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DTSTART;TZID=America/New_York:20240515T123000
DTEND;TZID=America/New_York:20240515T133000
DTSTAMP:20260403T170412
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:20260403T170412
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:20260403T170412
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:20260403T170412
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:20260403T170412
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:20260403T170412
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:20260403T170412
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:20260403T170412
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:20260403T170412
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:20260403T170413
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:20260403T170413
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:20260403T170413
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:20260403T170413
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250220T130000
DTEND;TZID=America/New_York:20250220T140000
DTSTAMP:20260403T170413
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250317T120000
DTEND;TZID=America/New_York:20250323T235900
DTSTAMP:20260403T170413
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250318T150000
DTEND;TZID=America/New_York:20250318T160000
DTSTAMP:20260403T170413
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250320T120000
DTEND;TZID=America/New_York:20250511T235900
DTSTAMP:20260403T170413
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250514T140000
DTEND;TZID=America/New_York:20250514T150000
DTSTAMP:20260403T170413
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250714T120000
DTEND;TZID=America/New_York:20250720T235900
DTSTAMP:20260403T170413
CREATED:20250606T190046Z
LAST-MODIFIED:20250703T142047Z
UID:10459-1752494400-1753055940@tll.mit.edu
SUMMARY:Application Period for the Summer 2025 Subject Design Track
DESCRIPTION:About the Program\n\n\n\nThe Subject Design Track is a sequence of three interactive 2-hour workshops focused on course design. Participants will learn to build a course by first identifying goals and then organizing assignments and content to align with these goals. Over the course of the program\, participants will develop a syllabus for a course of their choice with feedback from the instructor. All workshops will take place on Zoom. \n\n\n\nVisit our page on Grad Teaching Development Tracks to learn more. \n\n\n\n\n\n\n\nWorkshop TitleIntended Learning Outcomes (ILOs)Date & TimeDefine Your Goals and ScopeDescribe the elements of the backward design process.Identify and articulate learning outcomes for a course you wish to teach.Identify evidence of a supportive learning environment in existing syllabi.Thu\, Aug 7\, 2:00 – 4:00 pm (ET)Plan Your AssessmentsOutline a unit from the course you wish to teach\, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Identify an appropriate summative assessment method that aligns with discipline priorities and the intended learning outcomes of the unit.Design assessments that support belonging and equity. Outline a unit from the course you wish to teach\, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Thu\, Aug 14\, 2:00 – 4:00 pm (ET)Draft Your SyllabusDescribe how a student-centered syllabus differs from a content-centered syllabus.Articulate course policies that align with learning outcomes and teaching philosophy.Write a student-centered syllabus based on components developed over the course of the Subject Design TrackThu\, Aug 21\, 2:00 – 4:00 pm (ET)FacilitatorBen Hansberry\, Associate Director for Graduate Student Teaching\, Teaching + Learning Lab \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nThe application window will be open from 12:00 noon Monday\, July 14\, through 11:59 pm Sunday\, July 20. Participants from previous workshop tracks are given priority. The remaining applications will be selected on a first-come\, first-served basis. Applications must be received by the deadline to be considered. \n\n\n\nPlease note: The apply button will not work until the application window opens. \n\n\n\n\n\n\n\n\nApply
URL:https://tll.mit.edu/event/su25-sdt/
CATEGORIES:tracks
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250728T120000
DTEND;TZID=America/New_York:20250810T235900
DTSTAMP:20260403T170413
CREATED:20241107T180902Z
LAST-MODIFIED:20250807T170605Z
