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DTSTART;TZID=America/New_York:20231127T120000
DTEND;TZID=America/New_York:20231210T235900
DTSTAMP:20260403T185132
CREATED:20231113T164603Z
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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:20260403T185132
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231204T120000
DTEND;TZID=America/New_York:20231210T235900
DTSTAMP:20260403T185132
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231213T120000
DTEND;TZID=America/New_York:20231213T130000
DTSTAMP:20260403T185132
CREATED:20231113T161540Z
LAST-MODIFIED:20231113T161542Z
UID:7425-1702468800-1702472400@tll.mit.edu
SUMMARY:Balancing High Expectations and Flexibility: Supporting Student and Faculty Mental Health with Compassionate Challenge
DESCRIPTION:Dr. Sarah Rose Cavanagh\, Senior Associate Director for Teaching and Learning in the Center for Faculty Excellence\, Simmons University\n\n\n\n\n\nCo sponsored by DoingWell at MIT\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nJoin us for the final talk of the semester\, with the option to attend a viewing in the Wellbeing Lab located in the newly renovated Student Center.\n\n\n\n\n\n\n\nWhen you ask people to tell a story about their favorite teacher in their educational journey\, they nearly always describe an instructor or coach who was warm\, funny\, empathetic… but challenged them to rise to high expectations of effort and success. We know from motivation research that the best goals are specific and difficult\, as setting a low bar for oneself can be enervating rather than energizing. \n\n\n\nHow can we create classrooms that encourage students to set challenging goals for themselves\, that mobilize energy and stimulate creativity while also being compassionate about the many difficulties our students face to adjust to their learning needs? In this interactive talk\, Sarah Rose Cavanagh will present some research and food for thought based on her most recent book on creating learning environments of compassionate challenge\, ending with practical tips for teaching self-determined seekers of knowledge. \n\n\n\nAbout the Speaker\n\n\n\nSarah Rose Cavanagh is the Senior Associate Director for Teaching and Learning in the Center for Faculty Excellence at Simmons University\, and is an Associate Professor of Practice in the Psychology Department. Before joining Simmons\, she was an Associate Professor of psychology and neuroscience (tenured) at Assumption University\, and served in the D’Amour Center for Teaching Excellence as Associate Director for Grants and Research. Sarah’s research considers the interplay of emotions\, motivation\, learning\, and quality of life. Her most recent research project\, funded by the National Science Foundation\, convenes a network of scholars to develop teaching practices aimed at greater effectiveness and equity in undergraduate biology education. She is author of four books\, including The Spark of Learning: Energizing the College Classroom with the Science of Emotion (2016) and Mind Over Monsters: Supporting Youth Mental Health with Compassionate Challenge (2023). She gives keynote addresses and workshops at a variety of colleges and regional conferences\, blogs for Psychology Today\, and writes essays for venues like Literary Hub and The Chronicle of Higher Education. She’s also on BlueSky too much\, at @SaRoseCav.
URL:https://tll.mit.edu/event/student-and-faculty-mental-health-with-compassionate-challenge/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/11/SRC_event-image.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240116T090000
DTEND;TZID=America/New_York:20240202T160000
DTSTAMP:20260403T185132
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240122T100000
DTEND;TZID=America/New_York:20240122T110000
DTSTAMP:20260403T185132
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240215T130000
DTEND;TZID=America/New_York:20240215T140000
DTSTAMP:20260403T185132
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240401T120000
DTEND;TZID=America/New_York:20240407T235900
DTSTAMP:20260403T185132
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240410T140000
DTEND;TZID=America/New_York:20240410T150000
DTSTAMP:20260403T185132
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240424T140000
DTEND;TZID=America/New_York:20240424T150000
DTSTAMP:20260403T185132
CREATED:20240318T143742Z
LAST-MODIFIED:20240318T143843Z
UID:7951-1713967200-1713970800@tll.mit.edu
SUMMARY:Creating a Classroom Climate that Supports Student Engagement in Active Learning
DESCRIPTION:Dr. Sarah Eddy\, University of Minnesota\n\n\n\nActive learning classrooms ask students to engage with coursework differently than traditional classrooms. Not only do they ask students to invest more effort into directly engaging with the content\, they often require students to work collaboratively with their peers while learning. The risk “getting it wrong” in front of their peers can prevent some students from fully engaging in active learning classrooms. Instructors can generate student buy-in and foster students’ willingness to take risks through classroom climate. Classroom climate can be characterized by the values\, norms\, and relationships present in a course. In this talk\, we will explore the ways in which instructors can foster student engagement in active learning by emphasizing the relevance of content\, setting norms that encourage mastery goals and peer cooperation\, and developing high-quality instructor-student relationships. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Sarah Eddy is Associate Professor of Biology Teaching and Learning in the College of Biological Sciences at the University of Minnesota-Twin Cities. They received a B.S. in Biological Sciences from Purdue University and a Ph.D. in Zoology from Oregon State University. Sarah completed a postdoctoral scholarship in biology education at the University of Washington. Trained as a behavioral ecologist\, Sarah has shifted from studying behavior in a field setting to behavior in college classrooms. Their lab engages in rigorous research to generate data and resources that support science instructors in creating content and course climates that promote student belonging\, motivation\, and a sense that their unique backgrounds and experiences are a strength within science. In addition to scholarly publications\, Sarah’s work has been featured in the New York Times\, The Atlantic\, Science\, and Insight into Diversity.
