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SUMMARY:Leveraging Best Practices to Support Community\, Wellbeing\, and Belonging
DESCRIPTION:Join us for our next talk in TLL’s Speaker Series: Reigniting the Spark of Learning.   \n\n\n\nDuring the pandemic\, many instructors realized the importance of community\, wellbeing\, and belonging in student learning\, and the central role that they themselves played in developing the structures and processes to create supportive and inclusive learning environments. \n\n\n\nIn this talk\, members of the RIC16 Ad Hoc Committee* will discuss their year-long work to understand and document how MIT instructors and faculty fostered community\, wellbeing and belonging during remote teaching and how these strategies continue to be used in classrooms and other learning spaces across campus. TLL’s Director and member of the committee\, Janet Rankin\, will moderate. \n\n\n\nAll are welcome! \n\n\n\nFor Zoom details\, please register via Eventbrite below. \n\n\n\n\n\n\n\n\n\nPanel\n\n\n\n\n\n\n\n\n\n\n\nKatrina LaCurts Senior Lecturer & Undergraduate Officer\, Electrical Engineering & Computer Science. (EECS) Katrina’s academic interests lie in the intersection of computer systems and society. She specializes in teaching large undergraduate systems courses. and currently\, teaches 6.02 (Introduction to EECS via Communication Networks)\, 6.033 (Computer Systems Engineering)\, and 6.S057 (Computer Systems and Society). LaCurts received the inaugural School of Engineering Distinguished Educator Award. LaCurts received her MS and PhD in CS from MIT. \n\n\n\n\n\n\n\n\n\n\n\nDavid McGee\, Associate Professor\, Earth\, Atmospheric & Planetary Science. (EAPS) David came to MIT in 2012 after graduate studies at Tulane and Columbia Universities and a postdoc at the University of Minnesota. Prior to grad school\, he taught secondary school science for 6 years. Outside of the lab group\, he directs the Terrascope first-year learning community and serves as the departmental faculty lead for diversity\, equity and inclusion. \n\n\n\n\n\n\n\n\n\n\n\nMeghan Perdue\, MITx Digital Learning Scientist\, School of Humanities\, Arts\, and Social Sciences. (SHASS) Meghan Perdue is the Digital Learning Scientist for the School of Humanities\, Arts and Social Sciences. She works to produce innovative massive open online courses for SHASS. She also works with faculty to incorporate best practices from digital learning technologies into residential courses. She does research on a variety of topics looking at improving pedagogy in online learning\, and is currently finishing a Doctorate in Education at Northeastern. \n\n\n\n\n\n\n\n\n\n\n\nKrishna Rajagopal\, William A. M. Burden Professor of Physics. Professor Rajagopal’s research areas are quantum gravity and field theory\, strong interactions and Nuclear Theory. Professor Rajagopal did his undergraduate work at Queen’s University in Kingston\, Canada. He then spent one year at Caltech before coming to MIT in 1997. He became the Associate Head of the Department of Physics in 2009\, served as the Chair of the MIT faculty from 2015 to 2017 and as MIT’s Dean for Digital Learning from 2017 to 2021. \n\n\n\n\n\n\n\n*The committee was formed in response to a recommendation from RIC16 (Undergraduate and Graduate Living and Learning Refinement and Implementation Committee) of Task Force 2021 and Beyond. \n\n\n\nThe full report of the ad hoc committee is available on TLL’s website\, and is featured in a recent MIT News article about the work of the committee.
URL:https://tll.mit.edu/event/leveraging-best-practices-to-support-community-wellbeing-and-belonging/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/11/Belonging_tree_thumbnail.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230117T000000
DTEND;TZID=America/New_York:20230202T235900
DTSTAMP:20260403T180705
CREATED:20230110T205136Z
LAST-MODIFIED:20240628T171615Z
UID:5272-1673913600-1675382340@tll.mit.edu
SUMMARY:Registration for IAP 2023 TA Days NOW OPEN.
DESCRIPTION:IAP 2023 TA Days: Monday\, January 30\, through Thursday\, February 2. \n\n\n\nBefore the start of each semester\, TLL offers a series of workshops for TAs to help them prepare for the role and responsibilities of the position of teaching at MIT. Topics include how to give feedback\, present a class session\, and facilitate office hours\, among other practical subjects related to teaching. Please visit our TA Days page to view the full schedule and detailed descriptions of the workshops. Registration is now open via Canvas. (Link below.) \n\n\n\nPlease note that the IAP 2023 TA Days schedule includes a mix of in-person and online sessions. All workshops held on campus will take place in 1-190.
URL:https://tll.mit.edu/event/save-the-date-registration-for-iap-2023-ta-days-opens-on-january-17-2023/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/01/TA-Days-chalkboard-featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230121T173000
DTEND;TZID=America/New_York:20230121T183000
DTSTAMP:20260403T180705
CREATED:20230118T211708Z
LAST-MODIFIED:20230118T211710Z
UID:5429-1674322200-1674325800@tll.mit.edu
SUMMARY:How the Pandemic has shaped Leading Universities’ Integration of Digital Learning
DESCRIPTION:How the Pandemic has shaped Leading Universities’ Integration of Digital Learning with Bharat Anand\, Cindy Behrtram\, and Janet Rankin\n\n\n\nHow is the pandemic changing the ways leading universities integrate digital education into their institutional strategies? This episode of Silver Lining for Learning features TLL’s Director\, Janet Rankin\, joining guests from Harvard and Stanford to discuss their recently published reports on the impact of the COVID-19 pandemic on teaching and learning — and the lessons learned from emergency remote instruction during that period. While much has been made of the difficulties students experienced after they left campus\, this show delves into the potential for innovations and advances in learning that this disruption helped to reveal. Guests will share their thoughts on how digital education could transform their universities over the next decade. \n\n\n\nEach report is unique in its genesis and design\, and each offers a unique perspective on the impact of the pandemic. The authors will discuss the process of planning and developing their reports and the impact these reports have had\, including how higher education might move forward from the pandemic with a renewed focus on meaningful and impactful transformation. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nJanet Rankin\, Ph.D.\,  \n\n\n\nDirector\, Teaching +Learning Lab \n\n\n\n\n\n\n\n\n\n\n\n\n\nBharat N. Anand\, Ph.D.\,  \n\n\n\nVice Provost for Advances in Learning at Harvard University and the Henry R. Byers Professor of Business Administration at Harvard Business School. \n\n\n\n\n\n\n\n\n\n\n\n\n\nCindy Behrtram \n\n\n\nAssociate Director of Project Management for Digital Education at Stanford University
URL:https://tll.mit.edu/event/how-the-pandemic-has-shaped-leading-universities-integration-of-digital-learning/
LOCATION:Silver Lining for Learning (Online)
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/01/SLL_featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230124T133000
DTEND;TZID=America/New_York:20230124T150000
DTSTAMP:20260403T180705
CREATED:20230113T161947Z
LAST-MODIFIED:20230120T135831Z
UID:5362-1674567000-1674572400@tll.mit.edu
SUMMARY:Polish your Syllabus: Increase Transparency & Purpose to Support Student Belonging
DESCRIPTION:In this interactive workshop facilitated by the Teaching + Learning Lab (TLL)\, and Student Support Services (S3)\, participants will consider and discuss the importance of transparency\, purposefulness\, and supportiveness in student learning. There will be opportunities for participants to revise their existing syllabi to incorporate these attributes that center learning\, equity\, and wellbeing. \n\n\n\nSpace is limited for this in-person workshop\, and registration is required.
