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DTSTART;TZID=America/New_York:20260319T140000
DTEND;TZID=America/New_York:20260319T150000
DTSTAMP:20260410T195204
CREATED:20260224T182928Z
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SUMMARY:Leveraging the Power of Feedback for Student Motivation and Equity: An Evidence-Based and Practical Perspective
DESCRIPTION:By Olena/Adobe Stock\n\n\n\nDr. Alison Koenka\, Assistant Professor of Educational Psychology at the University of Oklahoma \n\n\n\nDescription\n\n\n\nAcademic feedback–or messages provided to learners about their performance–is a powerful tool that instructors can leverage to boost student learning and motivation and to create more equitable college classrooms. High-quality feedback provides learners with valuable information about their current performance and guidance on how to improve. However\, researchers have found that many students fail to engage with feedback or respond negatively to it\, especially when it is negative or critical. Subsequently\, feedback can either support or hinder students’ learning and motivation\, as well as the overall rigor and equity of the classroom environment. \n\n\n\nDr. Alison Koenka will broaden our understanding of feedback\, presenting it as a multi-level phenomenon that goes beyond comments on graded assignments. She will share research on how different forms of feedback shape students’ motivation and learning\, and how students engage with feedback. The talk will conclude with actionable suggestions to enhance the effectiveness of feedback provided to students and to support students’ engagement with feedback. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Alison Koenka is an Assistant Professor of Educational Psychology at the University of Oklahoma. She holds a BA in Psychology from McGill University and a Ph.D. in Developmental Psychology from Duke University. Koenka completed her postdoctoral training in Educational Psychology at The Ohio State University. Her research explores students’ motivation in STEM across secondary school and higher education settings. Dr. Koenka’s lab pursues these interests through two interrelated lines of inquiry. First\, she and her students investigate the motivational consequences of academic feedback\, including spontaneous interactions occurring between teachers and students\, grades and written feedback\, and implicit\, enduring feedback that often occurs at curriculum and/or policy levels (e.g.\, mathematics tracking). Second\, her lab conducts work that centers on the motivational experiences of youth from understudied populations. This research has been funded by the William T. Grant Foundation\, the American Educational Research Association\, and the American Psychological Association. \n\n\n\nDr. Koenka was ranked as a top-producing early-career scholar in educational psychology journals from 2015-2021; she was also identified in 2024 as a Top-Cited Global Researcher by Stanford University and Elsevier Repository. Dr. Koenka is the 2025 recipient of the Jeannine Rainbolt College of Education Early Career Award for Excellence in Graduate Student Mentoring and is the 2024 recipient of the Jeannine Rainbolt College of Education Pre-Tenure Faculty Award.
URL:https://tll.mit.edu/event/leveraging-the-power-of-feedback/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/02/Event-image.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260224T140000
DTEND;TZID=America/New_York:20260224T150000
DTSTAMP:20260410T195204
CREATED:20260112T195043Z
LAST-MODIFIED:20260128T220511Z
UID:11434-1771941600-1771945200@tll.mit.edu
SUMMARY:What Happens in the Classroom is the Main Event
DESCRIPTION:Photo: MIT Image Library\n\n\n\nDr. Carlo Rotella\, Professor of English\, American Studies\, and Journalism at Boston College \n\n\n\nDescription\n\n\n\nWhat happens in the classroom is getting more\, not less\, cutting-edge all the time. Face-to-face teaching and learning become rarer and more valuable with each advance in educational technology. At the same time\, the higher-ed classroom is a black box in our culture. There’s no lack of strong opinions about what happens or doesn’t happen there\, but not enough practical discussion of the details. This talk is about those details\, especially the mechanics of classroom citizenship and the importance of building a community of inquiry. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Carlo Rotella\, Professor of English\, American Studies\, and Journalism at Boston College \n\n\n\nCarlo Rotella is a professor of English\, American Studies\, and Journalism at Boston College. He writes regularly for the New York Times Magazine — most recently an essay on teaching English in the age of AI — and his work has also appeared in the New Yorker and Best American Essays. A recipient of a Guggenheim fellowship\, U.S. State Department grants to lecture in China and Bosnia\, and the Whiting Writers Award\, he has written books about the postindustrial city\, boxing\, blues\, and urban literature and film\, among other subjects. His latest book\, What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics\, is about what happens in the classroom.
