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DTSTART;TZID=America/New_York:20221006T130000
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DTSTAMP:20260403T185214
CREATED:20220914T211431Z
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UID:4844-1665061200-1665064800@tll.mit.edu
SUMMARY:Rigor as Inclusive Practice
DESCRIPTION:Dr. Jamiella Brooks (U Penn) and Dr. Julie McGurk (Yale) will discuss how inclusive teaching\, by definition\, promotes academic rigor. \n\n\n\nDo you worry that you need to forfeit rigor to create an inclusive learning environment? Evidence suggests that true inclusion necessitates rigor to empower all of our students to grow\, build on their strengths\, and learn. Incorrect assumptions that rigor and inclusion are in opposition lead to teaching practices that are neither inclusive nor equitable and that lead to unnecessary stress. This interactive workshop will illuminate the ways that the term “rigor” is often misused or misunderstood\, and will guide participants to a more inclusive\, substantive\, (and dare we say\, more rigorous!) enactment of rigor in their teaching. \n\n\n\n  \n\n\n\n\n\n\n\nThis event is hosted by the Teaching + Learning Lab \n\n\n\n\n\n\n\nGuest Speakers\n\n\n\n\n\n\n\n\n\n\n\n\nJamiella Brooks\, Ph.D.\, brings over ten years of professional experience at the intersection of higher education and advancing diversity\, equity\, inclusion\, and justice through training\, outreach\, scholarship programs\, and affinity groups. Currently\, she is the Director of Student Equity & Inclusion Initiatives at the University of Pennsylvania Carey Law School. Jamiella earned her Ph.D. in French Literature at University of California\, Davis and has served as a Fulbright Teaching Assistant in France\, and was a scholar in both McNair and Mellon Fellows programs. \n\n\n\nShe is the author of several articles\, including “Dissertating While Parenting: Not a Contradiction;” “Academia as Violence\,” in the 2020 second edition of Presumed Incompetent: Race\, Class\, Power\, and Resistance of Women in Academia; and an article in Faculty Focus\, “A Call to Interrogate Educational Development for Racism and Colonization.” \n\n\n\n\n\n\n\n\n\n\n\n\nJulie McGurk\, Ph.D.\, is currently the Director of Faculty Teaching Initiatives\, Poorvu Center for Teaching and Learning at Yale University\, where she consults with faculty and runs various teaching workshops in collaboration with the rest of the Faculty Teaching Initiatives team. She is a Neuroscientist by training\, with a B.S. from the University of Pittsburgh and a Ph.D. from Johns Hopkins University. As a postdoc at the University of Pennsylvania\, Julie taught at Rutgers-Camden through the PennPORT program\, a program dedicated to promoting diversity and inclusion in STEM through teaching. Julie then worked at the University of Pennsylvania’s Center for Teaching and Learning for 9 years\, where she taught large lecture\, small active learning\, and online courses.
URL:https://tll.mit.edu/event/rigor-as-inclusive-practice/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/09/SS_Inclusion-Rigor_Oct22.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220814T000000
DTEND;TZID=America/New_York:20220814T235959
DTSTAMP:20260403T185214
CREATED:20220726T190007Z
LAST-MODIFIED:20240628T171816Z
UID:4421-1660435200-1660521599@tll.mit.edu
SUMMARY:Fall 2022 KTCP
DESCRIPTION:Applications for fall 2022 OPEN NOW through August 14\n\n\n\n\n\nThe Kaufman Teaching Certificate Program (KTCP) is an interactive workshop series intended for late-program graduate students and postdocs interested in academic careers or developing skills to support their teaching at MIT. The program was named in 2014 to honor Stephen P. Kaufman\, a long-time supporter of the Teaching + Learning Lab.  \n\n\n\nThe application includes these two short-answer questions. You may wish to draft your answers (1500 character limit for each) before beginning your application. \n\n\n\nDescribe your teaching responsibilities in the next two semesters (If applicable).In addition to learning about teaching practices in general\, what are two specific goals that motivate you to apply for this program?\n\n\n\nTo learn more\, review the program schedule\, and find answers to frequently asked questions\, please see our dedicated KTCP page. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli at book@mit.edu. \n\n\n\nPriority will be given to applicants who will have fewer future opportunities to participate in the program (e.g.\, final year grad students\, postdocs\, etc.)  \n\n\n\nApplications must be received by 11:59 PM ET on August 14. To apply\, click on the button below. \n\n\n\nAPPLY
URL:https://tll.mit.edu/event/ktcp-fall-2022/
LOCATION:Virtual
CATEGORIES:KTCP
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/11/KTCP-Grad-Celebration136-1024x512-1.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220515T235900
DTEND;TZID=America/New_York:20220515T235900
DTSTAMP:20260403T185214
CREATED:20220425T153000Z
LAST-MODIFIED:20220510T151949Z
UID:4089-1652659140-1652659140@tll.mit.edu
SUMMARY:Teaching Development Fellowship 2022-2023
DESCRIPTION:Photo by Yuhan Du\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nApplication deadline:\n\n\n\n\n\nApplications are now open for the 2022-2023 Cohort of Teaching Development Fellows. The deadline for applying is Sunday\, May 15\, at 11:59 pm (ET). \n\n\n\nInformation session:\n\n\n\n\n\nThe video below is a recording of a recent information session on the Network and the application process. Sides for this session can be accessed here. \n\n\n\nAbout the fellowship:\n\n\n\nFellows work within an interdisciplinary network of peers dedicated to teaching and learning. They receive training and mentorship in teaching from TLL in order to design and lead independent\, department-based workshops and events (in-person or remote) aimed at improving teaching skills among MIT’s grad students.  \n\n\n\nThe Fellowship requires a time commitment of 8-10 hours/month. Fellows are appointed for one academic year and receive a $200/month stipend supplement for 10 months (September 2022 – June 2023) for their contributions to the program.  \n\n\n\nEligibility requirements:\n\n\n\nApplicants must be graduate students in good academic standing with at least one semester of teaching or TA experience. Priority will be given to applicants who demonstrate a commitment to developing a community of evidence-based and reflective teaching in their departments\, have additional teaching experience\, and/or have already completed the Kaufman Teaching Certificate Program (KTCP)\, Grad Teaching Development Tracks\, or equivalent training.*  \n\n\n\nSelected applicants who have not previously completed KTCP will receive additional training during summer 2022 before beginning the program.  \n\n\n\n* Examples of equivalent training are achieving an undergraduate or graduate degree in education\, or completing the CIRTL MOOC\, NSF GK12 program\, or MIT Scheller Teacher Education Program.\n\n\n\nApplication details:\n\n\n\nThe online application will ask you for the following: \n\n\n\nContact and department informationPrevious participation in teaching development programmingShort answer questions on the following topics:Challenges to developing teaching skills for graduate students in your department and proposals for how a fellow might address these challengesDescription of teaching philosophy and teaching methods currently in use or plannedDescription of teaching trainingDescription of prior leadership experienceApplicants must also upload a current CV which includes teaching experience\n\n\n\nUpon completion of the application\, your advisor or graduate officer (identified in the application) will be contacted to confirm good academic standing and to acknowledge prospective participation. A letter of reference is not required.  \n\n\n\nFellows are selected by a committee of TLL staff and former fellows in consultation with their departments. All materials must be received no later than Sunday\, May 15\, 2022. \n\n\n\n\n\nApply here
URL:https://tll.mit.edu/event/tdfn-2022-2023/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2021/04/Screen-Shot-2021-04-26-at-5.06.39-PM.png
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220427T130000
DTEND;TZID=America/New_York:20220427T140000
DTSTAMP:20260403T185214
CREATED:20220413T220939Z
LAST-MODIFIED:20231201T165943Z
UID:4069-1651064400-1651068000@tll.mit.edu
SUMMARY:Social Class and Peer Collaboration in Elite Engineering Schools
