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This website features work from the completion of Phase 1 of the SCALES Project.

We are currently seeking partnerships for Phase 2.

Experiential Learning

Experiential learning experiences provide students with direct experiences, accompanied with a critical reflection. Instructors often select the experiences for students, but then serve as the facilitator when the experience is occurring. These experiences are often conducted in informal education settings and with clubs and organizations, but also have a place in the formal setting.

  • Visual and Thermal Comfort (Assignment 3)

    The objectives of this assignment are for you to develop a feeling for indoor environmental variables that have an impact on thermal comfort and to compare your personal sensation to comfort predictions based on thermal and lighting standards. The assignment is split into two components:  

    • Task A: Using a data logger, measure “your life” on a psychrometric chart over a couple of days.  
    • Task B: Measure indoor environmental conditions in two spaces that you find comfortable and uncomfortable and compare your assessments to that of current thermal comfort standards. 
    Read more: Visual and Thermal Comfort (Assignment 3)

  • Shading Studies & Sun Path Diagrams (Assignment 2)

    The objective of this assignment is to validate the results of direct shading studies provided by DIVA/Radiance and other tools. To do so, you are asked to take a photo of an object of your choice outside at least twice at different times of day under clear sky conditions. You are then asked to model the object in Rhino and generate two clear sky visualizations under the same sky conditions from about the same perspective as the photo. 

    Read more: Shading Studies & Sun Path Diagrams (Assignment 2)

  • Counting and Observing at Key Intersections (Assignment 1)

    The first assignment is a group assignment, to go out and observe key street cross sections and intersections nearby in Cambridge. This assignment gives you a chance to observe and think about how people, different travel modes, infrastructure, and neighboring land uses interact in a real, live place. You will not only look and see what is going on, but also start to become familiar with how "little numbers" translate to real-world conditions: what does 800 cars/hour look like vs. 800 people riding the T, and what impact do these differences have on the nature of the urban scene? You should become familiar with basic ideas like level of service, saturation flow rate, capacity, speeds, flow, and mode share (see Meyer and Miller, Chapter 3). We want you to think about how you measure and what you measure, and what impact this has on the transportation planning process and built outcomes.

    Read more: Counting and Observing at Key Intersections (Assignment 1)

  • Reflection Papers (Ethics in your Life)

    Students are required to submit three short (roughly 250–300 word) reflection papers over the course of the term in response to the outside events* you attend.

    Read more: Reflection Papers (Ethics in your Life)

Notice something that doesn’t seem right? Want to make a suggestion or provide feedback about how something is classified? 
Please reach out to esi [at] mit.edu and include SCALES Website in the subject of your email.
Feedback and any actions taken with regards to the feedback, will be shared as they are addressed.