MIT seeks to provide academic and social experiences so that its students develop skills, beliefs, behaviors, habits of mind, and approaches to learning to enable a lifetime of intellectual interest and excitement, social contribution, and personal fulfillment. The following desired student outcomes for the first year are based on the MIT mission, the 1999 work of the MIT Committee on Undergraduate Programs, and research on practices for supporting student success. While this list benefitted from discussions with and inputs from many people, it is not intended to be exclusive, or final, but to be a living document that can be revisited, revised, and improved upon by others.

1. The student has made an effective transition to MIT by:

• engaging in challenging and stimulating learning experiences;
• meeting new people, making friends, being comfortable and happy in their living group, and participating in at least one MIT community where the student feels accepted, included and valued;
• gaining habits and skills to plan their learning, and evaluate their learning processes and outcomes so as to continue to learn how to learn;
• engaging with faculty and instructional staff as mentors to help shape their education;
• persevering in the face of any academic or social difficulties by identifying and using strategies and resources, seeking feedback, and accepting help and support from others;
• offering help and support to others who may need it;
• understanding MIT’s expectations of members of its community.

2. The student has begun to acquire social and intellectual knowledge and skills central to an MIT education and is able to apply them by:

• identifying connections between foundational concepts and real-world issues and applications;
• using critical thinking skills and problem solving strategies to ask and answer questions, and to craft arguments and responses;
• effectively communicating thoughts and ideas orally, visually, and in writing;
• working collaboratively with others to solve problems and address needs inside and outside the classroom;
• engaging with and appreciating different people, ways of thinking and being; and unfamiliar territories of knowledge:
• understanding the ethical implications of personal and professional decisions for their own lives, for the MIT community, and for society at large;
• applying their knowledge to activities outside the classroom, such as undergraduate research, student clubs and activities, public service, and advocacy.

3. The student is actively reflecting on and planning for experiences beyond the first year by:

• exploring possible majors;
• obtaining information and advice from upperclassmen, faculty and other mentors, and administrative resources on campus;
• making connections between course content, interests, sense of purpose, and personal and professional goals;
• participating in discipline- and/or career-related work.

Document developed by the First Year Experience Core Team in Fall 2017