DESCRIPTION:Professor Anthony Johnson (The Ohio State University) will discuss the role of social class in shaping students’ interactions with peers. \n\n\n\n\n\n\n\n \n\n\n\n\nPhoto by Jeremy Thomas\n\n\n\n\n\n\n\n\n\nAbout the Online Presentation\n\n\n\nThe MIT Teaching + Learning Lab is very pleased to welcome Anthony M. Johnson\, assistant professor in the Department of Sociology\, at The Ohio State University. Professor Johnson shares an abstract of his April 27 presentation: \n\n\n\n“Although scholars have extensively documented social class differences in students’ relationships with educational institutions through their interactions with authority figures and the unequal institutional advantages these interactions yield\, little is known about the role of social class in shaping students’ interactions with peers in ways that produce unequal institutional advantages. \n\n\n\nDrawing on a qualitative case study of an engineering school at an elite private university—including interviews with six administrators and 88 undergraduates\, as well as participant observation—I show that the social class context of students’ high schools\, a proxy for social class\, shapes the peer help-seeking and help-giving (collaborative) strategies they use in college\, which can create inequalities in the institutional advantages they secure\, e.g.\, academic help\, support\, and learning opportunities. \n\n\n\nCompared to their less privileged counterparts\, privileged students\, who come from socioeconomically advantaged contexts where they become familiar with collaboration and upper-middle-class cultural signals\, more readily collaborate with their classmates in college and are more likely to display signals communicating that they are “good” collaborators.” \n\n\n\nALL ARE WELCOME TO ATTEND BY ZOOM \n\n\n\nRegister now!\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\nAnthony M. Johnson is an Assistant Professor of Sociology at The Ohio State University. His research focuses broadly on the cultural mechanisms of inequality reproduction in education. His current work explores new forms of inequality among peer groups in the wake of the widespread adoption of collaborative learning approaches in science\, technology\, engineering\, and mathematics (STEM) programs. \n\n\n\nHis current book project\, Engineering Advantage: How Inequality Persists in an Era of Collaborative Learning\, examines the disparate collaborative experiences of college students in elite engineering schools and the role of the culture and structure of these programs in reproducing these disparities. \n\n\n\n\n \n\n\n\nProfessor Johnson’s research has most recently appeared in Sociology of Education and has been supported by the National Science Foundation\, the National Academy of Education/Spencer Foundation\, and the Mindset Scholars Network. He completed his PhD in Sociology at Northwestern University and postdoctoral training with the Inequality in America Initiative at Harvard University.
URL:https://tll.mit.edu/event/social-class-and-peer-collaboration/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/04/jeremy-thomas-FO7bKvgETgQ-unsplash-e1649888646112.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220330T130000
DTEND;TZID=America/New_York:20220330T140000
DTSTAMP:20260403T185214
CREATED:20220317T211531Z
LAST-MODIFIED:20231201T170005Z
UID:3960-1648645200-1648648800@tll.mit.edu
SUMMARY:Creating Learning Environments to Support Student Motivation Post-Pandemic
DESCRIPTION:Professor Carlton Fong (Texas State University) will discuss evidence-based strategies to maximize student confidence\, learning\, and belonging. \n\n\n\n\n\n\n\n \n\n\n\n\nPhoto by Julian Paolo Dayag\n\n\n\n\n\n\n\n\n\nAbout the Online Presentation\n\n\n\nThe MIT Teaching + Learning Lab is very pleased to welcome Carlton Fong\, assistant professor in the Graduate Program in Developmental Education and the Department of Curriculum and Instruction at Texas State University. Professor Fong will discuss his work which explores student well-being. \n\n\n\nDuring the COVID-19 pandemic\, rapid shifts in students’ lives profoundly affected their well-being\, mental health\, and academic motivation. Research shows that students were most worried about staying motivated to do their academic work during the pandemic. Grounded by meta-analytic research in educational psychology\, this talk will unpack ways to think about student motivation\, particularly for those experiencing difficult transitions. It will emphasize evidence-based strategies for a post-pandemic reality that maximizes motivation by helping students build confidence\, find value in learning\, seek help\, and feel like they belong. \n\n\n\nIt’s important to note that these strategies could be applied in classrooms as well as in lab\, mentoring\, and advising work with undergraduate and graduate students. \n\n\n\nALL ARE WELCOME TO ATTEND BY ZOOM \n\n\n\nRegister now!\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\nDr. Carlton J. Fong is an assistant professor in the Graduate Program in Developmental Education and the Department of Curriculum and Instruction at Texas State University. \n\n\n\nAs a scholar-practitioner at the intersection of educational psychology and higher education\, Dr. Fong uses a sociocultural lens to study motivational factors influencing postsecondary student engagement\, achievement\, and persistence. He is also an expert in meta-analysis and research synthesis and is currently the chair of the Motivation in Education Special Interest Group of the American Educational Research Association (AERA). \n\n\n\nIn 2021\, he was recognized as an Association for Psychological Science Rising Star and an AERA Deeper Learning Fellow.
URL:https://tll.mit.edu/event/carlton-fong-mar30/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/03/julian-paolo-dayag-08-AAUx-WtM-unsplash-copy.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220216T130000
DTEND;TZID=America/New_York:20220216T140000
DTSTAMP:20260403T185214
CREATED:20220125T190959Z
LAST-MODIFIED:20231201T170011Z
UID:3683-1645016400-1645020000@tll.mit.edu
SUMMARY:How the Pandemic Changed My Teaching - The Moral Dilemma of Going Back
DESCRIPTION:Professor Eric Mazur will discuss his recent insights and innovations from teaching during the pandemic. \n\n\n\nPhoto by Nate Dumlao\n\n\n\n\n\n\n\n\n\nAbout the Online Presentation\n\n\n\nThe MIT Teaching + Learning Lab is very pleased to welcome Eric Mazur\, Balkanski Professor of Physics and Applied Physics and Academic Dean for Applied Sciences and Engineering at Harvard University\, who will discuss his recent insights and innovations from teaching during the pandemic. \n\n\n\nTraditionally education has been constrained by the walls of the physical classroom\, requiring education to be synchronous and at a pace set by the instructor. The pandemic\, however\, opened the door to learning outside of the physical classroom\, hinting at a future where students are engaged across time and space in a blended environment. \n\n\n\nALL ARE WELCOME TO ATTEND BY ZOOM \n\n\n\nRegister now!\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nPhoto by Stu Rosner\n\n\n\nEric Mazur is the Balkanski Professor of Physics and Applied Physics and Academic Dean for Applied Sciences and Engineering at the John A. Paulson School of Engineering and Applied Science at Harvard University\, Member of the Faculty of Education at the Harvard Graduate School of Education\, and Past President of Optica (formerly The Optical Society). \n\n\n\nMazur is a prominent physicist known for his contributions in nanophotonics\, an internationally recognized educational innovator\, and a sought-after speaker. In education he is widely known for his work on Peer Instruction\, an interactive teaching method aimed at engaging students in the classroom and beyond. In 2014\, he became the inaugural recipient of the Minerva Prize for Advancements in Higher Education and has received many awards for his work in physics and in education and has founded several successful companies. \n\n\n\nMazur is widely published in peer-reviewed journals and holds numerous patents. He has also written extensively on education and is the author of Peer Instruction: A User’s Manual (Prentice Hall\, 1997)\, a book that explains how to teach large lecture classes interactively\, and of Principles and Practice of Physics (Pearson\, 2015)\, a book that presents a groundbreaking new approach to teaching introductory calculus-based physics. \n\n\n\nMazur is a leading speaker on optics and on education. His motivational lectures on interactive teaching\, educational technology\, and assessment have inspired people around the world to change their approach to teaching.
