With the 1999 assignment of sixteen MIT students to work and teach as interns at some of India's premier firms and schools, the MIT-India Program has reached a new stage in its development. In twelve months, the Program has become one of MIT's recognized international programs, coordinated under the aegis of the Massachusetts Institute of Technology International Science and Technology Initiative (MISTI). It has elicited widespread interest in India and the United States, has added to the visibility of India at MIT, and is poised for further development. This summary outlines the rationale for the Program, the steps that have been taken so far, the goals for the next five years, and the support needed to achieve those goals.

Why MIT-India?

Fifty years after Independence, India is the world's largest democracy, with almost a billion citizens. It is the world's fifth largest economy. The World Bank predicts that by the year 2020, India will be the world's most populous nation and fourth largest economy.

India today has the world's largest middle class, despite large areas of continuing poverty. It has twice as many university graduates as the People's Republic of China, despite high rates of illiteracy. It feeds itself and exports agricultural surpluses, despite a population that has increased dramatically in the last half century. It has preserved the world's most diverse, most multilingual, most multicultural society, despite the tragic events of Partition and continuing communal tension. Some regions are currently experiencing industrial growth rates in the double digits, despite decades of slow economic development. It has the second largest number of scientists and engineers in the world, despite large pre-modern sectors of the economy. In some high technology areas, its growth is phenomenal: e.g., for the fourth straight year, software output grew last year by more than 50%, producing what Bill Gates has called an emerging "software superpower". It is rapidly becoming one of the world's major centers of scientific and technological innovation.

For MIT students being educated today, knowledge of India -- its people, its culture, its economy -- is thus increasingly important. To be sure, MIT has a long history of partnerships in India. But India is poorly understood in America in general and at MIT in particular. Programs of study of India or of collaboration between American universities and Indian institutions are rare. MIT -- although it has many distinguished faculty members and outstanding students of Indian origin, and many prominent Indian alumni -- has so far been inattentive, as have most other American universities, to the need to prepare its students for a world in which India plays and will play a major role.

For more than a century, MIT has welcomed Indians who came to the United States to study. But until recently, the flow of students has been largely one way, from India to MIT. A central goal of the MIT-India Program is to begin to reverse that flow. We seek to send MIT students to India to learn at first hand, by working in India, the ways of Indian industry, science, technology, culture, and history. Such students of course need to be prepared for work in India by the study of Indian history, society, economic development and culture at MIT. But the goal of the MIT-India Program, unlike that of most other international programs, is not only study at MIT but learning from work in India. MIT interns in India work alongside their Indian colleagues in Indian institutions, live with their Indian peers, and learn at first hand the strengths, problems and challenges of Indian science, technology, and industry. Only in this way, we believe, can we educate students who know India both through books and also through the experience of living and working with Indians in India. Such students will have developed the global perspective necessary to build stronger commercial, intellectual, scientific and technological bonds between the two nations.

A New Paradigm for MIT Education

In an increasingly multipolar world, MIT is in the process of rethinking its educational strategies. In their future careers, today's MIT students will be called upon to work and live both in America and abroad, to collaborate with technical, scientific and business partners in South Asia, East Asia, Europe, and Latin America, to work in or lead corporations whose operations extend across five continents. To prepare students adequately for a world where national boundaries have been dissolved by electronic communications, a world where human, capital, and material flows respect no frontiers, MIT is in the process of rethinking its educational goals.

The much-imitated MIT-Japan Program has helped defined one of MIT's central strategies in this educational redefinition. Over the last fifteen years, MIT-Japan has sent more than 500 well-prepared MIT students to Japan, where they work in Japanese companies and labs alongside Japanese engineers and students. They often return to jobs in the United States in firms whose interests bridge the Pacific. At MIT itself, MIT-Japan has developed new programs in Japanese language, Japanese history, Japanese culture, the study of Japanese business practices and of the economy of Japan. Many Japanese corporations have become members of MIT's Industrial Liaison Program. Japanese and American scientists, engineers, and managers collaborate in a multitude of joint projects.

