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The Schwarzman College of Computing
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The Department of Electrical Engineering and Computer Science
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The Massachusetts Institute of Technology
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Adam Zewe
A new chip can efficiently accelerate machine-learning workloads on edge devices like smartphones while protecting sensitive user data from two common types of attacks — side-channel attacks and bus-probing attacks. Image: Chip figure courtesy of the researchers; MIT News; iStock.
Health-monitoring apps can help people manage chronic diseases or stay on track with fitness goals, using nothing more than a smartphone. However, these apps can be slow and energy-inefficient because the vast machine-learning models that power them must be shuttled between a smartphone and a central memory server.
Engineers often speed things up using hardware that reduces the need to move so much data back and forth. While these machine-learning accelerators can streamline computation, they are susceptible to attackers who can steal secret information.
To reduce this vulnerability, researchers from MIT and the MIT-IBM Watson AI Lab created a machine-learning accelerator that is resistant to the two most common types of attacks. Their chip can keep a user’s health records, financial information, or other sensitive data private while still enabling huge AI models to run efficiently on devices.
The team developed several optimizations that enable strong security while only slightly slowing the device. Moreover, the added security does not impact the accuracy of computations. This machine-learning accelerator could be particularly beneficial for demanding AI applications like augmented and virtual reality or autonomous driving.
While implementing the chip would make a device slightly more expensive and less energy-efficient, that is sometimes a worthwhile price to pay for security, says lead author Maitreyi Ashok, an electrical engineering and computer science (EECS) graduate student at MIT.
“It is important to design with security in mind from the ground up. If you are trying to add even a minimal amount of security after a system has been designed, it is prohibitively expensive. We were able to effectively balance a lot of these tradeoffs during the design phase,” says Ashok.
Her co-authors include Saurav Maji, an EECS graduate student; Xin Zhang and John Cohn of the MIT-IBM Watson AI Lab; and senior author Anantha Chandrakasan, MIT’s chief innovation and strategy officer, dean of the School of Engineering, and the Vannevar Bush Professor of EECS. The research will be presented at the IEEE Custom Integrated Circuits Conference.
Side-channel susceptibility
The researchers targeted a type of machine-learning accelerator called digital in-memory compute. A digital IMC chip performs computations inside a device’s memory, where pieces of a machine-learning model are stored after being moved over from a central server.
The entire model is too big to store on the device, but by breaking it into pieces and reusing those pieces as much as possible, IMC chips reduce the amount of data that must be moved back and forth.
But IMC chips can be susceptible to hackers. In a side-channel attack, a hacker monitors the chip’s power consumption and uses statistical techniques to reverse-engineer data as the chip computes. In a bus-probing attack, the hacker can steal bits of the model and dataset by probing the communication between the accelerator and the off-chip memory.
Digital IMC speeds computation by performing millions of operations at once, but this complexity makes it tough to prevent attacks using traditional security measures, Ashok says.
She and her collaborators took a three-pronged approach to blocking side-channel and bus-probing attacks.
First, they employed a security measure where data in the IMC are split into random pieces. For instance, a bit zero might be split into three bits that still equal zero after a logical operation. The IMC never computes with all pieces in the same operation, so a side-channel attack could never reconstruct the real information.
But for this technique to work, random bits must be added to split the data. Because digital IMC performs millions of operations at once, generating so many random bits would involve too much computing. For their chip, the researchers found a way to simplify computations, making it easier to effectively split data while eliminating the need for random bits.
Second, they prevented bus-probing attacks using a lightweight cipher that encrypts the model stored in off-chip memory. This lightweight cipher only requires simple computations. In addition, they only decrypted the pieces of the model stored on the chip when necessary.
Third, to improve security, they generated the key that decrypts the cipher directly on the chip, rather than moving it back and forth with the model. They generated this unique key from random variations in the chip that are introduced during manufacturing, using what is known as a physically unclonable function.
“Maybe one wire is going to be a little bit thicker than another. We can use these variations to get zeros and ones out of a circuit. For every chip, we can get a random key that should be consistent because these random properties shouldn’t change significantly over time,” Ashok explains.
They reused the memory cells on the chip, leveraging the imperfections in these cells to generate the key. This requires less computation than generating a key from scratch.
“As security has become a critical issue in the design of edge devices, there is a need to develop a complete system stack focusing on secure operation. This work focuses on security for machine-learning workloads and describes a digital processor that uses cross-cutting optimization. It incorporates encrypted data access between memory and processor, approaches to preventing side-channel attacks using randomization, and exploiting variability to generate unique codes. Such designs are going to be critical in future mobile devices,” says Chandrakasan.