URL:https://tll.mit.edu/event/mazur-feb16/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/01/chairs-nathan-dumlao-unsplash.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211216T130000
DTEND;TZID=America/New_York:20211216T140000
DTSTAMP:20260403T185214
CREATED:20211129T194250Z
LAST-MODIFIED:20231201T170026Z
UID:3305-1639659600-1639663200@tll.mit.edu
SUMMARY:Reinventing Education Post-Pandemic
DESCRIPTION:Healing\, Community\, and Humanity: How Students and Teachers Want to Reinvent Schools After the Pandemic. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nIn this session\, Professor Justin Reich will discuss his research on how the experiences of students and teachers during pandemic schooling are vital to educational recovery and building back better.  \n\n\n\nThree research exercises were conducted in spring 2021:  \n\n\n\n200 teachers were invited to interview their students and share their findings about the past year\,50 classroom teachers were interviewed\, and10 multistakeholder design charrettes were held with students\, teachers\, school leaders\, and family members to begin planning for the 2021-2022 recovery year. \n\n\n\n\n\n\n\nTogether\, these findings form a “view from the ground” during pandemic schooling. \n\n\n\n\n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\n\n\nRegister\n\n\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\nJustin Reich\, Ed.D.\n\n\n\nJustin Reich is an associate professor of digital media in the Comparative Media Studies/Writing department at MIT and the director of the Teaching Systems Lab. He is the author of Failure to Disrupt: Why Technology Alone Can’t Transform Education\, and the host of the TeachLab Podcast. He earned his doctorate from the Harvard Graduate School of Education and was the Richard L. Menschel HarvardX Research Fellow. He is a past Fellow at the Berkman-Klein Center for Internet and Society. His writings have been published in Science\, Proceedings of the National Academy of Sciences\, Washington Post\, The Atlantic\, and other scholarly journals and public venues. He started his career as a high school history teacher\, and coach of wrestling and outdoor adventure activities. Follow Justin on Twitter or Google Scholar.
URL:https://tll.mit.edu/event/reinventing-education-post-pandemic/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/11/https-cdn.evbuc_.com-images-188542209-55335128325-1-original.20211118-211302.jpeg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211026T150000
DTEND;TZID=America/New_York:20211026T160000
DTSTAMP:20260403T185214
CREATED:20211012T193648Z
LAST-MODIFIED:20231201T170057Z
UID:3179-1635260400-1635264000@tll.mit.edu
SUMMARY:Trauma-informed Teaching
DESCRIPTION:Learn about the neuroscience of toxic stress and how to increase engagement\, connection\, and healing in the classroom. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nIn this talk\, led by Dr. Mays Imad\, we will consider the notion of psychological trauma — why it happens and how it impacts our body and brain.  \n\n\n\n\n\n\n\nSpecifically\, we will examine:  \n\n\n\nthe principles and practical examples of trauma-informed approaches and reflect on the connections between trauma-informed education\, healing\, and restorative justice;the connections between stress and trauma and how stress can become traumatic when not managed; andthe neuroscience of traumatic stress and its impact on our ability to engage\, connect\, and learn. \n\n\n\n\n\n\n\nThis virtual presentation will be followed by a live audience Q&A and is open to all members of teaching and learning community. We invite you to join the discussion as we reflect on the following key questions: \n\n\n\n(1) How are we welcoming our students and colleagues back into our institutions and classrooms this fall and beyond?  \n\n\n\n(2) As educators\, what can we do to help support students’ mental health and ameliorate their exhaustion and distress\, while at the same time\, intentionally engaging in self-care? \n\n\n\n\n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\nThis event is hosted by the MIT Teaching + Learning Lab with the support of Student Support and Wellbeing (MIT Division of Student Life) and MindHandHeart. \n\n\n\n\n\n\n\nGuest Speaker\n\n\n\n\n\n\n\n\n\n\n\nMays Imad\, Ph.D.\n\n\n\nMays Imad received her undergraduate training from the University of Michigan–Dearborn where she studied philosophy. She received her doctoral degree in Cellular & Clinical Neurobiology from Wayne State University School of Medicine in Detroit\, Michigan. She then completed a National Institute of Health-Funded postdoctoral fellowship at the University of Arizona in the Department of Neuroscience. She joined the department of life & physical sciences at Pima Community College in Tucson\, Arizona as an adjunct faculty member in 2009 and later as a full-time faculty member in 2013. During her tenure at Pima\, she taught Physiology\, Pathophysiology\, Genetics\, Biotechnology\, and Biomedical ethics. She also founded Pima’s Teaching and Learning Center (TLC).  \n\n\n\nMays is a Gardner Institute Fellow and an AAC&U Senior Fellow within the Office of Undergraduate STEM Education. Dr. Imad’s research focuses on stress\, self-awareness\, advocacy\, and classroom community\, and how these impact student learning and success. Through her teaching and research she seeks to provide her students with transformative opportunities that are grounded in the aesthetics of learning\, truth-seeking\, justice\, and self-realization.  \n\n\n\nOutside of the classroom\, Dr. Imad works with faculty members across disciplines at her own institution and across the country to promote inclusive\, equitable\, and contextual education–all rooted in the latest research on the neurobiology of learning. A nationally-recognized expert on trauma-informed teaching and learning\, she passionately advocates for institutions to make mental health a top priority and to systematically support the education of the whole student.
URL:https://tll.mit.edu/event/trauma-informed-teaching/
LOCATION:Virtual
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2021/10/Screen-Shot-2021-10-04-at-12.34.59-PM.png
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211005T130000
DTEND;TZID=America/New_York:20211005T140000
DTSTAMP:20260403T185214
CREATED:20210916T184916Z
LAST-MODIFIED:20231201T170110Z
UID:3145-1633438800-1633442400@tll.mit.edu
SUMMARY:Fresh Perspectives panel discussion #2
DESCRIPTION:Join MIT educators for this panel discussion covering insights gained from teaching virtually through the pandemic. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout this event\n\n\n\nWhile the pandemic constrained and limited our MIT community in various ways\, it also forced us to reflect on and rethink our assumptions about effective teaching and learning.  \n\n\n\nDuring the spring 2021 semester\, we interviewed MIT faculty\, instructors\, and lecturers to explore their insights from teaching through a pandemic. Join us for this panel discussion and live Q&A with MIT educators who participated as interviewees in the Fresh Perspectives video series. \n\n\n\n\n\n\n\nMIT Panelists \n\n\n\nAssociate Professor Michael Short\, 22.01 Introduction to Nuclear Engineering and Ionizing RadiationLecturer Bruno Verdini\, 11.011 The Art and Science of Negotiation & 11.111/17.381 Leadership in NegotiationVisiting Scholar Dimitra Dimitrakopoulou\, MAS.S69 Constructive Communication Systems: Facilitated Dialogue\, Technology\, and Design Lecturer and Curriculum Designer Rea Lavi\, SP.248 Discover the Magic of the Ways of Thinking\n\n\n\n\n\n\n\nAbout Fresh Perspectives\n\n\n\n“Fresh Perspectives” is a new ongoing video and audio series launched Summer 2021 with “Insights from Teaching through a Pandemic\,” a set of interviews meant to capture some of the effective teaching techniques adopted during the 2020-2021 school year that could translate well to post-pandemic education. \n\n\n\nThe interviews with MIT faculty\, instructors\, and lecturers that comprise this series explore universally important educational goals. These include building community\, designing effective course components\, and creating clear two-way communication with students about their learning. They offer perspectives on ways to continue these practices in our physical classrooms and learning spaces moving forward. \n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/fresh-perspectives-panel-discussion-2/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/09/matt-ridley-mMgHe5h0_U4-unsplash-scaled-e1647536218943.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211004T140000