URL:https://tll.mit.edu/event/polish-your-syllabus-increase-transparency-purpose-to-support-student-belonging/
LOCATION:56-180
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/01/polish.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230201T091500
DTEND;TZID=America/New_York:20230201T140000
DTSTAMP:20260403T180705
CREATED:20230120T144508Z
LAST-MODIFIED:20240628T171552Z
UID:5441-1675242900-1675260000@tll.mit.edu
SUMMARY:Festival of Learning 2023
DESCRIPTION:The Festival of Learning is a yearly free event for MIT faculty\, students\, and staff to engage with each other regarding innovation in teaching and learning. The Festival of Learning is co-sponsored by MIT Open Learning and the Office of the Vice Chancellor.  \n\n\n\nKeynote Speaker: Dr. Bror Saxberg\n\n\n\nThe keynote will address what we know from the learning sciences and lessons learned in supporting learners across settings\, including higher education. Dr. Saxberg will share insights from his time as Chief Learning Officer at Kaplan\, Inc\, helping convert Kaplan into a “learning engineering” organization. Using those lessons\, Dr. Saxberg will end with what we can do based on results from e-learning\, instructional design\, motivation\, deliberate practice\, and Learning Engineering communities. \n\n\n\nThis event is open to all. Registration is not required. \n\n\n\nFor more information and to view the schedule\, click the button below.
URL:https://tll.mit.edu/event/festival-of-learning-2023/
LOCATION:MIT Stata Center
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/01/FoL-plain-featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230216T140000
DTEND;TZID=America/New_York:20230216T150000
DTSTAMP:20260403T180705
CREATED:20230113T172640Z
LAST-MODIFIED:20240628T172147Z
UID:5373-1676556000-1676559600@tll.mit.edu
SUMMARY:Students' Sense of Belonging Matters: Evidence from Three Studies
DESCRIPTION:Join us for our next talk in TLL’s Speaker Series: Reigniting the Spark of Learning\n\n\n\nOver the last decade\, research examining and documenting the importance of students’ sense of belonging in college has increased substantially. In this workshop\, Dr. Maithreyi Gopalan\, Assistant Professor of Education & Policy\, Penn State University\, will provide a broad overview of this research and the accumulating evidence regarding the critical role that feelings of belonging play in helping students thrive in college. Specifically\, Dr. Gopalan will present examples from three studies she has conducted to unpack the various facets of belonging among college students with a specific eye toward highlighting practice and policy-relevant insights for higher education\, this includes: \n\n\n\n\nTheir significance and linkages with academic outcomes as well as mental health.\n\n\n\nHow students’ sense of belonging has been conceptualized and defined in the literature within the post-secondary context\, and how it varies by student and institutional characteristics.\n\n\n\nA summary of the evidence from particular approaches and interventions used to foster student belonging in colleges.\n\n\n\nReflections on some of the open questions for the field when it comes to fostering students’ sense of belonging in college.\n\n\n\n\nAll are welcome. To receive the Zoom link\, please register via Eventbrite below.  \n\n\n\n \n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\n\n\n\n\n\n\n\nMaithreyi Gopalan is an Assistant Professor of Education and Public Policy at The Pennsylvania State University. She earned a Ph.D. in Public Affairs from Indiana University\, Bloomington. Broadly speaking\, her research interests center on bringing social psychological insights to bear on education and social policy\, writ large. She uses experimental and quasi-experimental research methods to conduct interdisciplinary\, policy-relevant\, research that has a strong focus on examining the causes and consequences of racial and socioeconomic disparities in educational outcomes.
