“Einstein developed the theory of relativity to explain everything from the motion of Mercury, which circles the sun every 88 days, to objects such as black holes that are 30 times the mass of the sun and move at half the speed of light,” Vitale says. “There’s no reason the same theory should work for both cases, but so far, it seems so, and we’ve found no departure from relativity. But you never know, and you have to keep looking. It’s high risk, for high reward.” 

Nature Climate Change, Published online: 18 February 2025; doi:10.1038/s41558-025-02266-5

The degree to which the tropical circulation changes with warming is not well known. Here, the authors use an emergent constraint to show that the tropical Hadley circulation is weakening more intensely than previously thought, resulting in stronger precipitation increases in subtropical regions.

Within the animal kingdom, mussels are masters of underwater adhesion. The marine molluscs cluster atop rocks and along the bottoms of ships, and hold fast against the ocean’s waves thanks to a gluey plaque they secrete through their foot. These tenacious adhesive structures have prompted scientists in recent years to design similar bioinspired, waterproof adhesives.

Now engineers from MIT and Freie Universität Berlin have developed a new type of glue that combines the waterproof stickiness of the mussels’ plaques with the germ-proof properties of another natural material: mucus.

Every surface in our bodies not covered in skin is lined with a protective layer of mucus — a slimy network of proteins that acts as a physical barrier against bacteria and other infectious agents. In their new work, the engineers combined sticky, mussel-inspired polymers with mucus-derived proteins, or mucins, to form a gel that strongly adheres to surfaces.

The new mucus-derived glue prevented the buildup of bacteria while keeping its sticky hold, even on wet surfaces. The researchers envision that once the glue’s properties are optimized, it could be applied as a liquid by injection or spray, which would then solidify into a sticky gel. The material might be used to coat medical implants, for example, to prevent infection and bacteria buildup.

The team’s new glue-making approach could also be adjusted to incorporate other natural materials, such as keratin — a fibrous substance found in feathers and hair, with certain chemical features resembling those of mucus.

“The applications of our materials design approach will depend on the specific precursor materials,” says George Degen, a postdoc in MIT’s Department of Mechanical Engineering. “For example, mucus-derived or mucus-inspired materials might be used as multifunctional biomedical adhesives that also prevent infections. Alternatively, applying our approach to keratin might enable development of sustainable packaging materials.”

A paper detailing the team’s results appears this week in the Proceedings of the National Academy of Sciences. Degen’s MIT co-authors include Corey Stevens, Gerardo Cárcamo-Oyarce, Jake Song, Katharina Ribbeck, and Gareth McKinley, along with Raju Bej, Peng Tang, and Rainer Haag of Freie Universität Berlin.

A sticky combination

Before coming to MIT, Degen was a graduate student at the University of California at Santa Barbara, where he worked in a research group that studied the adhesive mechanisms of mussels.

“Mussels are able to deposit materials that adhere to wet surfaces in seconds to minutes,” Degen says. “These natural materials do better than existing commercialized adhesives, specifically at sticking to wet and underwater surfaces, which has been a longstanding technical challenge.”

To stick to a rock or a ship, mussels secrete a protein-rich fluid. Chemical bonds, or cross-links, act as connection points between proteins, enabling the secreted substance to simultaneously solidify into a gel and stick to a wet surface.

As it happens, similar cross-linking features are found in mucin — a large protein that is the primary non-water component of mucus. When Degen came to MIT, he worked with both McKinley, a professor of mechanical engineering and an expert in materials science and fluid flow, and Katharina Ribbeck, a professor of biological engineering and a leader in the study of mucus, to develop a cross-linking glue that would combine the adhesive qualities of mussel plaques with the bacteria-blocking properties of mucus.

Mixing links

The MIT researchers teamed up with Haag and colleagues in Berlin who specialize in synthesizing bioinspired materials. Haag and Ribbeck are members of a collaborative research group that develops dynamic hydrogels for biointerfaces. Haag’s group has made mussel-like adhesives, as well as mucus-inspired liquids by producing microscopic, fiber-like polymers that are similar in structure to the natural mucin proteins.

For their new work, the researchers focused on a chemical motif that appears in mussel adhesives: a bond between two chemical groups known as “catechols” and “thiols.” In the mussel’s natural glue, or plaque, these groups combine to form catechol–thiol cross-links that contribute to the cohesive strength of the plaque. Catechols also enhance a mussel’s adhesion by binding to surfaces such as rocks and ship hulls.