Safety testing
To test their chip, the researchers took on the role of hackers and tried to steal secret information using side-channel and bus-probing attacks.
Even after making millions of attempts, they couldn’t reconstruct any real information or extract pieces of the model or dataset. The cipher also remained unbreakable. By contrast, it took only about 5,000 samples to steal information from an unprotected chip.
The addition of security did reduce the energy efficiency of the accelerator, and it also required a larger chip area, which would make it more expensive to fabricate.
The team is planning to explore methods that could reduce the energy consumption and size of their chip in the future, which would make it easier to implement at scale.
“As it becomes too expensive, it becomes harder to convince someone that security is critical. Future work could explore these tradeoffs. Maybe we could make it a little less secure but easier to implement and less expensive,” Ashok says.
The research is funded, in part, by the MIT-IBM Watson AI Lab, the National Science Foundation, and a Mathworks Engineering Fellowship.
See the full article here .
Comments are invited and will be appreciated, especially if the reader finds any errors which I can correct.
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Please help promote STEM in your local schools.
From The Department of Electrical Engineering and Computer Science
In
The MIT School of Engineering is one of the five schools of the Massachusetts Institute of Technology, located in Cambridge, Massachusetts. The School of Engineering has eight academic departments and two interdisciplinary institutes. The School grants SB, MEng, SM, engineer’s degrees, and PhD or ScD degrees. The school is the largest at MIT as measured by undergraduate and graduate enrollments and faculty members.
Departments and initiatives:
Departments:
Aeronautics and Astronautics (Course 16)
Biological Engineering (Course 20)
Chemical Engineering (Course 10)
Civil and Environmental Engineering (Course 1)
Electrical Engineering and Computer Science (Course 6, joint department with MIT Schwarzman College of Computing)
Materials Science and Engineering (Course 3)
Mechanical Engineering (Course 2)
Nuclear Science and Engineering (Course 22)
Institutes:
Institute for Medical Engineering and Science
Health Sciences and Technology program (joint MIT-Harvard, “HST” in the course catalog)
(Departments and degree programs are commonly referred to by course catalog numbers on campus.)
Laboratories and research centers
Abdul Latif Jameel Water and Food Systems Lab
Center for Advanced Nuclear Energy Systems
Center for Computational Engineering
Center for Materials Science and Engineering
Center for Ocean Engineering
Center for Transportation and Logistics
Industrial Performance Center
Institute for Soldier Nanotechnologies
Koch Institute for Integrative Cancer Research
Laboratory for Information and Decision Systems
Laboratory for Manufacturing and Productivity
Materials Processing Center
Microsystems Technology Laboratories
MIT Lincoln Laboratory Beaver Works Center
Novartis-MIT Center for Continuous Manufacturing
Ocean Engineering Design Laboratory
Research Laboratory of Electronics
SMART Center
Sociotechnical Systems Research Center
Tata Center for Technology and Design
The MIT Stephen A. Schwarzman College of Computing is a college at the Massachusetts Institute of Technology. Announced in 2018 to address the growing applications of computing technology, the college is an Institute-wide academic unit that works alongside MIT’s five Schools of Architecture and Planning, Engineering, Humanities, Arts, and Social Sciences, Science, and Management. The college emphasizes artificial intelligence research, interdisciplinary applications of computing, and social and ethical responsibilities of computing. It aims to be an interdisciplinary hub for work in artificial intelligence, computer science, data science, and related fields. Its creation was the first significant change to MIT’s academic structure since the early 1950s.
The MIT Schwarzman College of Computing is named after The Blackstone Group chairman Stephen A. Schwarzman, who donated $350 million of the college’s $1.1 billion funding commitment. The college’s funding sources were met with criticism, with students and staff contrasting MIT’s stated emphasis on ethics against Schwarzman’s controversial business practices and support for Donald Trump.