UID:9187-1753704000-1754870340@tll.mit.edu
SUMMARY:Application Period for the Fall 2025 Kaufman Teaching Certificate Program
DESCRIPTION:Application\n\n\n\nThe application includes these two short-answer questions. You may wish to draft your answers (1500 character limit for each) before beginning your application. \n\n\n\n\nDescribe your teaching responsibilities in the next two semesters (If applicable).\n\n\n\nWhat are two teaching practices or skills you hope to learn by completing this program?\n\n\n\n\nPriority will be given to applicants who are in their final year of graduate or postdoctoral studies. \n\n\n\nThe application window will be open from 12:00 noon\, Monday\, July 28\, through 11:59 pm\, Sunday\, August 10. \n\n\n\nFor more information about the program and frequently asked questions\, please visit the KTCP page. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli. \n\n\n\nPlease note: The button is not active until the application opens. \n\n\n\n\nAPPLY
URL:https://tll.mit.edu/event/fa-2025-ktcp/
CATEGORIES:KTCP
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250811T120000
DTEND;TZID=America/New_York:20250817T235900
DTSTAMP:20260403T170413
CREATED:20241107T210535Z
LAST-MODIFIED:20250711T180734Z
UID:9192-1754913600-1755475140@tll.mit.edu
SUMMARY:Application Period for the Fall 2025 Lesson Planning Track
DESCRIPTION:About the Program\n\n\n\nThe Lesson Planning Track is a sequence of three workshops focused on preparing an effective lesson plan for a class session or recitation\, developing skills for classroom presentation and effective classroom activities\, and giving formative feedback to students. Over the course of the workshop track\, participants develop a detailed lesson plan on a topic of their choice with feedback from the instructor. \n\n\n\n\n\n\n\nWorkshop Schedule\n\n\n\n\nFacilitating Learning\n\n\n\nTuesday\, September 2\, 1:00-3:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the benefits of implementing ILO-aligned active learning strategies in the classroom.\n\n\n\nIdentify the specific benefits and challenges of implementing a particular active learning strategy\n\n\n\nDesign opportunities for practice that engage students cognitively and align with desired ILOs through the use of active learning strategies.\n\n\n\nReduce barriers to inclusion by intentionally using a variety of active learning techniques with attentiveness to implementation details.\n\n\n\n\n\n\n\n\n\n\nPlanning for Learning\n\n\n\nThursday\, September 9\, 1:00-3:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the impact that prior content knowledge\, previously mastered skills\, and beliefs about learning have on how students learn  \n\n\n\nList some strategies to ascertain students’ prior knowledge\, skills\, and beliefs. \n\n\n\nUse scaffolding and an understanding of prior knowledge and skills to sketch an outline of a class session that includes active learning.\n\n\n\n\n\n\n\n\n\n\nEffective Feedback\n\n\n\nTuesday\, September 16\, 1:00-3:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the characteristics of effective feedback. \n\n\n\nExplain how cultivating a growth mindset in your students can foster resilience and increase academic performance. \n\n\n\nProvide targeted and growth-oriented feedback.\n\n\n\n\n\nTo complete the track and receive a letter of completion\, participants must attend all three workshops and complete the required out-of-class work. \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nAny graduate student is welcome to apply. Participants from previous workshop tracks have priority. After that\, applicants are selected on a first-come\, first-served basis\, so please apply early. Applications must be received by 11:59 pm Sunday\, August 17\, to be considered.
URL:https://tll.mit.edu/event/fall-2025-lpt/
CATEGORIES:Teaching Development Workshops,tracks
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250910T120000
DTEND;TZID=America/New_York:20250910T130000
DTSTAMP:20260403T170413
CREATED:20250814T183234Z
LAST-MODIFIED:20250825T170551Z
UID:10737-1757505600-1757509200@tll.mit.edu
SUMMARY:Cultivating a Convivial Classroom in the Age of AI