URL:https://tll.mit.edu/event/students-sense-of-belonging-matters-evidence-from-three-studies/
LOCATION:Zoom
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/01/Belonging.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230322T153000
DTEND;TZID=America/New_York:20230322T163000
DTSTAMP:20260403T180705
CREATED:20230313T152227Z
LAST-MODIFIED:20240628T172147Z
UID:5980-1679499000-1679502600@tll.mit.edu
SUMMARY:Teaching in the Artificial Intelligence Age of ChatGPT
DESCRIPTION:Image generated by DALL-E using the prompt “a friendly robot writing a paper using unexpected tools”\n\n\n\nJoin us for our next talk in TLL’s Speaker Series: Reigniting the Spark of Learning \n\n\n\nWith the advent of easy-to-use artificial intelligence (AI) text generation tools like ChatGPT\, educators must grapple with this question and what it means for their course and assignment designs. In this practical session\, Dr. Derek Bruff will briefly survey the landscape of AI tools for generating text and other media\, then dive into the teaching choices they present: \n\n\n\n\nWhat changes do we need to make to our learning objectives\, if any\, in light of ChatGPT\, and other AI tools?\n\n\n\nHow can we design assignments that either integrate\, disallow\, or minimize AI tools to meet those learning objectives?\n\n\n\nWhat new norms and policies for academic integrity do we need to develop in an age of AI?\n\n\n\n\nThis session will feature teaching principles and examples of practice to help answer these questions. \n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nDerek Bruff is an educator\, author\, and higher ed consultant. He directed the Vanderbilt University Center for Teaching for more than a decade\, where he helped faculty and other instructors develop foundational teaching skills and explore new ideas in teaching. Bruff consults regularly with faculty and administrators across higher education on issues of teaching\, learning\, and faculty development. Bruff has written two books\, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching (West Virginia University Press\, 2019) and Teaching with Classroom Response Systems: Creating Active Learning Environments (Jossey-Bass\, 2009). He writes a weekly newsletter called Intentional Teaching and produces the Intentional Teaching podcast. Bruff has a PhD in mathematics and has taught math courses at Vanderbilt and Harvard University. \n\n\n\n\n\nArrangements for the appearance of Derek Bruff made through RedBrick Agency\, NY\, NY
URL:https://tll.mit.edu/event/teaching-in-the-artificial-intelligence-age-of-chatgpt/
LOCATION:Zoom
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/03/Teaching-in-AI-age.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230406T150000
DTEND;TZID=America/New_York:20230406T163000
DTSTAMP:20260403T180705
CREATED:20230329T190715Z
LAST-MODIFIED:20230404T125829Z
UID:6113-1680793200-1680798600@tll.mit.edu
SUMMARY:2023 Spring Lecture on Graduate Student and Postdoc Well-Being
DESCRIPTION:Thursday\, April 6\, 2023; 3pm – 4:30pm; Virtual Session\n\n\n\nDr. John Lloyd from MIT Medical will discuss issues of depression\, anxiety\, and relational challenges inherent to the graduate student/postdoc experience from a developmental perspective. Dr. Lloyd will take a clinical approach to the topic\, use examples\, and draw from his experience working with MIT graduate students. He will also discuss effective ways of managing these challenges and mental health treatment offered at the MIT Student Mental Health and Counseling Services.  \n\n\n\nThis CAPD event is open to MIT graduate students & postdocs. Please register via Handshake.
URL:https://tll.mit.edu/event/2023-spring-lecture-on-graduate-student-and-postdoc-well-being/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/03/Dr.Lloyd-Lecture.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230417T120000
DTEND;TZID=America/New_York:20230423T235900
DTSTAMP:20260403T180705
CREATED:20230327T211927Z
LAST-MODIFIED:20240628T172320Z
UID:6096-1681732800-1682294340@tll.mit.edu
SUMMARY:Application Period for the Spring 2023 Lesson Planning Track
DESCRIPTION:About the Program\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\n\n\n\n\nWorkshop Schedule\n\n\n\n\nFacilitating Learning\n\n\n\nTuesday\, May 9\, from 2- 4 pm (ET)  \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\nTuesday\, May 16\, from 2- 4 pm (ET)  \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\nFeedback\n\n\n\nTuesday\, May 23\, from 2- 4 pm (ET)  \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 the deadline to be considered. \n\n\n\nApplications for the Spring 2023 session of the Lesson Planning Track open at 12:00 noon ET on Monday\, April 17\, and close at 11:59 pm Sunday\, April 23. (Please note that the Apply button will not work until applications open.)
URL:https://tll.mit.edu/event/application-period-for-the-spring-2023-lesson-planning-track/
CATEGORIES: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:20230510T130000
DTEND;TZID=America/New_York:20230510T140000
DTSTAMP:20260403T180705
CREATED:20230411T132601Z
LAST-MODIFIED:20240628T172147Z
UID:6395-1683723600-1683727200@tll.mit.edu
SUMMARY:Supporting Student Learning Through Metacognitive and Motivational Strategies
DESCRIPTION:Join us for the last talk in our 2022-23 Speaker Series: Reigniting the Spark of Learning\n\n\n\nSupporting Student Learning Through Metacognitive and Motivational Strategies\n\n\n\nDr. Cristina D. Zepeda\, Assistant Professor of Psychology and Human Development\, Vanderbilt University\n\n\n\nAs students advance in their educational trajectories\, there is an increasing demand for them to independently monitor and control their own learning. Two complementary constructs that inform how students regulate their learning are their metacognitive and motivational processes and strategies. Metacognition consists of knowledge and skills that enable learners to monitor their thoughts and take action when they are not learning effectively. Likewise\, motivation is also integral to how learners think about their abilities and motives\, which can impact their learning trajectories through persistence and effort or lack thereof. But how do we support students in engaging in these strategies effectively?The goals of this talk are to: \n\n\n\n\nDescribe how students metacognitively and motivationally regulate their learning.\n\n\n\nProvide concrete examples of how to support these two types of learning strategies in and out of the classroom.\n\n\n\nHighlight how we can equitably and inclusively support students in these endeavors.\n\n\n\n\nAll are welcome!  \n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\n\n\n\n\n\n\n\nCristina D. Zepeda\, Ph.D. (she/her) is an Assistant Professor of Psychology and Human Development at Vanderbilt University\, where she directs the Advancing Learning Lab. Dr. Zepeda received her Ph.D. from the University of Pittsburgh in 2018\, where she worked at the Learning Research and Development Center. From there\, she went on to complete her postdoctoral training in Education and Psychological & Brain Sciences at Washington University in St. Louis. In her research\, Dr. Zepeda applies theories of cognition and motivation to educational practice and investigates how students regulate and adapt their learning processes. In particular\, she examines how metacognition\, motivation\, and other instructional techniques can inform our understanding of learning and transfer with the goal of making education more equitable.
