Required of doctoral students in HTC as a prerequisite for work on the doctoral dissertation. The Major Exam covers a historically broad area of interest and includes components of history, historiography, and theory. Preparation for the exam will focus on four or five themes agreed upon in advance by the student and the examiner, and are defined by their area of teaching interest. Work is done in consultation with HTC faculty, in accordance with the HTC PhD Degree Program Guidelines.

Selection of thesis topic, definition of method of approach, and preparation of thesis proposal in computation. Independent study supplemented by individual conference with faculty.

Students select thesis topic, define method of approach, and prepare thesis proposal for SMArchS Computation degree. Faculty supervision on a group basis. Intended for SMArchS Computation program students, prior to registration for 4.ThG.

Selection of thesis topic, definition of method of approach, and preparation of thesis proposal. Independent study supplemented by individual conference with faculty.

Selection of thesis topic, definition of method of approach, and preparation of thesis proposal. Independent study supplemented by individual conference with faculty.

Explores the theory and criticism of intersections between art, culture, and technology in relation to contemporary artistic practice, critical design, and media. Students consider methods of investigation, documentation, and display and explore modes of communication across disciplines. Students develop projects in which they organize research methods and goals, engage in production, cultivate a context for their practice, and explore how to compellingly communicate, display, and document their work. Regular presentation and peer-critique sessions, as well as reviews involving ACT faculty and fellows, and external guest reviewers provide students with ample feedback as their projects develop.

Aids students in the selection of a thesis topic, development of an approach method, preparation of a proposal that includes an outline for their thesis. Explores artistic practice as a method of critical inquiry and knowledge production/dissemination. Students examine artist writings and consider academic formats and standards. Regular group meetings, including peer reviews, are supplemented by independent study and individual conferences with faculty. 

Master/Piece Wordshop is an exploration of 3 pioneering and creative practices that are considered influential in contemporary architecture, and are crucial in shaping the landscape of architectural thinking today. The discussion will revolve around some key works of these practices and the processes and thinking methods that have shaped their projects. We will then study the impact of these chains of thought and focus on constructive ideas that will be discussed with the masters who will join the class to culminate the analysis and conversation.

Note: Students interested must have participated in a climate corps workshop (4.183 or 4.184 ) or internship (MITOS Summer cohort ‘24 or PKG Climate IAP ‘25) or by permission of the instructor. 

Description

Part of a multi-partner, multi-year collaboration, the workshop operates as a corps where students (graduates or undergraduates) work on tangible projects that advance campus, local city or neighborhood climate or climate justice plans and goals. Working individually or in teams, students drive projects, which build on the MIT Office of Sustainability strategic approach to the campus as a test bed and ongoing partnerships with community-based organizations or city agencies in Boston and Cambridge. Ongoing themes we have been exploring include:

• Extreme heat
• Circularity and designing out waste
• Community farms
• Equitable career paths
• Climate and resiliency hubs.

Students develop a project plan with the partner and support of the instructor, setting personal learning goals to deepen their understanding of their chosen theme, their skills and practical experience in project development and implementation. Students learn from each other through weekly reflections and discussion of intersecting dimensions of design and impact: climate, community and careers. 

In order to hit the ground running, students should email the instructor a description of what they would like to work on and why. 

Partners and collaborators: MITOS; PKG; Urban Risk Lab; DesignX; SA+P; Eastie Farm Climate Corps; PowerCorpsBOS; MIT Facilities; City of Cambridge. 

Note on units: Students taking the course for 3 units will propose projects that can be completed during weekly class time, with targeted research and meetings outside of class. Students taking the course for 9 units will undertake projects involving more extensive outside research, partner engagement.

This course examines the challenges faced by the oasis agro-ecosystems, focusing on Tunisia's Nefzawa region as a case study and delves into the historical, environmental, and socio-economic factors at play in the region. By reviewing the literature, analyzing climate projections, and utilizing Earth observation data, students will learn about the unsustainable use of natural resources, worsened by climate change and land/water dispossession processes.

The course will highlight pathways to resilience and alternative economic models centered on “commons” and “oasis connectivity.” We will identify ways to integrate/combine traditional low-tech commoning practices with modern technology to enhance community resilience and promote biodiversity, while seeking innovative approaches that go beyond simply preserving environmental and agricultural heritage.

Students will participate in scenario-building exercises for the Nefzawa oases, drawing insights applicable to broader urban areas across the Arab world, many of which are projected to become uninhabitable by the end of the century. The course will emphasize social and climate justice as essential components of sustainable futures, positioning design as a tool for societal transformation and collective action.

In this interdisciplinary setting, that bridges humanities and STEM fields, students will critically assess the balance between innovation and remembrance in design. They will explore how these unique eco-social landscapes can inform broader decolonial frameworks in architecture, urban planning, and design, addressing urgent challenges like climate change, resource scarcity, and socio-economic inequality. In this studio, we will delve into the dual narratives of the heavenly aspects and imaginaries of oases while confronting the harsh realities of plunder, drought, and ecological destruction.