Interestingly, thiol groups are also prevalent in mucin proteins. Degen wondered whether mussel-inspired polymers could link with mucin thiols, enabling the mucins to quickly turn from a liquid to a sticky gel.

To test this idea, he combined solutions of natural mucin proteins with synthetic mussel-inspired polymers and observed how the resulting mixture solidified and stuck to surfaces over time.

“It’s like a two-part epoxy. You combine two liquids together, and chemistry starts to occur so that the liquid solifidies while the substance is simultaneously glueing itself to the surface,” Degen says. 

“Depending on how much cross-linking you have, we can control the speed at which the liquids gelate and adhere,” Haag adds. “We can do this all on wet surfaces, at room temperature, and under very mild conditions. This is what is quite unique.”

The team deposited a range of compositions between two surfaces and found that the resulting adhesive held the surfaces together, with forces comparable to the commercial medical adhesives used for bonding tissue. The researchers also tested the adhesive’s bacteria-blocking properties by depositing the gel onto glass surfaces and incubating them with bacteria overnight.

“We found if we had a bare glass surface without our coating, the bacteria formed a thick biofilm, whereas with our coating, biofilms were largely prevented,” Degen notes.

The team says that with a bit of tuning, they can further improve the adhesive’s hold. Then, the material could be a strong and protective alternative to existing medical adhesives.

“We are excited to have established a biomaterials design platform that gives us these desirable properties of gelation and adhesion, and as a starting point we’ve demonstrated some key biomedical applications,” Degen says. “We are now ready to expand into different synthetic and natural systems and target different applications.”

This research was funded, in part, by the U.S. National Institutes of Health, the U.S. National Science Foundation, and the U.S. Army Research Office.

The EFF has released its Atlas of Surveillance, which documents police surveillance technology across the US.

In a classroom on the third floor of the MIT Media Lab, it’s quiet; the disc jockey is setting up. At the end of a conference table ringed with chairs, there are two turntables on either side of a mixer and a worn crossfader. A MacBook sits to the right of the setup.

Today’s class — CMS.303/803/21M.365 (DJ History, Technique, and Technology) — takes students to the 1970s, which means disco, funk, rhythm and blues, and the breaks that form the foundation of early hip-hop are in the mix. Instructor Philip Tan ’01, SM ’03 starts with a needle drop. Class is about to begin.

Tan is a research scientist with the MIT Game Lab — part of the Institute’s Comparative Media Studies/Writing (CMS/W) program. An accomplished DJ and founder of a DJ crew at MIT, he’s been teaching students classic turntable and mixing techniques since 1998. Tan is also an accomplished game designer whose specialties include digital, live-action, and tabletop games, in both production and management. But today’s focus is on two turntables, a mixer, and music.

“DJ’ing is about using the platter as a music instrument,” Tan says as students begin filing into the classroom, “and creating a program for audiences to enjoy.”

Originally from Singapore, Tan arrived in the United States — first as a high school student in 1993, and later as an MIT student in 1997 — to study the humanities. He brought his passion for DJ culture with him.

“A high school friend in Singapore introduced DJ’ing to me in 1993,” he recalls. “We DJ’d a couple of school dances together and entered the same DJ competitions. Before that, though, I made mix tapes, pausing the cassette recorder while cuing up the next song on cassette, compact disc, or vinyl.”

Later, Tan wondered if his passion could translate into a viable course, exploring the idea over several years. “I wanted to find and connect with other folks on campus who might also be interested in DJ’ing,” he says. During MIT’s Independent Activities Period (IAP) in 2019, he led a four-week “Discotheque” lecture series at the Lewis Music Library, talking about vinyl records, DJ mixers, speakers, and digital audio. He also ran meetups for campus DJs in the MIT Music Production Collaborative.

“We couldn’t really do meetups and in-person performances during the pandemic, but I had the opportunity to offer a spring Experiential Learning Opportunity for MIT undergraduates, focused on DJ’ing over livestreams,” he says. The CMS/W program eventually let Tan expand the IAP course to a full-semester, full-credit course in spring 2023.

Showing students the basics

In the class, students learn the foundational practices necessary for live DJ mixing. They also explore a chosen contemporary or historical dance scene from around the world. The course investigates the evolution of DJ’ing and the technology used to make it possible. Students are asked to write and present their findings to the class based on historical research and interviews; create a mix tape showcasing their research into a historical development in dance music, mixing technique, or DJ technology; and end the semester with a live DJ event for the MIT community. Access to the popular course is granted via lottery.