URL:https://tll.mit.edu/event/creating-a-classroom-climate-that-supports-student-engagement-in-active-learning/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/03/Climate_featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240506T120000
DTEND;TZID=America/New_York:20240529T235900
DTSTAMP:20260403T185132
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240508T120000
DTEND;TZID=America/New_York:20240514T235900
DTSTAMP:20260403T185132
CREATED:20240426T153719Z
LAST-MODIFIED:20240628T171851Z
UID:8148-1715169600-1715731140@tll.mit.edu
SUMMARY:Application Period for the Summer 2024 Microteaching Track
DESCRIPTION:All MIT graduate students who have completed the Lesson Planning Track are welcome to apply. \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 May 27 & June 3\n\n\n\nMicroteaching 2: Weeks of June 10 & 17\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 Tuesday\, May 14. 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-sum24/
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:20240515T123000
DTEND;TZID=America/New_York:20240515T133000
DTSTAMP:20260403T185132
CREATED:20240501T130919Z
LAST-MODIFIED:20240514T185355Z
UID:8160-1715776200-1715779800@tll.mit.edu
SUMMARY:TLL Lunch & Learn: Reflecting on Waste Produced from Human Activities
DESCRIPTION:How Design-fiction Can Help Engineering Students Imagine the Future\n\n\n\n\n\n\n\n \nThe Nexus\, 14S-130 | Hayden Library\, 160 Memorial Drive\n\n\n\n\n\n\n\nBring your lunch and join Dr. Julitte Huez\, Ph.D.\, INP – ENSIACET and TLL to discuss how “design-fiction” can help engineering students learn to develop more diverse and creative solutions to complex technological problems.  \n\n\n\nThe waste sector is a significant source of natural resource consumption and greenhouse gas emissions\, which is why it constitutes a critical theme in the training of engineering students. This discussion will center on a pilot study of a design-fiction teaching module aimed at problematizing the idea of waste by asking groups of engineering students to consider different climatic and technological futures. Dr. Huez will share the findings of the pilot study – conducted with her colleague Nicolas Hervé. There will be time for discussion. \n\n\n\nSpace is limited for this in-person workshop and registration is required.
URL:https://tll.mit.edu/event/design-fiction-lunch/
CATEGORIES:Faculty Programming
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/04/Design-fiction.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240715T120000
DTEND;TZID=America/New_York:20240721T235900
DTSTAMP:20260403T185132
CREATED:20231106T195620Z
LAST-MODIFIED:20240701T214049Z
UID:7419-1721044800-1721606340@tll.mit.edu
SUMMARY:Application Period for the Summer 2024 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 8\, 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 15\, 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 22\, 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 15\, through 11:59 pm Sunday\, July 21. 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\n\n\n\n\nApply
URL:https://tll.mit.edu/event/su24-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:20250127T120000
DTEND;TZID=America/New_York:20250131T120000
DTSTAMP:20260403T185132
CREATED:20240731T190616Z
LAST-MODIFIED:20250114T172602Z
UID:8632-1737979200-1738324800@tll.mit.edu
SUMMARY:Registration for IAP 2025 Teaching Days NOW OPEN.
DESCRIPTION:IAP 2025 Teaching Days: Monday\, January 27 through Friday\, January 31 \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 2025 Teaching Days schedule includes a mix of in-person and online sessions.
