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DTSTART;TZID=America/New_York:20250514T140000
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DTSTAMP:20260403T145425
CREATED:20250415T184330Z
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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:20250714T120000
DTEND;TZID=America/New_York:20250720T235900
DTSTAMP:20260403T145425
CREATED:20250606T190046Z
LAST-MODIFIED:20250703T142047Z
UID:10459-1752494400-1753055940@tll.mit.edu
SUMMARY:Application Period for the Summer 2025 Subject Design Track
DESCRIPTION:About the Program\n\n\n\nThe Subject Design Track is a sequence of three interactive 2-hour workshops focused on course design. Participants will learn to build a course by first identifying goals and then organizing assignments and content to align with these goals. Over the course of the program\, participants will develop a syllabus for a course of their choice with feedback from the instructor. All workshops will take place on Zoom. \n\n\n\nVisit our page on Grad Teaching Development Tracks to learn more. \n\n\n\n\n\n\n\nWorkshop TitleIntended Learning Outcomes (ILOs)Date & TimeDefine Your Goals and ScopeDescribe the elements of the backward design process.Identify and articulate learning outcomes for a course you wish to teach.Identify evidence of a supportive learning environment in existing syllabi.Thu\, Aug 7\, 2:00 – 4:00 pm (ET)Plan Your AssessmentsOutline a unit from the course you wish to teach\, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Identify an appropriate summative assessment method that aligns with discipline priorities and the intended learning outcomes of the unit.Design assessments that support belonging and equity. Outline a unit from the course you wish to teach\, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Thu\, Aug 14\, 2:00 – 4:00 pm (ET)Draft Your SyllabusDescribe how a student-centered syllabus differs from a content-centered syllabus.Articulate course policies that align with learning outcomes and teaching philosophy.Write a student-centered syllabus based on components developed over the course of the Subject Design TrackThu\, Aug 21\, 2:00 – 4:00 pm (ET)FacilitatorBen Hansberry\, Associate Director for Graduate Student Teaching\, Teaching + Learning Lab \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nThe application window will be open from 12:00 noon Monday\, July 14\, through 11:59 pm Sunday\, July 20. Participants from previous workshop tracks are given priority. 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\nPlease note: The apply button will not work until the application window opens. \n\n\n\n\n\n\n\n\nApply
URL:https://tll.mit.edu/event/su25-sdt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/06/Subject-Design-Track_featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250728T120000
DTEND;TZID=America/New_York:20250810T235900
DTSTAMP:20260403T145425
CREATED:20241107T180902Z
LAST-MODIFIED:20250807T170605Z
UID:9187-1753704000-1754870340@tll.mit.edu
SUMMARY:Application Period for the Fall 2025 Kaufman Teaching Certificate Program
DESCRIPTION:Application\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\n\nDescribe your teaching responsibilities in the next two semesters (If applicable).\n\n\n\nWhat are two teaching practices or skills you hope to learn by completing this program?\n\n\n\n\nPriority will be given to applicants who are in their final year of graduate or postdoctoral studies. \n\n\n\nThe application window will be open from 12:00 noon\, Monday\, July 28\, through 11:59 pm\, Sunday\, August 10. \n\n\n\nFor more information about the program and frequently asked questions\, please visit the KTCP page. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli. \n\n\n\nPlease note: The button is not active until the application opens. \n\n\n\n\nAPPLY
URL:https://tll.mit.edu/event/fa-2025-ktcp/
CATEGORIES:KTCP
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/11/KTCP-Grad-Celebration136-1024x512-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250811T120000
DTEND;TZID=America/New_York:20250817T235900
DTSTAMP:20260403T145425
CREATED:20241107T210535Z
LAST-MODIFIED:20250711T180734Z
UID:9192-1754913600-1755475140@tll.mit.edu
SUMMARY:Application Period for the Fall 2025 Lesson Planning Track
