Students at MIT are at the forefront of producing groundbreaking research and innovations. However, tackling the immense challenge of climate change necessitates a comprehensive understanding of the global energy landscape and the evolution of energy technologies over time.
Since its establishment in 2010, the course IDS.521/IDS.065 (Energy Systems for Climate Change Mitigation) has empowered students to analyze the various decarbonization pathways available worldwide. This program is tailored to help them optimize their influence on global emissions through informed decision-making within their respective careers.
“My teaching and research is driven by the question: How can we utilize technology to address significant societal challenges, and what methods can we employ to foster the development and support of these technologies?” explains Professor Jessika Trancik, who initiated the course to bridge the knowledge gap regarding the evolution and scalability of technologies.
Since it began, the course has attracted graduate students from across MIT’s five schools. Recently, it has been extended to include undergraduate students and adapted into an online program designed for professionals.
The class format alternates between engaging lectures and student-led discussions, culminating in semester-long projects where groups delve into specific strategies and technologies to reduce global emissions. This year’s topics range from the rapid expansion of transmission infrastructure to the interplay between carbon emissions and human development, and how to decarbonize the production of essential chemicals.
The curriculum aims to help students pinpoint the most effective strategies to combat climate change, whether they aspire to be scientists, engineers, policymakers, investors, urban planners, or simply more informed citizens.
“We approach this issue from both technical and macro perspectives,” Trancik explains, a member of MIT’s Institute for Data, Systems, and Society. “Engineers often focus on immediate technology efficiency but may overlook the long-term progression and success of a technology in the global market. Conversely, students studying macro-level policies may not fully consider the physical and engineering limitations surrounding technological advancements. Combining these insights enhances decision-making.”
Bridging the Knowledge Gap
As a young researcher focused on low-carbon polymers and solar cell electrode materials, Trancik often pondered how these lab-scale materials could realistically scale up to address climate change. While her research achieved significant performance benchmarks, she questioned its true impact on global emission reductions. This led her to develop methodologies for anticipating technological evolution.
“I’m fascinated by both macro and micro scales,” Trancik reveals. “Understanding how emerging technologies can connect with broader climate goals has always been my objective.”
Trancik articulated her technology-centered approach to decarbonization in a research paper that became the foundation for IDS.065. In this paper, she proposed a framework for assessing energy technologies in light of climate change mitigation objectives while considering the evolution of these technologies.
“This represents a shift from previous strategies that typically analyzed technologies based on fixed parameters and assumptions regarding their rates of change. Our inquiry reframes the problem: given our objectives, how can we cultivate the ideal technologies to achieve those ends?” Trancik elaborates. “This inversion benefits engineers in their development efforts and serves policymakers and investors who aim to leverage technology advancement for their goals.”
Throughout last semester, the class convened in a classroom on the first floor of the Stata Center every Tuesday and Thursday. Students regularly facilitated discussions, sharing insights and reflections on the week’s readings.
“The discussions allow students to share personal insights and pose open-ended questions, enhancing understanding of the material,” comments Megan Herrington, a PhD candidate in the Department of Chemical Engineering. “Classmates bring diverse perspectives to the table, enriching our discussions and highlighting our differing approaches to the same questions.”
The semester begins with an overview of climate science, the origins of emissions reduction targets, and the pivotal role technology plays in accomplishing these objectives. Students then learn to evaluate various technologies against decarbonization targets.
Recognizing that technologies are not static, subsequent lessons guide students in accounting for technological changes over time, identifying the mechanisms behind such changes, and forecasting their evolution rates.
The role of governmental policy is another vital topic. This year, Trancik shared insights from her experience at COP29, the United Nations Climate Change Conference.
“Addressing climate change involves more than just technology,” Trancik emphasizes. “It also encompasses the behaviors we adopt and the choices we make, though technology is crucial in shaping the options available to us.”
From Classroom Learning to Real-World Impact
Students have expressed that the course provides fresh perspectives on climate action and mitigation.
“I’ve appreciated the chance to look beyond lab research,” Herrington notes. “It’s enlightening to see how materials and technologies in development can fit into broader transformations in energy delivery and consumption. Understanding the foundation of energy systems analysis and the origin of metrics used in energy research has deepened my knowledge.”
Onur Talu, a first-year master’s student in the Technology and Policy Program, notes a shift in his outlook on climate change. “I entered the class feeling quite pessimistic,” he shares. “However, it has transformed my perspective on climate change mitigation and renewable technology development. It’s also highlighted the considerable progress we’ve made.”
Many student projects from this course have transitioned into peer-reviewed publications and practical tools, such as carboncounter.com, which tracks car emissions and costs and has been featured in The New York Times.
Alumni from the class have gone on to launch startups, like Joel Jean SM ’13, PhD ’17, who founded Swift Solar. Others have leveraged their course knowledge to excel in government and academia, such as Patrick Brown PhD ’16 at the National Renewable Energy Laboratory and Leah Stokes SM ’15, PhD ’15 at the University of California, Santa Barbara.
Overall, students agree that this course equips them with a deeper understanding of how to apply their expertise toward tackling climate change.
“Understanding the severity of climate change isn’t enough,” states Yu Tong, a first-year master’s student in civil and environmental engineering. “It’s equally crucial to grasp how technology can mitigate these effects—from both a technological standpoint and a market perspective. The focus should be on employing technology to address these pressing challenges rather than working in isolation.”
Photo credit & article inspired by: Massachusetts Institute of Technology