DTEND;TZID=America/New_York:20211004T150000
DTSTAMP:20260403T185214
CREATED:20210913T183401Z
LAST-MODIFIED:20211014T185254Z
UID:3113-1633356000-1633359600@tll.mit.edu
SUMMARY:Teaching philosophy statement peer review
DESCRIPTION:In this structured peer review exercise\, you will give and receive feedback from your peers on your teaching philosophy statement drafts. \n\n\n\nAfter completing this session and incorporating feedback\, participants are eligible to schedule a consultation with a TLL staff member for additional feedback on their teaching philosophy statement. \n\n\n\n\n\n\n\nBy the end of this workshop\, you will be able to: \n\n\n\nRecognize characteristics of what resonates with you as the reader and those that resonate with peersReflect on and revise your statement in consideration of peer feedback\n\n\n\n \n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\nFacilitator \n\n\n\nBen Hansberry\, Assistant Director for Graduate Student Teaching\, TLL  \n\n\n\n\n\n\n\nThis peer review session is open to MIT students and postdocs who participated in the Crafting your teaching philosophy statement workshop or who graduated from KTCP. \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/teaching-philosophy-statement-peer-review/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/04/https-cdn.evbuc_.com-images-131582051-273003780266-1-original.20201002-143547-e1677186127873.jpeg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210929T140000
DTEND;TZID=America/New_York:20210929T150000
DTSTAMP:20260403T185214
CREATED:20210914T195154Z
LAST-MODIFIED:20231201T170104Z
UID:3120-1632924000-1632927600@tll.mit.edu
SUMMARY:Fresh Perspectives panel discussion #1
DESCRIPTION:Join MIT educators for this panel discussion covering insights gained from teaching virtually through the pandemic. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout this event\n\n\n\nWhile the pandemic constrained and limited our MIT community in various ways\, it also forced us to reflect on and rethink our assumptions about effective teaching and learning.  \n\n\n\nDuring the spring 2021 semester\, we interviewed MIT faculty\, instructors\, and lecturers to explore their insights from teaching through a pandemic. Join us for this panel discussion and live Q&A with MIT educators who participated as interviewees in the Fresh Perspectives video series. \n\n\n\n\n\n\n\nMIT Panelists \n\n\n\nDirector & Lecturer Luis Perez-Breva\, MIT Innovation Teams 10.807/15.371 Senior Lecturer Maria Khotimsky\, 21G.613 Russian III (and others)Associate Professor Arthur Bahr\, 21L.705 Major Authors: Chaucer’s Canterbury TalesLecturer Jennifer French\, Math (supported all instructors)\n\n\n\n\n\n\n\nAbout Fresh Perspectives\n\n\n\n“Fresh Perspectives” is a new ongoing video and audio series launched Summer 2021 with “Insights from Teaching through a Pandemic\,” a set of interviews meant to capture some of the effective teaching techniques adopted during the 2020-2021 school year that could translate well to post-pandemic education. \n\n\n\nThe interviews with MIT faculty\, instructors\, and lecturers that comprise this series explore universally important educational goals. These include building community\, designing effective course components\, and creating clear two-way communication with students about their learning. They offer perspectives on ways to continue these practices in our physical classrooms and learning spaces moving forward. \n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/fresh-perspectives-panel-discussion-1/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/09/matt-ridley-mMgHe5h0_U4-unsplash-scaled-e1647536218943.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210927T140000
DTEND;TZID=America/New_York:20210927T150000
DTSTAMP:20260403T185214
CREATED:20210913T183155Z
LAST-MODIFIED:20211014T185254Z
UID:3111-1632751200-1632754800@tll.mit.edu
SUMMARY:Crafting your teaching philosophy statement
DESCRIPTION:The teaching philosophy statement is a required part of most academic job applications and is often required in the faculty tenure and promotion process. \n\n\n\nBy articulating your motivation for and perspective on teaching\, you can surface the underlying assumptions you have about teaching and learning—a critical step in developing your teaching skills. This workshop seeks to demystify this process by providing strategies and structured activities that you can use to craft your teaching philosophy statement. \n\n\n\n\n\n\n\nBy the end of this workshop\, you will be able to  \n\n\n\nDescribe what a teaching philosophy statement isIdentify aspects of your teaching or personal experience and beliefs that could be a part of a teaching philosophy statementIdentify features of teaching philosophy statements that resonate with you\n\n\n\n\n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\nFacilitator \n\n\n\nBen Hansberry\, Assistant Director for Graduate Student Teaching\, TLL  \n\n\n\n\n\n\n\nPlease note: This workshop is open to MIT students and postdocs only.  \n\n\n\n\n\n\n\nRelated Sessions \n\n\n\nThis session is part 1 of a 2-workshop series to help you prepare for the faculty job market.  \n\n\n\nTeaching philosophy statement peer review on Monday\, October 4 @ 2 – 3 pm \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/crafting-your-teaching-philosophy-statement-2/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2020/05/tps-e1601926554590.png
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210616T130000
DTEND;TZID=America/New_York:20210616T140000
DTSTAMP:20260403T185214
CREATED:20210607T164201Z
LAST-MODIFIED:20210607T164202Z
UID:2806-1623848400-1623852000@tll.mit.edu
SUMMARY:Teaching & Academic Career Panel with ESL Profs
DESCRIPTION:For non-native English speakers at MIT\, the MIT Teaching + Learning Lab is hosting a Panel with English-as-a-Second-Language Profs on June 16 from 1 to 2 PM (EST)\, where 4 ESL professors from MIT will share their stories and answer your questions on teaching. We will cover topics such as teaching as an ESL instructor\, the role of teaching in academic job search\, and the relation between teaching and academic research.  \n\n\n\nRSVP here to reserve a spot\, and ask your questions! Grad students\, postdocs\, and undergrad students are all welcome. The Zoom link will be shared with RSVP’ed participants one day prior to the event. \n\n\n\nPanelists: \n\n\n\nAssoc. Prof. Jinhua Zhao (MIT Urban Studies + Planning and IDSS\, MIT PhD)Assoc. Prof. Caroline Uhler (MIT EECS and IDSS)Asst. Prof. Mingda Li (MIT Nuclear Science and Engineering\, MIT PhD)Asst. Prof. Albert Liu (UMich Chemical Engineering\, MIT PhD) \n\n\n\n\n\n\n\nThis event has been organized by the Teaching Development Fellowship Network.