DESCRIPTION:About the Program\n\n\n\nThe Lesson Planning Track is a sequence of three 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\n\n\n\n\nWorkshop Schedule\n\n\n\n\nFacilitating Learning\n\n\n\nTuesday\, September 2\, 1:00-3:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the benefits of implementing ILO-aligned active learning strategies in the classroom.\n\n\n\nIdentify the specific benefits and challenges of implementing a particular active learning strategy\n\n\n\nDesign opportunities for practice that engage students cognitively and align with desired ILOs through the use of active learning strategies.\n\n\n\nReduce barriers to inclusion by intentionally using a variety of active learning techniques with attentiveness to implementation details.\n\n\n\n\n\n\n\n\n\n\nPlanning for Learning\n\n\n\nThursday\, September 9\, 1:00-3:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the impact that prior content knowledge\, previously mastered skills\, and beliefs about learning have on how students learn  \n\n\n\nList some strategies to ascertain students’ prior knowledge\, skills\, and beliefs. \n\n\n\nUse scaffolding and an understanding of prior knowledge and skills to sketch an outline of a class session that includes active learning.\n\n\n\n\n\n\n\n\n\n\nEffective Feedback\n\n\n\nTuesday\, September 16\, 1:00-3:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the characteristics of effective feedback. \n\n\n\nExplain how cultivating a growth mindset in your students can foster resilience and increase academic performance. \n\n\n\nProvide targeted and growth-oriented feedback.\n\n\n\n\n\nTo complete the track and receive a letter of completion\, participants must attend all three workshops and complete the required out-of-class work. \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nAny graduate student is welcome to apply. Participants from previous workshop tracks have priority. After that\, applicants are selected on a first-come\, first-served basis\, so please apply early. Applications must be received by 11:59 pm Sunday\, August 17\, to be considered.
URL:https://tll.mit.edu/event/fall-2025-lpt/
CATEGORIES:Teaching Development Workshops,tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/03/LPT.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250910T120000
DTEND;TZID=America/New_York:20250910T130000
DTSTAMP:20260403T145425
CREATED:20250814T183234Z
LAST-MODIFIED:20250825T170551Z
UID:10737-1757505600-1757509200@tll.mit.edu
SUMMARY:Cultivating a Convivial Classroom in the Age of AI
DESCRIPTION:How the Technological Critics of the 20th Century Can Help Us Wisely Navigate Generative AI in Education\n\n\n\nReihaneh Golpayegani & The Bigger Picture / https://betterimagesofai.org / https://creativecommons.org/licenses/by/4.0/\n\n\n\nDr. Josh Brake\, Associate Professor of Engineering at Harvey Mudd College \n\n\n\nDescription\n\n\n\nGenerative AI is dominating the conversation around education today. Sentiments span the spectrum from deeply felt anxiety to unbridled optimism. Meanwhile\, individual educators and students are searching for solid footing as they seek to understand generative AI and its implications. While there is no shortage of books and blogs offering suggestions for how we ought to respond\, these perspectives often focus narrowly on the specific technology of generative AI without considering its broader historical\, social\, and technological context. Perhaps surprisingly\, some of the most insightful writing about AI was published over fifty years before the phrase artificial intelligence was even coined. This collection of technological critics—writers and thinkers like Neil Postman\, Jacques Ellul\, Marshall McLuhan\, Ursula Franklin\, Lewis Mumford\, Ivan Illich\, and C. S. Lewis—offers us a broader aperture through which to see education\, technology\, and their intersection. In this talk\, we will explore what these thinkers have to offer us as we strive to build a solid foundation and chart a wise path forward in a rapidly evolving landscape. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Josh Brake\, Associate Professor of Engineering at Harvey Mudd College \n\n\n\nJosh Brake is an Associate Professor of Engineering at Harvey Mudd College. He holds a Ph.D. and M.S. in Electrical Engineering from the California Institute of Technology and an M.S. and B.S. in Engineering with an Electrical Concentration from LeTourneau University. He is the principal investigator of the Harvey Mudd Biophotonics Laboratory\, where he has the privilege of guiding a group of talented and motivated Mudders to build optical tools for biomedicine. \n\n\n\nIn addition to his teaching and research activities on campus\, Josh writes The Absent Minded Professor\, a weekly Substack about technology\, education\, and human flourishing. His weekly manifestos often orbit around his core conviction that the builders of the future must be deeply shaped by philosophy and the humanities in order for us to cultivate a flourishing future together. He is also a Venture Partner with Praxis\, helping to advance redemptive quests to address the major issues of our time. \n\n\n\nJosh lives in Southern California with his wife and three young children. On evenings and weekends\, you’ll often find him biking around town with the kids on the back of his cargo e-bike or making pizza in the Ooni. Except\, that is\, for Monday evenings. On Monday evenings\, when the kids are in bed and the house is quiet\, you’ll find him head down at the keyboard\, feverishly cranking out his next blog post.