The MIT-Japan Program differs from most American "study abroad" programs in two major ways. First, it is built towards actual hands on, in-country work experiences rather than relying exclusively on classroom study. Second, it is oriented primarily toward technological, scientific, economic, and management work in addition to historical, cultural and philosophical study. Students' intellectual preparation at MIT is geared to readying them for immersion in Japanese industrial, scientific and technological life. Once in Japan, MIT students and recent graduates live the life of Japanese engineers and students, and learn to understand the Japanese scientific work, technological innovation, and business practices at first hand. The knowledge they acquire is thus not only book learning but "fingertip knowledge." When they return to the United States, they are able to take the point of view of their Japanese co-workers, friends and colleagues as well as that of their fellow Americans. This capacity makes them invaluable in scientific, technical, and business enterprises that link the two societies.

The MIT-India Program intends to develop a comparable cadre of MIT graduates who know Indian science, technology, business life, education and culture at first hand. MIT-India's goal is to educate students who are at home both in the United States and in India. To accomplish this goal requires two foundations:

1. Collaborative programs of internships of varying durations with Indian firms, schools, governmental and non-governmental organizations;

2. Strong programs in South Asia Studies at MIT to prepare students intellectually for their work in India.

The MIT-India Program is also designed to bring India to the forefront of awareness at MIT, to educate a generation of students who will build new bridges between the world's two largest democracies, and to develop new ties between MIT and private and public partners in India. As befits MIT, it places special emphasis on the role of science and technology in relation to other sectors of society, culture, and the economy. Though modeled on the MIT-Japan Program, it underlines the distinctiveness of India, and will continue to draw on the advice of Indian alumni, friends and colleagues in designing a Program that is productive both for MIT and for our Indian partners.

In short, it once may have been enough to admit Indian students to MIT and to send MIT faculty to India on missions of technology transfer. To prepare students for today's world, however, we must develop new collaborations based on the strengths of India, on its technical and scientific resources, on the dynamism of its emerging economy. If "technology transfer" was the motto of the past, "partnership" must be the new goal.

Project India Connect in Poona (1998)

The first step in the development of the MIT-India Program was the 1998 initiative of an MIT graduate student in Computer Science, Ameet Ranadive, and Professor Kenneth Keniston of the STS Program at MIT. Ranadive, noting an MIT-China summer program, asked, "Why not India?" Together, he and Keniston organized the first India project in Poona, Maharashtra, India.

With the assistance of Rahul Rathi in Poona and of Kavas Petigara in Mumbai, what was first known as "Project India Connect" was developed in Poona. Six MIT students spent more than six weeks teaching at the Kalmadi Shamrao School, which draws students from a broad spectrum of the community and has a well equipped computer lab. The MIT students were all American citizens - four from Indian-American families, two from European-American backgrounds - who connected the School to the Internet and taught ninth and tenth form students the basics of browsers, Internet, Web, HTML, and Java. The interns lived with Indian host families, connected the students to the Internet, and helped them construct a School Web page.

For the six MIT interns involved, the Poona project was of great benefit. The officials of the School, the Poona students, and the host families also expressed satisfaction with the Program and a desire to see it continued. In the summer of 1999, four MIT students will return to Poona to continue the work begun in 1998.

Of even greater importance was the positive response of Indian alumni and other Indian leaders to Project India Connect, and their desire to see an MIT-India Program develop. Professor Keniston visited Poona, Mumbai, Bangalore, Delhi and a number of other cities in connection with Project India Connect and his research on software in India. On the basis of conversations with Indian industrial and educational leaders, he estimated that, were resources available, an MIT-India Program could place 30 interns with cutting edge Indian firms for periods of up to a year. At every level from information technology firms to GOI research laboratories, a willingness to integrate MIT students into the fabric of institutional life in India was found.

