Teaching + Learning Lab

Application Period for the IAP 2024 Subject Design Track
2023-12-04 12:00 - 2023-12-10 23:59 (America/New_York)
About the Program

The 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.

Visit our page on Grad Teaching Development Tracks to learn more.

Workshop 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

How to Apply

The 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.

Please note: The link button will not work until the application period opens.

Balancing High Expectations and Flexibility: Supporting Student and Faculty Mental Health with Compassionate Challenge
2023-12-13 12:00 - 13:00
Dr. Sarah Rose Cavanagh, Senior Associate Director for Teaching and Learning in the Center for Faculty Excellence, Simmons University

Co sponsored by DoingWell at MIT

Join 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.

When 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.

How 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.

About the Speaker

Sarah 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.

Registration for IAP 2024 Teaching Days is closed.
2024-01-16 09:00 - 2024-02-02 16:00
To register for the **IAP 2025 Teaching Days** Please click here.

IAP 2024 Teaching Days: Monday, January 29, through Friday, February 2.

Before 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.)

Please 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

How to Leverage Self-Regulated Learning in Mentoring
2024-01-22 10:00 - 11:00
Image by SKvector

Self-Regulated Learning is a framework for teaching and learning that supports mentoring in the following ways:

Teaching 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.

Helping 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.

Many 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.

Come 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!

Presented by Annick Dewald, Teaching Development Fellow, MIT AeroAstroLocation: 33-218

Climate Across the Curriculum: An Octopus's Journey
2024-02-15 13:00 - 14:00
Dr. Sandra Goldmark, Columbia University

What 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.

About the Speaker

Sandra 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.

Application Period for the Spring 2024 Lesson Planning Track Opens April 1
2024-04-01 12:00 - 2024-04-07 23:59
About the Program

The 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.

Workshop Schedule

Facilitating Learning

Monday, Apr 22, from 10- 12 pm

Intended Learning Outcomes:

Describe the benefits of implementing ILO-aligned active learning strategies in the classroom.

Identify the specific benefits and challenges of implementing a particular active learning strategy

Design opportunities for practice that engage students cognitively and align with desired ILOs through the use of active learning strategies.

Reduce barriers to inclusion by intentionally using a variety of active learning techniques with attentiveness to implementation details.

Planning for Learning

Thursday, Apr 25, from 10- 13 pm

Intended Learning Outcomes:

Describe the impact that prior content knowledge, previously mastered skills, and beliefs about learning have on how students learn

List some strategies to ascertain students’ prior knowledge, skills, and beliefs.

Use scaffolding and an understanding of prior knowledge and skills to sketch an outline of a class session that includes active learning.

Effective Feedback

Monday, Apr 29, from 10- 12 pm

Intended Learning Outcomes:

Describe the characteristics of effective feedback.

Explain how cultivating a growth mindset in your students can foster resilience and increase academic performance.

Provide targeted and growth-oriented feedback.

To complete the track and receive a letter of completion, participants must attend all three workshops and complete the required out-of-class work.

How to Apply

Any 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.

Beyond Content: Teaching for Civic Participation and Engagement
2024-04-10 14:00 - 15:00
Image by Gerd Altmann from Pixabay

Dr. Bryan Dewsbury, Florida International University

Dr. 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.

About the Speaker

Bryan 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.

Creating a Classroom Climate that Supports Student Engagement in Active Learning
2024-04-24 14:00 - 15:00
Dr. Sarah Eddy, University of Minnesota

Active 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.

About the Speaker

Dr. 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.

2024-2025 Teaching Development Fellows
2024-05-06 12:00 - 2024-05-29 23:59
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)

Information Session
If 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!

If you have additional questions, contact Ben Hansberry, Associate Director for Graduate Student Teaching, or your department’s current fellow.

About the Fellowship

Fellows 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.

Fellows 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.

Eligibility Requirements

Applicants 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.*

Selected applicants who have not previously completed KTCP will receive additional training during summer, 2024 before beginning the program.

*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.

Application Details

The online application will ask you for the following:

Contact and department information

Previous participation in teaching development programming

Short answer questions on the following topics:

Challenges to developing teaching skills for graduate students in your department and proposals for how a fellow might address these challenges

Description of teaching philosophy and teaching methods currently in use or planned

Description of teaching training

Description of prior leadership experience

Applicants must also upload a current CV which includes teaching experience

We 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.