URL:https://tll.mit.edu/event/what-happens-in-the-classroom-is-the-main-event/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/01/Main-Event_featured-2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251113T150000
DTEND;TZID=America/New_York:20251113T160000
DTSTAMP:20260410T195204
CREATED:20251023T160513Z
LAST-MODIFIED:20251027T135947Z
UID:11133-1763046000-1763049600@tll.mit.edu
SUMMARY:Compass: An Experiment in Collaboration
DESCRIPTION:Lily Tsai\, Ford Professor of Political ScienceAdam Albright\, Professor of LinguisticsEmily Richmond Pollock\, Associate Professor of Music.Leeland Fredlund\, Senior Research Support Associate – Compass Course \n\n\n\nCompass: An Experiment in Collaboration\n\n\n\n\n\n\n\nDescription\n\n\n\nLast spring\, the School of Humanities\, Arts\, and Social Sciences (SHASS) launched the pilot of its new multidisciplinary offering\, 21.01 Compass Course: Love\, Death\, and Taxes: How to Think–and Talk to Others–About Being Human. The course is designed to expose students with the tools of the humanities and social sciences to consider persistent moral and social questions central to the human experience\, ultimately guiding them in shaping the kind of humans they want to be and the society they wish to help create. Compass is the result of a multi-year collaboration involving over 30 faculty from 19 departments\, led by a core SHASS team and a student advisory board. Members of the Compass team\, including Lily Tsai\, Adam Albright\, Emily Richmond Pollock\, and Leela Fredlund\, will discuss the challenges and rewards of large collaborations. They will show how collaborative design resulted in a Compass pedagogy that highlights the unexpected results of multidisciplinary conversations and fosters faculty vulnerability through the teaching of unfamiliar topics\, transforming the class into a true collaboration between faculty and students. \n\n\n\nAll are welcome. Registration is required. \n\n\n\n\n\n\n\n\n\nAbout the Speakers\n\n\n\n\n\n\n\n\n\n\n\nLily L. Tsai is the Director and Founder of the MIT Governance Lab (MIT GOV/LAB) and the Ford Professor of Political Science at the Massachusetts Institute of Technology (MIT)\, as well as the former Chair of the MIT Faculty. Her research focuses on accountability\, governance\, and political participation in developing contexts\, particularly in Asia and Africa. In 2014\, she founded MIT GOV/LAB\, a group of social and behavioral scientists and design researchers who develop and test innovations in citizen engagement and government responsiveness. By focusing on how and why citizens become active in engaging their governments\, Tsai aims to bridge researcher and practitioner communities by developing learning collaborations that can respond to governance challenges using empirical evidence in real time. Tsai has written two books\, When People Want Punishment: Retributive Justice and the Puzzle of Authoritarian Popularity\, and Accountability Without Democracy: Solidarity Groups and Public Goods Provision in Rural China\, as well as articles in The American Political Science Review\, The Journal of Politics\, Comparative Political Studies\, Political Behavior\, Comparative Politics\, and World Development. \n\n\n\n\n\n\n\n\n\n\n\n\n\nEmily Richmond Pollock is an Associate Professor of Music. Emily’s research focuses particularly on conservatism\, the historicization of modernist musical value\, operatic institutions\, and the relationship between modern musical style and convention. Emily joined Music and Theater Arts in 2012 and regularly teaches 21M.011 Introduction to Western Music and courses on opera\, the twentieth century\, and the symphonic repertoire\, as well as the Advanced Seminar for music majors. She is currently the music major advisor and has served in the past as a Burchard Faculty Fellow and as an advisor to first-years and music concentrators. She remains an active amateur oboist\, performing with the Cambridge Symphony Orchestra and the Mercury Orchestra. \n\n\n\n\n\n\n\n\n\n\n\n\n\nAdam Albright received his BA in linguistics from Cornell University in 1996 and his Ph.D. in linguistics from UCLA in 2002. He was a Faculty Fellow at the University of California\, Santa Cruz from 2002-2004\, and is currently a Professor at MIT. His research interests include phonology\, morphology\, and learnability\, with an emphasis on using computational modeling and experimental techniques to investigate issues in phonological theory. Other interests include: Yiddish phonology and morphology; Lakhota phonology and morphology (and many other topics in Lakhota); and the proper treatment of historical change within Optimality Theory.
URL:https://tll.mit.edu/event/compass-an-experiment-in-collaboration/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/10/Featured-image.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251023T120000
DTEND;TZID=America/New_York:20251023T130000
DTSTAMP:20260410T195204
CREATED:20250916T215440Z
LAST-MODIFIED:20250930T202234Z
UID:10914-1761220800-1761224400@tll.mit.edu
SUMMARY:Doing “All the Things”: Leveraging Data\, Collaboration\, and Evidence-based Design to Transform Gateway Courses
DESCRIPTION:Image by alswart / Adobe Stock\n\n\n\nDr. Denise Galarza Sepúlveda\, Director of the University of Michigan’s Foundational Course Initiative (FCI) at the Center for Research and TeachingDr. Heather Rypkema\, Head of Learning Analytics at the Center for Research on Learning and Teaching (CRLT) and Associate Director of FCI\, University of MichiganDr. Alicia Romero\, Lecturer III\, Department of Statistics\, University of Michigan \n\n\n\nDescription\n\n\n\nGateway courses play a crucial role at most institutions. They can be students’ only exposure to a discipline\, or a make-or-break experience that can alter their chosen career paths. For faculty and instructional teams\, teaching these courses can feel like having to do “all the things.” There is the crush of content as they prepare students to succeed in different downstream courses\, challenges in integrating active learning and authentic assessments\, heavy logistical demands\, and structural and resource constraints. Given these issues\, the task of redesigning these large gateway courses can feel unmanageable or even impossible for faculty. In this talk\, Drs. Galarza Sepúlveda and Rypkema will share a model that addresses the complexity of teaching and learning in these courses with a multifaceted and sustainable approach. This model is exemplified in the University of Michigan’s Foundational Course Initiative (FCI)\, which provides faculty with the resources\, support\, and design expertise to help them make high-impact changes while moving away from feeling they have to do “all the things.” Additionally\, Dr. Alicia Romero will join the discussion to share her experience teaching the FCI redesigned course for STATS 250. Introduction to Statistics and Data Analysis. They will also discuss FCI’s course reports and provide redesign project examples from an array of FCI-partnering courses\, including Physics\, Engineering\, Earth and Environmental Sciences\, and Statistics. \n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speakers\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nDenise