TLL Speaker Series

How active learning can improve inequities in STEM
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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.

How Instructors Can Support Student Well-being
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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.

Assessments & Assignments for Remote Learning
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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.

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.

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.

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.

Optimize Your Mentoring Practice
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On Monday, January 13, 2020, we hosted Dr. Christine Pfund who presented how to use the science of effective mentorship to optimize your mentoring practice.

The Power of Daily Mentoring
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In this interactive session on Tuesday, October 29, 2020, participants explored research-based, practical strategies to improve your day-to-day mentoring.

Supporting the Whole Student
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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.