DESCRIPTION:How the Technological Critics of the 20th Century Can Help Us Wisely Navigate Generative AI in Education\n\n\n\nReihaneh Golpayegani & The Bigger Picture / https://betterimagesofai.org / https://creativecommons.org/licenses/by/4.0/\n\n\n\nDr. Josh Brake\, Associate Professor of Engineering at Harvey Mudd College \n\n\n\nDescription\n\n\n\nGenerative AI is dominating the conversation around education today. Sentiments span the spectrum from deeply felt anxiety to unbridled optimism. Meanwhile\, individual educators and students are searching for solid footing as they seek to understand generative AI and its implications. While there is no shortage of books and blogs offering suggestions for how we ought to respond\, these perspectives often focus narrowly on the specific technology of generative AI without considering its broader historical\, social\, and technological context. Perhaps surprisingly\, some of the most insightful writing about AI was published over fifty years before the phrase artificial intelligence was even coined. This collection of technological critics—writers and thinkers like Neil Postman\, Jacques Ellul\, Marshall McLuhan\, Ursula Franklin\, Lewis Mumford\, Ivan Illich\, and C. S. Lewis—offers us a broader aperture through which to see education\, technology\, and their intersection. In this talk\, we will explore what these thinkers have to offer us as we strive to build a solid foundation and chart a wise path forward in a rapidly evolving landscape. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nDr. Josh Brake\, Associate Professor of Engineering at Harvey Mudd College \n\n\n\nJosh Brake is an Associate Professor of Engineering at Harvey Mudd College. He holds a Ph.D. and M.S. in Electrical Engineering from the California Institute of Technology and an M.S. and B.S. in Engineering with an Electrical Concentration from LeTourneau University. He is the principal investigator of the Harvey Mudd Biophotonics Laboratory\, where he has the privilege of guiding a group of talented and motivated Mudders to build optical tools for biomedicine. \n\n\n\nIn addition to his teaching and research activities on campus\, Josh writes The Absent Minded Professor\, a weekly Substack about technology\, education\, and human flourishing. His weekly manifestos often orbit around his core conviction that the builders of the future must be deeply shaped by philosophy and the humanities in order for us to cultivate a flourishing future together. He is also a Venture Partner with Praxis\, helping to advance redemptive quests to address the major issues of our time. \n\n\n\nJosh lives in Southern California with his wife and three young children. On evenings and weekends\, you’ll often find him biking around town with the kids on the back of his cargo e-bike or making pizza in the Ooni. Except\, that is\, for Monday evenings. On Monday evenings\, when the kids are in bed and the house is quiet\, you’ll find him head down at the keyboard\, feverishly cranking out his next blog post.
URL:https://tll.mit.edu/event/cultivating-a-convivial-classroom-ai/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250915T120000
DTEND;TZID=America/New_York:20250921T235900
DTSTAMP:20260403T170413
CREATED:20241107T213026Z
LAST-MODIFIED:20250711T180122Z
UID:9202-1757937600-1758499140@tll.mit.edu
SUMMARY:Application Period for the Fall 2025 Microteaching Track
DESCRIPTION:Any graduate student is welcome to apply. However\, students who have completed the Lesson Planning Track will be given priority.  \n\n\n\n\n\n\n\n\n\n\n\nAbout the Program\n\n\n\nThe Microteaching Track is a sequence of 2 microteaching workshops. In a microteaching workshop\, a small group of students each present a brief teaching demo and receive feedback from peers and TLL staff. Following the first microteaching workshop\, participants incorporate the feedback they received into their teaching demo and present the improved version in the second session. \n\n\n\nWorkshop Schedule\n\n\n\nTo be determined by participant availability: \n\n\n\n\nMicroteaching 1: Weeks of October 6 & October 13 \n\n\n\nMicroteaching 2: Weeks of October 20 & October 27 \n\n\n\n\nHow to Apply\n\n\n\nPrerequisite: Applicants must have already completed the Lesson Planning Track to be considered. Priority is given to those who anticipate a teaching or TA appointment within the next two semesters. The remaining applications will be selected on a first-come\, first-served basis. \n\n\n\nApplications must be received by 11:59 PM ET on Sunday\, September 21. If you have additional questions or encounter difficulty with the application\, please contact Dan Nocivelli \n\n\n\nPlease note that the application button will not work until the application is open.