Galarza Sepúlveda is the Director of the University of Michigan’s Foundational Course Initiative (FCI)\, which provides faculty with the resources\, support\, and design expertise needed to create transformative learning experiences in large gateway courses. Dr. Galarza Sepúlveda establishes the program’s strategic priorities\, leads partnership recruitment efforts\, and manages a talented team of consultants dedicated to redesigning gateway courses. She also contributes strategic direction to the Center for Research on Learning and Teaching as part of its Senior Leadership Team. Before joining CRLT\, she served as director of the community-based learning office in the Division of Undergraduate Education at UM’s College of Literature\, Science\, and the Arts. \n\n\n\nDr. Galarza Sepúlveda received her Master’s degree from Purdue and her Ph.D. from Emory University\, both in Spanish. Prior to Michigan\, she held a faculty position for twelve years in Lafayette College’s Department of Foreign Languages and Literatures. At Lafayette\, she also chaired the Latin American and Caribbean Studies Program. Throughout her career\, she has received curricular design grants\, teaching awards\, and secured an endowment to support high-impact learning programs. \n\n\n\n\n\n\n\n\n\n\n\n\n\nDr. Heather Rypkema is Head of Learning Analytics at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan\, as well as an Associate Director with the Foundational Course Initiative (FCI). She earned her Ph.D. in Chemical Physics from Harvard University and held faculty positions in Chemistry and Climate Science before transitioning to her current role at the interface of teaching and data analytics in 2018. She supports course and curricular design efforts through data collection\, analysis\, and triangulation of databases that include institutional\, LMS\, instructional technology\, and survey data. \n\n\n\n\n\n\n\n\n\n\n\n\n\nDr. Alicia Romero is a Lecturer III in the Department of Statistics at the University of Michigan\, where she leads STATS 250\, one of the university’s largest undergraduate courses with more than 2\,000 students each semester. She coordinates a large instructional team and has spearheaded major innovations through the Foundational Course Initiative\, including the integration of structured group work during lecture. She serves on the Undergraduate Curriculum Committee and advises undergraduate students. In 2024\, she was named a finalist for the Provost’s Teaching Innovation Prize.
URL:https://tll.mit.edu/event/doing-all-the-things/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/09/Featured-image.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250514T140000
DTEND;TZID=America/New_York:20250514T150000
DTSTAMP:20260410T195204
CREATED:20250415T184330Z
LAST-MODIFIED:20250609T192133Z
UID:10282-1747231200-1747234800@tll.mit.edu
SUMMARY:Building a Better Learning Experience: Using Student Data to Enhance Active Learning for Neurodivergent Students
DESCRIPTION:Image: Premium Graphics /Adobe Stock\n\n\n\nDr. Mariel Pfeifer\, Assistant Professor of Biology at the University of Mississippi \n\n\n\nDescription \n\n\n\nThis talk will present findings from research about optimizing active learning to better serve neurodivergent STEM learners. Attendees will leave with concrete takeaways\, including a general and a specific teaching tip that they can integrate into their courses to foster a more supportive learning environment for all students. Attendees will also receive additional resources to support future pedagogical decision-making. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nMariel Pfeifer is an Assistant Professor of Biology at the University of Mississippi. She is dedicated to promoting access to STEM fields for students and faculty with disabilities. Mariel earned her Ph.D. in Plant Biology from the University of Georgia\, where she received both an NSF Graduate Research Fellowship and an ARCS Foundation award. As a trained biology education researcher and cell biologist\, she aims to leverage her expertise in research\, teaching\, and mentoring to help eliminate barriers in STEM education.
URL:https://tll.mit.edu/event/building-a-better-learning-experience-ss-05-25/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/04/Pfeifer_event-news.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250318T150000
DTEND;TZID=America/New_York:20250318T160000
DTSTAMP:20260410T195204
CREATED:20250123T193731Z
LAST-MODIFIED:20250123T193733Z
UID:9780-1742310000-1742313600@tll.mit.edu
SUMMARY:Grading for Growth: Toward More Humane\, Authentic\, and Trustworthy Ways to Evaluate Student Work
DESCRIPTION:Image: 994yellow/Adobe Stock\n\n\n\nDr. Robert Talbert\, Professor of Mathematics and Senior Faculty Fellow for Learning Futures at Grand Valley State University \n\n\n\nDescription \n\n\n\nGrading as we know it is significantly broken. The traditional approach involving one-and-done assessment\, points\, partial credit\, and averaging is demotivating for students\, demoralizing for faculty\, time-consuming\, disconnected from science\, and of questionable statistical validity. But it is changeable\, and in fact there is no better time than now to explore alternatives that prioritize student growth and align better with how humans learn. In this talk\, we will explore the history and issues of traditional grading\, propose a framework for “alternative” grading practices\, and see how to implement alternative grading without massive requirements of time or energy. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nRobert Talbert is a Professor of Mathematics and Senior Faculty Fellow for Learning Futures at Grand Valley State University in Allendale\, Michigan. He holds a Ph.D. in Mathematics from Vanderbilt University. Through over 25 years of being a classroom instructor\, Robert has experimented with and advocated for research-based\, student-focused innovation in teaching and learning. He was an early adopter of computer-based learning in mathematics and helped to pioneer the use of flipped instruction at the college level. He turned these experiences into a blog\, Casting Out Nines\, in 2006 which catalyzed a global online community around instructional innovation. \n\n\n\nIn addition to his teaching responsibilities\, Robert holds the position of Senior Faculty Fellow for Learning Futures at Grand Valley State\, where he works on behalf of the university president to coordinate institution-wide pedagogical innovation projects. He is the author of Flipped Learning: A Guide for Higher Education Faculty and the co-author (with his GVSU colleague Dr. David Clark) of Grading For Growth\, and gives keynote addresses and workshops to faculty groups throughout the US and abroad. His continued writing projects include the Grading For Growth Substack and Intentional Academia\, a Substack publication about productivity and purpose in higher education. \n\n\n\nRobert lives in western Michigan with his wife\, teenage children\, and three cats. On weekends and evenings\, you can find him playing bass in one of four bands he belongs to in the Grand Rapids area.