At MIT, too, interest in the development of an MIT-India Program was evinced. Funds were made available to establish a new South Asia Forum. The Massachusetts Institute of Technology International Science and Technology Initiative (MISTI) offered seed support for 1999-2000 to help an MIT-India Program grow. MIT faculty members and alumni in the New England region expressed interest in helping the Program. Thus, new projects and plans for a broader program have emerged.

MIT-India Projects, 1998-99

A number of initiatives were undertaken by the fledgling MIT-India Program in the 1998-99 academic year:

South Asia Forum. A South Asia Forum was initiated in 1998-99. It features speakers from a variety of disciplines and backgrounds on the subject of South Asian politics, culture, science, and economic life. Topics this year ranged from Big Science in India to human rights in Pakistan, from the implications of the nuclear tests in South Asia to new Indian technologies for reducing the costs of telephone connections. The Forum was led by Dr. Abha Sur, a crystallographer, historian of science, graduate of IIT-Kanpur, and a Lecturer in the Program in Science, Technology, and Society at MIT. A list of South Asia Forum speakers is attached as Appendix A.

Council on MIT-India. A twenty-person faculty Council on MIT-India was established as a sounding board and source of advice. Members are senior MIT faculty who have an interest in strengthening the existing ties between MIT and India. Members of the Council and 1999 interns (see below) met to exchange views before the interns' departure; they will meet again after the interns' return in the fall of 1999. Members of the Council are listed in Appendix B.

Industrial Liaison Program. MIT-India has been collaborating with the Industrial Liaison Program (ILP) in seeking to inform Indian firms of the possibilities of closer ties with MIT through ILP. Three Indian groups (Tata, Piramal, and Satyam) have now joined ILP. Discussions are underway with other Indian groups.

New Appointment. The Department of Political Science has announced the appointment of Kanchan Chandra as Assistant Professor. Prof. Chandra's specialty is contemporary Indian politics, and in particular the politics of the BJP and BSP.

MISTI-Starr Foundation. In 1999-2000, MISTI will allocate funding from the Starr Foundation for Asian Internships as a start-up grant for part-time administrative support for India internships.

Sloan Summer Executives Program. MIT-India is collaborating with the Sloan School's India Summer Executives Program, led by Professor Nitin Patel.

MITHAS. MIT-India is working with the Massachusetts Institute of Technology Heritage of the Arts of South Asia (MITHAS), which each year sponsors programs at MIT on the arts of the South Asian nations. Led by Prof. George Ruckert and Board Head Don Chand, MITHAS brings South Asian arts to the MIT campus in six-eight concerts each year.

Ties with Indian Technological Institutes. Informal conversations have been initiated with Indian Institutes of Technology, and with the proposed new Indian Institutes of Information Technology in several States. The long term goal is to increase research collaborations and scholarly exchanges.

Web Page. Under the guidance of Prof. Nish Sonwalkar, Director of the HyperMedia Teaching Lab, a Web page is being developed to highlight the purposes and activities of MIT-India. The Web page will include a calendar of events at MIT relating to South Asia (South Asia Forum, SANGAM, SAAS, Pakistani Student Group, MITHAS).

Support Groups in India and the U.S. Prominent MIT alumni in Bombay and Boston have agreed to set up "Friends of MIT-India" in both countries. Their goal is to identify alumni, friends, and supporters of MIT and India who are willing to provide advice and resources to the Program. This support is necessary to fund extension of current summer internships to longer-term internships with Indian firms and institutions that have offered to integrate MIT students and graduates into their work force. A tax exempt rupee account is being opened in India; contributions in dollars to MIT are also tax exempt.

MIT-India Internships, 1999

Building on the 1998 Project India Connect and supported by Starr Foundation funds for Asia internships, MIT-India is sending sixteen MIT interns to five sites in India for programs of eight weeks of work, work/ teaching, and teaching in the summer of 1999.

The summer internships range from full-time immersion in Indian work situations at ICICI and Godrej through part-time work and part-time teaching at Infosys/Bishop Cotton Boys' School to full-time teaching at the Jamshedpur (TISCO) and Poona schools. Appendix C lists the sites and the nature of work assignments in more detail. Appendix D lists the names of the students selected for each of the internship sites.