URL:https://tll.mit.edu/event/fall-2025-mtt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/09/MTT_Feature.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251006T120000
DTEND;TZID=America/New_York:20251012T235900
DTSTAMP:20260403T170413
CREATED:20250925T180531Z
LAST-MODIFIED:20250926T183630Z
UID:10960-1759752000-1760313540@tll.mit.edu
SUMMARY:Application Period for the Fall 2025 Inclusive Teaching Track
DESCRIPTION:About the Program\n\n\n\nThe Inclusive Teaching Track is a sequence of two interactive workshops focused on cultivating equitable and welcoming classrooms in which all students can learn and reach their potential. Participants will reflect on their own experiences and perspectives and learn evidence-based strategies to design structured and relational learning experiences. By the end of the track\, participants will be able to apply principles of inclusive teaching to plan a teaching practice or learning activity that will make classrooms more equitable in future teaching or education-related careers in higher education. \n\n\n\n\n\n\n\nWorkshop Schedule \n\n\n\nInclusive Teaching as a Mindset\n\n\n\nThursday\, October 23\, 2 – 4 pm\, Bldg# 2-147 \n\n\n\nIn the first workshop\, we will define inclusive teaching and use it to evaluate common approaches to teaching in our disciplines. By introducing specific strategies\, we will learn ways to invite students into the learning experience to be responsive to the diversity in the classroom. We will practice skills in evaluating a teaching practice to promote more inclusive classroom dynamics and to consider how your own identities impact your perspectives on teaching. \n\n\n\nPrinciples and Strategies in Inclusive Teaching\n\n\n\nThursday\, October 30\, 2 – 4 pm\, Bldg# 2-147 \n\n\n\nIn this workshop\, we will discuss research that informs students’ sense of belonging and delve into principles of inclusive teaching. We will work together to apply these principles by planning how to clearly communicate the purpose of learning\, build a sense of community\, and signal the importance of diverse perspectives. Through the application of key principles of inclusive teaching\, participants will identify concrete strategies to create a structured and relational classroom in which all students can learn and reach their potential.  \n\n\n\nHow to Apply\n\n\n\nApplications must be received by 11:59 PM ET on Sunday\, October 12\, to be considered. If you have additional questions or encounter difficulty with the application\, please contact Ben Hansberry. \n\n\n\nPlease note that the Apply button will not work until the application is open.
URL:https://tll.mit.edu/event/fall25-itt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/04/ITT_Track_Featured-image.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251023T120000
DTEND;TZID=America/New_York:20251023T130000
DTSTAMP:20260403T170413
CREATED:20250916T215440Z
LAST-MODIFIED:20250930T202234Z
UID:10914-1761220800-1761224400@tll.mit.edu
SUMMARY:Doing “All the Things”: Leveraging Data\, Collaboration\, and Evidence-based Design to Transform Gateway Courses
DESCRIPTION:Image by alswart / Adobe Stock\n\n\n\nDr. Denise Galarza Sepúlveda\, Director of the University of Michigan’s Foundational Course Initiative (FCI) at the Center for Research and TeachingDr. Heather Rypkema\, Head of Learning Analytics at the Center for Research on Learning and Teaching (CRLT) and Associate Director of FCI\, University of MichiganDr. Alicia Romero\, Lecturer III\, Department of Statistics\, University of Michigan \n\n\n\nDescription\n\n\n\nGateway courses play a crucial role at most institutions. They can be students’ only exposure to a discipline\, or a make-or-break experience that can alter their chosen career paths. For faculty and instructional teams\, teaching these courses can feel like having to do “all the things.” There is the crush of content as they prepare students to succeed in different downstream courses\, challenges in integrating active learning and authentic assessments\, heavy logistical demands\, and structural and resource constraints. Given these issues\, the task of redesigning these large gateway courses can feel unmanageable or even impossible for faculty. In this talk\, Drs. Galarza Sepúlveda and Rypkema will share a model that addresses the complexity of teaching and learning in these courses with a multifaceted and sustainable approach. This model is exemplified in the University of Michigan’s Foundational Course Initiative (FCI)\, which provides faculty with the resources\, support\, and design expertise to help them make high-impact changes while moving away from feeling they have to do “all the things.” Additionally\, Dr. Alicia Romero will join the discussion to share her experience teaching the FCI redesigned course for STATS 250. Introduction to Statistics and Data Analysis. They will also discuss FCI’s course reports and provide redesign project examples from an array of FCI-partnering courses\, including Physics\, Engineering\, Earth and Environmental Sciences\, and