URL:https://tll.mit.edu/event/cultivating-a-convivial-classroom-ai/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/08/ReihanehGolpayegani-TheBigger-PictureACorner-Of-The-History-feature.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250915T120000
DTEND;TZID=America/New_York:20250921T235900
DTSTAMP:20260403T145425
CREATED:20241107T213026Z
LAST-MODIFIED:20250711T180122Z
UID:9202-1757937600-1758499140@tll.mit.edu
SUMMARY:Application Period for the Fall 2025 Microteaching Track
DESCRIPTION:Any graduate student is welcome to apply. However\, students who have completed the Lesson Planning Track will be given priority.  \n\n\n\n\n\n\n\n\n\n\n\nAbout the Program\n\n\n\nThe Microteaching Track is a sequence of 2 microteaching workshops. In a microteaching workshop\, a small group of students each present a brief teaching demo and receive feedback from peers and TLL staff. Following the first microteaching workshop\, participants incorporate the feedback they received into their teaching demo and present the improved version in the second session. \n\n\n\nWorkshop Schedule\n\n\n\nTo be determined by participant availability: \n\n\n\n\nMicroteaching 1: Weeks of October 6 & October 13 \n\n\n\nMicroteaching 2: Weeks of October 20 & October 27 \n\n\n\n\nHow to Apply\n\n\n\nPrerequisite: Applicants must have already completed the Lesson Planning Track to be considered. Priority is given to those who anticipate a teaching or TA appointment within the next two semesters. The remaining applications will be selected on a first-come\, first-served basis. \n\n\n\nApplications must be received by 11:59 PM ET on Sunday\, September 21. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli \n\n\n\nPlease note that the application button will not work until the application is open.
URL:https://tll.mit.edu/event/fall-2025-mtt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/09/MTT_Feature.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251006T120000
DTEND;TZID=America/New_York:20251012T235900
DTSTAMP:20260403T145425
CREATED:20250925T180531Z
LAST-MODIFIED:20250926T183630Z
UID:10960-1759752000-1760313540@tll.mit.edu
SUMMARY:Application Period for the Fall 2025 Inclusive Teaching Track
DESCRIPTION:About the Program\n\n\n\nThe Inclusive Teaching Track is a sequence of two interactive workshops focused on cultivating equitable and welcoming classrooms in which all students can learn and reach their potential. Participants will reflect on their own experiences and perspectives and learn evidence-based strategies to design structured and relational learning experiences. By the end of the track\, participants will be able to apply principles of inclusive teaching to plan a teaching practice or learning activity that will make classrooms more equitable in future teaching or education-related careers in higher education. \n\n\n\n\n\n\n\nWorkshop Schedule \n\n\n\nInclusive Teaching as a Mindset\n\n\n\nThursday\, October 23\, 2 – 4 pm\, Bldg# 2-147 \n\n\n\nIn the first workshop\, we will define inclusive teaching and use it to evaluate common approaches to teaching in our disciplines. By introducing specific strategies\, we will learn ways to invite students into the learning experience to be responsive to the diversity in the classroom. We will practice skills in evaluating a teaching practice to promote more inclusive classroom dynamics and to consider how your own identities impact your perspectives on teaching. \n\n\n\nPrinciples and Strategies in Inclusive Teaching\n\n\n\nThursday\, October 30\, 2 – 4 pm\, Bldg# 2-147 \n\n\n\nIn this workshop\, we will discuss research that informs students’ sense of belonging and delve into principles of inclusive teaching. We will work together to apply these principles by planning how to clearly communicate the purpose of learning\, build a sense of community\, and signal the importance of diverse perspectives. Through the application of key principles of inclusive teaching\, participants will identify concrete strategies to create a structured and relational classroom in which all students can learn and reach their potential.  \n\n\n\nHow to Apply\n\n\n\nApplications must be received by 11:59 PM ET on Sunday\, October 12\, to be considered. If you have additional questions or encounter difficulty with the application\, please contact Ben Hansberry. \n\n\n\nPlease note that the Apply button will not work until the application is open.