More students applied for internships than could be sent at present levels of funding. Initial screening of the students for MIT-India 1999 was handled by the "veterans" of Poona who remain as students at MIT, led by Vinay Pulim (2G, EECS). Nominations to each of the five sites were made by these students, and were reviewed and modified by Professor Keniston.

The interns selected for 1999 attended a weekly seminar entitled "Introduction to India" led by Prof. Keniston and guest faculty. Seminar topics range from the history of the Independence movement to the role of caste, religion, and ideology in Indian politics to the structure of telecommunications in India. MIT-India also assisted interns with travel planning, and negotiated precise assignments with the champions of the Program at each site.

In each internship setting, students will live either with Indian host families or in company-provided housing with Indian co-workers of comparable background. For example, interns at ICICI will be housed with new executive recruits to ICICI in apartments in Bombay, while interns in Jamshedpur will live with English-speaking host families in that city.

MIT-India: Five-Year Plan for Development

In less than a year, the MIT-India Program has demonstrated the need and possibility for a full-fledged, major Program at MIT, eventually on the same scale as the MIT-Japan Program. The Japan Program has taken more than fifteen years to develop its current extensive partnerships and internships in Japan, and its correlated strength in Japan-related academic disciplines at MIT. That Program now has an annual budget of approximately $1 million a year, plus in-country stipends paid by Japanese or multinational firms to interns who work in Japan. The MIT-China and MIT-Germany Programs, both older than the MIT-India Program and supported by firms and individuals with major interests in those countries, provide useful lessons about the developmental needs of the MIT-India Program.

In the next five years, additional funding is needed to continue the expansion of the Program, especially in the direction of longer-term internships for MIT upperclassmen and recent graduates. Experience in India so far, like that in other countries, demonstrates that these internships need to be developed individually and carefully. Students must be matched to the precise needs and requirements of Indian employers. The Program needs to be continuously monitored, students carefully selected, and the advice of Indian partners constantly sought. This means that in addition to the direct costs of internships, travel, communications, and core MIT administrative fees, an experienced administrator at MIT needs to oversee the operations of the Program in conjunction with the faculty Director.

In short, as additional funding becomes available, the Program's priorities are as follows:

1. To expand the program of summer and year long internships.

2. To develop the administrative structure required, to organize, supervise and monitor these internships.

3. To develop educational exchanges and research collaborations with Indian Institutes of Technology and/or newly emerging Indian Institutes of Information Technology.

4. To define opportunities for mid-career Indian professionals to spend extended periods at MIT as full participants in its laboratories and research centers.

5. To explore with MIT departments and potential donors opportunities for expanding the MIT faculty's intellectual resources in South Asian history, economics, politics, management, culture, and so on.

6. To work to develop internships in India with multinational corporations that work in both countries.

7. To collaborate with the Industrial Liaison Program in offering facilitated access to MIT's research centers to a selected group of leading Indian firms.

8. To continue and expand the South Asia Forum.

9. To work with the MIT Club and other groups in India to make available MIT faculty members who visit India available as lecturers and seminar leaders.

To accomplish these goals, MIT-India needs assured support for five years. In India and the U.S., supporters of the MIT-India Program have volunteered to establish groups of "Friends of MIT-India," for advice and financial support. Contributors will be identified as Sponsors, will be kept regularly abreast of Program plans, and will be asked to help evaluate the directions the Program is taking. In each country, the target of "Friends of MIT-India" is to enlist as sponsors; individuals, groups, or firms that will make a commitment to support the Program financially and intellectually during the next five years. In Appendix E, we list some of the immediate direct costs of summer and nine-month internships, and for appropriate administrative support.