URL:https://tll.mit.edu/event/supporting-student-learning-through-metacognitive-and-motivational-strategies/
LOCATION:Zoom
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/04/Zepeda_event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230522T235900
DTEND;TZID=America/New_York:20230522T235900
DTSTAMP:20260403T180705
CREATED:20230501T123342Z
LAST-MODIFIED:20240628T171540Z
UID:6416-1684799940-1684799940@tll.mit.edu
SUMMARY:2023-2024 Teaching Development Fellows
DESCRIPTION:Applications are now open for the 2023-2024 Teaching Development Fellows Cohort. The deadline for applying is Monday\, May 22\, at 11:59 pm (ET)\n\n\n\n\n\n\n\nInformation Session\n\n\n\nIf you were unable to attend this year’s information session\, you can view the recording below. If you have additional questions\, contact Ben Hansberry\, Associate Director for Graduate Student Teaching\, or your department’s current fellow. \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 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\nFellows should plan to commit approximately 8-10 hours per month from August to May to achieve the work associated with this program. Their work is supported by each fellow’s department with a total stipend of $2\,100. There are also a number of at-large positions available\, supported directly by the TLL. \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\, 2023 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\n\nContact and department information \n\n\n\nPrevious participation in teaching development programming\n\n\n\nShort answer questions on the following topics:\n\nChallenges to developing teaching skills for graduate students in your department and proposals for how a fellow might address these challenges\n\n\n\nDescription of teaching philosophy and teaching methods currently in use or planned\n\n\n\nDescription of teaching training\n\n\n\nDescription of prior leadership experience\n\n\n\n\n\nApplicants must also upload a current CV which includes teaching experience\n\n\n\n\nWe are also excited to announce several at-large positions for fellows who design programs to support graduate students across the entire Institute and focus on a particular audience or topic. \n\n\n\nIf you are interested in being considered for this kind of position\, please also identify what topics or audiences you would be interested in supporting. Previous at-large fellows have included: \n\n\n\n\nSupporting English-as-a-second-language TAs. This at-large fellow supports the particular challenges of ESL TAs\, including supporting communication skills\, challenges of teaching as a non-native English speaker\, and social aspects of teaching in your non-native language.\n\n\n\nSupporting graduate student mentors. This at-large fellow supports the teaching activities of graduate student mentors\, working in collaboration with the UROP office. Past projects have included running grad student mentor trainings\, supporting mentor-mentee communication\, and contributing to a mentoring handbook.\n\n\n\nSupporting diversity\, equity\, and inclusion. This at-large fellow supports DEI initiatives across the Institute in collaboration with the TLL. Projects could include designing inclusive teaching workshops or identifying systemic barriers to inclusive teaching that graduate students can help to address.\n\n\n\nSupporting peer observation. This at-large fellow conducts teaching observations for graduate students and provides feedback. Projects could also include coordinating peer-observation programs or designing observation protocols.\n\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 Monday\, May 22\, 2023. \n\n\n\nApply Here
URL:https://tll.mit.edu/event/tdfn-23-24/
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230623T120000
DTEND;TZID=America/New_York:20230629T235900
DTSTAMP:20260403T180705
CREATED:20230616T152948Z
LAST-MODIFIED:20240628T171519Z
UID:6612-1687521600-1688083140@tll.mit.edu
SUMMARY:Application Period for the Summer 2023 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 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.Tue\, Jul 25\, 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.Tue\, Aug 1\, 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 Track.Tue\, Aug 8\, 2:00 – 4:00 pm (ET)FacilitatorBen Hansberry\, Assistant Director for Graduate Student Teaching \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nThe application window will be open from 12:00 noon Friday\, June 23\, through 11:59 pm Thursday\, June 29. 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\n\nApply
URL:https://tll.mit.edu/event/application-period-for-the-summer-2023-subject-design-track/
CATEGORIES:tracks
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230801T120000
DTEND;TZID=America/New_York:20230820T235900
DTSTAMP:20260403T180705
CREATED:20230801T160000Z
LAST-MODIFIED:20240628T171508Z
UID:6858-1690891200-1692575940@tll.mit.edu
SUMMARY:NOW OPEN! Application Period for the Fall 2023 Kaufman Teaching Certificate Program (KTCP)
DESCRIPTION:The 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\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\nTo learn more\, review the program schedule\, and find answers to frequently asked questions\, please see our dedicated KTCP page. \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\n \n\n\n\nApplications must be received by 11:59 PM ET on August 20. \n\n\n\nIf you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli. (Please note that the application button will not work until the application period begins.)
URL:https://tll.mit.edu/event/fall-2023-ktcp/
CATEGORIES:KTCP
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230814T080000
DTEND;TZID=America/New_York:20230831T160000
DTSTAMP:20260403T180705
CREATED:20230814T120000Z
LAST-MODIFIED:20240628T171436Z
UID:6899-1692000000-1693497600@tll.mit.edu
SUMMARY:Registration for IAP 2023 TA Days NOW OPEN.
DESCRIPTION:Summer 2023 TA Days: Monday\, August 28\, through Thursday\, August 31. \n\n\n\nBefore the start of each semester\, TLL offers a series of workshops for TAs to help them prepare for the roles and responsibilities of the position 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 TA Days page to view the full schedule and detailed descriptions of the workshops. Registration is now open via Canvas. (Link below.) \n\n\n\nPlease note that the Summer 2023 TA Days schedule includes a mix of in-person and online sessions. All workshops held on campus will take place in 2-190.
URL:https://tll.mit.edu/event/registration-for-iap-2023-ta-days-now-open/
CATEGORIES:Teaching Days
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230814T120000
DTEND;TZID=America/New_York:20230820T235900
DTSTAMP:20260403T180705
CREATED:20230814T160000Z
LAST-MODIFIED:20240628T172320Z
UID:6887-1692014400-1692575940@tll.mit.edu
SUMMARY:Application Period for the Fall 2023 Lesson Planning Track
DESCRIPTION:About the Program\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\n\n\n\n\nWorkshop Schedule\n\n\n\n\nFacilitating Learning\n\n\n\nTuesday\, Sep 5\, from 2- 4 pm (ET)  \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\nTuesday\, Sep 12\, from 2- 4 pm (ET)  \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\, Sep 19\, from 2- 4 pm (ET)  \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 20\, to be considered.