URL:https://tll.mit.edu/event/fall25-itt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/04/ITT_Track_Featured-image.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251023T120000
DTEND;TZID=America/New_York:20251023T130000
DTSTAMP:20260403T145425
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:20251107T080000
DTEND;TZID=America/New_York:20251221T235900
DTSTAMP:20260403T145425
CREATED:20251107T133617Z
LAST-MODIFIED:20251215T203921Z
UID:11188-1762502400-1766361540@tll.mit.edu
SUMMARY:IAP 2026 Course (RE)Design Institute
DESCRIPTION:Applications are Open!\n\n\n\nWe are pleased to announce the return of the winter Course (Re)Design Institute series for MIT Faculty and Lecturers over December 2025 and IAP 2026!\n\n\n\nThis hands-on\, interactive workshop series leverages principles of course design and the science of learning to support effective\, efficient course (re)design. Whether you are building a course from the ground up or refining an existing one\, you will have the opportunity to explore evidence-based teaching and course design strategies to energize and strengthen student learning. Together\, we will share and apply practical tools and approaches to create engaging\, rigorous\, and inclusive learning experiences. The workshop series provides dedicated time\, structured activities\, and a supportive community that can help you avoid the “spinning wheels” phase that often comes with (re)designing alone. \n\n\n\nEach 2-hour session builds on the last\, and attending the full series helps deepen connections and ideas within our growing community of practice. We realize there are many demands on your time and varied timelines for course design. To that end\, we are offering flexible options for engagement with: \n\n\n\n\nTwo opportunities to take Workshop 1 (one in December for an early start and one in January; attendance at one of these workshops is sufficient)\n\n\n\nAn optional third workshop with multiple pathways for what you’d like to explore\n\n\n\n\nWe will wrap up each session with a light lunch and informal conversation\, an opportunity to share insights\, questions\, and good company. \n\n\n\nWorkshop Schedule (2-hour sessions)\n\n\n\nTime & Location: 10:30-12:30 followed by a light lunch\,  TLL Workshop Room E19-607 \n\n\n\n\nThursday\, 1/06 – Workshop 1: Course Design for Relevance and Rigor\n\n\n\nThursday\, 1/8 – Workshop 2: Authentic + Aligned Assessments\n\n\n\nTuesday\, 1/13 – Workshop 3: Active Learning
\n\n\n\nThursday\, 1/15 – Workshop 4 (Optional): GenAI-aware Assessments\n\n\n\n\nApplication deadline: Sunday\, December 21. Successful applicants will be notified on a rolling basis.