Statistics. \n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speakers\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nDenise Galarza Sepúlveda is the Director of the University of Michigan’s Foundational Course Initiative (FCI)\, which provides faculty with the resources\, support\, and design expertise needed to create transformative learning experiences in large gateway courses. Dr. Galarza Sepúlveda establishes the program’s strategic priorities\, leads partnership recruitment efforts\, and manages a talented team of consultants dedicated to redesigning gateway courses. She also contributes strategic direction to the Center for Research on Learning and Teaching as part of its Senior Leadership Team. Before joining CRLT\, she served as director of the community-based learning office in the Division of Undergraduate Education at UM’s College of Literature\, Science\, and the Arts. \n\n\n\nDr. Galarza Sepúlveda received her Master’s degree from Purdue and her Ph.D. from Emory University\, both in Spanish. Prior to Michigan\, she held a faculty position for twelve years in Lafayette College’s Department of Foreign Languages and Literatures. At Lafayette\, she also chaired the Latin American and Caribbean Studies Program. Throughout her career\, she has received curricular design grants\, teaching awards\, and secured an endowment to support high-impact learning programs. \n\n\n\n\n\n\n\n\n\n\n\n\n\nDr. Heather Rypkema is Head of Learning Analytics at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan\, as well as an Associate Director with the Foundational Course Initiative (FCI). She earned her Ph.D. in Chemical Physics from Harvard University and held faculty positions in Chemistry and Climate Science before transitioning to her current role at the interface of teaching and data analytics in 2018. She supports course and curricular design efforts through data collection\, analysis\, and triangulation of databases that include institutional\, LMS\, instructional technology\, and survey data. \n\n\n\n\n\n\n\n\n\n\n\n\n\nDr. Alicia Romero is a Lecturer III in the Department of Statistics at the University of Michigan\, where she leads STATS 250\, one of the university’s largest undergraduate courses with more than 2\,000 students each semester. She coordinates a large instructional team and has spearheaded major innovations through the Foundational Course Initiative\, including the integration of structured group work during lecture. She serves on the Undergraduate Curriculum Committee and advises undergraduate students. In 2024\, she was named a finalist for the Provost’s Teaching Innovation Prize.
URL:https://tll.mit.edu/event/doing-all-the-things/
CATEGORIES:Speaker Series
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251107T080000
DTEND;TZID=America/New_York:20251221T235900
DTSTAMP:20260403T170413
CREATED:20251107T133617Z
LAST-MODIFIED:20251215T203921Z
UID:11188-1762502400-1766361540@tll.mit.edu
SUMMARY:IAP 2026 Course (RE)Design Institute
DESCRIPTION:Applications are Open!\n\n\n\nWe are pleased to announce the return of the winter Course (Re)Design Institute series for MIT Faculty and Lecturers over December 2025 and IAP 2026!\n\n\n\nThis hands-on\, interactive workshop series leverages principles of course design and the science of learning to support effective\, efficient course (re)design. Whether you are building a course from the ground up or refining an existing one\, you will have the opportunity to explore evidence-based teaching and course design strategies to energize and strengthen student learning. Together\, we will share and apply practical tools and approaches to create engaging\, rigorous\, and inclusive learning experiences. The workshop series provides dedicated time\, structured activities\, and a supportive community that can help you avoid the “spinning wheels” phase that often comes with (re)designing alone. \n\n\n\nEach 2-hour session builds on the last\, and attending the full series helps deepen connections and ideas within our growing community of practice. We realize there are many demands on your time and varied timelines for course design. To that end\, we are offering flexible options for engagement with: \n\n\n\n\nTwo opportunities to take Workshop 1 (one in December for an early start and one in January; attendance at one of these workshops is sufficient)\n\n\n\nAn optional third workshop with multiple pathways for what you’d like to explore\n\n\n\n\nWe will wrap up each session with a light lunch and informal conversation\, an opportunity to share insights\, questions\, and good company. \n\n\n\nWorkshop Schedule (2-hour sessions)\n\n\n\nTime & Location: 10:30-12:30 followed by a light lunch\,  TLL Workshop Room E19-607 \n\n\n\n\nThursday\, 1/06 – Workshop 1: Course Design for Relevance and Rigor\n\n\n\nThursday\, 1/8 – Workshop 2: Authentic + Aligned Assessments\n\n\n\nTuesday\, 1/13 – Workshop 3: Active Learning
\n\n\n\nThursday\, 1/15 – Workshop 4 (Optional): GenAI-aware Assessments\n\n\n\n\nApplication deadline: Sunday\, December 21. Successful applicants will be notified on a rolling basis.