Academics and research
The Schwarzman College of Computing has one academic department and several research enterprises which also have degree programs:
Department of Electrical Engineering and Computer Science (EECS, more commonly known at MIT as Course 6), which is jointly administered with the School of Engineering. Upon creation of the college, the department formerly only in the School of Engineering was reorganized into three “overlapping subunits”:
Electrical Engineering (EE)
Computer Science (CS)
Artificial Intelligence and Decision-Making (AI+D)
Operations Research Center (ORC), jointly administered with the MIT Sloan School of Management
Institute for Data, Systems and Society (IDSS)
Technology and Policy Program (TPP, adegree program)
Sociotechnical Systems Research Center (SSRC)
Center for Computational Science and Engineering (CCSE, renamed from Center for Computational Engineering upon formation of the college)
The non-degree-granting research labs which are part of the college are:
MIT Computer Science and Artificial Intelligence Laboratory (CSAIL)
MIT Laboratory for Information and Decision Systems (LIDS)
Quest for Intelligence
MIT-IBM Watson AI Lab
MIT Abdul Latif Jameel Clinic for Machine Learning in Health
The establishment of the college added 50 new faculty positions to the university. Half of these positions focus on computer science, while the other half are jointly appointed in collaboration with other departments in the Architecture and Planning, Engineering, Humanities, Arts, and Social Sciences, Science, and Management. The New York Times described the college’s structure as an effort to “alter traditional academic thinking and practice” and allow the university to more effectively bring computing to other fields.
The creation of the College of Computing also started the development of three additional programs meant to integrate closely with other MIT computing activities, for which plans have not been finalized:
Social and Ethical Responsibilities of Computing (SERC) aims to develop “responsible habits of mind and action” regarding computing technology. SERC facilitates the teaching of ethics throughout MIT courses, conducts research in social, ethical, and policy implications of technology, and coordinates public forums regarding technology and public policy.
Common Ground for Computing Education coordinates interdepartmental teaching in computing, supporting interdisciplinary courses, majors, and minors on computing and its applications.
Center for Advanced Studies of Computing hosts research fellows and assists project-oriented programs in computing-related topics.
We are a community of scientists at MIT and IBM Research. We conduct AI research and work with global organizations to bridge algorithms to impact business and society.
A Sustainable Model for Industry-University Collaboration
The MIT-IBM Watson AI Lab is a community of scientists from MIT and IBM Research dedicated to pushing the frontiers of artificial intelligence and translating breakthroughs into real-world impact. Founded in 2017, the Lab works with industry to translate fundamental science into applications that solve immediate problems in the business world and beyond. The Lab currently manages a research portfolio of more than 80 projects, with an emphasis on data-driven, deep learning approaches to understanding language and the visual world and techniques for making large-scale AI systems more efficient and robust. The Lab is also developing AI systems for healthcare and a variety of decision-making applications. In all of its work, the Lab is committed to building trustworthy and socially responsible AI systems.
We’re located in one of the fastest-growing technology centers in the world: Kendall Square in Cambridge, Massachusetts. Across the street from MIT, down the road from Harvard, and situated in a dense cluster of the world’s leading technology companies, Kendall Square is a vibrant ecosystem for innovators. In 2021, our IBM Research team moved into our new offices on MIT’s campus at 314 Main St.
The Massachusetts Institute of Technology is a private land-grant research university in Cambridge, Massachusetts. The institute has an urban campus that extends more than a mile (1.6 km) alongside the Charles River. The institute also encompasses a number of major off-campus facilities such as the MIT Lincoln Laboratory , the MIT Bates Research and Engineering Center , and the Haystack Observatory , as well as affiliated laboratories such as the Broad Institute of MIT and Harvard and Whitehead Institute.
Founded in 1861 in response to the increasing industrialization of the United States, Massachusetts Institute of Technology adopted a European polytechnic university model and stressed laboratory instruction in applied science and engineering. It has since played a key role in the development of many aspects of modern science, engineering, mathematics, and technology, and is widely known for its innovation and academic strength. It is frequently regarded as one of the most prestigious universities in the world.
Nobel laureates, Turing Award winners, and Fields Medalists have been affiliated with MIT as alumni, faculty members, or researchers. In addition, National Medal of Science recipients, National Medals of Technology and Innovation recipients, MacArthur Fellows, Marshall Scholars, Mitchell Scholars, Schwarzman Scholars, astronauts, and Chief Scientists of the U.S. Air Force have been affiliated with The Massachusetts Institute of Technology. The university also has a strong entrepreneurial culture and MIT alumni have founded or co-founded many notable companies. Massachusetts Institute of Technology is a member of the Association of American Universities.
Foundation and vision
In 1859, a proposal was submitted to the Massachusetts General Court to use newly filled lands in Back Bay, Boston for a “Conservatory of Art and Science”, but the proposal failed. A charter for the incorporation of the Massachusetts Institute of Technology, proposed by William Barton Rogers, was signed by John Albion Andrew, the governor of Massachusetts, on April 10, 1861.