URL:https://tll.mit.edu/event/iap26-redesign-institute/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/11/ReDesign-2026-Featured-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251113T150000
DTEND;TZID=America/New_York:20251113T160000
DTSTAMP:20260403T145425
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251201T120000
DTEND;TZID=America/New_York:20251207T235900
DTSTAMP:20260403T145425
CREATED:20251103T213124Z
LAST-MODIFIED:20251201T164024Z
UID:11180-1764590400-1765151940@tll.mit.edu
SUMMARY:Application Period for the IAP 2026 Subject Design Track
DESCRIPTION:About the Program\n\n\n\nThe Subject Design Track is a sequence of three interactive 2-hour workshops focused on course design. Participants will learn to build a course by first identifying goals and then organizing assignments and content to align with these goals. Over the course of the program\, participants will develop a syllabus for a course of their choice with feedback from the instructor. All workshops will take place on Zoom. \n\n\n\nVisit our page on Grad Teaching Development Tracks to learn more. \n\n\n\n\n\n\n\nWorkshop TitleIntended Learning Outcomes (ILOs)Date & TimeDefine Your Goals and ScopeDescribe the elements of the backward design process.Identify and articulate learning outcomes for a course you wish to teach.Identify evidence of a supportive learning environment in existing syllabi.Thu\, Jan 15\, 2:00 – 4:00 pm (ET)Plan Your AssessmentsOutline a unit from the course you wish to teach\, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Identify an appropriate summative assessment method that aligns with discipline priorities and the intended learning outcomes of the unit.Design assessments that support belonging and equity. Outline a unit from the course you wish to teach\, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Thu\, Jan 22\, 2:00 – 4:00 pm (ET)Draft Your SyllabusDescribe how a student-centered syllabus differs from a content-centered syllabus.Articulate course policies that align with learning outcomes and teaching philosophy.Write a student-centered syllabus based on components developed over the course of the Subject Design TrackThu\, Jan 29\, 2:00 – 4:00 pm (ET)FacilitatorBen Hansberry\, Associate Director for Graduate Student Teaching\, Teaching + Learning Lab \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nThe application window will be open from 12:00 noon Monday\, December 1\, through 11:59 pm Sunday\, December 7. Participants from previous workshop tracks are given priority. 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\nPlease note: The apply button will not work until the application window opens. \n\n\n\n\n\n\n\n\nApply
URL:https://tll.mit.edu/event/iap-2026-sdt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/06/Subject-Design-Track_featured.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251201T120000
DTEND;TZID=America/New_York:20251219T235900
DTSTAMP:20260403T145425
CREATED:20251117T164042Z
LAST-MODIFIED:20251118T191739Z
UID:11215-1764590400-1766188740@tll.mit.edu
SUMMARY:Application Period for the Spring 2026 Kaufman Teaching Certificate Program
DESCRIPTION:About the Program\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. \n\n\n\nApplication\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\n\nDescribe your teaching responsibilities in the next two semesters (If applicable).\n\n\n\nWhat are two teaching practices or skills you hope to learn by completing this program?\n\n\n\n\nPriority will be given to applicants who are in their final year of graduate or postdoctoral studies. \n\n\n\nThe application window will be open from 12:00 noon\, Monday\, December 1\, through 11:59 pm\, Friday\, December 19. \n\n\n\nFor more information about the program and frequently asked questions\, please visit the KTCP page. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli. \n\n\n\nPlease note: The button is not active until the application opens. \n\n\n\n\nAPPLY
URL:https://tll.mit.edu/event/application-spring26-ktcp/
CATEGORIES:KTCP
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260116T110000
DTEND;TZID=America/New_York:20260116T120000
DTSTAMP:20260403T145425
CREATED:20251215T194343Z
LAST-MODIFIED:20251215T194344Z
UID:11315-1768561200-1768564800@tll.mit.edu
SUMMARY:Departmental Action Teams (DATs) Info Session
DESCRIPTION:Departmental Action Teams (DATs) support broad-scale and sustainable improvements in undergraduate education through either curriculum revision (what is taught) or pedagogical changes (how it is taught). This model is of particular interest to the selection committee for the Alex and Brit d’Arbeloff Fund for Excellence in Education. \n\n\n\nIn this webinar\, Drs. Ruthann Thomas and Raechel Soicher will provide a brief overview of the goals\, structure\, and process for creating and sustaining Departmental Action Teams (DATs) to identify and implement curricular and/or pedagogical changes that improve undergraduate education. There will be ample time to ask questions and discuss potential proposals. \n\n\n\nAdditional information on the Departmental Action Team is available at https://tll.mit.edu/departmental-action-teams/. Reach out to tll-dat@mit.edu with any questions.