URL:https://tll.mit.edu/event/iap26-redesign-institute/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251113T150000
DTEND;TZID=America/New_York:20251113T160000
DTSTAMP:20260403T170413
CREATED:20251023T160513Z
LAST-MODIFIED:20251027T135947Z
UID:11133-1763046000-1763049600@tll.mit.edu
SUMMARY:Compass: An Experiment in Collaboration
DESCRIPTION:Lily Tsai\, Ford Professor of Political ScienceAdam Albright\, Professor of LinguisticsEmily Richmond Pollock\, Associate Professor of Music.Leeland Fredlund\, Senior Research Support Associate – Compass Course \n\n\n\nCompass: An Experiment in Collaboration\n\n\n\n\n\n\n\nDescription\n\n\n\nLast spring\, the School of Humanities\, Arts\, and Social Sciences (SHASS) launched the pilot of its new multidisciplinary offering\, 21.01 Compass Course: Love\, Death\, and Taxes: How to Think–and Talk to Others–About Being Human. The course is designed to expose students with the tools of the humanities and social sciences to consider persistent moral and social questions central to the human experience\, ultimately guiding them in shaping the kind of humans they want to be and the society they wish to help create. Compass is the result of a multi-year collaboration involving over 30 faculty from 19 departments\, led by a core SHASS team and a student advisory board. Members of the Compass team\, including Lily Tsai\, Adam Albright\, Emily Richmond Pollock\, and Leela Fredlund\, will discuss the challenges and rewards of large collaborations. They will show how collaborative design resulted in a Compass pedagogy that highlights the unexpected results of multidisciplinary conversations and fosters faculty vulnerability through the teaching of unfamiliar topics\, transforming the class into a true collaboration between faculty and students. \n\n\n\nAll are welcome. Registration is required. \n\n\n\n\n\n\n\n\n\nAbout the Speakers\n\n\n\n\n\n\n\n\n\n\n\nLily L. Tsai is the Director and Founder of the MIT Governance Lab (MIT GOV/LAB) and the Ford Professor of Political Science at the Massachusetts Institute of Technology (MIT)\, as well as the former Chair of the MIT Faculty. Her research focuses on accountability\, governance\, and political participation in developing contexts\, particularly in Asia and Africa. In 2014\, she founded MIT GOV/LAB\, a group of social and behavioral scientists and design researchers who develop and test innovations in citizen engagement and government responsiveness. By focusing on how and why citizens become active in engaging their governments\, Tsai aims to bridge researcher and practitioner communities by developing learning collaborations that can respond to governance challenges using empirical evidence in real time. Tsai has written two books\, When People Want Punishment: Retributive Justice and the Puzzle of Authoritarian Popularity\, and Accountability Without Democracy: Solidarity Groups and Public Goods Provision in Rural China\, as well as articles in The American Political Science Review\, The Journal of Politics\, Comparative Political Studies\, Political Behavior\, Comparative Politics\, and World Development. \n\n\n\n\n\n\n\n\n\n\n\n\n\nEmily Richmond Pollock is an Associate Professor of Music. Emily’s research focuses particularly on conservatism\, the historicization of modernist musical value\, operatic institutions\, and the relationship between modern musical style and convention. Emily joined Music and Theater Arts in 2012 and regularly teaches 21M.011 Introduction to Western Music and courses on opera\, the twentieth century\, and the symphonic repertoire\, as well as the Advanced Seminar for music majors. She is currently the music major advisor and has served in the past as a Burchard Faculty Fellow and as an advisor to first-years and music concentrators. She remains an active amateur oboist\, performing with the Cambridge Symphony Orchestra and the Mercury Orchestra. \n\n\n\n\n\n\n\n\n\n\n\n\n\nAdam Albright received his BA in linguistics from Cornell University in 1996 and his Ph.D. in linguistics from UCLA in 2002. He was a Faculty Fellow at the University of California\, Santa Cruz from 2002-2004\, and is currently a Professor at MIT. His research interests include phonology\, morphology\, and learnability\, with an emphasis on using computational modeling and experimental techniques to investigate issues in phonological theory. Other interests include: Yiddish phonology and morphology; Lakhota phonology and morphology (and many other topics in Lakhota); and the proper treatment of historical change within Optimality Theory.