URL:https://tll.mit.edu/event/app-fall-23-lpt/
CATEGORIES:tracks
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230918T120000
DTEND;TZID=America/New_York:20230924T235900
DTSTAMP:20260403T180705
CREATED:20230913T190327Z
LAST-MODIFIED:20240628T172320Z
UID:7193-1695038400-1695599940@tll.mit.edu
SUMMARY:Application Period for the Fall 2023 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\n\nMicroteaching 1: Weeks of October 2 & 9\n\n\n\nMicroteaching 2: Weeks of October 16 & 23\n\n\n\n\nNote: To receive a Letter of Completion and count toward a Certificate\, participants must have previously completed the Lesson Planning Track. The Microteaching Track is the only series that can be taken more than once. \n\n\n\nApplications must be received by 11:59 PM ET on Sunday\, September 24. 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/mtt-fa23/
CATEGORIES:tracks
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230928T130000
DTEND;TZID=America/New_York:20230928T140000
DTSTAMP:20260403T180705
CREATED:20230913T174113Z
LAST-MODIFIED:20231201T165801Z
UID:7174-1695906000-1695909600@tll.mit.edu
SUMMARY:Finding the Why: Integrating Purpose in STEM as a Path to Student Engagement
DESCRIPTION:Virtual Talk\n\n\n\n\n\n\n\nJoin us for our next talk in TLL’s 2023-24 Speaker Series\n\n\n\nMany students across different demographic groups highly value opportunities to advance their knowledge and skills (agentic goals) and fulfill a larger purpose that contributes to the world and solves social problems (communal goals). However\, STEM fields are often stereotyped as careers that are more focused on individual goals and less on fulfilling communal ones. In this talk\, Dr. Amanda Diekman will explore how instructors and lab directors in STEM contexts can integrate cues and reflection about the purpose of their work. Considering students’ “why” in pursuing STEM provides a valuable vantage point to foster both broader participation and deeper engagement in STEM. \n\n\n\nAll are welcome. To receive the Zoom link\, please register via Eventbrite below.  \n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nAmanda Diekman is Provost Professor at Indiana University\, where she also serves as Associate Vice Provost for Faculty and Academic Affairs. Her research investigates how stereotypes stem from and reinforce the social structure\, with a particular focus on disparities in STEM interests and predictors of trust in science. Her research has been published in outlets such as Psychological Science\, Journal of Personality and Social Psychology\, and Proceedings of the National Academy of Science. She has served as PI or co-PI on multiple grants from the National Science Foundation to support basic research and evidence-informed student programs. She is a Fellow of the Association for Psychological Science\, the Society for Personality and Social Psychology\, and the Society of Experimental Social Psychology.
URL:https://tll.mit.edu/event/finding-the-why-integrating-purpose-in-stem-as-a-path-to-student-engagement/
LOCATION:Zoom
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231003T160000
DTEND;TZID=America/New_York:20231003T173000
DTSTAMP:20260403T180705
CREATED:20230915T195656Z
LAST-MODIFIED:20230915T195701Z
UID:7206-1696348800-1696354200@tll.mit.edu
SUMMARY:Book Launch with Justin Reich
DESCRIPTION:Iterate: The Secret to Innovation in Schools\n\n\n\n\n\n\n\n\n\nJustin Reich\, Associate Professor\, Comparative Media Studies/Writing and director of MIT Teaching Systems Lab\, will hold a talk on his newest book\, Iterate: The Secret to Innovation in Schools. This event will be held on Tuesday\, October 3 at MIT Bartos Theatre (E15-070)\, 20 Ames Street\, Cambridge\, MA or you can join virtually on zoom. \n\n\n\nIterate: The Secret to Innovation in Schools is a playbook for making big\, joyful changes in schools out of a series of small\, manageable steps. \n\n\n\nCopies will be for sale on-site. Pizza and book signing will be available after the talk on campus.
URL:https://tll.mit.edu/event/book-launch-with-justin-reich/
LOCATION:MIT Bartos Theater\, MIT Bldg. E15-070 | 20 Ames Street\, Cambridge\, Massachusetts\, 02142\, United States
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231026T130000
DTEND;TZID=America/New_York:20231026T140000
DTSTAMP:20260403T180705
CREATED:20231011T214005Z
LAST-MODIFIED:20231201T165642Z
UID:7281-1698325200-1698328800@tll.mit.edu
SUMMARY:Speaking up in STEM: Investigating the self-advocacy and classroom experiences of undergraduates with ADHD and specific learning disorders
DESCRIPTION:Dr. Julie Dangremond Stanton\, Associate Professor of Cellular Biology\, University of Georgia\n\n\n\n\n\n\n\n\n\nArtwork by danjazzia on Envato Elements \n\n\n\nWhen students with disabilities transition to college\, they become solely responsible for accessing and using their accommodations for the first time\, which requires self-advocacy. Although self-advocacy is considered an essential skill for the success of students with disabilities in college\, we are still learning about how students practice self-efficacy and how faculty and staff can encourage students’ self-advocacy. In this talk\, Dr. Stanton will explore the answers to three key questions and will share insight on how to support the success of students with learning disabilities in STEM: \n\n\n\n\nWhat does self-advocacy look like for STEM undergraduates with learning disabilities?\n\n\n\nWhat factors influence self-advocacy in STEM?\n\n\n\nHow does active learning in STEM courses affect students’ perceptions of learning and self-advocacy?\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Julie Dangremond Stanton is an Associate Professor of Cellular Biology at the University of Georgia. Although she was trained as a cell biologist\, Stanton’s passion for helping students learn led her to pursue education research as a faculty member. In her primary research area\, she investigates the metacognitive development of undergraduate life science students. In addition\, Dr. Stanton studies the self-advocacy experiences of students with learning disabilities and ADHD in STEM with Dr. Mariel Pfeifer (University of Mississippi) and the strengths and assets of Black science majors with Dr. Darris Means (University of Pittsburgh). She is the PI of two NSF grants for biology education research\, including a CAREER award to study metacognition. Through her teaching and research\, Dr. Stanton is dedicated to helping undergraduates learn and persist in life science majors.