URL:https://tll.mit.edu/event/teaching-academic-career-panel-with-esl-profs/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2021/06/ESLFP-poster-210604.png
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210524T235900
DTEND;TZID=America/New_York:20210524T235900
DTSTAMP:20260403T185214
CREATED:20210426T185451Z
LAST-MODIFIED:20211014T185254Z
UID:2751-1621900740-1621900740@tll.mit.edu
SUMMARY:Teaching Development Fellowship 2021-2022
DESCRIPTION:Application deadline: \n\n\n\n\n\n\n\n\n\nApplications are now open for the 2021-2022 Cohort of Teaching Development Fellows. The deadline for applying is May 24 at 11:59 pm ET. \n\n\n\n\n\n\n\nAn information session for those interested in applying was held on Friday\, April 30 at 3:00-4:00 pm ET by Ben Hansberry\, director of the TDF Network. In order to view the recording\, please log in via MIT Touchstone). The slide deck for this session is available here. \n\n\n\n\n\n\n\n\n\n\n\nAbout the fellowship\n\n\n\nFellows work within an interdisciplinary network of peers dedicated to teaching and learning. They receive training and mentorship in teaching from TLL and design and lead independent\, department-based workshops and events (in-person or remote) aimed at improving grad student teaching skills.  \n\n\n\nThe Fellowship requires a time commitment of 8-10 hours/month. Fellows are appointed for one academic year and receive a $200/month stipend supplement for 10 months (September 2021 – June 2022) for their contributions to the program.  \n\n\n\n\n\n\n\nEligibility\n\n\n\nApplicants must be graduate students in good academic standing with at least one semester of teaching or TA experience. Priority will be given to applicants who demonstrate a commitment to developing a community of evidence-based and reflective teaching in their departments\, have additional teaching experience\, and/or have already completed the Kaufman Teaching Certificate Program (KTCP)\, Grad Teaching Development Tracks\, or equivalent training.*  \n\n\n\nSelected applicants who have not previously completed the KTCP will receive additional training during summer 2021 before beginning the program.  \n\n\n\n*Examples of equivalent training are achieving an undergraduate or graduate degree in education or completing the CIRTL MOOC\, NSF GK12 program\, or MIT Scheller Teacher Education Program. \n\n\n\n\n\n\n\nApplication\n\n\n\nThe online application includes the following: \n\n\n\nContact and department informationPrevious participation in teaching development programmingShort answer questions on the following topics:Challenges to developing teaching skills for graduate students in your department and proposals for how a fellow might address these challengesDescription of teaching philosophy and teaching methods currently in use or plannedDescription of teaching trainingDescription of prior leadership experienceApplicants must also upload a current C.V. including teaching experience\n\n\n\nUpon completion of the application\, your advisor or graduate officer (identified in the application) will be contacted to confirm good academic standing and to acknowledge prospective participation. A letter of reference is not required.  \n\n\n\nFellows are selected by a committee of TLL staff and former fellows in consultation with their departments. All materials must be received no later than May 24\, 2021. \n\n\n\n\n\n\n\n\n\nApply here
URL:https://tll.mit.edu/event/teaching-development-fellowship-2021-2022/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2021/04/Screen-Shot-2021-04-26-at-5.06.39-PM.png
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210506T150000
DTEND;TZID=America/New_York:20210506T163000
DTSTAMP:20260403T185214
CREATED:20210409T201925Z
LAST-MODIFIED:20211014T185254Z
UID:2703-1620313200-1620318600@tll.mit.edu
SUMMARY:Teaching portfolio peer review
DESCRIPTION:In this structured peer review exercise\, you will give and receive feedback from your peers on your teaching philosophy statement drafts or digital teaching portfolio\, based on which of the previous workshops you chose to attend in this series. \n\n\n\nAfter completing this session and incorporating feedback\, participants are eligible to schedule a consultation with a TLL staff member for additional feedback on their teaching philosophy statement. \n\n\n\nBy the end of this workshop\, you will be able to: \n\n\n\nRecognize characteristics of what resonates with you as the reader/viewer and those that resonate with peersReflect on and revise your statement or portfolio in consideration of peer feedback\n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\nFacilitator \n\n\n\nBen Hansberry\, Assistant Director for Graduate Student Teaching\, TLL  \n\n\n\n\n\n\n\nThis peer review session is open to MIT students and postdocs who participated in either (or both) the Crafting your digital teaching portfolio or Crafting your teaching philosophy statement workshop\, or who graduated from KTCP. \n\n\n\n\n\n\n\nRelated Sessions \n\n\n\nThis session is part of a 3 workshop series to help you prepare for the faculty job market. Other sessions include: \n\n\n\nCrafting your digital teaching portfolio on Thursday\, April 22 @ 2:00 – 3:00 pm \n\n\n\nCrafting your teaching philosophy statement on Tuesday\, April 27 @ 2:00 – 3:00 pm \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/teaching-portfolio-peer-review/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/04/https-cdn.evbuc_.com-images-131582051-273003780266-1-original.20201002-143547-e1677186127873.jpeg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210504T143000
DTEND;TZID=America/New_York:20210504T160000
DTSTAMP:20260403T185214
CREATED:20210413T141509Z
LAST-MODIFIED:20230224T172908Z
UID:2714-1620138600-1620144000@tll.mit.edu
SUMMARY:Inclusive Teaching Track
DESCRIPTION:The Inclusive Teaching Track is a sequence of 2 workshops focused on creating inclusive and welcoming classrooms\, a prerequisite for effective learning. Participants will practice reflecting on their own experiences and perspectives while learning effective strategies to make their classrooms equitable and inclusive. \n\n\n\nApplications are now open and will close at 11:59 pm ET on Thursday\, April 15. \n\n\n\nVisit our page on Grad Teaching Development Tracks learn more. \n\n\n\n\n\n\n\nWorkshop Schedule\n\n\n\nDate & timeWorkshopDescriptionTuesday\, May 4\, 20212:30-4:00 pm ETHow Identity Impacts TeachingReflect on your own identities and learn to create a warm classroom climate for students.Tuesday\, May 11\, 20212:30-4:00 pm ETTechniques to Create an Inclusive ClassroomLearn specific strategies to welcome all students and create an equitable classroom. All workshops will be held via Zoom.\n\n\n\n\n\n\n\nFacilitator \n\n\n\nBen Hansberry\, Assistant Director for Graduate Student Teaching\, TLL  \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/inclusive-teaching-track/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/04/ITT_Track_Featured-image.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210429T130000
DTEND;TZID=America/New_York:20210429T140000
DTSTAMP:20260403T185214
CREATED:20210414T164419Z
LAST-MODIFIED:20231201T170018Z
UID:2740-1619701200-1619704800@tll.mit.edu
SUMMARY:Meaning-Makers: cultivating growth mindset environments
DESCRIPTION:Learn how educators can cultivate growth mindset environments to support student learning and belonging \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nIn this talk\, Dr. Canning will discuss her recent research on cultivating growth mindset cultures in the classroom—the idea that anyone can develop their ability and talent over time with effective strategies\, deliberate practice\, and adequate support.  \n\n\n\nThree empirical studies suggest that growth mindset messages from faculty positively impact student motivation and promote performance for underrepresented groups\, such as racial minorities\, women in STEM\, and first-generation college students. Discussion will center on evidence-based\, practical strategies that instructors can implement to reduce opportunity gaps and inclusively support their students. \n\n\n\nYou will be able to post your questions throughout this session and have them addressed in a Q&A following the presentation. \n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\nGuest Speaker\n\n\n\n\n\n\n\n\n\n\n\nElizabeth Canning\, Ph.D.\n\n\n\nDr. Elizabeth Canning earned her Ph.D. in Social Psychology from the University of Wisconsin-Madison and is now an Assistant Professor in the Psychology Department at Washington State University. Her research centers on student motivation and investigates the subtle interpersonal and environmental messages that perpetuate bias and inequality. Her approach includes controlled laboratory experiments\, randomized intervention studies\, and longitudinal field studies. Dr. Canning’s research has been featured in various news outlets\, including ABC News\, Business Insider\, Inside Higher Ed\, and the Chronicle of Higher Education.