MIT-India's Long Term Future

In the long term, the goal of the MIT-India Program is to make that Program one of MIT's premier international programs, on a par with the pace-setting Japan Program. We aim to bring understanding of the accomplishments and problems of India regularly to the attention of all students at MIT, to offer special opportunities for the study of India and for work in India to a significant number of MIT students, and to enlarge the opportunities for Indian professionals to work in MIT's labs and research centers.

It need hardly be emphasized that the MIT-India Program must be uniquely responsive to Indian opportunities, possibilities, and challenges. The contrast of India with countries like China (where MIT also has an emerging Program) is sharp. In China likely partners are either State enterprises or multinationals. In India, in contrast, the vibrant private sector and the diversity of a federal, democratic society offer challenges and opportunities that exist in no other developing nation. Moreover, the presence at MIT of hundreds of students and faculty members from India gives the MIT-India Program an especially solid base at the Institute, while more than 1,000 MIT alumni from India assures a firm grounding of advice and support.

In the long run, then, the goal of MIT-India is to educate an expanding group of MIT students for whom India is, as it were, "second nature." This means sending increasing numbers of students to work and live in India; it means bringing an increasing number of Indians to work and live at MIT; it means significantly expanding MIT's intellectual resources in Indian studies. Insofar as MIT succeeds, it will create a generation of MIT graduates with a deep, firsthand experience of India. It will thus contribute to building the new bridges needed between the world's two largest democracies.

February 19, 1998

Abhijit Banerjee

Professor, Department of Economics, MIT.

"The State of Development Economics: A View from the Indian sub-Continent"

February 27, 1998

Shree Mulay

Associate Professor, Department of Medicine and Physiology, Director, McGill Centre for Research and Teaching on Women, McGill University.

"Sex, Lies and Population Lullabies: Unethical Clinical trials for Contraceptive Research"

April 10, 1998

Kenneth Keniston

Professor, Program in Science, Technology, and Society, MIT.

"Why 1,200,000,000 South Asians Can't Compute: The Problem of Localization to Vernacular Languages"

May 12, 1998

Pervez Hoodbhoy

Professor, Department of Physics, Quaid-e-Azam University, Islamabad, Visiting Professor, University of Maryland.

"Where is the India - Pakistan Nuclear & Missile Race Heading?"

September 15, 1998

N. Chandrababu Naidu

Chief Minister of Andhra Pradesh

"Remarks on Development in Andhra Pradesh"

(Co-sponsored with SANGAM, SAAS, ILP)

September 23, 1998

Indira Viswanathan Peterson

Professor of Asian Studies, Mount Holyoke College

"European Science in 18th Century India: The Cabinet of King Serfoji of Tanjore"

October 8, 1998

Itty Abraham

Program Director, Social Science Research Council.

"Big Science in India: Nationalism and Landscape"

October 16, 1998

Eqbal Ahmad

Professor Emeritus, Hampshire College

"Intellectuals, Ideology and Power in the Third World"

October 31, 1998

Anand Patwardhan

Independent filmmaker, Bombay, India

Screening with discussion of "Fishing in the Sea of Greed," and "Occupation: Millworker."

December 3, 1998

Peter P. Rogers

Professor, Environmental Engineering, Harvard University.

"Water and Development in Bangladesh: A Retrospective on the Flood Action Plan"

December 11, 1998

P. Sainath

Journalist, India, Distinguished Visiting Fellow, Iowa State University.

"On the Edge of the Millennium: Caste and Class Conflicts in Rural India"

February 19, 1999

Zia Mian and M.V. Ramana

Research Associates, Center for Energy and Environmental Studies, Princeton University.

"Prisoners of the Nuclear Dream: India, Pakistan, and the Making of Nuclear Nations"

March 3, 1999

Ashok Jhunjhunwala

Professor and Chair, Department of Electrical Engineering, Indian Institute of Technology, Madras

"Telecom and Information Technology to Bridge the Gap between Rich and Poor Nations."