URL:https://tll.mit.edu/event/iap25-teaching-days/
CATEGORIES:Teaching Days
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/01/Featured_Teach-Days_IAP25.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240801T120000
DTEND;TZID=America/New_York:20240818T235900
DTSTAMP:20260403T185132
CREATED:20240625T200321Z
LAST-MODIFIED:20240723T185149Z
UID:8314-1722513600-1724025540@tll.mit.edu
SUMMARY:Application Period for the Fall 2024 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 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 Thursday\, August 1 through 11:59 pm Sunday\, August 18. \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/fa24-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:20240819T120000
DTEND;TZID=America/New_York:20240825T235900
DTSTAMP:20260403T185132
CREATED:20240801T172523Z
LAST-MODIFIED:20240819T162755Z
UID:8659-1724068800-1724630340@tll.mit.edu
SUMMARY:Application Period for the Fall 2024 Lesson Planning Track Opens August 19
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\nWednesday\, Sep 11\, from 2- 4 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\nWednesday\, Sep 18\, from 2- 4 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\nWednesday\, Sep 25\, from 2- 4 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 25\, to be considered.
URL:https://tll.mit.edu/event/fa24-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:20240925T120000
DTEND;TZID=America/New_York:20241001T235900
DTSTAMP:20260403T185132
CREATED:20240603T160000Z
LAST-MODIFIED:20240913T165344Z
UID:8248-1727265600-1727827140@tll.mit.edu
SUMMARY:Application Period for the Fall 2024 Inclusive Teaching Track
DESCRIPTION:About the Program\n\n\n\nIn this track of workshops\, we will discuss the relevant scholarly literature as we identify concrete strategies to cultivate equitable and welcoming classrooms where students from all backgrounds can thrive. Participants will practice reflecting on their own experiences and perspectives while learning effective strategies to be responsive to the diversity in their classrooms. By the end of the track\, participants will be able to apply an inclusive-classroom framework to create concrete and equitable teaching practices and learning activities. \n\n\n\n\n\n\n\n\nWorkshop Schedule\n\n\n\nInclusive Teaching as a Mindset\n\n\n\nThursday\, October 17\, 2024\, 2 – 4 pm \n\n\n\nIn this track of workshops\, we will discuss the relevant scholarly literature as we identify concrete strategies to cultivate equitable and welcoming classrooms where students from all backgrounds can thrive. Participants will practice reflecting on their own experiences and perspectives while learning effective strategies to be responsive to the diversity in their classrooms. By the end of the track\, participants will be able to apply an inclusive-classroom framework to create concrete and equitable teaching practices and learning activities. \n\n\n\nPrinciples and Strategies in Inclusive Teaching\n\n\n\nThursday\, October 24\, 2024\, 2 – 4 pm \n\n\n\nIn this workshop\, we will discuss research that informs key principles of inclusive teaching. We will work together to apply these principles by planning how we will clearly communicate the purpose of learning\, build a sense of community\, and signal the importance of diverse perspectives. Through the application of these key principles\, we will design structured learning activities that create an equitable and welcoming classroom in which all students can learn. \n\n\n\nHow to Apply\n\n\n\nApplications will open at noon on Wednesday\, September 25 and must be received by 11:59 PM ET on Tuesday\, October 1. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli. \n\n\n\nPlease note that the Apply button will not work until the application is open.
URL:https://tll.mit.edu/event/itt-fa-24/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2024/06/IT_thumb-2.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240925T120000
DTEND;TZID=America/New_York:20241001T235900
DTSTAMP:20260403T185132
CREATED:20240909T173714Z
LAST-MODIFIED:20240913T170547Z
UID:8863-1727265600-1727827140@tll.mit.edu
SUMMARY:Application Period for the Fall 2024 Microteaching Track
DESCRIPTION:About the Program\n\n\n\nThe Microteaching Track is a sequence of two 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\nAny 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\nWorkshop Schedule\n\n\n\nTo be determined by participant availability: \n\n\n\n\nMicroteaching 1: Weeks of October 14 & October 21\n\n\n\nMicroteaching 2: Weeks of October 28 & November 4\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 Tuesday\, October 1. 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/mt-fa24/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2024/09/MT_thumb.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240925T130000
DTEND;TZID=America/New_York:20240925T140000
DTSTAMP:20260403T185132
CREATED:20240830T202713Z
LAST-MODIFIED:20240909T193645Z
UID:8772-1727269200-1727272800@tll.mit.edu
SUMMARY:Rethinking Rigor: Challenging Students & Supporting Meaningful Learning
DESCRIPTION:This talk will invite you to re-think our assumptions about how and why we challenge our students and encourage reflection on the most effective ways to promote genuine and powerful learning. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Kevin Gannon is Director of the Center for the Advancement of Faculty Excellence and Professor of History at Queens University of Charlotte in North Carolina. A longtime faculty member\, program director\, and department chair\, he now directs a whole-career faculty development center and supports his colleagues in improving teaching and learning\, producing scholarly and creative work\, and developing as faculty and academic leaders. He is the author of Radical Hope: A Teaching Manifesto (2020).
