Student Wellbeing

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Leveraging Best Practices to Support Community, Wellbeing & Belonging
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Additional Resources from TLL’s December Speaker Series Talk General Office of Student Wellbeing (DSL) DoingWell.mit.edu (DSL) Flipping Failure (TLL) Community Wellness at MIT (MIT Medical) TLL blog posts and pages […]

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Fostering Academic Wellbeing in the Classroom
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By creating a supportive culture through class practices, norms, and policies, faculty and instructors can play a vital role in supporting students’ well-being in the classroom. In addition, faculty and instructors can help students understand how well-being affects all aspects of their experiences inside and outside the classroom.

Creating Learning Environments to Support Student Motivation Post-Pandemic
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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.

Mid-semester Formative Feedback
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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.

Addressing difficult events in the classroom
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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.

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Inclusive teaching at MIT highlighted in Festival of Learning panel
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This post highlights concrete ways that Arathi Mehrotra, Peter Dourmashkin, and Canan Dağdeviren have created learning environments where all students feel welcomed, supported, and valued as they learn, as shared in a panel on Inclusive Instructional Practices at the Festival of Learning 2022.

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.