URL:https://tll.mit.edu/event/meaning-makers-cultivating-growth-mindset-environments/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/04/https-cdn.evbuc_.com-images-131487141-273003780266-1-original.20210407-190413.jpeg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210427T140000
DTEND;TZID=America/New_York:20210427T150000
DTSTAMP:20260403T185214
CREATED:20210409T200912Z
LAST-MODIFIED:20211014T185254Z
UID:2699-1619532000-1619535600@tll.mit.edu
SUMMARY:Crafting your teaching philosophy statement
DESCRIPTION:The teaching philosophy statement is a required part of most academic job applications and is often required in the faculty tenure and promotion process. \n\n\n\nBy articulating your motivation for and perspective on teaching\, you can surface the underlying assumptions you have about teaching and learning—a critical step in developing your teaching skills. This workshop seeks to demystify this process by providing strategies and structured activities that you can use to craft your teaching philosophy statement. \n\n\n\n\n\n\n\nBy the end of this workshop\, you will be able to  \n\n\n\nDescribe what a teaching philosophy statement isIdentify aspects of your teaching or personal experience and beliefs that could be a part of a teaching philosophy statementIdentify features of teaching philosophy statements that resonate with you\n\n\n\n\n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\nFacilitator \n\n\n\nBen Hansberry\, Assistant Director for Graduate Student Teaching\, TLL  \n\n\n\n\n\n\n\nPlease note: This workshop is open to MIT students and postdocs only.  \n\n\n\n\n\n\n\nRelated Sessions \n\n\n\nThis session is part of a 3 workshop series to help you prepare for the faculty job market. Other sessions include: \n\n\n\nCrafting your digital teaching portfolio on Thursday\, April 22 @ 2:00 – 3:00 pm \n\n\n\nTeaching portfolio peer review on Thursday\, May 6 @ 3:00 – 4:30 pm \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/crafting-your-teaching-philosophy-statement/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2020/05/tps-e1601926554590.png
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210422T140000
DTEND;TZID=America/New_York:20210422T153000
DTSTAMP:20260403T185214
CREATED:20210409T200205Z
LAST-MODIFIED:20211014T185254Z
UID:2694-1619100000-1619105400@tll.mit.edu
SUMMARY:Crafting your digital teaching portfolio
DESCRIPTION:This interactive workshop will be facilitated by the Teaching + Learning Lab (TLL) in partnership with Adobe Education.  \n\n\n\n\n\n\n\nBy the end of this workshop\, you will be able to: \n\n\n\nArticulate and develop the professional narrative you want to convey.Create a dynamic website that hosts your digital teaching portfolio using Adobe Spark.Create a video introduction of yourself as an educator.Understand best practices for capturing your “headshot” photo.Leverage your professional assets\, digital teaching portfolio\, and professional online profiles to effectively curate your online presence as an educator.\n\n\n\nPlease register below to receive your Zoom link. \n\n\n\n\n\n\n\nBackground\n\n\n\nYour professional identity is being built online\, with or without your deliberate input. This digital version of you\, or your “digital persona\,” can significantly impact your academic career and teaching.  \n\n\n\nYour digital persona is the aggregate of all the information available about you online — forming the reputation that will often precede your direct interactions with your future students\, colleagues\, collaborators\, hiring committees\, funders\, conference organizers\, and so on. \n\n\n\nFor educators\, a digital teaching portfolio can serve as an effective hub for your online presence\, not only helping to clarify who you are as an educator\, but also serving you in establishing your credibility\, building relationships\, and adding value for your intended audiences.  \n\n\n\n\n\n\n\nPart 1: Assembling your professional narrative\n\n\n\nThis workshop will begin with a brief overview of the key elements of an effective digital teaching portfolio. We will also explore the research on how your digital persona can impact your effectiveness as an educator.  \n\n\n\nFollowing a brief Q&A with workshop facilitators\, you will then have an opportunity to assess and begin workshopping your own professional narrative\, forming an actionable plan that will guide part 2 of this workshop.  \n\n\n\n\n\n\n\nPart 2: Developing your teaching portfolio & assets\n\n\n\nThe hands-on section of this workshop will be led by our Adobe Education partners: veteran creative professional Stephen Hart and Eliason Distinguished Professor Todd Taylor.  \n\n\n\nYou will be guided in creating your online teaching portfolio using Adobe Spark. We will also review other key professional assets you may wish to include in your portfolio\, including how to create a video introduction using Adobe Premiere Rush\, best practice for capturing a headshot/profile photo\, and where to find resources and tutorials for creating other common assets\, such as infographics\, logos\, etc.\, adding professional assets such as your teaching philosophy statement\, which you can learn more about on our website or by attending the next workshop in this series\, Crafting your teaching philosophy statement. \n\n\n\n\n\n\n\nFacilitators\n\n\n\nRyan MacDowell\, Communications & Operations Officer\, TLL \n\n\n\nStephen Hart\, Adobe Education \n\n\n\nTodd Taylor\, University of North Carolina at Chapel Hill & Adobe Education \n\n\n\nPlease note: This workshop is open to MIT students and postdocs only.  \n\n\n\n\n\n\n\nRelated Sessions \n\n\n\nThis session is part of a 3 workshop series to help you prepare for the faculty job market. Future sessions include: \n\n\n\nCrafting your teaching philosophy statement on Tuesday\, April 27 @ 2:00 – 3:00 pm \n\n\n\nTeaching portfolio peer review on Thursday\, May 6 @ 3:00 – 4:30 pm \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/crafting-your-digital-teaching-portfolio/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210401T130000
DTEND;TZID=America/New_York:20210401T140000
DTSTAMP:20260403T185214
CREATED:20210312T183048Z
LAST-MODIFIED:20231201T170116Z
UID:2592-1617282000-1617285600@tll.mit.edu
SUMMARY:Mind the Gap
DESCRIPTION:How active learning improves equity in STEM classrooms \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nEducational inequity remains one of the most persistent and intractable problems in our society. Without equity\, the STEM workforce in particular is unlikely to meet the needs of the growing economy. It will also suffer from stunted innovation\, as diverse groups are more creative and more successful at solving complex problems.  \n\n\n\nDespite widespread efforts to increase access to and inclusion in STEM\, minoritized students remain excluded from both STEM majors and STEM professions. The reasons for this are complex but instructors can play an active role in disrupting these inequities. For example\, active learning techniques have been shown to improve student performance on average\, but can active learning also be a partial solution to achieving equitable student outcomes?  \n\n\n\nThis talk will be presented by Elli Theobald\, Assistant Teaching Professor in the Department of Biology at the University of Washington. Her recent work demonstrates that opportunity gaps—differential performance between minoritized students (BIPOC students as well as low-income students) and over-represented students—were reduced by 75% in college STEM courses when instructors incorporated active learning strategies\, but only when active learning was implemented in a majority of class time. \n\n\n\nYou will be able to post your questions throughout this session and have them addressed in a Q&A following the panel discussion. \n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\nGuest Speaker\n\n\n\n\n\n\n\n\n\n\n\nElli Theobald\, PhD\n\n\n\nElli Theobald\, is an Assistant Teaching Professor in the Department of Biology at the University of Washington. Prior to her current position\, she worked as a middle school and high school teacher\, completed her PhD in ecology\, and transitioned to discipline-based education research as a postdoc. Currently\, the heart of Theobald’s research program revolves around how to be a better teacher\, with particular emphasis on how to achieve equity in college-level STEM classes.