URL:https://tll.mit.edu/event/how-to-promote-genuine-and-powerful-learning/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/png:https://tll.mit.edu/wp-content/uploads/2024/08/Powerful-Learning.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241022T123000
DTEND;TZID=America/New_York:20241022T133000
DTSTAMP:20260403T185132
CREATED:20241018T202157Z
LAST-MODIFIED:20241018T203638Z
UID:9067-1729600200-1729603800@tll.mit.edu
SUMMARY:Generative AI (GAI) in Teaching @MIT
DESCRIPTION:Open Learning and TLL are co-sponsoring two upcoming opportunities on the topic of GAI in teaching:\n\n\n\n\n\n\n\n\nPractical AI for Educators\, Dr. Lilach Mollick\, Co-Director of the Generative AI Labs at Wharton\n\n\n\nThis session will explore the potential of AI as a tool for teaching and learning. The session will cover the following topics: \n\n\n\n\nEducator Aids: How to make teaching easier and more effective using AI\n\n\n\nStudent Aids: AI and student-centric use cases\n\n\n\nCombining AI with human expertise & pedagogy to enhance student learning\n\n\n\nTeaching with and about AI: Benefits and pitfalls\n\n\n\n\nRegister below to receive the Zoom link. Open to the MIT Community \n\n\n\nPlease note: This session with NOT be recorded.  \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\nDr. Lilach Mollick is Co-Director of the Generative AI Labs at Wharton. Her work focuses on the development of pedagogical strategies that include artificial intelligence and interactive methodologies. She has worked with Wharton to develop a wide range of educational tools and games used in classrooms worldwide. She has also written several papers on the uses of AI for teaching and training\, and her work on AI has been discussed in publications including The New York Times and Vox. She advises companies and organizations on the advantages and risks of AI in teaching. She holds a doctorate in Education from NYU. \n\n\n\n\n\n\n\n\n\n\nGenerative AI in Teaching: Faculty Learning Community\n\n\n\nThe Generative AI in Teaching FLC will bring MIT faculty and instructors together to explore GAI in their teaching and make tangible improvements in their subjects. Chris Capozzola\, Senior Associate Dean for Open Learning and Professor of History\, will be the faculty director. \n\n\n\nThe group is open to all MIT faculty and instructors\, whether just beginning to think about GAI in teaching or already actively using GAI in the classroom and looking to further advance innovations. See below for more information about this FLC. The deadline to sign-up is Sunday\, October 27.
URL:https://tll.mit.edu/event/generative-ai-gai-in-teaching-mit/
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/10/GenAI-Series24-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241029T130000
DTEND;TZID=America/New_York:20241029T140000
DTSTAMP:20260403T185132
CREATED:20241008T174435Z
LAST-MODIFIED:20241018T192230Z
UID:9056-1730206800-1730210400@tll.mit.edu
SUMMARY:Teaching During Tense Political Times: Acknowledging the Election in the Classroom
DESCRIPTION:Ray Feller\, Associate Dean & Director of Student Support ServicesJane Abbott\, Lecturer\, Comparative Media Studies\n\n\n\nPlease join MIT’s Ray Feller and Jane Abbott for an insightful talk on how faculty and instructors can navigate discussions around the 2024 election in today’s polarized political climate. This session will explore strategies for fostering inclusive and respectful classroom discourse\, where diverse viewpoints are welcomed and civil dialogue is emphasized. The talk will also address ways to support both student and faculty wellbeing\, providing tools and resources to create a constructive\, inclusive learning environment during this challenging time. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speakers\n\n\n\nPrior to coming to MIT\, Ray Feller spent ten years in Community Mental Health\, where she worked with people from the ages of 4 to 88. She has worked with students in school settings\, including the whole educational spectrum: K-12 and higher ed. Ray is particularly interested in empowering students to become successful self-advocates at MIT and\, later\, in “real life.” \n\n\n\n\n\n\n\n\n\n\n\n\n\nJane Abbott came to MIT after eighteen years in industry\, where she worked with teams and individuals to improve collaboration. Her focus is on how to produce communication that is effective and authentic; in particular\, how listening in its many guises guides the ways in which we write\, speak\, meet\, lead\, influence\, and collaborate.
