On Thursday, December 15, TLL hosted members of the RIC16 Ad Hoc Committee to discuss their year-long work to understand and document how MIT instructors and faculty fostered community, wellbeing, […]
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.
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.
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.
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.
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.