URL:https://tll.mit.edu/event/mind-the-gap/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/03/mind-the-gap-scaled-e1617034029122.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210224T120000
DTEND;TZID=America/New_York:20210224T130000
DTSTAMP:20260403T185214
CREATED:20210217T231506Z
LAST-MODIFIED:20231201T170125Z
UID:2493-1614168000-1614171600@tll.mit.edu
SUMMARY:How instructors can support student well-being
DESCRIPTION:College campuses across the country are struggling to respond to the significant social\, emotional\, and economic burdens carried by our students. With the dual challenge of navigating ongoing remote learning while also envisioning how we come back together in person\, the work of caring for ourselves and one another is more important than ever.  \n\n\n\nWell-Being for Life and Learning (WBLL)\, an initiative led by the University of Washington Resilience Lab\, is focused on meeting this moment by helping instructors design learning environments that promote well-being. A guidebook recently released by the WBLL initiative combines research\, teaching practices\, and personal testimony to provide instructors with concrete ideas to support the whole student and promote resilience\, compassion\, and connection.  \n\n\n\nIn this interactive session\, developers of the Well-Being for Life and Learning initiative will discuss why engaging the whole campus in advancing student well-being is imperative. The session will include 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. \n\n\n\nYou will be able to post your questions throughout this session and have them addressed in a Q&A following the panel discussion. \n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\nIn this session\, participants will:\n\n\n\nLearn about the background and purpose of the University of Washington’s Resilience Lab and Well-Being for Life and Learning (WBLL) initiativeReceive an overview of the Foundations of Advancing Student Well-Being\, which set the stage for the WBLL initiative’s recent guidebook and include: teaching for equity and access\, nurturing connection\, building resilience coping skills\, and connecting to the environmentLearn directly from an instructor about the experiences and challenges that come with implementing teaching practices to support the whole student Be introduced to a few models for building communities of practice to support instructors in designing learning environments that promote well-being\n\n\n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\nSpeakers\n\n\n\nMegan Kennedy\n\n\n\nMegan Kennedy (she\, her\, hers)\, MA\, LMHC\, is the director of the University of Washington Resilience Lab and co-chair of the UW Student Well-Being Collaborative. Kennedy’s focus at the UW is on leading strategic initiatives to support student mental health and well-being. Kennedy believes that building systems to support high-quality wellness and educational programs requires teamwork at every level. From engaging community stakeholders in vision-setting to partnering with students\, staff\, and instructors\, her approach to leadership centers collaborative relationships. Kennedy\, who has a background in mental health counseling\, served as clinical director at Youth Eastside Services (Redmond\, WA) before working at the UW. \n\n\n\n\n\n\n\nRobin Evans-Agnew \n\n\n\nDr. Evans-Agnew (he\, him\, his) is an associate professor in the vibrant University of Washington Tacoma’s School of Nursing and Healthcare Leadership. He is focused on upstream actions to transform inequities\, especially as they relate to asthma and environmental justice and trauma-informed nursing practice. He is co-editor of an upcoming special issue of Health Promotion Practice on photovoice – a method for empowering communities for transformative change. In his research and practice\, he explores and engages with the intersection of action inquiry processes and group leadership and followership. In particular\, he leads a regional community of practice with other nurse leaders focused on transforming nursing education for resiliency and prevention of the lifelong consequences of adverse childhood experiences. As a community-based nurse\, he has worked extensively with Black\, Indigenous\, People of Color for community transformation\, including a 9- year Community-Based Participatory Research partnership with the Mujeres Latinas Apoyando la Comunidad\, a group of new immigrant mothers of children with asthma. His second degree was in nursing from Johns Hopkins University and he completed his Masters in nursing at the University of Washington (1998) working with a northwest tribe on a culturally appropriate physical activity assessment. His PhD (UW\, 2011) concerned asthma management inequities in Black urban youth from Seattle.
URL:https://tll.mit.edu/event/how-instructors-can-support-student-well-being/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/02/feb-24-2020-event-sq.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210202T110000
DTEND;TZID=America/New_York:20210212T140000
DTSTAMP:20260403T185214
CREATED:20210119T193351Z
LAST-MODIFIED:20210129T202326Z
UID:2356-1612263600-1613138400@tll.mit.edu
SUMMARY:TA Days Winter 2021
DESCRIPTION:Aspects of your work as teaching assistants may vary departmentally across the institute. However\, there are also roles\, responsibilities\, and concerns that are common across MIT teaching assistants. To support you in developing these foundations of TAing\, we offer a series of workshops called TA Days.  \n\n\n\nThe next session\, TA Days Winter 2021 (spanning February 2 – 11)\, aims to help you prepare for the spring semester. To review the workshop schedule and descriptions\, please see our dedicated TA Days page.  \n\n\n\nTo review pre-workshop resources and asynchronous modules\, visit the Canvas site for TA Days Winter 2021. You may also register for live workshops via Canvas or using the registration form now below. \n\n\n\n\n\n\n\nRegistration is now open
URL:https://tll.mit.edu/event/ta-days-winter-2021/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2020/09/TA-Days-chalkboard.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210121T140000
DTEND;TZID=America/New_York:20210121T160000
DTSTAMP:20260403T185214
CREATED:20210107T175406Z
LAST-MODIFIED:20211014T185254Z
UID:2341-1611237600-1611244800@tll.mit.edu
SUMMARY:Flipping Failure COVID Diaries: Short Films by MIT Students
DESCRIPTION:Description\n\n\n\nThe Flipping Failure COVID Diaries are independently produced short films made by MIT students to creatively express their reflections on academic struggles that were either created by the pandemic\, brought to the forefront because of the pandemic\, or further exacerbated by the pandemic. \n\n\n\nJoin us for a screening of 2 student films followed by a moderated panel discussion. The student producers will share their reflections on the films and the insights gained from noticing and documenting their experiences in this way. \n\n\n\nParticipants will have the opportunity to reflect on their lived experiences during a pandemic in a safe environment. You will also learn coping strategies to bolster your resilience during these challenging times.  \n\n\n\nAll MIT undergraduate and graduate students are welcome to register. \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\nSchedule\n\n\n\n2:00 – 2:25 Film screening2:25 – 2:45 Moderated panel discussion2:45 – 3:15 Coping strategies for students living in a global pandemic\, Zan Barry\, MIT Medical3:15 – 4:00 Optional discussion\n\n\n\n\n\n\n\n\n\n\n\nAbout Flipping Failure \n\n\n\nThis event is sponsored by the Flipping Failure initiative at flippingfailure.mit.edu. \n\n\n\nFlipping Failure is a collection of video stories told by MIT students about their path towards resilience when faced with challenges at MIT.
URL:https://tll.mit.edu/event/flipping-failure-covid-diaries-short-films-by-mit-students/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/01/https-cdn.evbuc_.com-images-121288279-273003780266-1-original.20201218-194948.jpeg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210114T153000
DTEND;TZID=America/New_York:20210114T163000
DTSTAMP:20260403T185214
CREATED:20210106T151304Z
LAST-MODIFIED:20231201T170132Z
UID:2335-1610638200-1610641800@tll.mit.edu
SUMMARY:Assessments & Assignments for Remote Learning
DESCRIPTION:The Teaching + Learning Lab and Open Learning are cohosting an IAP panel discussion for faculty and instructors on innovative assessments and assignments for remote subjects. Panelists will discuss a spectrum of assessment and assignment options and share their unique approaches and decision-making processes. We will have an opportunity to reflect together as panelists consider ways to continue and further develop their innovations. \n\n\n\nYou will be able to post your questions throughout this session and have them addressed in a Q&A following the panel discussion. \n\n\n\nNote: This event is for MIT audiences only. Please register to receive your Zoom link. \n\n\n\n\n\n\n\nPanelists\n\n\n\nCraig Carter\, Professor\, Materials Science & Engineering \n\n\n\nBarbara Hughey\, Senior Lecturer\, Mechanical Engineering \n\n\n\nMichelle Ruth Tomasik\, Lecturer\, Physics \n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/assessments-assignments-panel/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/01/building-community-panel.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210114T143000
DTEND;TZID=America/New_York:20210128T160000
DTSTAMP:20260403T185214
CREATED:20201203T174627Z
LAST-MODIFIED:20201216T175433Z
UID:2084-1610634600-1611849600@tll.mit.edu
SUMMARY:Lesson Planning Track
DESCRIPTION:Lesson Planning Track\n\n\n\nThe Lesson Planning Track is a sequence of 3 workshops focused on preparing an effective lesson plan for a class session or recitation\, developing skills for classroom presentation and effective classroom activities\, and giving formative feedback to students. Over the course of the workshop track\, participants develop a detailed lesson plan on a topic of their choice with feedback from the instructor. \n\n\n\nApplications for the IAP 2021 session of the Lesson Planning Track open at 12:00 noon ET on Wednesday\, Dec. 9. Workshops will take place on the following days and times \n\n\n\nWorkshop 1: Facilitating Learning\, Thursday\, Jan. 14\, 2:30-4:00 ETWorkshop 2: Planning for Learning\, Thursday\, Jan. 21\, 2:30-4:00 ETWorkshop 3: Feedback and Learning\, Thursday\, Jan. 28\, 2:30-4:00 ET\n\n\n\nTo complete the track and receive a letter of completion\, participants must attend all 3 workshops and complete required out-of-class work. \n\n\n\n\n\n\n\nEligibility & selection criteria\n\n\n\nPriority is first given to those who have completed a prior workshop track and then to those who anticipate a teaching or TA appointment within the next 2 semesters. The remaining applications will be selected on a first-come\, first-served basis. Applications must be received by the deadline to be considered. \n\n\n\n\n\n\n\nApplications\n\n\n\nApplications are now closed (as of Wednesday\, 12/16/2020 at noon). Go to Grad Teaching Development Tracks to learn more our this program and find answers to frequently asked questions.
