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DTSTART;TZID=America/New_York:20240215T130000
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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:20260420T103946
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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DTSTART;TZID=America/New_York:20230510T130000
DTEND;TZID=America/New_York:20230510T140000
DTSTAMP:20260420T103946
CREATED:20230411T132601Z
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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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DTSTART;TZID=America/New_York:20230322T153000
DTEND;TZID=America/New_York:20230322T163000
DTSTAMP:20260420T103946
CREATED:20230313T152227Z
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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:20260420T103946
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:20260420T103946
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
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/11/Belonging_tree_thumbnail.jpg
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