April 15, 1999

David Ludden

Associate Professor, Department of History, University of Pennsylvania

"Power in the Name of Religion: Hindutva and Social Change in Modern India"

April 15, 1999

Dina Mahnaz Siddiqi

Research Associate, Department of Anthropology, The New School for Social Research

"In the Name of Islam: Feminism and (Trans)Nationalism in Bangladesh"

May 6, 1999

Ravina Aggarwal

Assistant Professor, Department of Anthropology Smith College

"Knowledge that "Saves": The Quest for a Sustainable Aesthetic in the Ladakh Himalayas"

Organizer:

Dr. Abha Sur (asur@mit.edu)

Program in Science, Technology, and Society, MIT

E51-093

Anant Agarwal

Professor of Computer Science

Arvind

Charles W. & Jennifer C. Johnson Professor in Computer Science Engineering

Abhijit Banerjee

Professor of Applied Theory and Development, Department of Economics

Suzanne Berger

Raphael Dorman and Helen Starbuck Professor of Political Science, Director, MIT International Science & Technology Initiative

Kanchan Chandra

Assistant Professor, Department of Political Science

Anita Desai

Professor of Creative Writing, Program in Writing and Humanistic Studies

Michael Fischer

Professor of Anthropology and Science and Technology Studies, Director, Program in Science, Technology, and Society

Mert Flemings

Toyota Professor of Material Science, Head, Department of Material Science

Pat Gercik

Managing Director, MIT-Japan Program

Amar Gupta

Senior Research Scientist, Sloan School of Management,

Co-Director, Product Information Technology Initiative

Kenneth Keniston

Andrew Mellon Professor of Human Development, Director of Projects, Program in Science, Technology, and Society

Philip Khoury

Professor of History, Dean, School of Humanities and Social Science

Lucy Miller

Director of Principal Gifts, Resource Development Office

Sanjoy Mitter

Professor and Co-Director, Laboratory for Information and Decision Systems,

Director, Center Intelligence Control Systems

Rachel Oberai-Soltz

Manager of Corporate Relations,

Corporate Development Office

Nitin Patel

Visiting Professor, Sloan School of Management, Director, Sloan-IIM Bangalore Senior Executives Program

George Ruckert

Senior Lecturer, Music and Theater Arts

Richard Samuels

Ford International Professor of Political Science, Director, MIT-Japan Program

Bish Sanyal

Professor of Urban Studies and Regional Planning, Head, Department of Urban Studies and Planning

Nish Sonwalkar

Director, Hypermedia Teaching Facility, MIT Center for Advanced Educational Services

Abha Sur

Lecturer, Program in Science, Technology, and Society, Organizer, South Asia Forum

Mriganka Sur

Sherman Fairchild Professor of Neurobiology, Head, Department of Brain and Cognitive Sciences

George Verghese

Professor of Electrical Engineering and Computer Science

Myron Weiner

Professor of Political Science

Bangalore - Infosys and Bishop Cotton

(3 students, IT backgrounds):

Students will work M,W,F at Infosys, and T,TH at Bishop Cotton Boys School, where they will teach Web-Internet-Java-HTML to advanced high school students. Lodging is likely to be in Infosys guest houses. Infosys is the most highly valued of all Indian software firms on the Indian stock exchange; it grew at the rate of 90% last year. The Bishop Cotton Boys' School is a demanding, high level school.

North Bombay - Godrej Industrial Garden Township (2 students: 1 chemical engineering, 1 IT):

Godrej is the largest privately held firm in India, and manufactures everything from soaps and industrial chemicals to refrigerators, electronic typewriters, and office furniture. One student will work with Godrej engineers on a problem involving exothermic chemical reactions and heat transfer, chosen as suitable for a seven week internship. The second student will work with Geometric, a Godrej IT division, and teach IT at the Godrej Udaychal High School, located in the industrial township run by Godrej. Likely level: Web-Internet-Java- HTML. Students will be housed at company housing on the Godrej Estate, and will be assigned host families there. (The Godrej Estate is considered a model of industrial relations and facilities.) Students are expected to take part in one of the social service activities sponsored at the estate.

