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DTSTART;TZID=America/New_York:20251201T120000
DTEND;TZID=America/New_York:20251219T235900
DTSTAMP:20260403T161749
CREATED:20251117T164042Z
LAST-MODIFIED:20251118T191739Z
UID:11215-1764590400-1766188740@tll.mit.edu
SUMMARY:Application Period for the Spring 2026 Kaufman Teaching Certificate Program
DESCRIPTION:About the Program\n\n\n\nThe Kaufman Teaching Certificate Program (KTCP) is an interactive workshop series intended for late-program graduate students and postdocs interested in academic careers or developing skills to support their teaching at MIT. \n\n\n\nApplication\n\n\n\nThe application includes these two short-answer questions. You may wish to draft your answers (1500 character limit for each) before beginning your application. \n\n\n\n\nDescribe your teaching responsibilities in the next two semesters (If applicable).\n\n\n\nWhat are two teaching practices or skills you hope to learn by completing this program?\n\n\n\n\nPriority will be given to applicants who are in their final year of graduate or postdoctoral studies. \n\n\n\nThe application window will be open from 12:00 noon\, Monday\, December 1\, through 11:59 pm\, Friday\, December 19. \n\n\n\nFor more information about the program and frequently asked questions\, please visit the KTCP page. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli. \n\n\n\nPlease note: The button is not active until the application opens. \n\n\n\n\nAPPLY
URL:https://tll.mit.edu/event/application-spring26-ktcp/
CATEGORIES:KTCP
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2022/11/KTCP-Grad-Celebration136-1024x512-1.jpg
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DTSTART;TZID=America/New_York:20260116T110000
DTEND;TZID=America/New_York:20260116T120000
DTSTAMP:20260403T161749
CREATED:20251215T194343Z
LAST-MODIFIED:20251215T194344Z
UID:11315-1768561200-1768564800@tll.mit.edu
SUMMARY:Departmental Action Teams (DATs) Info Session
DESCRIPTION:Departmental Action Teams (DATs) support broad-scale and sustainable improvements in undergraduate education through either curriculum revision (what is taught) or pedagogical changes (how it is taught). This model is of particular interest to the selection committee for the Alex and Brit d’Arbeloff Fund for Excellence in Education. \n\n\n\nIn this webinar\, Drs. Ruthann Thomas and Raechel Soicher will provide a brief overview of the goals\, structure\, and process for creating and sustaining Departmental Action Teams (DATs) to identify and implement curricular and/or pedagogical changes that improve undergraduate education. There will be ample time to ask questions and discuss potential proposals. \n\n\n\nAdditional information on the Departmental Action Team is available at https://tll.mit.edu/departmental-action-teams/. Reach out to tll-dat@mit.edu with any questions.
URL:https://tll.mit.edu/event/departmental-action-teams-dats-info-session/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/12/DAT-featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260126T080000
DTEND;TZID=America/New_York:20260130T190000
DTSTAMP:20260403T161749
CREATED:20250701T211556Z
LAST-MODIFIED:20260105T195438Z
UID:10535-1769414400-1769799600@tll.mit.edu
SUMMARY:IAP 2026 Teaching Days
DESCRIPTION:Registration is now open!\n\n\n\nIAP 2026 Teaching Days: Monday\, January 26 through Friday\, January 30 \n\n\n\nBefore the start of each semester\, TLL offers a series of workshops for TAs and teacher trainees to help them prepare for the roles and responsibilities of teaching at MIT. Topics include giving feedback\, presenting a class session\, and facilitating office hours\, among other practical subjects related to teaching. Please visit our Teaching Days page to view the full schedule and detailed descriptions of the workshops.
URL:https://tll.mit.edu/event/iap-2026-teaching-days/
CATEGORIES:Teaching Days
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/07/Teaching-Days_featured.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260224T140000
DTEND;TZID=America/New_York:20260224T150000
DTSTAMP:20260403T161749
CREATED:20260112T195043Z
LAST-MODIFIED:20260128T220511Z
UID:11434-1771941600-1771945200@tll.mit.edu
SUMMARY:What Happens in the Classroom is the Main Event
DESCRIPTION:Photo: MIT Image Library\n\n\n\nDr. Carlo Rotella\, Professor of English\, American Studies\, and Journalism at Boston College \n\n\n\nDescription\n\n\n\nWhat happens in the classroom is getting more\, not less\, cutting-edge all the time. Face-to-face teaching and learning become rarer and more valuable with each advance in educational technology. At the same time\, the higher-ed classroom is a black box in our culture. There’s no lack of strong opinions about what happens or doesn’t happen there\, but not enough practical discussion of the details. This talk is about those details\, especially the mechanics of classroom citizenship and the importance of building a community of inquiry. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Carlo Rotella\, Professor of English\, American Studies\, and Journalism at Boston College \n\n\n\nCarlo Rotella is a professor of English\, American Studies\, and Journalism at Boston College. He writes regularly for the New York Times Magazine — most recently an essay on teaching English in the age of AI — and his work has also appeared in the New Yorker and Best American Essays. A recipient of a Guggenheim fellowship\, U.S. State Department grants to lecture in China and Bosnia\, and the Whiting Writers Award\, he has written books about the postindustrial city\, boxing\, blues\, and urban literature and film\, among other subjects. His latest book\, What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics\, is about what happens in the classroom.