URL:https://tll.mit.edu/event/speaking-up-in-stem/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231127T120000
DTEND;TZID=America/New_York:20231210T235900
DTSTAMP:20260403T180705
CREATED:20231113T164603Z
LAST-MODIFIED:20240628T171412Z
UID:7423-1701086400-1702252740@tll.mit.edu
SUMMARY:Application Period for the Spring 2024 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. To learn more\, review the program schedule\, and find answers to frequently asked questions\, please see our dedicated KTCP page. \n\n\n\nHow to Apply\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 will have fewer future opportunities to participate in the program (e.g.\, final year grad students\, postdocs\, etc.)  \n\n\n\nThe application window will be open from 12:00 noon Monday\, November 27 through 11:59 pm Sunday\, December 10. \n\n\n\nIf you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli.  \n\n\n\nPlease note: The link button will not work until the application period opens.
URL:https://tll.mit.edu/event/spring-2024-ktcp/
CATEGORIES:KTCP
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231201T080000
DTEND;TZID=America/New_York:20231214T235900
DTSTAMP:20260403T180705
CREATED:20231201T183422Z
LAST-MODIFIED:20240628T171916Z
UID:7673-1701417600-1702598340@tll.mit.edu
SUMMARY:IAP 2024 Flipping Failure Storytelling Workshop
DESCRIPTION:Everyone has faced challenges. Everyone has a story. Flipping Failure want to hear yours!\n\n\n\n\n\n\n\nJoin us for Flipping Failure’s IAP 2024 Storytelling Workshop Series! The workshop series will be a guided process of reflection and discovery to craft and record your unique story in a small cohort of MIT undergraduate and graduate students. You do not need any prior knowledge or storytelling experience to participate! \n\n\n\nBenefits of Participation\n\n\n\nThrough the process of constructing and sharing their stories\, MIT students found meaning in their experiences\, felt less alone in their struggles\, and recognized how they’ve grown and become more resilient. View the video below to hear how storytelling shifted their perspectives. \n\n\n\n\n\n\n\n\n\n\n\n\n\nBrowse all of Flipping Failure’s stories on their website.  \n\n\n\nWhat to expect:\n\n\n\n\nThe workshop series will combine exercises in observation\, mindfulness\, and journaling with instruction in crafting a narrative. Guidance and feedback on the crafting and shaping of your story will be provided.\n\n\n\nThe majority of the time in workshops will be spent working on your stories and recordings. There will also be optional experimentation and brief exercises that you may complete on your own each week.\n\n\n\nThere will be three 3-hour in-person workshops January 9\, 11\, & 16\, and a 1.5-hour individual meeting during the week of January 22.\n\n\n\n\nHow to apply:\n\n\n\nFor more information\, including frequently asked questions and the link to the application\, click the button below. MIT undergraduate and graduate students are welcome to apply.  \n\n\n\n\n\n\n\nApplications are due by 11:59 pm Thursday\, December 14th\, 2023. \n\n\n\nSPACE IS LIMITED!\n\n\n\n\nApply
URL:https://tll.mit.edu/event/iap-2024-flipping-failure-storytelling-workshop/
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231204T120000
DTEND;TZID=America/New_York:20231210T235900
DTSTAMP:20260403T180705
CREATED:20231113T163531Z
LAST-MODIFIED:20240628T171319Z
UID:7421-1701691200-1702252740@tll.mit.edu
SUMMARY:Application Period for the IAP 2024 Subject Design Track
DESCRIPTION:About the Program\n\n\n\nThe Subject Design Track is a sequence of three 2-hour interactive 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.Wed\, Jan 10\, 11:00 – 1:00 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.Wed\, Jan 17\, 11:00 – 1:00 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 Track.Wed\, Jan 24\, 11:00 – 1:00 pm (ET)FacilitatorJanet Rankin\, Director\, 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 4\, through 11:59 pm Sunday\, December 10. 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 link button will not work until the application period opens.
URL:https://tll.mit.edu/event/application-period-for-the-iap-2024-subject-design-track/
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231213T120000
DTEND;TZID=America/New_York:20231213T130000
DTSTAMP:20260403T180705
CREATED:20231113T161540Z
LAST-MODIFIED:20231113T161542Z
UID:7425-1702468800-1702472400@tll.mit.edu
SUMMARY:Balancing High Expectations and Flexibility: Supporting Student and Faculty Mental Health with Compassionate Challenge
DESCRIPTION:Dr. Sarah Rose Cavanagh\, Senior Associate Director for Teaching and Learning in the Center for Faculty Excellence\, Simmons University\n\n\n\n\n\nCo sponsored by DoingWell at MIT\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nJoin us for the final talk of the semester\, with the option to attend a viewing in the Wellbeing Lab located in the newly renovated Student Center.\n\n\n\n\n\n\n\nWhen you ask people to tell a story about their favorite teacher in their educational journey\, they nearly always describe an instructor or coach who was warm\, funny\, empathetic… but challenged them to rise to high expectations of effort and success. We know from motivation research that the best goals are specific and difficult\, as setting a low bar for oneself can be enervating rather than energizing. \n\n\n\nHow can we create classrooms that encourage students to set challenging goals for themselves\, that mobilize energy and stimulate creativity while also being compassionate about the many difficulties our students face to adjust to their learning needs? In this interactive talk\, Sarah Rose Cavanagh will present some research and food for thought based on her most recent book on creating learning environments of compassionate challenge\, ending with practical tips for teaching self-determined seekers of knowledge. \n\n\n\nAbout the Speaker\n\n\n\nSarah Rose Cavanagh is the Senior Associate Director for Teaching and Learning in the Center for Faculty Excellence at Simmons University\, and is an Associate Professor of Practice in the Psychology Department. Before joining Simmons\, she was an Associate Professor of psychology and neuroscience (tenured) at Assumption University\, and served in the D’Amour Center for Teaching Excellence as Associate Director for Grants and Research. Sarah’s research considers the interplay of emotions\, motivation\, learning\, and quality of life. Her most recent research project\, funded by the National Science Foundation\, convenes a network of scholars to develop teaching practices aimed at greater effectiveness and equity in undergraduate biology education. She is author of four books\, including The Spark of Learning: Energizing the College Classroom with the Science of Emotion (2016) and Mind Over Monsters: Supporting Youth Mental Health with Compassionate Challenge (2023). She gives keynote addresses and workshops at a variety of colleges and regional conferences\, blogs for Psychology Today\, and writes essays for venues like Literary Hub and The Chronicle of Higher Education. She’s also on BlueSky too much\, at @SaRoseCav.