“From circuits to signal processing, we have been able to see real-life uses of our course subjects in a fun and exciting way,” says Madeline Leano, a second-year student majoring in computer science and engineering and minoring in mathematics. “I’ve also always had a great love for music, and this class has already broadened my music taste as well as widened my appreciation for how music is produced.”

Leano lauded the class’s connections with her work in engineering and computer science. “[Tan] would always emphasize how all the parts of the mixing board work technically, which would come down to different electrical engineering and physics topics,” she notes. “It was super fun to see the overlap of our technical coursework with this class.”

During today’s class, Tan walks students through the evolution of the DJ’s tools, explaining the shifts in DJ’ing as it occurred alongside technological advances by companies producing the equipment. Tan delves into differences in hardware for disco and hip-hop DJs, how certain equipment like the Bozak CMA-10-2DL mixer lacked a crossfader, for example, while the UREI 1620 music mixer was all knobs. Needs changed as the culture changed, Tan explains, and so did the DJ’s tools.

He’s also immersing the class in music and cultural history, discussing the foundations of disco and hip-hop in the early 1970s and the former’s reign throughout the decade while the latter grew alongside it. Club culture for members of the LGBTQ+ community, safe spaces for marginalized groups to dance and express themselves, and previously unheard stories from these folks are carefully excavated and examined at length.

“Studying meter, reviewing music history, and learning new skills”

Toward the end of the class, each student takes their place behind the turntables. They’re searching by feel for the ease with which Tan switches back and forth between two tracks, trying to get the right blend of beats so they don’t lose the crowd. You can see their confidence growing in real time as he patiently walks them through the process: find the groove, move between them, blend the beat. They come to understand that it’s harder than it might appear.

“I’m not looking for students to become expert scratchers,” Tan says. “We’re studying meter, reviewing music history, and learning new skills.”

“Philip is one of the coolest teachers I have had here at MIT!” Leano exclaims. “You can just tell from the way he holds himself in class how both knowledgeable and passionate he is about DJ history and technology.”

Watching Tan demonstrate techniques to students, it’s easy to appreciate the skill and dexterity necessary to both DJ well and to show others how it’s done. He’s steeped in the craft of DJ’ing, as comfortable with two turntables and a mixer as he is with a digital setup favored by DJs from other genres, like electronic dance music. Students, including Leano, note his skill, ability, and commitment.

“Any question that any classmate may have is always answered in such depth he seems like a walking dictionary,” she says. “Not to mention, he makes the class so interactive with us coming to the front and using the board, making sure everyone gets what is happening.”

Nature Climate Change, Published online: 17 February 2025; doi:10.1038/s41558-025-02279-0

Author Correction: Wildfires offset the increasing but spatially heterogeneous Arctic–boreal CO2 uptake

The Vanderbilt University Medical Center has a pediatric care dog named “Squid.”

Blog moderation policy.

This is a current list of where and when I am scheduled to speak:

• I’m speaking at Boskone 62 in Boston, Massachusetts, USA, which runs from February 14-16, 2025. My talk is at 4:00 PM ET on the 15th.
• I’m speaking at the Rossfest Symposium in Cambridge, UK, on March 25, 2025.

The list is maintained on this page.

Inside MIT’s Zesiger Sports and Fitness Center, on the springy blue mat of the gymnastics room, an unconventional anatomy lesson unfolded during an October meeting of class STS.024/CMS.524 (Thinking on Your Feet: Dance as a Learning Science).

Supported by a grant from the MIT Center for Art, Science & Technology (CAST), Thinking on Your Feet was developed and offered for the first time in Fall 2024 by Jennifer S. Light, the Bern Dibner Professor of the History of Science and Technology and a professor of Urban Studies and Planning. Light’s vision for the class included a varied lineup of guest instructors. During the last week of October, she handed the reins to Middlebury College Professor Emerita Andrea Olsen, whose expertise bridges dance and science.

Olsen organized the class into small groups. Placing hands on each other’s shoulders conga-line style, participants shuffled across the mat personifying the layers of the nervous system as Olsen had just explained them: the supportive spinal cord and bossy brain of the central nervous system; the sympathetic nervous system responsible for fight-or-flight and its laid-back parasympathetic counterpart; and the literal “gut feelings” of the enteric nervous system. The groups giggled and stumbled as they attempted to stay in character and coordinate their movements.

