On Wednesday, Sep 11, 2019, Dr. Cissy Ballen addressed how certain features of the introductory science classroom create barriers for historically underserved students, supported by large-scale experimental and observational efforts across institution types and geographic regions.
Key takeaways: A more holistic approach to student thriving considers external factors in a student’s environment that may impact their performance. The holistic model seeks ways to support students as […]
The Teaching + Learning Lab is seeking to hire an Assistant Director for Research and Evaluation.
In January 2022, the Teaching & Learning Lab launched a new interdisciplinary community in which 12 MIT faculty and instructors came together to engage in anti-racist work within the context […]
In light of the recent uptick in the number of students affected by Covid on campus — and the imminent start of final exams — you may want to consider how you will address student absences and overall student & instructor anxiety around in-person final exams.
On March 30, 2022, TLL hosted a talk by Professor Carlton Fong of Texas State University on the many ways the COVID-19 pandemic impacted student motivation. Professor Fong discussed evidence-based strategies to maximize student confidence, learning, support, and belonging.
We provide here a listing of resources that we hope will benefit you, your instructional team, and your students.
Collecting formative mid-semester feedback is an extremely effective way to gain targeted and specific information from students about what aspects of the subject support their learning.
This page provides pedagogical tools and resources for addressing charged, difficult, and/or stressful issues while remaining sensitive to the range of opinions, emotional reactions, and potential for student harm.
On February 16, 2022, we hosted a talk by Professor Eric Mazur of Harvard on how the COVID-19 pandemic transformed his approach to teaching introductory physics and why he is keeping many of the changes going forward.