Educational inequities often exist in the classroom, particularly minoritized students in STEM who may not have had the opportunity to see someone like themselves succeed in the field. In the K-12 setting, studies have shown that a lower proportion of students from low-income backgrounds, meet or exceed standards compared to students from non-low-income backgrounds. Elli Theobald, an assistant teaching professor of biology at the University of Washington, presented her findings on these inequities between students in higher ed STEM classrooms in a talk on April 1, 2021.
Have you ever wondered what determines the arrangement of participant thumbnails in Zoom’s Gallery View? By default, the order of participants changes over the course of a Zoom meeting. As […]
On February 24, 2021, the Teaching + Learning Lab hosted this talk on strategies for promoting a culture of student well-being, involving a case-study from the University of Washington. The session includes a sample of practices and teaching strategies drawn from the guidebook, considerations for developing a community of practice around this work, and reflections on leveraging well-being practices and resilience coping skills to teach in a more equitable and inclusive way.
We have learned much from the remote teaching and learning challenges experienced in the spring and fall semesters, thanks to feedback from students, faculty, and staff. In the following recording, […]
On January 14, 2021, the Teaching + Learning Lab and Open Learning cohosted an IAP panel discussion for faculty and instructors on innovative assessments and assignments for remote subjects. Panelists discussed a spectrum of assessment and assignment options and shared their unique approaches and decision-making processes.
On October 30, 2020, TLL held a panel event for English-as-a-Second-Language (ESL) TAs. This event was conceived and hosted by Jingfan Yang, a Teaching Development Fellow, to introduce ESL TAs […]
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.
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.
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.
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.