URL:https://tll.mit.edu/event/compass-an-experiment-in-collaboration/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/10/Featured-image.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251201T120000
DTEND;TZID=America/New_York:20251207T235900
DTSTAMP:20260403T170413
CREATED:20251103T213124Z
LAST-MODIFIED:20251201T164024Z
UID:11180-1764590400-1765151940@tll.mit.edu
SUMMARY:Application Period for the IAP 2026 Subject Design Track
DESCRIPTION:About the Program\n\n\n\nThe Subject Design Track is a sequence of three interactive 2-hour workshops focused on course design. Participants will learn to build a course by first identifying goals and then organizing assignments and content to align with these goals. Over the course of the program\, participants will develop a syllabus for a course of their choice with feedback from the instructor. All workshops will take place on Zoom. \n\n\n\nVisit our page on Grad Teaching Development Tracks to learn more. \n\n\n\n\n\n\n\nWorkshop TitleIntended Learning Outcomes (ILOs)Date & TimeDefine Your Goals and ScopeDescribe the elements of the backward design process.Identify and articulate learning outcomes for a course you wish to teach.Identify evidence of a supportive learning environment in existing syllabi.Thu\, Jan 15\, 2:00 – 4:00 pm (ET)Plan Your AssessmentsOutline a unit from the course you wish to teach\, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Identify an appropriate summative assessment method that aligns with discipline priorities and the intended learning outcomes of the unit.Design assessments that support belonging and equity. Outline a unit from the course you wish to teach\, including unit-level learning outcomes that align with course-level outcomes and a narrative description of the unit.Thu\, Jan 22\, 2:00 – 4:00 pm (ET)Draft Your SyllabusDescribe how a student-centered syllabus differs from a content-centered syllabus.Articulate course policies that align with learning outcomes and teaching philosophy.Write a student-centered syllabus based on components developed over the course of the Subject Design TrackThu\, Jan 29\, 2:00 – 4:00 pm (ET)FacilitatorBen Hansberry\, Associate Director for Graduate Student Teaching\, Teaching + Learning Lab \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nThe application window will be open from 12:00 noon Monday\, December 1\, through 11:59 pm Sunday\, December 7. Participants from previous workshop tracks are given priority. The remaining applications will be selected on a first-come\, first-served basis. Applications must be received by the deadline to be considered. \n\n\n\nPlease note: The apply button will not work until the application window opens. \n\n\n\n\n\n\n\n\nApply
URL:https://tll.mit.edu/event/iap-2026-sdt/
CATEGORIES:tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2023/06/Subject-Design-Track_featured.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251201T120000
DTEND;TZID=America/New_York:20251219T235900
DTSTAMP:20260403T170413
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260116T110000
DTEND;TZID=America/New_York:20260116T120000
DTSTAMP:20260403T170413
CREATED:20251215T194343Z
LAST-MODIFIED:20251215T194344Z
UID:11315-1768561200-1768564800@tll.mit.edu
SUMMARY:Departmental Action Teams (DATs) Info Session
DESCRIPTION:Departmental Action Teams (DATs) support broad-scale and sustainable improvements in undergraduate education through either curriculum revision (what is taught) or pedagogical changes (how it is taught). This model is of particular interest to the selection committee for the Alex and Brit d’Arbeloff Fund for Excellence in Education. \n\n\n\nIn this webinar\, Drs. Ruthann Thomas and Raechel Soicher will provide a brief overview of the goals\, structure\, and process for creating and sustaining Departmental Action Teams (DATs) to identify and implement curricular and/or pedagogical changes that improve undergraduate education. There will be ample time to ask questions and discuss potential proposals. \n\n\n\nAdditional information on the Departmental Action Team is available at https://tll.mit.edu/departmental-action-teams/. Reach out to tll-dat@mit.edu with any questions.
URL:https://tll.mit.edu/event/departmental-action-teams-dats-info-session/
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2025/12/DAT-featured.jpg
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