URL:https://tll.mit.edu/event/lesson-planning-track/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2020/12/kelly-sikkema-jr61kHaWKek-unsplash-scaled-e1607026592919.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20201119T160000
DTEND;TZID=America/New_York:20201119T170000
DTSTAMP:20260403T185214
CREATED:20201105T183126Z
LAST-MODIFIED:20231201T170140Z
UID:1859-1605801600-1605805200@tll.mit.edu
SUMMARY:Building community in the remote classroom
DESCRIPTION:Student learning and well-being are supported by the presence of a cohesive classroom community\, both in face-to-face learning as well as remote learning. \n\n\n\nOn Nov 19\, 2020\, Open Learning and TLL cohosted this xTalk panel discussion\, in which MIT instructors Simona Socrate\, Ari Epstein\, and Kang Zhou share how they have built and maintained community while teaching in a remote learning environment.  \n\n\n\n\n\n\n\nPanelists\n\n\n\nDr. Simona Socrate (2.001)\, Senior Lecturer\, Mechanical Engineering \n\n\n\nDr. Ari Epstein (12.000 co-instructor)\, Associate Director and Lecturer\, Terrascope \n\n\n\nMr. Kang Zhou (21G.109)\, Lecturer in Chinese\, Global Languages
URL:https://tll.mit.edu/event/building-community-in-the-remote-classroom/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2020/11/building-community-panel-2.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20201112T130000
DTEND;TZID=America/New_York:20201112T134500
DTSTAMP:20260403T185214
CREATED:20201105T182645Z
LAST-MODIFIED:20211014T185254Z
UID:1854-1605186000-1605188700@tll.mit.edu
SUMMARY:Leading with data: overcoming the data divides
DESCRIPTION:Data work is often thrust upon teams of people who already have a day job. Data teams are thrown together and data leaders have to overcome various data divides. This session will explore the evidence-based data literacy continuum that bridges these data divides. Data leaders will leave with a framework they can use to foster confidence and growth to empower their data teams. \n \nAfter participating in this workshop\, you will be able to: \n\nUnderstand the evidence-based data literacy continuum utilizing Bloom’s taxonomy\nRecognize where people are on the continuum\nHow to empower and support others in progressing along the continuum\n\n\n\n\n\n\n\n\n\nRegister
URL:https://tll.mit.edu/event/leading-with-data-overcoming-the-data-divides/
LOCATION:Virtual
CATEGORIES:Data Talks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2020/11/data-bridge.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20201030T110000
DTEND;TZID=America/New_York:20201030T120000
DTSTAMP:20260403T185214
CREATED:20201023T162108Z
LAST-MODIFIED:20201220T002939Z
UID:1804-1604055600-1604059200@tll.mit.edu
SUMMARY:ESL TA Panel
DESCRIPTION:If you are TAing or will TA in the future as a non-native English speaker\, we are hosting a panel discussion for English as a Second Language (ESL) TAs\, in which experienced ESL TAs will share their stories and answer your questions on teaching. Panelists will share how they overcame challenges the same challenges you may facing now to become effective educators. \n\n\n\nIn the meantime\, please submit your teaching-related questions on Sli.do here\, and the panelists will discuss them at the event. \n\n\n\nAlso\, 3 attendees (chose at random) will receive a copy of the highly recommended book: Small Teaching: Everyday Lessons from the Science of Learning. \n\n\n\nPanelists: Cecelia Testart (EECS)\, Chuliang Song (CEE)\, Mohamad Nahleh (Architecture)\, Qian Song (DMSE)\, Seo Woo Choi (ChemE)
URL:https://tll.mit.edu/event/esl-ta-panel/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2020/10/ESL-TA-Panel-Poster-e1603470351396.png
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20201027T130000
DTEND;TZID=America/New_York:20201027T140000
DTSTAMP:20260403T185214
CREATED:20201002T150249Z
LAST-MODIFIED:20231201T170146Z
UID:1547-1603803600-1603807200@tll.mit.edu
SUMMARY:New Insights & Directions for MIT First-Year Advising
DESCRIPTION:Over the past 20 years\, multiple stakeholders have identified and recommended improvements for first-year advising at MIT. More recently\, students who participated in the Designing the First Year Experience undergraduate class in the spring of 2018 identified advising as a key priority. \n\n\n\n\n\n\nIn response\, the Teaching + Learning Lab (TLL)\, the Office of the Vice Chancellor (OVC)\, and the Office of the First Year (OFY) collaborated to review past advising reports and studies and to implement a model focused on an advising network. This model was piloted last fall with a subset of the class of 2023. \nThis presentation will describe 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. \nPresenters: Melissa Barnett\, Lauren Pouchak\, Elizabeth Young
URL:https://tll.mit.edu/event/new-insights-fy-advising/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2020/10/img-tier-one-e1601650359255.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20201026T110000
DTEND;TZID=America/New_York:20201026T120000
DTSTAMP:20260403T185214
CREATED:20201019T153247Z
LAST-MODIFIED:20201027T183200Z
UID:1695-1603710000-1603713600@tll.mit.edu
SUMMARY:Teaching in a Tense Political Climate
DESCRIPTION:How are you planning to communicate with your students before\, during\, and after the election? \n\n\n\nStudents’ ability to learn effectively is greatly affected by their social lives and emotional state\, both inside and outside the classroom. As we approach another tense and fraught election in the United States\, many students—regardless of their political leanings—feel anxious about the election and can feel frustrated and distracted when faculty act as though nothing momentous is going on.  \n\n\n\nThis workshop will provide tools and perspectives for faculty and instructors who feel that they need to say something about the election or current political landscape\, but are concerned with exposing their political opinion or excluding students whose political leanings may differ from their own. \n\n\n\nCharles Stewart\, Kenan Sahin Distinguished Professor of Political Science\, will explore ways instructors can discuss the election and related topics with students. You will then hear from Ray Feller & Jimmy Doan (DSL) on the impact of the election on students’ well-being and stress. This will be followed by a discussion with your colleagues from across the Institute on ways to support conversation and dialogue about the election and discuss specific\, actionable strategies for initiating and fostering productive discussion. \n\n\n\n\n\n\n\n\nLearning Outcomes\n\n\n\n\n\n\n\nCommunicate awareness of and concern about the impact of the current political climate to support effective learning\, regardless of discipline.\nJustify why a conversation about tense political times is relevant in their course.\nBalance sharing their own experience and political commitments with a desire to include students with different political opinions\nDirect students to support resources when a tense political climate impacts their learning.\n\n\n\n\n\nPresenters: Charles Stewart\, Ray Feller\, Jimmy Doan\, Janet Rankin\, Ben Hansberry
URL:https://tll.mit.edu/event/teaching-in-a-tense-political-climate/
LOCATION:Virtual
CATEGORIES:Faculty Programming
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2020/10/markus-winkler-7PSpOMxpsoE-unsplash-scaled-e1603121668946.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
END:VEVENT
END:VCALENDAR