If 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:

Supporting 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.

Supporting 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.

Supporting 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.

Supporting 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.

Upon 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.

Fellows 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.

Apply Here

Application Period for the Summer 2024 Microteaching Track
2024-05-08 12:00 - 2024-05-14 23:59
All MIT graduate students who have completed the Lesson Planning Track are welcome to apply.

About the Program

The 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.

Workshop Schedule

Microteaching 1: Weeks of May 27 & June 3

Microteaching 2: Weeks of June 10 & 17

Note: 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.

Applications 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

Please note that the application button will not work until the application is open.

TLL Lunch & Learn: Reflecting on Waste Produced from Human Activities
2024-05-15 12:30 - 13:30
How Design-fiction Can Help Engineering Students Imagine the Future

The Nexus, 14S-130 | Hayden Library, 160 Memorial Drive

Bring 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.

The 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.

Space is limited for this in-person workshop and registration is required.

Application Period for the Summer 2024 Subject Design Track
2024-07-15 12:00 - 2024-07-21 23:59
About the Program

The 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.

Visit our page on Grad Teaching Development Tracks to learn more.

Workshop 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

How to Apply

The 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.

Apply

Registration for IAP 2025 Teaching Days NOW OPEN.
2025-01-27 12:00 - 2025-01-31 12:00
IAP 2025 Teaching Days: Monday, January 27 through Friday, January 31

Before 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.)

Please note that the IAP 2025 Teaching Days schedule includes a mix of in-person and online sessions.

Application Period for the Fall 2024 Kaufman Teaching Certificate Program
2024-08-01 12:00 - 2024-08-18 23:59
Application

The application includes these two short-answer questions. You may wish to draft your answers (1500 character limit for each) before beginning your application.

Describe your teaching responsibilities in the next two semesters (If applicable).

What are two teaching practices or skills you hope to learn by completing this program?

Priority will be given to applicants who will have fewer future opportunities to participate in the program (e.g., final year grad students, postdocs, etc.)

The application window will be open from 12:00 noon Thursday, August 1 through 11:59 pm Sunday, August 18.

For 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.

Please note: The button is not active until the application opens.

APPLY

Application Period for the Fall 2024 Lesson Planning Track Opens August 19
2024-08-19 12:00 - 2024-08-25 23:59
About the Program

The 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.

Workshop Schedule

Facilitating Learning

Wednesday, Sep 11, from 2- 4 pm

Intended Learning Outcomes:

Describe the benefits of implementing ILO-aligned active learning strategies in the classroom.

Identify the specific benefits and challenges of implementing a particular active learning strategy

Design opportunities for practice that engage students cognitively and align with desired ILOs through the use of active learning strategies.

Reduce barriers to inclusion by intentionally using a variety of active learning techniques with attentiveness to implementation details.

Planning for Learning

Wednesday, Sep 18, from 2- 4 pm

Intended Learning Outcomes:

Describe the impact that prior content knowledge, previously mastered skills, and beliefs about learning have on how students learn

List some strategies to ascertain students’ prior knowledge, skills, and beliefs.

Use scaffolding and an understanding of prior knowledge and skills to sketch an outline of a class session that includes active learning.

Effective Feedback

Wednesday, Sep 25, from 2- 4 pm

Intended Learning Outcomes:

Describe the characteristics of effective feedback.

Explain how cultivating a growth mindset in your students can foster resilience and increase academic performance.

Provide targeted and growth-oriented feedback.

To complete the track and receive a letter of completion, participants must attend all three workshops and complete the required out-of-class work.

How to Apply

Any 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.

Application Period for the Fall 2024 Inclusive Teaching Track
2024-09-25 12:00 - 2024-10-01 23:59
About the Program

In 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.

Workshop Schedule

Inclusive Teaching as a Mindset

Thursday, October 17, 2024, 2 – 4 pm

In 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.

Principles and Strategies in Inclusive Teaching

Thursday, October 24, 2024, 2 – 4 pm

In 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.

How to Apply

Applications 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.

Please note that the Apply button will not work until the application is open.

Application Period for the Fall 2024 Microteaching Track
2024-09-25 12:00 - 2024-10-01 23:59
About the Program

The 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.