URL:https://tll.mit.edu/event/student-and-faculty-mental-health-with-compassionate-challenge/
CATEGORIES:Speaker Series
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DTSTART;TZID=America/New_York:20240116T090000
DTEND;TZID=America/New_York:20240202T160000
DTSTAMP:20260403T180705
CREATED:20240116T140000Z
LAST-MODIFIED:20250121T204608Z
UID:7766-1705395600-1706889600@tll.mit.edu
SUMMARY:Registration for IAP 2024 Teaching Days is closed.
DESCRIPTION:To register for the **IAP 2025 Teaching Days** Please click here.\n\n\n\n\n\n\n\n\n\n\n\n\n\nIAP 2024 Teaching Days: Monday\, January 29\, through Friday\, February 2. \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 the position 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. Registration is now open via Canvas. (Link below.) \n\n\n\nPlease note that the IAP 2024 Teaching Days schedule includes a mix of in-person and online sessions. All workshops held on campus will take place in 4-370
URL:https://tll.mit.edu/event/registration-for-iap-2024-teaching-days-now-open/
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DTSTART;TZID=America/New_York:20240122T100000
DTEND;TZID=America/New_York:20240122T110000
DTSTAMP:20260403T180705
CREATED:20240109T182910Z
LAST-MODIFIED:20240109T182912Z
UID:7740-1705917600-1705921200@tll.mit.edu
SUMMARY:How to Leverage Self-Regulated Learning in Mentoring
DESCRIPTION:Image by SKvector\n\n\n\nSelf-Regulated Learning is a framework for teaching and learning that supports mentoring in the following ways: \n\n\n\n\nTeaching your mentees how to direct their own research progress makes for more independent mentees\, allowing your role as mentor to shift from a more directive role to a collaborative one.\n\n\n\nHelping your mentees with time management\, improving their motivation and engagement in the work you are doing together\, and preparing them for future research opportunities with less external direction.\n\n\n\nMany first-time mentors find the initial planning stage to be the most challenging aspect of undergraduate mentoring. By modeling self-regulated learning strategies\, you and your mentee can develop goals\, strategies\, and a timeline collaboratively\, schedule reflection check-ins\, and identify resources available to your mentee ahead of any challenges arising.\n\n\n\n\nCome learn about how SLR can be leveraged to collaboratively plan goals for the semester with your mentees and support mentees in the development of key metacognitive skills! Coffee and pastries provided to attendees! \n\n\n\n\n\n\n\nPresented by Annick Dewald\, Teaching Development Fellow\, MIT AeroAstroLocation: 33-218
URL:https://tll.mit.edu/event/how-to-leverage-self-regulated-learning-in-mentoring/
CATEGORIES:Teaching Development Workshops
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DTSTART;TZID=America/New_York:20240215T130000
DTEND;TZID=America/New_York:20240215T140000
DTSTAMP:20260403T180705
CREATED:20240108T133000Z
LAST-MODIFIED:20240318T133911Z
UID:7729-1708002000-1708005600@tll.mit.edu
SUMMARY:Climate Across the Curriculum: An Octopus's Journey
DESCRIPTION:Dr. Sandra Goldmark\, Columbia University\n\n\n\nWhat do we need to infuse climate into our courses? Join Sandra Goldmark (Barnard College and Columbia Climate School) for a discussion about climate-responsive teaching in almost any discipline. Goldmark will share her experiences incorporating climate concepts into her theatre courses; expanding climate teaching at Barnard College; and piloting a Climate Ready curriculum at the Columbia Climate School. Participants will be invited to share their own interdisciplinary climate teaching experiences and provide feedback on the Climate Ready framework. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nSandra Goldmark is a designer\, professor\, and circular economy expert. Sandra serves as Senior Assistant Dean for Interdisciplinary Engagement at the Columbia Climate School\, and Director of Sustainability and Climate Action and Associate Professor of Professional Practice at Barnard College. From 2013-2019\, Sandra founded and operated Fixup\, a social enterprise repair service dedicated to healthy and circular patterns of consumption. Sandra is a co-creator of the Sustainable Production Toolkit\, a free climate action and sustainability resource for performing arts organizations\, and serves on the Board of the Hudson Valley Shakespeare Festival. Her work has been featured in The New York Times\, The Wall Street Journal\, MSNBC\, the BBC\, The Sunday Times of London\, The Daily News\, Salon.com\, and many more. A graduate of Harvard College and Yale University\, Sandra is the author of Fixation: How to Have Stuff without Breaking the Planet.
URL:https://tll.mit.edu/event/climate-across-the-curriculum-an-octopuss-journey/
CATEGORIES:Speaker Series
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DTSTART;TZID=America/New_York:20240401T120000
DTEND;TZID=America/New_York:20240407T235900
DTSTAMP:20260403T180705
CREATED:20240301T144149Z
LAST-MODIFIED:20240301T144151Z
UID:7907-1711972800-1712534340@tll.mit.edu
SUMMARY:Application Period for the Spring 2024 Lesson Planning Track Opens April 1
DESCRIPTION:About the Program\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\n\n\n\n\nWorkshop Schedule\n\n\n\n\nFacilitating Learning\n\n\n\nMonday\, Apr 22\, from 10- 12 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\, Apr 25\, from 10- 13 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\nMonday\, Apr 29\, from 10- 12 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 7\, to be considered.