URL:https://tll.mit.edu/event/grading4growth-3-25/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/01/Talbert_featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250220T130000
DTEND;TZID=America/New_York:20250220T140000
DTSTAMP:20260410T195204
CREATED:20250117T190441Z
LAST-MODIFIED:20250123T151334Z
UID:9685-1740056400-1740060000@tll.mit.edu
SUMMARY:Belonging and Motivation Go Hand-in-Hand: Evidence-Based Practice for Understanding and Regulating Student Belonging for Academic Success
DESCRIPTION:Image: Shoemixer/Adobe Stock \n\n\n\nDr. Jill Allen\, Associate Dean for Strategic Initiatives; Associate Professor of Psychology\, Drake University \n\n\n\nDescription \n\n\n\nThis presentation integrates theoretical\, methodological\, and applied perspectives on the interplay between belonging and motivation in higher education. Drawing on the Motivational Experiences Model (Thoman et al.\, 2013) and novel approaches to capturing the fluctuating nature of belonging (“experience sampling methodologies”)\, this talk will describe possible interventions which elevate the motivational experience of students and subsequently increase their belonging and academic persistence (e.g.\, Allen et al.\, 2021). At a time when higher education’s value is questioned\, this talk is tailored to educators seeking to help students foster a sense of inclusion and connection\, both within and outside their classes\, which sustains students’ passion for learning and research in higher education. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Allen is currently an Associate Professor of Psychology at Drake University in Des Moines\, Iowa. Since 2015\, Dr. Allen has served Drake University in a variety of faculty roles\, including the Director of the Slay Fund for Social Justice (since 2023) and Associate Dean of Strategic Initiatives in the College of Arts and Sciences (since 2024). \n\n\n\nHer primary field of study is social psychology. Dr. Allen teaches courses in experimental social psychology\, psychology of prejudice and diversity\, psychology of gender\, and research methods in psychology. Her research program examines the consequences of stereotyping and sexual objectification on motivation and behavior. Current research focuses on increasing gender\, ethnic\, and socioeconomic diversity within STEM-fields (through belonging interventions) and reducing the negative effects of sexual objectification on women and girls. \n\n\n\nDr. Allen earned her B.A. in psychology and community sociology from Wartburg College (a small\, liberal arts institution in Iowa)\, her M.S. in Applied Psychology from Montana State University (a mid-sized land-grant institution in southwest Montana)\, and her Ph.D. in Psychology from the University of Nebraska-Lincoln (Midwestern R1)\, with a certificate in Women’s and Gender Studies.
URL:https://tll.mit.edu/event/belonging-and-motivation-go-hand-in-hand/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/01/Allen-featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241204T140000
DTEND;TZID=America/New_York:20241204T150000
DTSTAMP:20260410T195204
CREATED:20241108T201229Z
LAST-MODIFIED:20241113T152509Z
UID:9210-1733320800-1733324400@tll.mit.edu
SUMMARY:Uncovering the Hidden Curriculum in Engineering: Implications for Educational Practice
DESCRIPTION:When the hidden curriculum is unaddressed or acknowledged in learning and working environments\, unintended consequences can occur among learners (e.g.\, student attrition\, low sense of belonging\, demotivation towards the profession). In the engineering classroom\, research has shown that an unattended hidden curriculum negatively impacts how students perceive the engineering discipline and their fit to the field. With small changes in educational practices\, hidden curriculum can be flipped to promote student motivation\, performance\, and persistence. Dr. Idalis Villanueva Alarcón\, Associate Chair and Professor in the Department of Engineering Education at the University of Florida will provide a brief overview of the hidden curriculum in engineering education and provide simple\, practical tips and strategies in engineering education practice. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nIdalis Villanueva Alarcón\, Ph.D.\, joined the Engineering Education Department in the University of Florida at Gainesville in summer 2020 as an Associate Professor. Prior to this position\, she was an Assistant Professor of Engineering Education at Utah State University and before that\, she was a Lecturer in the Fischell Department of Bioengineering at the University of Maryland at College Park. She has a Ph.D. in Chemical and Biological Engineering from the University of Colorado-Boulder and a postdoctoral degree in Analytical Cell Biology from the National Institutes of Health. Her research interests include hidden curriculum in engineering\, mentoring of minoritized students and faculty in science and engineering\, and study of motivation and learning pathways in science and engineering education using mixed- and multi-modal tools (biological and physiological). In 2019\, she received the Presidential Early Career Award for Scientists and Engineers (PECASE) award for her 2017 NSF CAREER project on hidden curriculum in engineering. Most recently\, she received the Educator Achievement Award – Higher Education in the 2024 Society of Hispanic Professional Engineers (SHPE) Technical Achievement and Recognition (STAR) Awards.