URL:https://tll.mit.edu/event/what-happens-in-the-classroom-is-the-main-event/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/01/Main-Event_featured-2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260302T120000
DTEND;TZID=America/New_York:20260308T235900
DTSTAMP:20260403T161749
CREATED:20260218T154639Z
LAST-MODIFIED:20260227T171612Z
UID:11637-1772452800-1773014340@tll.mit.edu
SUMMARY:Application Period for the Spring 2026 Inclusive Teaching Track
DESCRIPTION:About the Program\n\n\n\nThe Inclusive Teaching Track is a sequence of two interactive workshops focused on cultivating equitable and welcoming classrooms in which all students can learn and reach their potential. Participants will reflect on their own experiences and perspectives and learn evidence-based strategies to design structured and relational learning experiences. By the end of the track\, participants will be able to apply principles of inclusive teaching to plan a teaching practice or learning activity that will make classrooms more equitable in future teaching or education-related careers in higher education. \n\n\n\n\n\n\n\nWorkshop Schedule \n\n\n\nInclusive Teaching as a Mindset\n\n\n\nThursday\, April 2\, 1 – 3 pm \n\n\n\nIn the first workshop\, we will define inclusive teaching and use it to evaluate common approaches to teaching in our disciplines. By introducing specific strategies\, we will learn ways to invite students into the learning experience to be responsive to the diversity in the classroom. We will practice skills in evaluating a teaching practice to promote more inclusive classroom dynamics and to consider how your own identities impact your perspectives on teaching. \n\n\n\nPrinciples and Strategies in Inclusive Teaching\n\n\n\nThursday\, April 16\, 1 – 3 pm \n\n\n\nIn this workshop\, we will discuss research that informs students’ sense of belonging and delve into principles of inclusive teaching. We will work together to apply these principles by planning how to clearly communicate the purpose of learning\, build a sense of community\, and signal the importance of diverse perspectives. Through the application of key principles of inclusive teaching\, participants will identify concrete strategies to create a structured and relational classroom in which all students can learn and reach their potential.  \n\n\n\nHow to Apply\n\n\n\nAny graduate student is welcome to apply. Applications must be received by 11:59 PM ET on Sunday\, March 8\, to be considered. If you have additional questions or encounter difficulty with the application\, please contact Ben Hansberry. \n\n\n\nPlease note that the Apply button will not work until the application is open.
URL:https://tll.mit.edu/event/sp26-itt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/04/ITT_Track_Featured-image.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260310T153000
DTEND;TZID=America/New_York:20260310T163000
DTSTAMP:20260403T161749
CREATED:20260227T214147Z
LAST-MODIFIED:20260310T174637Z
UID:11657-1773156600-1773160200@tll.mit.edu
SUMMARY:When and Why Do Students Read for Class?
DESCRIPTION:Note: Change in day and time from the announcement in the TLL newsletter. \n\n\n\n\n\n\n\nDr. Liz Norell\, Associate Director of Instructional Support in the Center for Excellence in Teaching and Learning (CETL) at the University of Mississippi. \n\n\n\nDescription\n\n\n\nDrawing on survey data and focus group findings from a spring 2025 pilot project\, this workshop will present the top reasons students say they skip readings in their undergraduate courses. Dr. Norell will then share strategies on how to make the goals of course readings more transparent and meaningful for students\, with plenty of time for Q&A. Attendees will leave with a clearer understanding of students’ perspectives on course readings and ideas for how to frame the importance of the readings so students can engage with course materials more effectively. \n\n\n\nOpen to the MIT teaching community. Space is limited. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Liz Norell serves as Associate Director of Instructional Support in the Center for Excellence in Teaching and Learning (CETL) at the University of Mississippi. She has spent more than 20 years teaching in higher education\, including stints in composition\, journalism\, new media\, and political science — much of it as an adjunct faculty member teaching simultaneously at multiple institutions\, including community colleges. She completed a PhD in political science at the University of Texas at Dallas. Liz’s first book\, The Present Professor: Authenticity and Transformational Teaching\, was published by the University of Oklahoma Press’s brand-new series\, Teaching\, Engaging\, and Thriving in Higher Ed\, co-edited by James Lang and Michelle Miller. Liz is passionate about equitable\, inclusive teaching\, constructive conversations across differences\, and fostering meaningful learning. She is also dedicated to boosting awareness of disability in higher education. You can find Liz on social media (@liznorell) and at her website\, liznorell.com.