Any graduate student is welcome to apply. However, students who have completed the Lesson Planning Track will be given priority.

Workshop Schedule

To be determined by participant availability:

Microteaching 1: Weeks of October 14 & October 21

Microteaching 2: Weeks of October 28 & November 4

Note: 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.

Applications 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

Please note that the application button will not work until the application is open.

Rethinking Rigor: Challenging Students & Supporting Meaningful Learning
2024-09-25 13:00 - 14:00
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.

About the Speaker

Dr. 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).

Generative AI (GAI) in Teaching @MIT
2024-10-22 12:30 - 13:30
Open Learning and TLL are co-sponsoring two upcoming opportunities on the topic of GAI in teaching:

Practical AI for Educators, Dr. Lilach Mollick, Co-Director of the Generative AI Labs at Wharton

This session will explore the potential of AI as a tool for teaching and learning. The session will cover the following topics:

Educator Aids: How to make teaching easier and more effective using AI

Student Aids: AI and student-centric use cases

Combining AI with human expertise & pedagogy to enhance student learning

Teaching with and about AI: Benefits and pitfalls

Register below to receive the Zoom link. Open to the MIT Community

Please note: This session with NOT be recorded.

About the Speaker

Dr. 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.

Generative AI in Teaching: Faculty Learning Community

The 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.

The 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.

Teaching During Tense Political Times: Acknowledging the Election in the Classroom
2024-10-29 13:00 - 14:00
Ray Feller, Associate Dean & Director of Student Support ServicesJane Abbott, Lecturer, Comparative Media Studies

Please 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.

About the Speakers

Prior 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.”

Jane 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.

Uncovering the Hidden Curriculum in Engineering: Implications for Educational Practice
2024-12-04 14:00 - 15:00
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.

About the Speaker

Idalis 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.

Application Period for the IAP 2025 Subject Design Track
2024-12-09 12:00 - 2024-12-15 23:59
About the Program

The 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.

Visit our page on Grad Teaching Development Tracks to learn more.

Workshop 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

How to Apply

The 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.

Apply

IAP 2025 Course (Re)Design Institute
2024-12-16 12:00 - 2025-01-05 23:59
Registration is now open!

Program Description

This 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.

Workshop Schedule

All workshops will be in-person and held in E19-607

Course Design for Relevance and Rigor: 1/14 @ 10:30-12:30 pm

Authentic & Aligned Assessments: 1/16 @ 10:30-12:30 pm

Active Learning to Engage All Students: 1/21 @ 10:30-12:30 pm

Please submit your application by Sunday 11:59 pm on January 5th, 2025. Admitted participants will be notified on a rolling basis.

Belonging and Motivation Go Hand-in-Hand: Evidence-Based Practice for Understanding and Regulating Student Belonging for Academic Success
2025-02-20 13:00 - 14:00
Image: Shoemixer/Adobe Stock

Dr. Jill Allen, Associate Dean for Strategic Initiatives; Associate Professor of Psychology, Drake University

Description

This 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.

About the Speaker

Dr. 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).

Her 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.

Dr. 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.

Application Period for the Spring 2025 Inclusive Teaching Track
2025-03-17 12:00 - 2025-03-23 23:59
About the Program

In 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.

Workshop Schedule

Inclusive Teaching as a Mindset

Thursday, April 10, 2 – 4 pm

In 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.

Principles and Strategies in Inclusive Teaching

Thursday, April 24 – 4 pm

In 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.

How to Apply

Applications 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.

Please note that the Apply button will not work until the application is open.

Grading for Growth: Toward More Humane, Authentic, and Trustworthy Ways to Evaluate Student Work
2025-03-18 15:00 - 16:00
Image: 994yellow/Adobe Stock

Dr. Robert Talbert, Professor of Mathematics and Senior Faculty Fellow for Learning Futures at Grand Valley State University

Description

Grading 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.

About the Speaker

Robert 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.

In 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.

Robert 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.

2025-2026 Teaching Development Fellowship
2025-03-20 12:00 - 2025-05-11 23:59
The application deadline for the 2025-2026 Teaching Development Fellowship has been extended to Sunday, May 11!

What are TDFs?

Teaching 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.

Fellows 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.

What do TDFs do?