URL:https://tll.mit.edu/event/uncovering-the-hidden-curriculum-in-engineering-implications-for-educational-practice/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/11/Hidden_cur_eng.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241029T130000
DTEND;TZID=America/New_York:20241029T140000
DTSTAMP:20260410T195204
CREATED:20241008T174435Z
LAST-MODIFIED:20241018T192230Z
UID:9056-1730206800-1730210400@tll.mit.edu
SUMMARY:Teaching During Tense Political Times: Acknowledging the Election in the Classroom
DESCRIPTION:Ray Feller\, Associate Dean & Director of Student Support ServicesJane Abbott\, Lecturer\, Comparative Media Studies\n\n\n\nPlease join MIT’s Ray Feller and Jane Abbott for an insightful talk on how faculty and instructors can navigate discussions around the 2024 election in today’s polarized political climate. This session will explore strategies for fostering inclusive and respectful classroom discourse\, where diverse viewpoints are welcomed and civil dialogue is emphasized. The talk will also address ways to support both student and faculty wellbeing\, providing tools and resources to create a constructive\, inclusive learning environment during this challenging time. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speakers\n\n\n\nPrior to coming to MIT\, Ray Feller spent ten years in Community Mental Health\, where she worked with people from the ages of 4 to 88. She has worked with students in school settings\, including the whole educational spectrum: K-12 and higher ed. Ray is particularly interested in empowering students to become successful self-advocates at MIT and\, later\, in “real life.” \n\n\n\n\n\n\n\n\n\n\n\n\n\nJane Abbott came to MIT after eighteen years in industry\, where she worked with teams and individuals to improve collaboration. Her focus is on how to produce communication that is effective and authentic; in particular\, how listening in its many guises guides the ways in which we write\, speak\, meet\, lead\, influence\, and collaborate.
URL:https://tll.mit.edu/event/election-2024/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/10/Feller-Abbott_featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240925T130000
DTEND;TZID=America/New_York:20240925T140000
DTSTAMP:20260410T195204
CREATED:20240830T202713Z
LAST-MODIFIED:20240909T193645Z
UID:8772-1727269200-1727272800@tll.mit.edu
SUMMARY:Rethinking Rigor: Challenging Students & Supporting Meaningful Learning
DESCRIPTION:This talk will invite you to re-think our assumptions about how and why we challenge our students and encourage reflection on the most effective ways to promote genuine and powerful learning. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Kevin Gannon is Director of the Center for the Advancement of Faculty Excellence and Professor of History at Queens University of Charlotte in North Carolina. A longtime faculty member\, program director\, and department chair\, he now directs a whole-career faculty development center and supports his colleagues in improving teaching and learning\, producing scholarly and creative work\, and developing as faculty and academic leaders. He is the author of Radical Hope: A Teaching Manifesto (2020).
URL:https://tll.mit.edu/event/how-to-promote-genuine-and-powerful-learning/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2024/08/Powerful-Learning.png
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240424T140000
DTEND;TZID=America/New_York:20240424T150000
DTSTAMP:20260410T195204
CREATED:20240318T143742Z
LAST-MODIFIED:20240318T143843Z
UID:7951-1713967200-1713970800@tll.mit.edu
SUMMARY:Creating a Classroom Climate that Supports Student Engagement in Active Learning
DESCRIPTION:Dr. Sarah Eddy\, University of Minnesota\n\n\n\nActive learning classrooms ask students to engage with coursework differently than traditional classrooms. Not only do they ask students to invest more effort into directly engaging with the content\, they often require students to work collaboratively with their peers while learning. The risk “getting it wrong” in front of their peers can prevent some students from fully engaging in active learning classrooms. Instructors can generate student buy-in and foster students’ willingness to take risks through classroom climate. Classroom climate can be characterized by the values\, norms\, and relationships present in a course. In this talk\, we will explore the ways in which instructors can foster student engagement in active learning by emphasizing the relevance of content\, setting norms that encourage mastery goals and peer cooperation\, and developing high-quality instructor-student relationships. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Sarah Eddy is Associate Professor of Biology Teaching and Learning in the College of Biological Sciences at the University of Minnesota-Twin Cities. They received a B.S. in Biological Sciences from Purdue University and a Ph.D. in Zoology from Oregon State University. Sarah completed a postdoctoral scholarship in biology education at the University of Washington. Trained as a behavioral ecologist\, Sarah has shifted from studying behavior in a field setting to behavior in college classrooms. Their lab engages in rigorous research to generate data and resources that support science instructors in creating content and course climates that promote student belonging\, motivation\, and a sense that their unique backgrounds and experiences are a strength within science. In addition to scholarly publications\, Sarah’s work has been featured in the New York Times\, The Atlantic\, Science\, and Insight into Diversity.