Unusual as this exercise was, it perfectly suited a class dedicated to movement as a tool for teaching and learning. One of the class’s introductory readings, an excerpt from Annie Murphy Paul’s book “The Extended Mind,” suggests why this was a more effective primer on the nervous system than a standard lecture: “Our memory for what we have heard is remarkably weak. Our memory for what we have done, however — for physical actions we have undertaken — is much more robust.”

Head-to-toe education

Thinking on Your Feet is the third course spun out from Light’s Project on Embodied Education (the other two, developed in collaboration with MIT Director of Physical Education and Wellness Carrie Sampson Moore, examine the history of exercise in relation to schools and medicine, respectively). A historian of science and technology and historian of education for much of her career, Light refocused her scholarship on movement and learning after she’d begun training at Somerville’s Esh Circus Arts to counteract the stress of serving as department head. During her sabbatical a few years later, as part of Esh’s pre-professional program for aspiring acrobats, she took a series of dance classes spanning genres from ballet to hip-hop to Afro modern.

“I started playing with the idea that this is experiential learning — could I bring something like this back to MIT?” she recalls. “There’s a ton of interesting contemporary scientific research on cognition and learning as not just neck-up processes, but whole-body processes.”

Thinking on Your Feet provides an overview of recent scientific studies indicating the surprising extent to which physical activity enhances attention, memory, executive function, and other aspects of mental acuity. Other readings consider dance’s role in the transmission of knowledge throughout human history — from the Native Hawaiian tradition of hula to early forms of ballet in European courts — and describe the ways movement-based instruction can engage underserved populations and neurodiverse learners.

“You can argue for embodied learning on so many dimensions,” says Light. “I want my students to understand that what they’ve been taught about learning is only part of the story, and that contemporary science, ancient wisdom, and non-Western traditions all have a lot to tell us about how we might rethink education to maximize the benefits for all different kinds of students.”

Learning to dance

If you scan the new class’s syllabus, you’re unlikely to miss the word “fun.” It appears twice — bolded, in all caps, and garnished by an exclamation point.

“I’m trying to bring a playful, experimental, ‘you don’t have to be perfect, just be creative’ vibe,” says Light. A dance background is not a prerequisite. The 18 students who registered this fall ranged from experienced dancers to novices.

“I initially took this class just to fulfill my arts requirement,” admits junior physics major Matson Garza, one of the latter group. He was surprised at how much he enjoyed it. “I have an interest in physics education, and I’ve found that beyond introductory courses it’s often lacking intuition. Integrating movement may be one way to solve this problem.”

Similarly, second-year biological engineering major Annabel Tiong found her entry point through an interest in hands-on education, deepened after volunteering with a program that aims to spark curiosity about health-care careers by engaging kids in medical simulations. “While I don’t have an extensive background in dance,” she says, “I was curious how dance, with its free-form and creative nature, could be used to teach STEM topics that appear to be quite concrete and technical.”

To build on each Tuesday’s lectures and discussions, Thursday “lab” sessions focused on overcoming inhibitions, teaching different styles of movement, and connecting dance with academic content. McKersin of Lakaï Arts, a lecturer in dance for the MIT Music and Theater Arts section, led a lab on Haitian harvest dances; Guy Steele PhD ’80 and Clark Baker SM ’80 of the MIT Tech Squares club provided an intro to square dancing and some of its connections to math and programming. Light invited some of her own dance instructors from the circus community, including Johnny Blazes, who specializes (according to their website) in working with “people who have been told implicitly and explicitly that they don’t belong in movement and fitness spaces.” Another, Reba Rosenberg, led the students through basic partner acrobatics that Light says did wonders for the class’s sense of confidence and community.

“Afterwards, several students asked, ‘Could we do this again?’” remembers Light. “None of them thought they could do the thing that by the end of class they were able to do: balance on each other, stand on each other. You can imagine how the need to physically trust someone with your safety yields incredible benefits when we’re back in the classroom.”

Dancing to learn

The culmination of Thinking on Your Feet — a final project constituting 40 percent of students’ grades — required each student to create a dance-based lesson plan on a STEM topic of their choice. Students were exposed throughout the semester to examples of such pedagogy. Olsen’s nervous-system parade was one. Others came courtesy of Lewis Hou of Science Ceilidh, an organization that uses Scottish highland dance to illustrate concepts across the natural and physical sciences, and MIT alumna Yamilée Toussaint ’08, whose nonprofit STEM from Dance helps young women of color create performances with technical components.