URL:https://tll.mit.edu/event/when-and-why-do-students-read-for-class/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/02/WhyRead.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260319T140000
DTEND;TZID=America/New_York:20260319T150000
DTSTAMP:20260403T161749
CREATED:20260224T182928Z
LAST-MODIFIED:20260305T213957Z
UID:11647-1773928800-1773932400@tll.mit.edu
SUMMARY:Leveraging the Power of Feedback for Student Motivation and Equity: An Evidence-Based and Practical Perspective
DESCRIPTION:By Olena/Adobe Stock\n\n\n\nDr. Alison Koenka\, Assistant Professor of Educational Psychology at the University of Oklahoma \n\n\n\nDescription\n\n\n\nAcademic feedback–or messages provided to learners about their performance–is a powerful tool that instructors can leverage to boost student learning and motivation and to create more equitable college classrooms. High-quality feedback provides learners with valuable information about their current performance and guidance on how to improve. However\, researchers have found that many students fail to engage with feedback or respond negatively to it\, especially when it is negative or critical. Subsequently\, feedback can either support or hinder students’ learning and motivation\, as well as the overall rigor and equity of the classroom environment. \n\n\n\nDr. Alison Koenka will broaden our understanding of feedback\, presenting it as a multi-level phenomenon that goes beyond comments on graded assignments. She will share research on how different forms of feedback shape students’ motivation and learning\, and how students engage with feedback. The talk will conclude with actionable suggestions to enhance the effectiveness of feedback provided to students and to support students’ engagement with feedback. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Alison Koenka is an Assistant Professor of Educational Psychology at the University of Oklahoma. She holds a BA in Psychology from McGill University and a Ph.D. in Developmental Psychology from Duke University. Koenka completed her postdoctoral training in Educational Psychology at The Ohio State University. Her research explores students’ motivation in STEM across secondary school and higher education settings. Dr. Koenka’s lab pursues these interests through two interrelated lines of inquiry. First\, she and her students investigate the motivational consequences of academic feedback\, including spontaneous interactions occurring between teachers and students\, grades and written feedback\, and implicit\, enduring feedback that often occurs at curriculum and/or policy levels (e.g.\, mathematics tracking). Second\, her lab conducts work that centers on the motivational experiences of youth from understudied populations. This research has been funded by the William T. Grant Foundation\, the American Educational Research Association\, and the American Psychological Association. \n\n\n\nDr. Koenka was ranked as a top-producing early-career scholar in educational psychology journals from 2015-2021; she was also identified in 2024 as a Top-Cited Global Researcher by Stanford University and Elsevier Repository. Dr. Koenka is the 2025 recipient of the Jeannine Rainbolt College of Education Early Career Award for Excellence in Graduate Student Mentoring and is the 2024 recipient of the Jeannine Rainbolt College of Education Pre-Tenure Faculty Award.
URL:https://tll.mit.edu/event/leveraging-the-power-of-feedback/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/02/Event-image.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260406T120000
DTEND;TZID=America/New_York:20260412T235900
DTSTAMP:20260403T161749
CREATED:20260325T190333Z
LAST-MODIFIED:20260325T191349Z
UID:11725-1775476800-1776038340@tll.mit.edu
SUMMARY:Application Period for the Spring 2026 Lesson Planning Track
DESCRIPTION:About the Program\n\n\n\nThe Lesson Planning Track is a sequence of three workshops focused on preparing an effective lesson plan for a class session or recitation\, developing skills for classroom presentation and effective classroom activities\, and giving formative feedback to students. Over the course of the workshop track\, participants develop a detailed lesson plan on a topic of their choice with feedback from the instructor. \n\n\n\n\n\n\n\nWorkshop Schedule\n\n\n\n\nFacilitating Learning\n\n\n\nTuesday\, April 28\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the benefits of implementing ILO-aligned active learning strategies in the classroom.\n\n\n\nIdentify the specific benefits and challenges of implementing a particular active learning strategy\n\n\n\nDesign opportunities for practice that engage students cognitively and align with desired ILOs through the use of active learning strategies.\n\n\n\nReduce barriers to inclusion by intentionally using a variety of active learning techniques with attentiveness to implementation details.\n\n\n\n\n\n\n\n\n\n\nPlanning for Learning\n\n\n\nThursday\, April 30\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the impact that prior content knowledge\, previously mastered skills\, and beliefs about learning have on how students learn  \n\n\n\nList some strategies to ascertain students’ prior knowledge\, skills\, and beliefs. \n\n\n\nUse scaffolding and an understanding of prior knowledge and skills to sketch an outline of a class session that includes active learning.\n\n\n\n\n\n\n\n\n\n\nEffective Feedback\n\n\n\nTuesday\, May 5\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the characteristics of effective feedback. \n\n\n\nExplain how cultivating a growth mindset in your students can foster resilience and increase academic performance. \n\n\n\nProvide targeted and growth-oriented feedback.\n\n\n\n\n\nTo complete the track and receive a letter of completion\, participants must attend all three workshops and complete the required out-of-class work. \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nAny graduate student is welcome to apply. Participants from previous workshop tracks have priority. After that\, applicants are selected on a first-come\, first-served basis\, so please apply early. Applications must be received by 11:59 pm Sunday\, April 12\, to be considered.