URL:https://tll.mit.edu/event/creating-a-classroom-climate-that-supports-student-engagement-in-active-learning/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/03/Climate_featured.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240410T140000
DTEND;TZID=America/New_York:20240410T150000
DTSTAMP:20260410T195204
CREATED:20240215T151355Z
LAST-MODIFIED:20240315T172024Z
UID:7849-1712757600-1712761200@tll.mit.edu
SUMMARY:Beyond Content: Teaching for Civic Participation and Engagement
DESCRIPTION:Image by Gerd Altmann from Pixabay\n\n\n\nDr. Bryan Dewsbury\, Florida International University\n\n\n\nDr. Bryan Dewsbury will explore the ways in which we can reconnect our classroom practice with the values\, behaviors and mindsets needed for a socially just society. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nBryan Dewsbury is Associate Professor of Biology and Associate Director of the STEM Transformation Institute at Florida International University. He is the Principal Investigator of the Science Education and Society (SEAS) research program\, a team blending research on the social context of teaching and learning\, faculty development of inclusive practices\, and programming to cultivate equity in education. Previously\, he was at the University of Rhode Island. Bryan is a Fellow with the John N. Gardner Institute\, where he assists institutions of higher education cultivate best practices in inclusive education.
URL:https://tll.mit.edu/event/beyond-content-teaching-for-civic-participation-and-engagement/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/02/Dewsbury_-image_featured.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240215T130000
DTEND;TZID=America/New_York:20240215T140000
DTSTAMP:20260410T195204
CREATED:20240108T133000Z
LAST-MODIFIED:20240318T133911Z
UID:7729-1708002000-1708005600@tll.mit.edu
SUMMARY:Climate Across the Curriculum: An Octopus's Journey
DESCRIPTION:Dr. Sandra Goldmark\, Columbia University\n\n\n\nWhat do we need to infuse climate into our courses? Join Sandra Goldmark (Barnard College and Columbia Climate School) for a discussion about climate-responsive teaching in almost any discipline. Goldmark will share her experiences incorporating climate concepts into her theatre courses; expanding climate teaching at Barnard College; and piloting a Climate Ready curriculum at the Columbia Climate School. Participants will be invited to share their own interdisciplinary climate teaching experiences and provide feedback on the Climate Ready framework. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nSandra Goldmark is a designer\, professor\, and circular economy expert. Sandra serves as Senior Assistant Dean for Interdisciplinary Engagement at the Columbia Climate School\, and Director of Sustainability and Climate Action and Associate Professor of Professional Practice at Barnard College. From 2013-2019\, Sandra founded and operated Fixup\, a social enterprise repair service dedicated to healthy and circular patterns of consumption. Sandra is a co-creator of the Sustainable Production Toolkit\, a free climate action and sustainability resource for performing arts organizations\, and serves on the Board of the Hudson Valley Shakespeare Festival. Her work has been featured in The New York Times\, The Wall Street Journal\, MSNBC\, the BBC\, The Sunday Times of London\, The Daily News\, Salon.com\, and many more. A graduate of Harvard College and Yale University\, Sandra is the author of Fixation: How to Have Stuff without Breaking the Planet.
URL:https://tll.mit.edu/event/climate-across-the-curriculum-an-octopuss-journey/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/01/octopus_featured-e1705693732383.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231213T120000
DTEND;TZID=America/New_York:20231213T130000
DTSTAMP:20260410T195204
CREATED:20231113T161540Z
LAST-MODIFIED:20231113T161542Z
UID:7425-1702468800-1702472400@tll.mit.edu
SUMMARY:Balancing High Expectations and Flexibility: Supporting Student and Faculty Mental Health with Compassionate Challenge
DESCRIPTION:Dr. Sarah Rose Cavanagh\, Senior Associate Director for Teaching and Learning in the Center for Faculty Excellence\, Simmons University\n\n\n\n\n\nCo sponsored by DoingWell at MIT\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nJoin us for the final talk of the semester\, with the option to attend a viewing in the Wellbeing Lab located in the newly renovated Student Center.\n\n\n\n\n\n\n\nWhen you ask people to tell a story about their favorite teacher in their educational journey\, they nearly always describe an instructor or coach who was warm\, funny\, empathetic… but challenged them to rise to high expectations of effort and success. We know from motivation research that the best goals are specific and difficult\, as setting a low bar for oneself can be enervating rather than energizing. \n\n\n\nHow can we create classrooms that encourage students to set challenging goals for themselves\, that mobilize energy and stimulate creativity while also being compassionate about the many difficulties our students face to adjust to their learning needs? In this interactive talk\, Sarah Rose Cavanagh will present some research and food for thought based on her most recent book on creating learning environments of compassionate challenge\, ending with practical tips for teaching self-determined seekers of knowledge. \n\n\n\nAbout the Speaker\n\n\n\nSarah Rose Cavanagh is the Senior Associate Director for Teaching and Learning in the Center for Faculty Excellence at Simmons University\, and is an Associate Professor of Practice in the Psychology Department. Before joining Simmons\, she was an Associate Professor of psychology and neuroscience (tenured) at Assumption University\, and served in the D’Amour Center for Teaching Excellence as Associate Director for Grants and Research. Sarah’s research considers the interplay of emotions\, motivation\, learning\, and quality of life. Her most recent research project\, funded by the National Science Foundation\, convenes a network of scholars to develop teaching practices aimed at greater effectiveness and equity in undergraduate biology education. She is author of four books\, including The Spark of Learning: Energizing the College Classroom with the Science of Emotion (2016) and Mind Over Monsters: Supporting Youth Mental Health with Compassionate Challenge (2023). She gives keynote addresses and workshops at a variety of colleges and regional conferences\, blogs for Psychology Today\, and writes essays for venues like Literary Hub and The Chronicle of Higher Education. She’s also on BlueSky too much\, at @SaRoseCav.