URL:https://tll.mit.edu/event/election-2024/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/10/Feller-Abbott_featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241204T140000
DTEND;TZID=America/New_York:20241204T150000
DTSTAMP:20260403T185132
CREATED:20241108T201229Z
LAST-MODIFIED:20241113T152509Z
UID:9210-1733320800-1733324400@tll.mit.edu
SUMMARY:Uncovering the Hidden Curriculum in Engineering: Implications for Educational Practice
DESCRIPTION:When the hidden curriculum is unaddressed or acknowledged in learning and working environments\, unintended consequences can occur among learners (e.g.\, student attrition\, low sense of belonging\, demotivation towards the profession). In the engineering classroom\, research has shown that an unattended hidden curriculum negatively impacts how students perceive the engineering discipline and their fit to the field. With small changes in educational practices\, hidden curriculum can be flipped to promote student motivation\, performance\, and persistence. Dr. Idalis Villanueva Alarcón\, Associate Chair and Professor in the Department of Engineering Education at the University of Florida will provide a brief overview of the hidden curriculum in engineering education and provide simple\, practical tips and strategies in engineering education practice. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nIdalis Villanueva Alarcón\, Ph.D.\, joined the Engineering Education Department in the University of Florida at Gainesville in summer 2020 as an Associate Professor. Prior to this position\, she was an Assistant Professor of Engineering Education at Utah State University and before that\, she was a Lecturer in the Fischell Department of Bioengineering at the University of Maryland at College Park. She has a Ph.D. in Chemical and Biological Engineering from the University of Colorado-Boulder and a postdoctoral degree in Analytical Cell Biology from the National Institutes of Health. Her research interests include hidden curriculum in engineering\, mentoring of minoritized students and faculty in science and engineering\, and study of motivation and learning pathways in science and engineering education using mixed- and multi-modal tools (biological and physiological). In 2019\, she received the Presidential Early Career Award for Scientists and Engineers (PECASE) award for her 2017 NSF CAREER project on hidden curriculum in engineering. Most recently\, she received the Educator Achievement Award – Higher Education in the 2024 Society of Hispanic Professional Engineers (SHPE) Technical Achievement and Recognition (STAR) Awards.
URL:https://tll.mit.edu/event/uncovering-the-hidden-curriculum-in-engineering-implications-for-educational-practice/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2024/11/Hidden_cur_eng.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241209T120000
DTEND;TZID=America/New_York:20241215T235900
DTSTAMP:20260403T185132
CREATED:20241107T180245Z
LAST-MODIFIED:20250204T162844Z
UID:9185-1733745600-1734307140@tll.mit.edu
SUMMARY:Application Period for the IAP 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\, Jan 16\, 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 23\, 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 30\, 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 9\, through 11:59 pm Sunday\, December 15. 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\n\n\n\n\nApply
URL:https://tll.mit.edu/event/iap-2025-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:20241216T120000
DTEND;TZID=America/New_York:20250105T235900
DTSTAMP:20260403T185132
CREATED:20241216T213953Z
LAST-MODIFIED:20241216T213955Z
UID:9277-1734350400-1736121540@tll.mit.edu
SUMMARY:IAP 2025 Course (Re)Design Institute
DESCRIPTION:Registration is now open! \n\n\n\n\n\n\n\nProgram Description\n\n\n\nThis hands-on workshop series will guide you through the fundamentals of learner-centered backward course design to (re)develop engaging\, rigorous\, and inclusive learning experiences for all students. Whether you’re starting a course from the ground up or refining an existing one\, you will have the opportunity to explore evidence-based tools and strategies to enhance your course and assessment design and your teaching strategies. You can engage in one or all of the following workshops\, depending on your needs\, interests\, and availability. \n\n\n\nWorkshop Schedule \n\n\n\nAll workshops will be in-person and held in E19-607 \n\n\n\n\nCourse Design for Relevance and Rigor: 1/14 @ 10:30-12:30 pm\n\n\n\nAuthentic & Aligned Assessments: 1/16 @ 10:30-12:30 pm\n\n\n\nActive Learning to Engage All Students: 1/21 @ 10:30-12:30 pm\n\n\n\n\nPlease submit your application by Sunday 11:59 pm on January 5th\, 2025. Admitted participants will be notified on a rolling basis.