Rogers, a professor from the University of Virginia , wanted to establish an institution to address rapid scientific and technological advances. He did not wish to found a professional school, but a combination with elements of both professional and liberal education, proposing that:
“The true and only practicable object of a polytechnic school is, as I conceive, the teaching, not of the minute details and manipulations of the arts, which can be done only in the workshop, but the inculcation of those scientific principles which form the basis and explanation of them, and along with this, a full and methodical review of all their leading processes and operations in connection with physical laws.”
The Rogers Plan reflected the German research university model, emphasizing an independent faculty engaged in research, as well as instruction oriented around seminars and laboratories.
Early developments
Two days after The Massachusetts Institute of Technology was chartered, the first battle of the Civil War broke out. After a long delay through the war years, MIT’s first classes were held in the Mercantile Building in Boston in 1865. The new institute was founded as part of the Morrill Land-Grant Colleges Act to fund institutions “to promote the liberal and practical education of the industrial classes” and was a land-grant school. In 1863 under the same act, the Commonwealth of Massachusetts founded the Massachusetts Agricultural College, which developed as the University of Massachusetts Amherst ). In 1866, the proceeds from land sales went toward new buildings in the Back Bay.
The Massachusetts Institute of Technology was informally called “Boston Tech”. The institute adopted the European polytechnic university model and emphasized laboratory instruction from an early date. Despite chronic financial problems, the institute saw growth in the last two decades of the 19th century under President Francis Amasa Walker. Programs in electrical, chemical, marine, and sanitary engineering were introduced, new buildings were built, and the size of the student body increased to more than one thousand.
The curriculum drifted to a vocational emphasis, with less focus on theoretical science. The fledgling school still suffered from chronic financial shortages which diverted the attention of the MIT leadership. During these “Boston Tech” years, Massachusetts Institute of Technology faculty and alumni rebuffed Harvard University president (and former MIT faculty) Charles W. Eliot’s repeated attempts to merge MIT with Harvard College’s Lawrence Scientific School. There would be at least six attempts to absorb MIT into Harvard. In its cramped Back Bay location, MIT could not afford to expand its overcrowded facilities, driving a desperate search for a new campus and funding. Eventually, the MIT Corporation approved a formal agreement to merge with Harvard, over the vehement objections of MIT faculty, students, and alumni. However, a 1917 decision by the Massachusetts Supreme Judicial Court effectively put an end to the merger scheme.
In 1916, The Massachusetts Institute of Technology administration and the MIT charter crossed the Charles River on the ceremonial barge Bucentaur built for the occasion, to signify MIT’s move to a spacious new campus largely consisting of filled land on a one-mile-long (1.6 km) tract along the Cambridge side of the Charles River. The neoclassical “New Technology” campus was designed by William W. Bosworth and had been funded largely by anonymous donations from a mysterious “Mr. Smith”, starting in 1912. In January 1920, the donor was revealed to be the industrialist George Eastman of Rochester, New York, who had invented methods of film production and processing, and founded Eastman Kodak. Between 1912 and 1920, Eastman donated $20 million ($236.6 million in 2015 dollars) in cash and Kodak stock to MIT.
Curricular reforms
In the 1930s, President Karl Taylor Compton and Vice-President (effectively Provost) Vannevar Bush emphasized the importance of pure sciences like physics and chemistry and reduced the vocational practice required in shops and drafting studios. The Compton reforms “renewed confidence in the ability of the Institute to develop leadership in science as well as in engineering”. Unlike Ivy League schools, Massachusetts Institute of Technology catered more to middle-class families, and depended more on tuition than on endowments or grants for its funding. The school was elected to the Association of American Universities in 1934.
Still, as late as 1949, the Lewis Committee lamented in its report on the state of education at The Massachusetts Institute of Technology that “the Institute is widely conceived as basically a vocational school”, a “partly unjustified” perception the committee sought to change. The report comprehensively reviewed the undergraduate curriculum, recommended offering a broader education, and warned against letting engineering and government-sponsored research detract from the sciences and humanities. The School of Humanities, Arts, and Social Sciences and the MIT Sloan School of Management were formed in 1950 to compete with the powerful Schools of Science and Engineering. Previously marginalized faculties in the areas of economics, management, political science, and linguistics emerged into cohesive and assertive departments by attracting respected professors and launching competitive graduate programs. The School of Humanities, Arts, and Social Sciences continued to develop under the successive terms of the more humanistically oriented presidents Howard W. Johnson and Jerome Wiesner between 1966 and 1980.