URL:https://tll.mit.edu/event/spring-2024-lpt/
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DTSTART;TZID=America/New_York:20240410T140000
DTEND;TZID=America/New_York:20240410T150000
DTSTAMP:20260403T180705
CREATED:20240215T151355Z
LAST-MODIFIED:20240315T172024Z
UID:7849-1712757600-1712761200@tll.mit.edu
SUMMARY:Beyond Content: Teaching for Civic Participation and Engagement
DESCRIPTION:Image by Gerd Altmann from Pixabay\n\n\n\nDr. Bryan Dewsbury\, Florida International University\n\n\n\nDr. Bryan Dewsbury will explore the ways in which we can reconnect our classroom practice with the values\, behaviors and mindsets needed for a socially just society. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nBryan Dewsbury is Associate Professor of Biology and Associate Director of the STEM Transformation Institute at Florida International University. He is the Principal Investigator of the Science Education and Society (SEAS) research program\, a team blending research on the social context of teaching and learning\, faculty development of inclusive practices\, and programming to cultivate equity in education. Previously\, he was at the University of Rhode Island. Bryan is a Fellow with the John N. Gardner Institute\, where he assists institutions of higher education cultivate best practices in inclusive education.
URL:https://tll.mit.edu/event/beyond-content-teaching-for-civic-participation-and-engagement/
CATEGORIES:Speaker Series
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DTSTART;TZID=America/New_York:20240424T140000
DTEND;TZID=America/New_York:20240424T150000
DTSTAMP:20260403T180705
CREATED:20240318T143742Z
LAST-MODIFIED:20240318T143843Z
UID:7951-1713967200-1713970800@tll.mit.edu
SUMMARY:Creating a Classroom Climate that Supports Student Engagement in Active Learning
DESCRIPTION:Dr. Sarah Eddy\, University of Minnesota\n\n\n\nActive learning classrooms ask students to engage with coursework differently than traditional classrooms. Not only do they ask students to invest more effort into directly engaging with the content\, they often require students to work collaboratively with their peers while learning. The risk “getting it wrong” in front of their peers can prevent some students from fully engaging in active learning classrooms. Instructors can generate student buy-in and foster students’ willingness to take risks through classroom climate. Classroom climate can be characterized by the values\, norms\, and relationships present in a course. In this talk\, we will explore the ways in which instructors can foster student engagement in active learning by emphasizing the relevance of content\, setting norms that encourage mastery goals and peer cooperation\, and developing high-quality instructor-student relationships. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Sarah Eddy is Associate Professor of Biology Teaching and Learning in the College of Biological Sciences at the University of Minnesota-Twin Cities. They received a B.S. in Biological Sciences from Purdue University and a Ph.D. in Zoology from Oregon State University. Sarah completed a postdoctoral scholarship in biology education at the University of Washington. Trained as a behavioral ecologist\, Sarah has shifted from studying behavior in a field setting to behavior in college classrooms. Their lab engages in rigorous research to generate data and resources that support science instructors in creating content and course climates that promote student belonging\, motivation\, and a sense that their unique backgrounds and experiences are a strength within science. In addition to scholarly publications\, Sarah’s work has been featured in the New York Times\, The Atlantic\, Science\, and Insight into Diversity.
URL:https://tll.mit.edu/event/creating-a-classroom-climate-that-supports-student-engagement-in-active-learning/
CATEGORIES:Speaker Series
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240506T120000
DTEND;TZID=America/New_York:20240529T235900
DTSTAMP:20260403T180705
CREATED:20240430T183604Z
LAST-MODIFIED:20240628T171340Z
UID:8152-1714996800-1717027140@tll.mit.edu
SUMMARY:2024-2025 Teaching Development Fellows
DESCRIPTION:Applications for the 2024-2025 Teaching Development Fellows Cohort will open on Monday\, May 6 at noon. The deadline for applying is Wednesday\, May 29\, at 11:59 pm (ET)\n\n\n\n\n\n\n\nInformation Session \nIf you would like to find out more about the Teaching Development Fellows program\, there will be an in-person information session on Monday\, May 13 @ 9 am in E19-607. Coffee and pastries will be served! \n\n\n\n\nIf you have additional questions\, contact Ben Hansberry\, Associate Director for Graduate Student Teaching\, or your department’s current fellow. \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\nFellows should plan to commit approximately 8-10 hours per month from August to May to achieve the work associated with this program. Their work is supported by each fellow’s department with a total stipend of $2\,100. There are also a number of at-large positions available\, supported directly by the TLL. \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\, 2024 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\n\nContact and department information \n\n\n\nPrevious participation in teaching development programming\n\n\n\nShort answer questions on the following topics:\n\nChallenges to developing teaching skills for graduate students in your department and proposals for how a fellow might address these challenges\n\n\n\nDescription of teaching philosophy and teaching methods currently in use or planned\n\n\n\nDescription of teaching training\n\n\n\nDescription of prior leadership experience\n\n\n\n\n\nApplicants must also upload a current CV which includes teaching experience\n\n\n\n\nWe are also excited to announce several at-large positions for fellows who design programs to support graduate students across the entire Institute and focus on a particular audience or topic. \n\n\n\nIf you are interested in being considered for this kind of position\, please also identify what topics or audiences you would be interested in supporting. Previous at-large fellows have included: \n\n\n\n\nSupporting English-as-a-second-language TAs. This at-large fellow supports the particular challenges of ESL TAs\, including supporting communication skills\, challenges of teaching as a non-native English speaker\, and social aspects of teaching in your non-native language.\n\n\n\nSupporting graduate student mentors. This at-large fellow supports the teaching activities of graduate student mentors\, working in collaboration with the UROP office. Past projects have included running grad student mentor trainings\, supporting mentor-mentee communication\, and contributing to a mentoring handbook.\n\n\n\nSupporting diversity\, equity\, and inclusion. This at-large fellow supports DEI initiatives across the Institute in collaboration with the TLL. Projects could include designing inclusive teaching workshops or identifying systemic barriers to inclusive teaching that graduate students can help to address.\n\n\n\nSupporting peer observation. This at-large fellow conducts teaching observations for graduate students and provides feedback. Projects could also include coordinating peer-observation programs or designing observation protocols.\n\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 Friday May 29\, 2024. \n\n\n\n\nApply Here
URL:https://tll.mit.edu/event/2024-2025-tdf/
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