URL:https://tll.mit.edu/event/iap-2025-course-redesign-institute/
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DTSTART;TZID=America/New_York:20250220T130000
DTEND;TZID=America/New_York:20250220T140000
DTSTAMP:20260403T185132
CREATED:20250117T190441Z
LAST-MODIFIED:20250123T151334Z
UID:9685-1740056400-1740060000@tll.mit.edu
SUMMARY:Belonging and Motivation Go Hand-in-Hand: Evidence-Based Practice for Understanding and Regulating Student Belonging for Academic Success
DESCRIPTION:Image: Shoemixer/Adobe Stock \n\n\n\nDr. Jill Allen\, Associate Dean for Strategic Initiatives; Associate Professor of Psychology\, Drake University \n\n\n\nDescription \n\n\n\nThis presentation integrates theoretical\, methodological\, and applied perspectives on the interplay between belonging and motivation in higher education. Drawing on the Motivational Experiences Model (Thoman et al.\, 2013) and novel approaches to capturing the fluctuating nature of belonging (“experience sampling methodologies”)\, this talk will describe possible interventions which elevate the motivational experience of students and subsequently increase their belonging and academic persistence (e.g.\, Allen et al.\, 2021). At a time when higher education’s value is questioned\, this talk is tailored to educators seeking to help students foster a sense of inclusion and connection\, both within and outside their classes\, which sustains students’ passion for learning and research in higher education. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Allen is currently an Associate Professor of Psychology at Drake University in Des Moines\, Iowa. Since 2015\, Dr. Allen has served Drake University in a variety of faculty roles\, including the Director of the Slay Fund for Social Justice (since 2023) and Associate Dean of Strategic Initiatives in the College of Arts and Sciences (since 2024). \n\n\n\nHer primary field of study is social psychology. Dr. Allen teaches courses in experimental social psychology\, psychology of prejudice and diversity\, psychology of gender\, and research methods in psychology. Her research program examines the consequences of stereotyping and sexual objectification on motivation and behavior. Current research focuses on increasing gender\, ethnic\, and socioeconomic diversity within STEM-fields (through belonging interventions) and reducing the negative effects of sexual objectification on women and girls. \n\n\n\nDr. Allen earned her B.A. in psychology and community sociology from Wartburg College (a small\, liberal arts institution in Iowa)\, her M.S. in Applied Psychology from Montana State University (a mid-sized land-grant institution in southwest Montana)\, and her Ph.D. in Psychology from the University of Nebraska-Lincoln (Midwestern R1)\, with a certificate in Women’s and Gender Studies.
URL:https://tll.mit.edu/event/belonging-and-motivation-go-hand-in-hand/
CATEGORIES:Speaker Series
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DTSTART;TZID=America/New_York:20250317T120000
DTEND;TZID=America/New_York:20250323T235900
DTSTAMP:20260403T185132
CREATED:20230913T192514Z
LAST-MODIFIED:20250305T154756Z
UID:7200-1742212800-1742774340@tll.mit.edu
SUMMARY:Application Period for the Spring 2025 Inclusive Teaching Track
DESCRIPTION:About the Program\n\n\n\nIn this track of workshops\, we will discuss the relevant scholarly literature as we identify concrete strategies to cultivate equitable and welcoming classrooms where students from all backgrounds can thrive. Participants will practice reflecting on their own experiences and perspectives while learning effective strategies to be responsive to the diversity in their classrooms. By the end of the track\, participants will be able to apply an inclusive-classroom framework to create concrete and equitable teaching practices and learning activities. \n\n\n\n\n\n\n\nWorkshop Schedule\n\n\n\nInclusive Teaching as a Mindset\n\n\n\nThursday\, April 10\, 2 – 4 pm \n\n\n\nIn this track of workshops\, we will discuss the relevant scholarly literature as we identify concrete strategies to cultivate equitable and welcoming classrooms where students from all backgrounds can thrive. Participants will practice reflecting on their own experiences and perspectives while learning effective strategies to be responsive to the diversity in their classrooms. By the end of the track\, participants will be able to apply an inclusive-classroom framework to create concrete and equitable teaching practices and learning activities. \n\n\n\nPrinciples and Strategies in Inclusive Teaching\n\n\n\nThursday\, April 24 – 4 pm \n\n\n\nIn this workshop\, we will discuss research that informs key principles of inclusive teaching. We will work together to apply these principles by planning how we will clearly communicate the purpose of learning\, build a sense of community\, and signal the importance of diverse perspectives. Through the application of these key principles\, we will design structured learning activities that create an equitable and welcoming classroom in which all students can learn. \n\n\n\nHow to Apply\n\n\n\nApplications must be received by 11:59 PM ET on Sunday\, March 23 to be considered. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli. \n\n\n\nPlease note that the Apply button will not work until the application is open.