URL:https://tll.mit.edu/event/lpt-sp26/
CATEGORIES:Teaching Development Workshops,tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/03/Lesson-Planning-Track.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260407T150000
DTEND;TZID=America/New_York:20260407T160000
DTSTAMP:20260403T161749
CREATED:20260317T224532Z
LAST-MODIFIED:20260327T173248Z
UID:11700-1775574000-1775577600@tll.mit.edu
SUMMARY:Developing Judgment to Address Wicked Problems in Engineering
DESCRIPTION:Aaron W. Johnson\, SM ’10\, PhD ’15\, Assistant Professor\, Aerospace Engineering & Core Faculty member of the Engineering Education Research Program\, University of Michigan \n\n\n\nSpecial guest speaker co-hosted with Aero-Astro\n\n\n\nEngineers constantly face “wicked problems\,” ill-defined and complex sociotechnical problems with undefined and often-shifting constraints and requirements. Many students enter engineering to tackle these wicked problems in their future careers; however\, the well-defined\, closed-ended\, and decontextualized problems prevalent in undergraduate engineering education do not allow students to develop the judgment and critical thinking needed to address them. \n\n\n\nDr. Aaron Johnson will discuss a method to help engineering students develop the judgment needed to address wicked problems. He will share design-based research that studies learning in the context of new educational interventions. Specifically\, the talk will focus on his work designing group-based open-ended problems in engineering science courses and creating a related taxonomy of emerging engineering modeling judgment. This taxonomy outlines how engineering students make informed decisions when developing and using mathematical models to address open-ended problems in class and on student project teams. The talk will conclude with practical implications for engineering education\, particularly as they relate to the ever-expanding availability and capability of generative AI\, and future research directions. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nAaron W. Johnson is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. He leads the SHUTTLE Lab\, which conducts Studies of Holistic Understanding\, Thinking\, Teaching\, and Learning in Engineering. The lab’s NSF-funded design-based research focuses on how to re-contextualize engineering science courses to better reflect and prepare students for the reality of ill-defined\, sociotechnical engineering practice. Their current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Ph.D. students in the SHUTTLE Lab are also studying students’ perceptions of professional skills and the social-class worldview and experience of engineering students from low-socioeconomic backgrounds. Aaron holds a B.S. in Aerospace Engineering from the University of Michigan and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining Michigan\, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder.
URL:https://tll.mit.edu/event/developing-judgment-to-address-wicked-problems/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/03/Johnson-event-image.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260428T130000
DTEND;TZID=America/New_York:20260428T140000
DTSTAMP:20260403T161749
CREATED:20260401T175117Z
LAST-MODIFIED:20260403T192228Z
UID:11812-1777381200-1777384800@tll.mit.edu
SUMMARY:Panel Discussion– How AI is Changing Student Learning: Perspectives from MIT Students
DESCRIPTION:Photo: MIT Image Library\n\n\n\nModerated by Dr. Lourdes Alemán\, in collaboration with MIT Radius  \n\n\n\nDescription\n\n\n\nAs AI transforms our teaching and learning\, it is important to recognize that students’ experiences and attitudes towards AI are not homogeneous. In this panel of MIT students\, we will discuss how they use AI tools\, the impact of these tools on their learning\, and the ethical frameworks and concerns that they bring to their work. This conversation will allow educators to understand students’ perspectives on the motivations\, challenges\, and expectations shaping AI use today as they navigate these tools in real time. \n\n\n\nAbout Radius\n\n\n\nRadius partners with students\, staff\, faculty\, and community members who desire to engage effectively in making the world a better place. Our programming sparks lively intellectual conversations\, with the commitment go deeper than merely the exchange of ideas. We strive to inspire people to look at the world in a new way\, to consider the deeper ethical implications of their actions\, and take action to promote justice\, dignity and peace.
URL:https://tll.mit.edu/event/how-ai-is-changingstudent-learning/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/04/Student-learning-AI.jpg
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