TFUAP proposal poses vision for future of undergraduate education at MIT
TFUAP: “The world is changing…If we cannot keep up, public trust in MIT’s education will decline accordingly”
On Feb. 5, 2026, the Task Force on the Undergraduate Academic Program (TFUAP) sent an email to the MIT community sharing their draft proposal, which details potential changes to the General Institute Requirements (GIRs), academic policies, and Institute curriculum requirements.
Origins of the TFUAP
The TFUAP stems directly from the Undergraduate Program Refinement and Implementation Committee (RIC 1) of Task Force 2021 and Beyond, which was commissioned by former MIT President L. Rafael Reif in May 2020. RIC 1 recommended that a task force be convened to improve all aspects of the GIRs, focusing on both “curriculum and pedagogy.”
Phase 1 for the TFUAP involved collecting feedback from the MIT community in fall 2024, culminating in the February draft proposal. The proposal describes a need for a responsible and flexible education, stating that otherwise “public trust in MIT’s education will decline accordingly.” Furthermore, to prepare students to address interdisciplinary global challenges and questions, the document also asserts that MIT must address the “mono-disciplinary” nature of the “majority of classes.”
Curriculum changes
The TFUAP put forward a number of changes that would alter how most students approach their first few semesters at the Institute. For example, the physics GIR would be satisfied by a new singular 12-unit physics class; initially, this would be Physics I (8.01) for students with no prior credit or Physics II (8.02) for entering students with AP/ASE credit. Eventually, 8.01 would be revised, possibly to include topics like electricity and magnetism and computation.
Moreover, in lieu of the current chemistry and biology GIRs, the proposal suggests that 36 units of chemistry, biology, computation, and probability, statistics, and machine learning (PSM) should be required instead. Each subject would offer six-unit, 12-unit, and 12-unit integrated options. Majors with these courses as prerequisites can specify two that must be completed as a non-integrated, 12-unit class.
On introducing a computing GIR, the proposal states that the absence of a computational GIR would signal that “MIT doesn’t think computing is necessary in the 21st century.” Thus, students would need to take some form of computation by the end of their second year.
As for math, Multivariable Calculus (18.02) would introduce more linear algebra and de-emphasize integration due to the development of the “increasing role” of linear algebra across the curriculum and new computational tools for integration.
REST and Lab requirements would also be eliminated. Students would have to take at least one subject designated as a Moral and Civic Perspectives subject, but the HASS requirement would remain at eight. Mandated Teamwork-Intensive (TI) classes would include heavily-weighted team-based assignments, while the Physical Education and Wellness (PE+W) requirement would be raised from eight points to ten.
Under the proposal, students would be required to complete 72 units of GIRs by the end of their second year.
To reward students engaging “deeply” with experiential learning and physical “making and breaking,” a Mens et Manus Scholars program and a new faculty-mentored UROP was also proposed, with suggestions for the UROP office to split-pool direct funding.
On clarity
According to the proposal, policies would also be introduced to reduce “uncertainty and complexity” for both students and advisors. They would abolish the non-overlap guideline and effectively allow students to count subjects taken for any major or minor towards their GIR subjects if applicable.
To reduce stress around student registration, the document also would require all subjects in the Subject Listing and Schedule to link their latest class syllabus no later than the add date. In the same vein, to give students time to drop the class or adjust their performance, instructors must provide an interim grade report no later than one full week before the drop date and return grades within a “timely manner.” Insufficient or missing interim grade reports would be valid grounds for a late drop petition.
On commitment
To ensure both instructors and students commit to “participating fully in an in-person learning environment,” the proposal suggests moving class registration to the end of the previous semester, with an exception for first-years, who would still register at the start of the next semester. To avoid hindering first-years, limited enrollment subjects would reserve slots for freshmen.
Unlike most schools, MIT’s add and drop deadlines are very late into the semester, currently the fifth and 11th–12th week, respectively. For reference, Harvard’s add and drop deadline takes place exactly two weeks after the start of classes. The proposal argues that MIT’s current add/drop policy encourages overcommitment and harms classroom dynamics. As a result, the TFUAP proposes shifting the add date to the fourth week of classes and the drop date to the ninth week.
The proposal also made the controversial decision to ban students from double-booking classes, but acknowledged that the large variety of course scheduling is not coordinated to “minimize conflicts for students.” Thus, all classes would be required to schedule within “standard time blocks.” However, students would be allowed to petition to double-book with advisor and instructor approval.
The document also listed classroom norms to be implemented at the instructor’s discretion, such as students attending class in full with all electronics off, unless permitted by Disability Access Services or the instructors.
Some students expressed initial concern over MIT time — a policy whereby classes begin and end five minutes after and before the scheduled block, respectively — being removed due to the proposal stating that “classroom expectations” would be reset such that students will “arrive on time and stay for the entire class” period. But according to an email sent by Caitlin Ogoe ’25, a former undergraduate member of the Task Force, MIT time would be formalized among all classes, not removed.
On compassion
The proposal also delineated the following policies to reduce “unnecessary stress” around final exams and holidays.
Fall semester classes would begin on the Tuesday following Labor Day, turning the current Registration Day (Sept. 2) into a regular class day. The Wednesday before Thanksgiving would turn into a holiday to reduce concerns regarding travel. To accommodate this shift, either the registration timing for the fall semester would be moved earlier or the timing for advisor-student meetings regarding registration would need to change.
Under the new proposal, no assignments can be due on student holidays or immediately after major break periods. And, to give students enough time to study for finals, the last test date would be set at least five days before classes end.
Moving forward
The TFUAP will host three town halls to hear community feedback on the proposal, scheduled for Feb. 23 from 7 to 8:30 p.m. in 4-163; Feb. 24 from 2 to 3:30 p.m. in 4-270; and March 2 from 11 a.m. to 12:30 p.m in 4-370 — the first date is open to students only. Following the town halls, the TFUAP will revise the proposal and share the result with the community. After that, MIT faculty will vote on whether to implement the proposal recommendations.