URL:https://tll.mit.edu/event/student-and-faculty-mental-health-with-compassionate-challenge/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/11/SRC_event-image.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230510T130000
DTEND;TZID=America/New_York:20230510T140000
DTSTAMP:20260410T195204
CREATED:20230411T132601Z
LAST-MODIFIED:20240628T172147Z
UID:6395-1683723600-1683727200@tll.mit.edu
SUMMARY:Supporting Student Learning Through Metacognitive and Motivational Strategies
DESCRIPTION:Join us for the last talk in our 2022-23 Speaker Series: Reigniting the Spark of Learning\n\n\n\nSupporting Student Learning Through Metacognitive and Motivational Strategies\n\n\n\nDr. Cristina D. Zepeda\, Assistant Professor of Psychology and Human Development\, Vanderbilt University\n\n\n\nAs students advance in their educational trajectories\, there is an increasing demand for them to independently monitor and control their own learning. Two complementary constructs that inform how students regulate their learning are their metacognitive and motivational processes and strategies. Metacognition consists of knowledge and skills that enable learners to monitor their thoughts and take action when they are not learning effectively. Likewise\, motivation is also integral to how learners think about their abilities and motives\, which can impact their learning trajectories through persistence and effort or lack thereof. But how do we support students in engaging in these strategies effectively?The goals of this talk are to: \n\n\n\n\nDescribe how students metacognitively and motivationally regulate their learning.\n\n\n\nProvide concrete examples of how to support these two types of learning strategies in and out of the classroom.\n\n\n\nHighlight how we can equitably and inclusively support students in these endeavors.\n\n\n\n\nAll are welcome!  \n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\n\n\n\n\n\n\n\nCristina D. Zepeda\, Ph.D. (she/her) is an Assistant Professor of Psychology and Human Development at Vanderbilt University\, where she directs the Advancing Learning Lab. Dr. Zepeda received her Ph.D. from the University of Pittsburgh in 2018\, where she worked at the Learning Research and Development Center. From there\, she went on to complete her postdoctoral training in Education and Psychological & Brain Sciences at Washington University in St. Louis. In her research\, Dr. Zepeda applies theories of cognition and motivation to educational practice and investigates how students regulate and adapt their learning processes. In particular\, she examines how metacognition\, motivation\, and other instructional techniques can inform our understanding of learning and transfer with the goal of making education more equitable.
URL:https://tll.mit.edu/event/supporting-student-learning-through-metacognitive-and-motivational-strategies/
LOCATION:Zoom
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/04/Zepeda_event.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230322T153000
DTEND;TZID=America/New_York:20230322T163000
DTSTAMP:20260410T195204
CREATED:20230313T152227Z
LAST-MODIFIED:20240628T172147Z
UID:5980-1679499000-1679502600@tll.mit.edu
SUMMARY:Teaching in the Artificial Intelligence Age of ChatGPT
DESCRIPTION:Image generated by DALL-E using the prompt “a friendly robot writing a paper using unexpected tools”\n\n\n\nJoin us for our next talk in TLL’s Speaker Series: Reigniting the Spark of Learning \n\n\n\nWith the advent of easy-to-use artificial intelligence (AI) text generation tools like ChatGPT\, educators must grapple with this question and what it means for their course and assignment designs. In this practical session\, Dr. Derek Bruff will briefly survey the landscape of AI tools for generating text and other media\, then dive into the teaching choices they present: \n\n\n\n\nWhat changes do we need to make to our learning objectives\, if any\, in light of ChatGPT\, and other AI tools?\n\n\n\nHow can we design assignments that either integrate\, disallow\, or minimize AI tools to meet those learning objectives?\n\n\n\nWhat new norms and policies for academic integrity do we need to develop in an age of AI?\n\n\n\n\nThis session will feature teaching principles and examples of practice to help answer these questions. \n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nDerek Bruff is an educator\, author\, and higher ed consultant. He directed the Vanderbilt University Center for Teaching for more than a decade\, where he helped faculty and other instructors develop foundational teaching skills and explore new ideas in teaching. Bruff consults regularly with faculty and administrators across higher education on issues of teaching\, learning\, and faculty development. Bruff has written two books\, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching (West Virginia University Press\, 2019) and Teaching with Classroom Response Systems: Creating Active Learning Environments (Jossey-Bass\, 2009). He writes a weekly newsletter called Intentional Teaching and produces the Intentional Teaching podcast. Bruff has a PhD in mathematics and has taught math courses at Vanderbilt and Harvard University. \n\n\n\n\n\nArrangements for the appearance of Derek Bruff made through RedBrick Agency\, NY\, NY
URL:https://tll.mit.edu/event/teaching-in-the-artificial-intelligence-age-of-chatgpt/
LOCATION:Zoom
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/03/Teaching-in-AI-age.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230216T140000
DTEND;TZID=America/New_York:20230216T150000
DTSTAMP:20260410T195204
CREATED:20230113T172640Z
LAST-MODIFIED:20240628T172147Z
UID:5373-1676556000-1676559600@tll.mit.edu
SUMMARY:Students' Sense of Belonging Matters: Evidence from Three Studies
DESCRIPTION:Join us for our next talk in TLL’s Speaker Series: Reigniting the Spark of Learning\n\n\n\nOver the last decade\, research examining and documenting the importance of students’ sense of belonging in college has increased substantially. In this workshop\, Dr. Maithreyi Gopalan\, Assistant Professor of Education & Policy\, Penn State University\, will provide a broad overview of this research and the accumulating evidence regarding the critical role that feelings of belonging play in helping students thrive in college. Specifically\, Dr. Gopalan will present examples from three studies she has conducted to unpack the various facets of belonging among college students with a specific eye toward highlighting practice and policy-relevant insights for higher education\, this includes: \n\n\n\n\nTheir significance and linkages with academic outcomes as well as mental health.\n\n\n\nHow students’ sense of belonging has been conceptualized and defined in the literature within the post-secondary context\, and how it varies by student and institutional characteristics.\n\n\n\nA summary of the evidence from particular approaches and interventions used to foster student belonging in colleges.\n\n\n\nReflections on some of the open questions for the field when it comes to fostering students’ sense of belonging in college.\n\n\n\n\nAll are welcome. To receive the Zoom link\, please register via Eventbrite below.  \n\n\n\n \n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\n\n\n\n\n\n\n\nMaithreyi Gopalan is an Assistant Professor of Education and Public Policy at The Pennsylvania State University. She earned a Ph.D. in Public Affairs from Indiana University\, Bloomington. Broadly speaking\, her research interests center on bringing social psychological insights to bear on education and social policy\, writ large. She uses experimental and quasi-experimental research methods to conduct interdisciplinary\, policy-relevant\, research that has a strong focus on examining the causes and consequences of racial and socioeconomic disparities in educational outcomes.