Jamshedpur (4 students, IT background):

Jamshedpur is a "company town" run by Tata Steel, which this year won the award for outstanding corporate good citizenship. A model garden town in Bihar, about five hours by train from Calcutta, it houses workers, schools, a 3,000 ton per year advanced steel factory, hospitals, golf course, etc. Students will teach four groups at a well equipped center on the Tata Campus. One group will be advanced (e.g., knowledge of C++), two groups intermediate, and one group from municipal secondary schools selected by teachers as bright but with no prior computer experience. Housing with local English speaking host families.

Pune - Kalmadi Shamrao High School (3 students, IT background):

Students will teach two groups at this school where MIT students also taught last summer. One group will consist of 9th-10th form students with considerable prior computer experience (Internet-Web-HTML-Java); the second group will be recruited from local municipal schools without computers and selected on the basis of teacher evaluations of high aptitude. Housing with local English speaking host families.

Bombay - ICICI (3 students, management):

ICICI is one of India's largest and most progressive banks. It is offering two summer internships to "students with backgrounds in physics, statistics, information technology, finance, and/or empirical economics who are pursuing graduate degrees." The students will be integrated into ICICI's managerial work in Bombay for two months. Housing will be arranged by ICICI.

General Terms of Internships

Students will travel and return together to take advantage of group fares. The departure date will be approximately Friday, June 11, returning to the U.S. approximately August 15. We are requesting employers and schools to allow the last few days or week for travel in India.

MIT-India Project will pay round trip transportation to your city of destination from Boston or New York. Undergraduates will receive total compensation (in the form of a per diem allowance) from combined Indian and American sources of $1100; graduate students, of $1600.

Interns are required to take a once a week, two hour, six credit, pass/fail seminar offered by Kenneth Keniston entitled "Introduction to India." The seminar will be scheduled in the evening or on a Saturday, starting about March 1, so as not to conflict with other class obligations.

Selection of student interns will take place in the latter part of February.

Funding

Funding is provided by the MIT International Science and Technology Initiative (MISTI) and, in the case of ICICI, by ICICI. Students working for Indian firms will receive from the firms in-country wages for Indian students at their level of education.

Teaching in Jamshedpur

Devangini Gandhi '01 (Chem. E.)

Phalgun Raju 2G (Mech.E)

Lucia Breierova '99 (Econ. & Math)

Sriganesh Lokanathan '99 (EECS)

Teaching in Pune (KHS)

Tameez Sunderji '99 (EECS)

Zahra Kanji '01 (EE)

Ruchi Shrivastava '01 (Biology)

Kalpak Kothari '01 (EECS)

Teaching/Programming in Bangalore (Infosys)

Anjali Dhond '99 (EECS, M.Eng.)

Mary DeSouza '99 (EECS)

Sarah Perry '99 (Urban Studies & Planning)

Chem. E. Internship in Bombay (Godrej)

Sejal Sampat '99 (Chem. E.)

Software Internship in Bombay (GSSL)

Andrew Nevins '00 (EECS)

Finance Internship in Bombay (ICICI)

Mitali Dhar '99 (EECS, Management)

Manas Ratha '99 (Mech. E., Management)

Nine-Month Internship
Travel	$ 1,500
Monthly Allowance (9 x $1500)	$13,500
	$15,000
MIT Administrative Fee (10%)	$ 1,500
Communications (10%)	$ 1,500
Secretarial (13%)	$ 2,000
Total:	$20,000
Summer Internship (8-9 weeks)
Travel	$ 1,500
Summer Allowance	$ 1,500
	$ 3,000
MIT Administrative Fee (10%)	$ 300
Communications (10%)	$ 300
Secretarial (13%)	$ 400
Total:	$ 4,000

Administrative Associate
Salary (12 months)	$40,000
Employee Benefits (25%)	$10,000
Travel to India (2 x $2,500)	$ 5,000
MIT Administrative Fee (10%)	$ 6,400
Communications, Equipment	$ 4,000
Materials, Supplies	$ 5,000
Total:	$70,400

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