Blog

How Are Our Students Doing, Really?
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One of our biggest concerns in 7.012, a large introductory biology course, was helping our students connect with one another and with the teaching staff during the remote semester. With 500 students enrolled, it felt daunting to be tasked with checking in on all of our students regularly, especially when they were tuning in from all over the globe.

Building Community in the Remote Classroom
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On Thursday, November 19, 2020, Open Learning and TLL cohosted this xTalk panel discussion, where MIT instructors shared their experience of building and maintaining community while teaching in a remote learning environment.

Leading with Data
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This workshop, “Leading with data: overcoming the data divides,” explored the evidence-based data literacy continuum to provide a framework that data leaders can use to foster confidence and growth to empower their teams.

New Insights & Directions for MIT First-Year Advising
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On Tuesday, October 27, 2020, this presentation described the reasons for the pilot and the accompanying study of the first-year advising experience from the perspectives of the faculty, OFY staff, and first-year students, and the findings and recommendations for future implementation.

Teaching in a Tense Political Climate
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These are truly unique times: the conditions under which the MIT community is teaching and learning are difficult, stressful, and at times threatening.

Teaching Development Fellowship Network AY20-21
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The Teaching Development Fellowship (TDF) Network launched in January 2019 after Benjamin Hansberry, Ph.D., Assistant Director for Graduate Student Teaching, joined the Teaching + Learning Lab.

Taking MIT’s Pulse
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This past May and June, the MIT Pulse survey was sent out to the MIT community. The purpose was to inform decision-makers and find out the needs of the community after the move to working remotely.

How did 8.02 create an online mentoring program?
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Professor Ed Bertschinger delivered a webinar on Tuesday, July 7 about the 8.02 mentoring program, talking more about the implementation of the program and its promising results.

Writing-based Strategies for Learning
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This session explored applications of writing-to-learn pedagogy used in a variety of STEM classrooms. Dr. Ginger Shultz led a discussion of strategies that make writing feasible, even in large introductory courses. Writing engages students in solidifying tacit and unformed ideas, connecting them, and translating them for particular audiences.

Co-Designing Assistive Technology Around the Globe
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In January 2020, MIT piloted a new subject, 3.008 Humanistic Co-design of Assistive Technology Around the Globe, bringing 8 MIT undergraduates to India and Saudi Arabia. Students worked with international students, engineers, designers, NGO’s, and persons with disabilities to create low-fidelity prototypes and project plans of assistive technologies.