URL:https://tll.mit.edu/event/students-sense-of-belonging-matters-evidence-from-three-studies/
LOCATION:Zoom
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/01/Belonging.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221215T140000
DTEND;TZID=America/New_York:20221215T150000
DTSTAMP:20260410T195204
CREATED:20221119T130658Z
LAST-MODIFIED:20240628T172147Z
UID:5136-1671112800-1671116400@tll.mit.edu
SUMMARY:Leveraging Best Practices to Support Community\, Wellbeing\, and Belonging
DESCRIPTION:Join us for our next talk in TLL’s Speaker Series: Reigniting the Spark of Learning.   \n\n\n\nDuring the pandemic\, many instructors realized the importance of community\, wellbeing\, and belonging in student learning\, and the central role that they themselves played in developing the structures and processes to create supportive and inclusive learning environments. \n\n\n\nIn this talk\, members of the RIC16 Ad Hoc Committee* will discuss their year-long work to understand and document how MIT instructors and faculty fostered community\, wellbeing and belonging during remote teaching and how these strategies continue to be used in classrooms and other learning spaces across campus. TLL’s Director and member of the committee\, Janet Rankin\, will moderate. \n\n\n\nAll are welcome! \n\n\n\nFor Zoom details\, please register via Eventbrite below. \n\n\n\n\n\n\n\n\n\nPanel\n\n\n\n\n\n\n\n\n\n\n\nKatrina LaCurts Senior Lecturer & Undergraduate Officer\, Electrical Engineering & Computer Science. (EECS) Katrina’s academic interests lie in the intersection of computer systems and society. She specializes in teaching large undergraduate systems courses. and currently\, teaches 6.02 (Introduction to EECS via Communication Networks)\, 6.033 (Computer Systems Engineering)\, and 6.S057 (Computer Systems and Society). LaCurts received the inaugural School of Engineering Distinguished Educator Award. LaCurts received her MS and PhD in CS from MIT. \n\n\n\n\n\n\n\n\n\n\n\nDavid McGee\, Associate Professor\, Earth\, Atmospheric & Planetary Science. (EAPS) David came to MIT in 2012 after graduate studies at Tulane and Columbia Universities and a postdoc at the University of Minnesota. Prior to grad school\, he taught secondary school science for 6 years. Outside of the lab group\, he directs the Terrascope first-year learning community and serves as the departmental faculty lead for diversity\, equity and inclusion. \n\n\n\n\n\n\n\n\n\n\n\nMeghan Perdue\, MITx Digital Learning Scientist\, School of Humanities\, Arts\, and Social Sciences. (SHASS) Meghan Perdue is the Digital Learning Scientist for the School of Humanities\, Arts and Social Sciences. She works to produce innovative massive open online courses for SHASS. She also works with faculty to incorporate best practices from digital learning technologies into residential courses. She does research on a variety of topics looking at improving pedagogy in online learning\, and is currently finishing a Doctorate in Education at Northeastern. \n\n\n\n\n\n\n\n\n\n\n\nKrishna Rajagopal\, William A. M. Burden Professor of Physics. Professor Rajagopal’s research areas are quantum gravity and field theory\, strong interactions and Nuclear Theory. Professor Rajagopal did his undergraduate work at Queen’s University in Kingston\, Canada. He then spent one year at Caltech before coming to MIT in 1997. He became the Associate Head of the Department of Physics in 2009\, served as the Chair of the MIT faculty from 2015 to 2017 and as MIT’s Dean for Digital Learning from 2017 to 2021. \n\n\n\n\n\n\n\n*The committee was formed in response to a recommendation from RIC16 (Undergraduate and Graduate Living and Learning Refinement and Implementation Committee) of Task Force 2021 and Beyond. \n\n\n\nThe full report of the ad hoc committee is available on TLL’s website\, and is featured in a recent MIT News article about the work of the committee.
URL:https://tll.mit.edu/event/leveraging-best-practices-to-support-community-wellbeing-and-belonging/
CATEGORIES:Speaker Series
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