Radio Astronomy: A Strong Link Between Undergraduate Education and Research

The program at the MIT Haystack Observatory has added a new opportunity for students as part of our overall national effort to encourage research by undergraduates. Radio astronomy complements other branches of astronomy, augments science education broadly, and serves to promote interdisciplinary research and education. In the past 2 years, we have conducted a successful pilot program to develop and test a program that facilitates the linking of undergraduate research and education through radio astronomy. As a result of this effort, a small radio telescope has been developed and can be used as a hands-on introduction to radio astronomical techniques and instrument calibration. The telescope is presently being commercialized so that it can be purchased as a low-cost kit for assembly. Remote access to the Haystack 37-m antenna has made it possible for students nationwide to access a research grade facility and we invite faculty everywhere who are interested in this possibility to use our facility. Undergraduate students can participate in the exciting world of research by performing experiments with the telescope. Radio astronomy materials for faculty, students, and interested amateurs have been developed are posted on our web site (http://www.haystack.mit.edu). The materials will continue to be upgraded and enhanced, and the contributions from participating teachers and students nationwide will be added to the project files. We hope to make this not only a resource for someone using our facility but also for the community in general.We are now bringing the Haystack telescopes and radio astronomy to the broad undergraduate community. Based on our pilot experiences, we envision students everywhere being able to exploit the opportunity to strengthen their education through practical research using radio astronomy.     

Memorizing the Words of God: Special Reference to ‘Abdul Rahman Ibn Khaldun (D. 1406 A.D.)

This study explores the position of the tradition of Qur’an memorization in the structure of Muslim primary education and intellectual hierarchy while drawing on the Khaldunian perspective regarding the problem of memorization versus comprehension of the Qur’an. This article concludes that the practice of Qur’an memorization is what shapes the spirit and character of Muslim traditional learning, and defines its holistic approach, chain of transmission and authority, and moreover characterizes its spiritual collectiveness. Future studies should explore the diverse challenges this tradition encounters today and how they have affected its current course and its contribution toward global Muslim identity.