URL:https://tll.mit.edu/event/spring_25_itt/
CATEGORIES:tracks
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DTSTART;TZID=America/New_York:20250318T150000
DTEND;TZID=America/New_York:20250318T160000
DTSTAMP:20260403T185132
CREATED:20250123T193731Z
LAST-MODIFIED:20250123T193733Z
UID:9780-1742310000-1742313600@tll.mit.edu
SUMMARY:Grading for Growth: Toward More Humane\, Authentic\, and Trustworthy Ways to Evaluate Student Work
DESCRIPTION:Image: 994yellow/Adobe Stock\n\n\n\nDr. Robert Talbert\, Professor of Mathematics and Senior Faculty Fellow for Learning Futures at Grand Valley State University \n\n\n\nDescription \n\n\n\nGrading as we know it is significantly broken. The traditional approach involving one-and-done assessment\, points\, partial credit\, and averaging is demotivating for students\, demoralizing for faculty\, time-consuming\, disconnected from science\, and of questionable statistical validity. But it is changeable\, and in fact there is no better time than now to explore alternatives that prioritize student growth and align better with how humans learn. In this talk\, we will explore the history and issues of traditional grading\, propose a framework for “alternative” grading practices\, and see how to implement alternative grading without massive requirements of time or energy. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nRobert Talbert is a Professor of Mathematics and Senior Faculty Fellow for Learning Futures at Grand Valley State University in Allendale\, Michigan. He holds a Ph.D. in Mathematics from Vanderbilt University. Through over 25 years of being a classroom instructor\, Robert has experimented with and advocated for research-based\, student-focused innovation in teaching and learning. He was an early adopter of computer-based learning in mathematics and helped to pioneer the use of flipped instruction at the college level. He turned these experiences into a blog\, Casting Out Nines\, in 2006 which catalyzed a global online community around instructional innovation. \n\n\n\nIn addition to his teaching responsibilities\, Robert holds the position of Senior Faculty Fellow for Learning Futures at Grand Valley State\, where he works on behalf of the university president to coordinate institution-wide pedagogical innovation projects. He is the author of Flipped Learning: A Guide for Higher Education Faculty and the co-author (with his GVSU colleague Dr. David Clark) of Grading For Growth\, and gives keynote addresses and workshops to faculty groups throughout the US and abroad. His continued writing projects include the Grading For Growth Substack and Intentional Academia\, a Substack publication about productivity and purpose in higher education. \n\n\n\nRobert lives in western Michigan with his wife\, teenage children\, and three cats. On weekends and evenings\, you can find him playing bass in one of four bands he belongs to in the Grand Rapids area.
URL:https://tll.mit.edu/event/grading4growth-3-25/
CATEGORIES:Speaker Series
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DTSTART;TZID=America/New_York:20250320T120000
DTEND;TZID=America/New_York:20250511T235900
DTSTAMP:20260403T185132
CREATED:20250320T193902Z
LAST-MODIFIED:20250423T150429Z
UID:10126-1742472000-1747007940@tll.mit.edu
SUMMARY:2025-2026 Teaching Development Fellowship
DESCRIPTION:The application deadline for the 2025-2026 Teaching Development Fellowship has been extended to Sunday\, May 11!\n\n\n\n\n\n\n\nWhat are TDFs?\n\n\n\nTeaching Development Fellows work within an interdisciplinary network of peers dedicated to teaching and learning. They receive training and mentorship in teaching from TLL and design and lead independent\, department-based workshops and events (in-person or remote) aimed at improving grad student teaching skills. \n\n\n\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\nWhat do TDFs do?\n\n\n\nWe encourage TDFs to pursue events and activities that they are interested in and think will be valuable to their graduate-student peers in their departments. It’s a key value of the program to promote graduate student leadership. But some examples of recent successful TDF activities are listed below to give you a better sense of what you might do as a TDF \n\n\n\nTA Check-inMost fellows\, small-scale project \nAn informal meeting with current TAs to find out what challenges they are facing and\, if possible\, answer their teaching questions. These check-in’s are a opportunity for the fellow to introduce themselves to the TAs and figure out what kinds of events or projects they might be interested in for the future. Some TDFs host multiple check-ins over the semester.The basic objective of Unified is to give a solid understanding of the fundamental disciplines of aerospace engineering\, as well as their interrelationships and applications. […]\n\n\n\n\nLeading a Teaching Careers Alumni Teaching PanelPrerna Ravi (24-25 TDF for EECS)\, small to mid-scale project. \nAn in-person\, one-hour panel discussion with recent graduates from EECS discussing their career path so far\, how much of their time is devoted to teaching and research at different types of institutions\, and how they approach teaching. Panelists also answered questions about the transition from TA to instructor-of-record and what resources they might take advantage of in graduate school to prepare to teach as a future-faculty member. \n\n\n\n\nGraduate Teach-off CompetitionHalie