The Massachusetts Institute of Technology‘s involvement in military science surged during World War II. In 1941, Vannevar Bush was appointed head of the federal Office of Scientific Research and Development and directed funding to only a select group of universities, including MIT. Engineers and scientists from across the country gathered at Massachusetts Institute of Technology ‘s Radiation Laboratory, established in 1940 to assist the British military in developing microwave radar. The work done there significantly affected both the war and subsequent research in the area. Other defense projects included gyroscope-based and other complex control systems for gunsight, bombsight, and inertial navigation under Charles Stark Draper’s Instrumentation Laboratory; the development of a digital computer for flight simulations under Project Whirlwind; and high-speed and high-altitude photography under Harold Edgerton. By the end of the war, The Massachusetts Institute of Technology became the nation’s largest wartime R&D contractor (attracting some criticism of Bush), employing nearly 4000 in the Radiation Laboratory alone and receiving in excess of $100 million ($1.2 billion in 2015 dollars) before 1946. Work on defense projects continued even after then. Post-war government-sponsored research at MIT included SAGE and guidance systems for ballistic missiles and Project Apollo.
These activities affected The Massachusetts Institute of Technology profoundly. A 1949 report noted the lack of “any great slackening in the pace of life at the Institute” to match the return to peacetime, remembering the “academic tranquility of the prewar years”, though acknowledging the significant contributions of military research to the increased emphasis on graduate education and rapid growth of personnel and facilities. The faculty doubled and the graduate student body quintupled during the terms of Karl Taylor Compton, president of The Massachusetts Institute of Technology between 1930 and 1948; James Rhyne Killian, president from 1948 to 1957; and Julius Adams Stratton, chancellor from 1952 to 1957, whose institution-building strategies shaped the expanding university. By the 1950s, The Massachusetts Institute of Technology no longer simply benefited the industries with which it had worked for three decades, and it had developed closer working relationships with new patrons, philanthropic foundations and the federal government.
In late 1960s and early 1970s, student and faculty activists protested against the Vietnam War and The Massachusetts Institute of Technology ‘s defense research. In this period Massachusetts Institute of Technology’s various departments were researching helicopters, smart bombs and counterinsurgency techniques for the war in Vietnam as well as guidance systems for nuclear missiles. The Union of Concerned Scientists was founded on March 4, 1969 during a meeting of faculty members and students seeking to shift the emphasis on military research toward environmental and social problems. The Massachusetts Institute of Technology ultimately divested itself from the Instrumentation Laboratory and moved all classified research off-campus to the MIT Lincoln Laboratory facility in 1973 in response to the protests. The student body, faculty, and administration remained comparatively unpolarized during what was a tumultuous time for many other universities. Johnson was seen to be highly successful in leading his institution to “greater strength and unity” after these times of turmoil. However, six Massachusetts Institute of Technology students were sentenced to prison terms at this time and some former student leaders, such as Michael Albert and George Katsiaficas, are still indignant about MIT’s role in military research and its suppression of these protests. (Richard Leacock’s film, November Actions, records some of these tumultuous events.)
In the 1980s, there was more controversy at The Massachusetts Institute of Technology over its involvement in SDI (space weaponry) and CBW (chemical and biological warfare) research. More recently, The Massachusetts Institute of Technology’s research for the military has included work on robots, drones and ‘battle suits’.
Recent history
The Massachusetts Institute of Technology has kept pace with and helped to advance the digital age. In addition to developing the predecessors to modern computing and networking technologies, students, staff, and faculty members at Project MAC, the Artificial Intelligence Laboratory, and the Tech Model Railroad Club wrote some of the earliest interactive computer video games like Spacewar! and created much of modern hacker slang and culture. Several major computer-related organizations have originated at MIT since the 1980s: Richard Stallman’s GNU Project and the subsequent Free Software Foundation were founded in the mid-1980s at the AI Lab; the MIT Media Lab was founded in 1985 by Nicholas Negroponte and Jerome Wiesner to promote research into novel uses of computer technology; the World Wide Web Consortium standards organization was founded at the Laboratory for Computer Science in 1994 by Tim Berners-Lee; the MIT OpenCourseWare project has made course materials for over 2,000 Massachusetts Institute of Technology classes available online free of charge since 2002; and the One Laptop per Child initiative to expand computer education and connectivity to children worldwide was launched in 2005.