URL:https://tll.mit.edu/event/departmental-action-teams-dats-info-session/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/12/DAT-featured.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260126T080000
DTEND;TZID=America/New_York:20260130T190000
DTSTAMP:20260403T145425
CREATED:20250701T211556Z
LAST-MODIFIED:20260105T195438Z
UID:10535-1769414400-1769799600@tll.mit.edu
SUMMARY:IAP 2026 Teaching Days
DESCRIPTION:Registration is now open!\n\n\n\nIAP 2026 Teaching Days: Monday\, January 26 through Friday\, January 30 \n\n\n\nBefore the start of each semester\, TLL offers a series of workshops for TAs and teacher trainees to help them prepare for the roles and responsibilities of teaching at MIT. Topics include giving feedback\, presenting a class session\, and facilitating office hours\, among other practical subjects related to teaching. Please visit our Teaching Days page to view the full schedule and detailed descriptions of the workshops.
URL:https://tll.mit.edu/event/iap-2026-teaching-days/
CATEGORIES:Teaching Days
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/07/Teaching-Days_featured.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260224T140000
DTEND;TZID=America/New_York:20260224T150000
DTSTAMP:20260403T145425
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260302T120000
DTEND;TZID=America/New_York:20260308T235900
DTSTAMP:20260403T145425
CREATED:20260218T154639Z
LAST-MODIFIED:20260227T171612Z
UID:11637-1772452800-1773014340@tll.mit.edu
SUMMARY:Application Period for the Spring 2026 Inclusive Teaching Track
DESCRIPTION:About the Program\n\n\n\nThe Inclusive Teaching Track is a sequence of two interactive workshops focused on cultivating equitable and welcoming classrooms in which all students can learn and reach their potential. Participants will reflect on their own experiences and perspectives and learn evidence-based strategies to design structured and relational learning experiences. By the end of the track\, participants will be able to apply principles of inclusive teaching to plan a teaching practice or learning activity that will make classrooms more equitable in future teaching or education-related careers in higher education. \n\n\n\n\n\n\n\nWorkshop Schedule \n\n\n\nInclusive Teaching as a Mindset\n\n\n\nThursday\, April 2\, 1 – 3 pm \n\n\n\nIn the first workshop\, we will define inclusive teaching and use it to evaluate common approaches to teaching in our disciplines. By introducing specific strategies\, we will learn ways to invite students into the learning experience to be responsive to the diversity in the classroom. We will practice skills in evaluating a teaching practice to promote more inclusive classroom dynamics and to consider how your own identities impact your perspectives on teaching. \n\n\n\nPrinciples and Strategies in Inclusive Teaching\n\n\n\nThursday\, April 16\, 1 – 3 pm \n\n\n\nIn this workshop\, we will discuss research that informs students’ sense of belonging and delve into principles of inclusive teaching. We will work together to apply these principles by planning how to clearly communicate the purpose of learning\, build a sense of community\, and signal the importance of diverse perspectives. Through the application of key principles of inclusive teaching\, participants will identify concrete strategies to create a structured and relational classroom in which all students can learn and reach their potential.  \n\n\n\nHow to Apply\n\n\n\nAny graduate student is welcome to apply. Applications must be received by 11:59 PM ET on Sunday\, March 8\, to be considered. If you have additional questions or encounter difficulty with the application\, please contact Ben Hansberry. \n\n\n\nPlease note that the Apply button will not work until the application is open.
URL:https://tll.mit.edu/event/sp26-itt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/04/ITT_Track_Featured-image.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260310T153000
DTEND;TZID=America/New_York:20260310T163000
DTSTAMP:20260403T145425
CREATED:20260227T214147Z
LAST-MODIFIED:20260310T174637Z
UID:11657-1773156600-1773160200@tll.mit.edu
SUMMARY:When and Why Do Students Read for Class?