Olson (21-22 TDF for BCS) small- to mid-scale project \nA friendly competition where graduate students design and present 10-minute micro-lessons with scoring and feedback from department and TLL staff. This style of event may be conducted as a one-off event\, but in this iteration there was a pre-competition round in which participants presented their lessons to the TDF and received feedback in advance. \n\n\n\n\nFeature Film as a Teaching Tool workshopWright Smith (24-25 TDF for Political Science)  \nAn interactive workshop on a topic of special interest to the facilitator and graduate students in the department. The TDF led active learning strategies focused on using feature films as a tool in the classroom and led participants in an activity to brainstorm how to apply this technique in their own teaching. \n\n\n\n\nConducting a TA Experience SurveyLaurel White (24-25 TDF for Physics)\, mid- to large-scale project \nAn exit survey for fall-semester TAs collecting anonymized information on time spent as a TA\, primary duties\, and support from department and subject instructor. Data from these surveys is synthesized and shared with appropriate department stakeholders to recommend systemic departmental changes where possible. \n\n\n\n\nDeveloping TA Resource DocumentsEllan Kan (22-23 TDF for BE) and Kasey Love (23-24 TDF for BE)\, large-scale project \nA collection of resources developed over the course of two years by two TDFs from the same department. These documents focused on helping improve communication across teaching teams and set clear expectations for TA activities. Fellows used their own experience\, feedback from peers\, and input from their department to develop the collection of resources. \n\n\n\n\nDesigning a Special Seminar on TeachingScott Weimann (24-25 TDF for WHOI)\, large-scale project \nA credit-bearing (2-unit) subject co-taught with department faculty. The subject was conducted as a scaled-down version of TLL certificate programs for students who would not have the opportunity to take them\, including lesson plan and course development\, and microteaching. \n\n\n\n\nWho can be a TDF?\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 or similar program will receive additional training during summer 2025 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\nHow do I apply?\n\n\n\nThe online application includes 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 to address these challenges\n\n\n\nDescription of teaching philosophy and teaching methods currently in use or planned\n\n\n\nDescription and explanation of how you would approach a short TA check-in in your department.\n\n\n\nExplanation of teaching philosophy and experience\n\n\n\nDescription of prior leadership experience\n\n\n\nIf interested in an at-large position\, a short description of what kind of project you would like to be involved in.\n\n\n\n\n\nApplicants must also upload a current C.V. including teaching experience\n\n\n\n\nA strong application should include includes: \n\n\n\n\nA specific description of the challenges to developing teaching skills within your and a specific plan to address these challenges. \n\n\n\nAn evidence-based understanding of what makes for effective teaching\n\n\n\nAt least one semester of TAing or similar teaching experience\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 acknowledge your prospective participation). A letter of reference is not required. \n\n\n\nFellows are selected by a committee of TLL staff and former fellows in consultation with their departments. All materials must be received no later than May 11\, 2025.
URL:https://tll.mit.edu/event/2025-2026-teaching-development-fellows/
CATEGORIES:Graduate Student Programming
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DTSTART;TZID=America/New_York:20250514T140000
DTEND;TZID=America/New_York:20250514T150000
DTSTAMP:20260403T185132
CREATED:20250415T184330Z
LAST-MODIFIED:20250609T192133Z
UID:10282-1747231200-1747234800@tll.mit.edu
SUMMARY:Building a Better Learning Experience: Using Student Data to Enhance Active Learning for Neurodivergent Students
DESCRIPTION:Image: Premium Graphics /Adobe Stock\n\n\n\nDr. Mariel Pfeifer\, Assistant Professor of Biology at the University of Mississippi \n\n\n\nDescription \n\n\n\nThis talk will present findings from research about optimizing active learning to better serve neurodivergent STEM learners. Attendees will leave with concrete takeaways\, including a general and a specific teaching tip that they can integrate into their courses to foster a more supportive learning environment for all students. Attendees will also receive additional resources to support future pedagogical decision-making. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nMariel Pfeifer is an Assistant Professor of Biology at the University of Mississippi. She is dedicated to promoting access to STEM fields for students and faculty with disabilities. Mariel earned her Ph.D. in Plant Biology from the University of Georgia\, where she received both an NSF Graduate Research Fellowship and an ARCS Foundation award. As a trained biology education researcher and cell biologist\, she aims to leverage her expertise in research\, teaching\, and mentoring to help eliminate barriers in STEM education.
URL:https://tll.mit.edu/event/building-a-better-learning-experience-ss-05-25/
CATEGORIES:Speaker Series
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