As a stepping stone, Light had planned a midterm assignment asking students to adapt existing choreography. But her students surprised her by wanting to jump directly into creating their own dances from scratch. Those first forays weren’t elaborate, but Light was impressed enough by their efforts that she plans to amend the syllabus accordingly.

“One group was doing differential calculus and imagining the floor as a graph,” she recalls, “having dancers think about where they were in relation to each other.” Another group, comprising members of the MIT Ballroom Dance team, choreographed the computer science concept of pipelined processors. “They were giving commands to each other like ‘load’ and ‘execute’ and ‘write back,’” Light says. “The beauty of this is that the students could offer each other feedback on the technical piece of it. Like, ‘OK, I see that you’re trying to explain a clock cycle. Maybe try to do it this way.”

Among the pipelined processing team was senior Kateryna Morhun, a competitive ballroom dancer since age 4 who is earning her degree in artificial intelligence and decision-making. “We wanted to challenge ourselves to teach a specialized, more technical topic that isn’t usually a target of embodied learning initiatives,” Morhun says.

How useful can dance really be in teaching advanced academic content? This was a lively topic of debate among the Thinking on Your Feet cohort. It’s a question Light intends to investigate further with mechanical engineering lecturer Benita Comeau, who audited the class and offered a lab exploring the connections among dance, physics, and martial arts.

“This class sparked many ideas for me, across multiple subject matters and movement styles,” says Comeau. “As an example, the square dance class reminded me of the symmetry groups that are used to describe molecular symmetry in chemistry, and it occurred to me that students could move through symmetry groups and learn about chirality” — a geometric property relevant to numerous branches of science.

For their final presentation, Garza and Tiong’s group tackled substitution mechanisms, a topic from organic chemistry (“notoriously viewed as a very difficult and dreaded class,” according to their write-up). Their lesson plan specified that learners would first need to familiarize themselves with key points through conventional readings and discussion. But then, to bring that material alive, groups of learners representing atoms would take the floor. One, portraying a central carbon atom, would hold out an arm indicating readiness to accept an electron. Another would stand to the side with two balls representing electrons, bonded by a ribbon. Others would rotate in a predetermined order around the central carbon to portray a model’s initial stereochemistry. And so a dance would begin: a three-dimensional, human-scale visualization of a complex chemical process.

The group was asked to summarize what they hoped learners would discover through their dance. “Chemistry is very dynamic!” they wrote. “It’s not mixing chemicals to magically make new ones — it’s a dynamic process of collision, bonding, and molecule-breaking that causes some structures to vanish and others to appear.”

In addition to evaluating the impact of movement in her classes in collaboration with Raechel Soicher from the MIT Teaching + Learning Lab, Light is working on a book about how modern science has rediscovered the ancient wisdom of embodied learning. She hopes her class will kick off a conversation at MIT about incorporating such movement-assisted insights into the educational practices of the future. In fact, she believes MIT’s heritage of innovative pedagogy makes it ripe for these explorations.

As her syllabus puts it: “For all of us, as part of the MIT community, this class invites us to reconsider how our ‘mind and hand’ approach to experiential learning — a product of the 19th century — might be expanded to ‘mind and body’ for the 21st century.”

Donald Trump and Elon Musk’s chaotic approach to reform is upending government operations. Critical functions have been halted, tens of thousands of federal staffers are being encouraged to resign, and congressional mandates are being disregarded. The next phase: The Department of Government Efficiency reportedly wants to use AI to cut costs. According to The Washington Post, Musk’s group has started to run sensitive data from government systems through AI programs to analyze spending and determine what could be pruned. This may lead to the elimination of human jobs in favor of automation. As one government official who has been tracking Musk’s DOGE team told the...

The new EPA chief wants to claw back cash from a Biden administration green banking program. It could spur a court fight.

The Department of Energy, Forest Service and Office of Personnel Management are among agencies that have begun axing staffers.

The move marks an escalation from the president's first term, when American diplomats continued to attend international climate meetings.

Taylor Jordan would join the agency at a time when its workforce has been targeted for sharp reductions in staff.

The California governor wants the president to give wildfire survivors more time to apply for emergency assistance.