DESCRIPTION:Note: Change in day and time from the announcement in the TLL newsletter. \n\n\n\n\n\n\n\nDr. Liz Norell\, Associate Director of Instructional Support in the Center for Excellence in Teaching and Learning (CETL) at the University of Mississippi. \n\n\n\nDescription\n\n\n\nDrawing on survey data and focus group findings from a spring 2025 pilot project\, this workshop will present the top reasons students say they skip readings in their undergraduate courses. Dr. Norell will then share strategies on how to make the goals of course readings more transparent and meaningful for students\, with plenty of time for Q&A. Attendees will leave with a clearer understanding of students’ perspectives on course readings and ideas for how to frame the importance of the readings so students can engage with course materials more effectively. \n\n\n\nOpen to the MIT teaching community. Space is limited. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Liz Norell serves as Associate Director of Instructional Support in the Center for Excellence in Teaching and Learning (CETL) at the University of Mississippi. She has spent more than 20 years teaching in higher education\, including stints in composition\, journalism\, new media\, and political science — much of it as an adjunct faculty member teaching simultaneously at multiple institutions\, including community colleges. She completed a PhD in political science at the University of Texas at Dallas. Liz’s first book\, The Present Professor: Authenticity and Transformational Teaching\, was published by the University of Oklahoma Press’s brand-new series\, Teaching\, Engaging\, and Thriving in Higher Ed\, co-edited by James Lang and Michelle Miller. Liz is passionate about equitable\, inclusive teaching\, constructive conversations across differences\, and fostering meaningful learning. She is also dedicated to boosting awareness of disability in higher education. You can find Liz on social media (@liznorell) and at her website\, liznorell.com.
URL:https://tll.mit.edu/event/when-and-why-do-students-read-for-class/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260319T140000
DTEND;TZID=America/New_York:20260319T150000
DTSTAMP:20260403T145425
CREATED:20260224T182928Z
LAST-MODIFIED:20260305T213957Z
UID:11647-1773928800-1773932400@tll.mit.edu
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260406T120000
DTEND;TZID=America/New_York:20260412T235900
DTSTAMP:20260403T145425
CREATED:20260325T190333Z
LAST-MODIFIED:20260325T191349Z
UID:11725-1775476800-1776038340@tll.mit.edu
SUMMARY:Application Period for the Spring 2026 Lesson Planning Track
DESCRIPTION:About the Program\n\n\n\nThe Lesson Planning Track is a sequence of three 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\n\n\n\n\nWorkshop Schedule\n\n\n\n\nFacilitating Learning\n\n\n\nTuesday\, April 28\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the benefits of implementing ILO-aligned active learning strategies in the classroom.\n\n\n\nIdentify the specific benefits and challenges of implementing a particular active learning strategy\n\n\n\nDesign opportunities for practice that engage students cognitively and align with desired ILOs through the use of active learning strategies.\n\n\n\nReduce barriers to inclusion by intentionally using a variety of active learning techniques with attentiveness to implementation details.\n\n\n\n\n\n\n\n\n\n\nPlanning for Learning\n\n\n\nThursday\, April 30\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the impact that prior content knowledge\, previously mastered skills\, and beliefs about learning have on how students learn  \n\n\n\nList some strategies to ascertain students’ prior knowledge\, skills\, and beliefs. \n\n\n\nUse scaffolding and an understanding of prior knowledge and skills to sketch an outline of a class session that includes active learning.\n\n\n\n\n\n\n\n\n\n\nEffective Feedback\n\n\n\nTuesday\, May 5\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the characteristics of effective feedback. \n\n\n\nExplain how cultivating a growth mindset in your students can foster resilience and increase academic performance. \n\n\n\nProvide targeted and growth-oriented feedback.\n\n\n\n\n\nTo complete the track and receive a letter of completion\, participants must attend all three workshops and complete the required out-of-class work. \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nAny graduate student is welcome to apply. Participants from previous workshop tracks have priority. After that\, applicants are selected on a first-come\, first-served basis\, so please apply early. Applications must be received by 11:59 pm Sunday\, April 12\, to be considered.
