A course is a course, of course, except when it is a subject. At MIT course numbers and abbreviations refer to courses of study leading to specific academic degrees and, by extension, to the departments or programs offering those degrees. For example, Course 6 refers to the Department of Electrical Engineering and Computer Science.
Below is a list of the departments and programs that offer subjects at MIT. Aeronautics and Astronautics (Course 16) Aerospace Studies (AS) Anthropology (Course 21A) Architecture (Course 4) Biological Engineering (Course 20) Biology (Course 7) Brain and Cognitive Sciences (Course 9) Chemical Engineering (Course 10)
Subjects that fulfill the General Institute Requirements, such as BIOLOGY, PHYSICS I and II, CALCULUS I and II, CHEMISTRY, REST (Restricted Electives in Science and Technology), Institute LAB, Partial LAB, or HASS (Humanities, Arts, and Social Sciences) are so designated to the right of the credit units.
At MIT course numbers and abbreviations refer to courses of study leading to specific academic degrees and, by extension, to the departments or programs offering those degrees. For example, Course 6 refers to the Department of Electrical Engineering and Computer Science.
Course 1 takes MIT's “mind and hand” motto very seriously; students learn from lab exercises, hands-on projects and experimental research, which all supplement the material they learn in lectures. Welcome to MIT! Course 1 is all about understanding the world around us and taking on global challenges.
The Computation and Cognition major provides students with outstanding preparation for research and development in the science and engineering of intelligent systems.
Many researchers say that neuroscience means the same as neurobiology. However, neurobiology looks at the biology of the nervous system, while neuroscience refers to anything to do with the nervous system. Neuroscientists are involved in a much wider scope of fields today than before.
PhysicsPhysics (Course 8)
The Course 3 SB, the Bachelor of Science in Materials Science and Engineering, is pursued by the majority of undergraduate students in the department. In addition to the GIRs and departmental subject requirements, students are required to complete either a thesis or an internship.
They may also go on to pursue advanced degrees in cognitive science, neuroscience, computer science, etc....What can I do with a CogSci degree?Therapists.Teachers.Research analysts.Product developers/designers.UX designers.Software developers.Linguistic analysts.Data analysts.More items...
Each department offers various undergraduate degrees and minors — some even offer a flexible degree option that lets you design your own course of study. As rising sophomores, students are free to choose from all of the majors, across all the schools, without any additional requirements or admission procedures.
The mathematical and scientific computation major is the ideal choice for students who are interested in the interplay between mathematical theory and modern computational tools for applications. Students gain advanced knowledge of computer science, specifically programming.
Neuroscientists are basic scientists who may or may not have a degree in medicine. Most of them, however, are doctorates in neuroscience. Neurologists on the other hand have an undergraduate degree with four years at medical school and a year of internship.
Because it is so interdisciplinary, neuroscience is rapidly becoming a strong foundation and cornerstone of how we think and manage our lives, businesses, and personal affairs. The rapid pace with which the field is expanding and increasing financial resources have made neuroscience a well-paid academic career as well.
Neuroscience is an excellent major for pre-medicine students.
Before enrolling, students must consult the BCS Academic Office for details on procedures and restrictions, and have approval from their faculty advisor. Subject to departmental approval. Upon completion, the student must submit a write-up of the experience, approved by the MIT supervisor.
Addresses the fundamental scientific question of how the human brain still outperforms the best computer algorithms in most domains of sensory, motor and cognitive function , as well as the parallel and distributed nature of neural processing (as opposed to the serial organization of computer architectures/algorithms) required to answer it. Explores the biologically plausible computational mechanisms and principles that underlie neural computing, such as competitive and unsupervised learning rules, attractor networks, self-organizing feature maps, content-addressable memory, expansion recoding, the stability-plasticity dilemma, the role of lateral and top-down feedback in neural systems, the role of noise in neural computing. Students taking graduate version complete additional assignments.
Survey and primary literature review of major areas in molecular and cellular neurobiology. Covers genetic neurotrophin signaling, adult neurogenesis, G- protein coupled receptor signaling, glia function, epigenetics, neuronal and homeostatic plasticity, neuromodulators of circuit function , and neurological/psychiatric disease mechanisms. Includes lectures and exams, and involves presentation and discussion of primary literature. 9.015 [J] recommended, though the core subjects can be taken in any sequence.
HASS-S. A survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction.
The administrative staff for Course 9 are wonderful people and it’s a great chance to meet other people in Course 9 and Course 6-9 who you’ll eventually bump into in classes. Talk to other students, especially upperclassmen, in Course 9 about their experiences in a class before you take it.
Course 6-9 isn’t the only joint CS major with this issue – students in 18C and 11-6 are also administratively separate – but it is still a drawback. There is inconsistent messaging about the advising available for students in Course 6-9.
Like most of its peers, MIT didn’t have a computational neuroscience degree program for undergraduates. However, its regular neuroscience program (Course 9, Brain and Cognitive Sciences) stood out to me anyway because it included computational and quantitative requirements (specifically, 6.00, 9.07, and 9.40).