We 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

TA Check-inMost fellows, small-scale project
An 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. […]

Leading a Teaching Careers Alumni Teaching PanelPrerna Ravi (24-25 TDF for EECS), small to mid-scale project.
An 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.

Graduate Teach-off CompetitionHalie Olson (21-22 TDF for BCS) small- to mid-scale project
A 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.

Feature Film as a Teaching Tool workshopWright Smith (24-25 TDF for Political Science)
An 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.

Conducting a TA Experience SurveyLaurel White (24-25 TDF for Physics), mid- to large-scale project
An 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.

Developing TA Resource DocumentsEllan Kan (22-23 TDF for BE) and Kasey Love (23-24 TDF for BE), large-scale project
A 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.

Designing a Special Seminar on TeachingScott Weimann (24-25 TDF for WHOI), large-scale project
A 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.

Who can be a TDF?

Applicants 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.*

Selected applicants who have not previously completed KTCP or similar program will receive additional training during summer 2025 before beginning the program.

*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.

How do I apply?

The online application includes the following:

Contact and department information

Previous participation in teaching development programming

Short answer questions on the following topics:

Challenges to developing teaching skills for graduate students in your department and proposals for how to address these challenges

Description of teaching philosophy and teaching methods currently in use or planned

Description and explanation of how you would approach a short TA check-in in your department.

Explanation of teaching philosophy and experience

Description of prior leadership experience

If interested in an at-large position, a short description of what kind of project you would like to be involved in.

Applicants must also upload a current C.V. including teaching experience

A strong application should include includes:

A specific description of the challenges to developing teaching skills within your and a specific plan to address these challenges.

An evidence-based understanding of what makes for effective teaching

At least one semester of TAing or similar teaching experience

Upon 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.

Fellows 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.

Building a Better Learning Experience: Using Student Data to Enhance Active Learning for Neurodivergent Students
2025-05-14 14:00 - 15:00
Image: Premium Graphics /Adobe Stock

Dr. Mariel Pfeifer, Assistant Professor of Biology at the University of Mississippi

Description

This 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.

About the Speaker

Mariel 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.

Application Period for the Summer 2025 Subject Design Track
2025-07-14 12:00 - 2025-07-20 23:59
About the Program

The 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.

Visit our page on Grad Teaching Development Tracks to learn more.

Workshop TitleIntended Learning Outcomes (ILOs)Date & TimeDefine Your Goals and ScopeDescribe the elements of the backward design process.Identify and articulate learning outcomes for a course you wish to teach.Identify evidence of a supportive learning environment in existing syllabi.Thu, Aug 7, 2:00 – 4:00 pm (ET)Plan Your AssessmentsOutline a unit from the course you wish to teach, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Identify an appropriate summative assessment method that aligns with discipline priorities and the intended learning outcomes of the unit.Design assessments that support belonging and equity. Outline a unit from the course you wish to teach, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Thu, Aug 14, 2:00 – 4:00 pm (ET)Draft Your SyllabusDescribe how a student-centered syllabus differs from a content-centered syllabus.Articulate course policies that align with learning outcomes and teaching philosophy.Write a student-centered syllabus based on components developed over the course of the Subject Design TrackThu, Aug 21, 2:00 – 4:00 pm (ET)FacilitatorBen Hansberry, Associate Director for Graduate Student Teaching, Teaching + Learning Lab

How to Apply

The application window will be open from 12:00 noon Monday, July 14, through 11:59 pm Sunday, July 20. Participants from previous workshop tracks are given priority. The remaining applications will be selected on a first-come, first-served basis. Applications must be received by the deadline to be considered.

Please note: The apply button will not work until the application window opens.

Apply

Application Period for the Fall 2025 Kaufman Teaching Certificate Program
2025-07-28 12:00 - 2025-08-10 23:59
Application

The application includes these two short-answer questions. You may wish to draft your answers (1500 character limit for each) before beginning your application.

Describe your teaching responsibilities in the next two semesters (If applicable).

What are two teaching practices or skills you hope to learn by completing this program?

Priority will be given to applicants who are in their final year of graduate or postdoctoral studies.

The application window will be open from 12:00 noon, Monday, July 28, through 11:59 pm, Sunday, August 10.

For 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.

Please note: The button is not active until the application opens.

APPLY