URL:https://tll.mit.edu/event/lpt-sp26/
CATEGORIES:Teaching Development Workshops,tracks
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260407T150000
DTEND;TZID=America/New_York:20260407T160000
DTSTAMP:20260403T145425
CREATED:20260317T224532Z
LAST-MODIFIED:20260327T173248Z
UID:11700-1775574000-1775577600@tll.mit.edu
SUMMARY:Developing Judgment to Address Wicked Problems in Engineering
DESCRIPTION:Aaron W. Johnson\, SM ’10\, PhD ’15\, Assistant Professor\, Aerospace Engineering & Core Faculty member of the Engineering Education Research Program\, University of Michigan \n\n\n\nSpecial guest speaker co-hosted with Aero-Astro\n\n\n\nEngineers constantly face “wicked problems\,” ill-defined and complex sociotechnical problems with undefined and often-shifting constraints and requirements. Many students enter engineering to tackle these wicked problems in their future careers; however\, the well-defined\, closed-ended\, and decontextualized problems prevalent in undergraduate engineering education do not allow students to develop the judgment and critical thinking needed to address them. \n\n\n\nDr. Aaron Johnson will discuss a method to help engineering students develop the judgment needed to address wicked problems. He will share design-based research that studies learning in the context of new educational interventions. Specifically\, the talk will focus on his work designing group-based open-ended problems in engineering science courses and creating a related taxonomy of emerging engineering modeling judgment. This taxonomy outlines how engineering students make informed decisions when developing and using mathematical models to address open-ended problems in class and on student project teams. The talk will conclude with practical implications for engineering education\, particularly as they relate to the ever-expanding availability and capability of generative AI\, and future research directions. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nAaron W. Johnson is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. He leads the SHUTTLE Lab\, which conducts Studies of Holistic Understanding\, Thinking\, Teaching\, and Learning in Engineering. The lab’s NSF-funded design-based research focuses on how to re-contextualize engineering science courses to better reflect and prepare students for the reality of ill-defined\, sociotechnical engineering practice. Their current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Ph.D. students in the SHUTTLE Lab are also studying students’ perceptions of professional skills and the social-class worldview and experience of engineering students from low-socioeconomic backgrounds. Aaron holds a B.S. in Aerospace Engineering from the University of Michigan and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining Michigan\, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder.
URL:https://tll.mit.edu/event/developing-judgment-to-address-wicked-problems/
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260428T130000
DTEND;TZID=America/New_York:20260428T140000
DTSTAMP:20260403T145425
CREATED:20260401T175117Z
LAST-MODIFIED:20260402T165552Z
UID:11812-1777381200-1777384800@tll.mit.edu
SUMMARY:Panel Discussion: How AI is Changing Student Learning–Perspectives from MIT Students
DESCRIPTION:Photo: MIT Image Library\n\n\n\nModerated by Dr. Lourdes Alemán\, in collaboration with MIT Radius  \n\n\n\nDescription\n\n\n\nAs AI transforms our teaching and learning\, it is important to recognize that students’ experiences and attitudes towards AI are not homogeneous. In this panel of MIT students\, we will discuss how they use AI tools\, the impact of these tools on their learning\, and the ethical frameworks and concerns that they bring to their work. This conversation will allow educators to understand students’ perspectives on the motivations\, challenges\, and expectations shaping AI use today as they navigate these tools in real time. \n\n\n\nAbout Radius\n\n\n\nRadius partners with students\, staff\, faculty\, and community members who desire to engage effectively in making the world a better place. Our programming sparks lively intellectual conversations\, with the commitment go deeper than merely the exchange of ideas. We strive to inspire people to look at the world in a new way\, to consider the deeper ethical implications of their actions\, and take action to promote justice\, dignity and peace.
URL:https://tll.mit.edu/event/how-ai-is-changingstudent-learning/
CATEGORIES:Speaker Series
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