The Massachusetts Institute of Technology was named a sea-grant college in 1976 to support its programs in oceanography and marine sciences and was named a space-grant college in 1989 to support its aeronautics and astronautics programs. Despite diminishing government financial support over the past quarter century, MIT launched several successful development campaigns to significantly expand the campus: new dormitories and athletics buildings on west campus; the Tang Center for Management Education; several buildings in the northeast corner of campus supporting research into biology, brain and cognitive sciences, genomics, biotechnology, and cancer research; and a number of new “backlot” buildings on Vassar Street including the Stata Center. Construction on campus in the 2000s included expansions of the Media Lab, the Sloan School’s eastern campus, and graduate residences in the northwest. In 2006, President Hockfield launched the MIT Energy Research Council to investigate the interdisciplinary challenges posed by increasing global energy consumption.
In 2001, inspired by the open source and open access movements, The Massachusetts Institute of Technology launched “OpenCourseWare” to make the lecture notes, problem sets, syllabi, exams, and lectures from the great majority of its courses available online for no charge, though without any formal accreditation for coursework completed. While the cost of supporting and hosting the project is high, OCW expanded in 2005 to include other universities as a part of the OpenCourseWare Consortium, which currently includes more than 250 academic institutions with content available in at least six languages. In 2011, The Massachusetts Institute of Technology announced it would offer formal certification (but not credits or degrees) to online participants completing coursework in its “MITx” program, for a modest fee. The “edX” online platform supporting MITx was initially developed in partnership with Harvard and its analogous “Harvardx” initiative. The courseware platform is open source, and other universities have already joined and added their own course content. In March 2009 the Massachusetts Institute of Technology faculty adopted an open-access policy to make its scholarship publicly accessible online.
The Massachusetts Institute of Technology has its own police force. Three days after the Boston Marathon bombing of April 2013, MIT Police patrol officer Sean Collier was fatally shot by the suspects Dzhokhar and Tamerlan Tsarnaev, setting off a violent manhunt that shut down the campus and much of the Boston metropolitan area for a day. One week later, Collier’s memorial service was attended by more than 10,000 people, in a ceremony hosted by the Massachusetts Institute of Technology community with thousands of police officers from the New England region and Canada. On November 25, 2013, The Massachusetts Institute of Technology announced the creation of the Collier Medal, to be awarded annually to “an individual or group that embodies the character and qualities that Officer Collier exhibited as a member of The Massachusetts Institute of Technology community and in all aspects of his life”. The announcement further stated that “Future recipients of the award will include those whose contributions exceed the boundaries of their profession, those who have contributed to building bridges across the community, and those who consistently and selflessly perform acts of kindness”.
In September 2017, the school announced the creation of an artificial intelligence research lab called the MIT-IBM Watson AI Lab. IBM will spend $240 million over the next decade, and the lab will be staffed by MIT and IBM scientists. In October 2018 MIT announced that it would open a new Schwarzman College of Computing dedicated to the study of artificial intelligence, named after lead donor and The Blackstone Group CEO Stephen Schwarzman. The focus of the new college is to study not just AI, but interdisciplinary AI education, and how AI can be used in fields as diverse as history and biology. The cost of buildings and new faculty for the new college is expected to be $1 billion upon completion.
The Caltech/MIT Advanced aLIGO was designed and constructed by a team of scientists from California Institute of Technology , Massachusetts Institute of Technology, and industrial contractors, and funded by the National Science Foundation .
It was designed to open the field of gravitational-wave astronomy through the detection of gravitational waves predicted by general relativity. Gravitational waves were detected for the first time by the LIGO detector in 2015. For contributions to the LIGO detector and the observation of gravitational waves, two Caltech physicists, Kip Thorne and Barry Barish, and Massachusetts Institute of Technology physicist Rainer Weiss won the Nobel Prize in physics in 2017. Weiss, who is also a Massachusetts Institute of Technology graduate, designed the laser interferometric technique, which served as the essential blueprint for the LIGO.
The mission of The Massachusetts Institute of Technology is to advance knowledge and educate students in science, technology, and other areas of scholarship that will best serve the nation and the world in the twenty-first century. We seek to develop in each member of The Massachusetts Institute of Technology community the ability and passion to work wisely, creatively, and effectively for the betterment of humankind.