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SUMMARY:Application Period for the Spring 2026 Lesson Planning Track
DESCRIPTION:About the Program\n\n\n\nThe Lesson Planning Track is a sequence of three workshops focused on preparing an effective lesson plan for a class session or recitation\, developing skills for classroom presentation and effective classroom activities\, and giving formative feedback to students. Over the course of the workshop track\, participants develop a detailed lesson plan on a topic of their choice with feedback from the instructor. \n\n\n\n\n\n\n\nWorkshop Schedule\n\n\n\n\nFacilitating Learning\n\n\n\nTuesday\, April 28\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the benefits of implementing ILO-aligned active learning strategies in the classroom.\n\n\n\nIdentify the specific benefits and challenges of implementing a particular active learning strategy\n\n\n\nDesign opportunities for practice that engage students cognitively and align with desired ILOs through the use of active learning strategies.\n\n\n\nReduce barriers to inclusion by intentionally using a variety of active learning techniques with attentiveness to implementation details.\n\n\n\n\n\n\n\n\n\n\nPlanning for Learning\n\n\n\nThursday\, April 30\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the impact that prior content knowledge\, previously mastered skills\, and beliefs about learning have on how students learn  \n\n\n\nList some strategies to ascertain students’ prior knowledge\, skills\, and beliefs. \n\n\n\nUse scaffolding and an understanding of prior knowledge and skills to sketch an outline of a class session that includes active learning.\n\n\n\n\n\n\n\n\n\n\nEffective Feedback\n\n\n\nTuesday\, May 5\, 10:00-12:00 pm \n\n\n\nIntended Learning Outcomes: \n\n\n\n\nDescribe the characteristics of effective feedback. \n\n\n\nExplain how cultivating a growth mindset in your students can foster resilience and increase academic performance. \n\n\n\nProvide targeted and growth-oriented feedback.\n\n\n\n\n\nTo complete the track and receive a letter of completion\, participants must attend all three workshops and complete the required out-of-class work. \n\n\n\n\n\n\n\nHow to Apply\n\n\n\nAny graduate student is welcome to apply. Participants from previous workshop tracks have priority. After that\, applicants are selected on a first-come\, first-served basis\, so please apply early. Applications must be received by 11:59 pm Sunday\, April 12\, to be considered.
URL:https://tll.mit.edu/event/lpt-sp26/
CATEGORIES:Teaching Development Workshops,tracks
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/03/Lesson-Planning-Track.jpg
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DTSTART;TZID=America/New_York:20260407T150000
DTEND;TZID=America/New_York:20260407T160000
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UID:11700-1775574000-1775577600@tll.mit.edu
SUMMARY:Developing Judgment to Address Wicked Problems in Engineering
DESCRIPTION:Aaron W. Johnson\, SM ’10\, PhD ’15\, Assistant Professor\, Aerospace Engineering & Core Faculty member of the Engineering Education Research Program\, University of Michigan \n\n\n\nSpecial guest speaker co-hosted with Aero-Astro\n\n\n\nEngineers constantly face “wicked problems\,” ill-defined and complex sociotechnical problems with undefined and often-shifting constraints and requirements. Many students enter engineering to tackle these wicked problems in their future careers; however\, the well-defined\, closed-ended\, and decontextualized problems prevalent in undergraduate engineering education do not allow students to develop the judgment and critical thinking needed to address them. \n\n\n\nDr. Aaron Johnson will discuss a method to help engineering students develop the judgment needed to address wicked problems. He will share design-based research that studies learning in the context of new educational interventions. Specifically\, the talk will focus on his work designing group-based open-ended problems in engineering science courses and creating a related taxonomy of emerging engineering modeling judgment. This taxonomy outlines how engineering students make informed decisions when developing and using mathematical models to address open-ended problems in class and on student project teams. The talk will conclude with practical implications for engineering education\, particularly as they relate to the ever-expanding availability and capability of generative AI\, and future research directions. \n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\nAaron W. Johnson is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. He leads the SHUTTLE Lab\, which conducts Studies of Holistic Understanding\, Thinking\, Teaching\, and Learning in Engineering. The lab’s NSF-funded design-based research focuses on how to re-contextualize engineering science courses to better reflect and prepare students for the reality of ill-defined\, sociotechnical engineering practice. Their current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Ph.D. students in the SHUTTLE Lab are also studying students’ perceptions of professional skills and the social-class worldview and experience of engineering students from low-socioeconomic backgrounds. Aaron holds a B.S. in Aerospace Engineering from the University of Michigan and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining Michigan\, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder.
URL:https://tll.mit.edu/event/developing-judgment-to-address-wicked-problems/
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DTSTART;TZID=America/New_York:20260428T130000
DTEND;TZID=America/New_York:20260428T140000
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SUMMARY:Panel Discussion– How AI is Changing Student Learning: Perspectives from MIT Students
DESCRIPTION:Photo: MIT Image Library\n\n\n\nModerated by Dr. Lourdes Alemán\, in collaboration with MIT Radius  \n\n\n\nDescription\n\n\n\nAs AI transforms our teaching and learning\, it is important to recognize that students’ experiences and attitudes towards AI are not homogeneous. In this panel of MIT students\, we will discuss how they use AI tools\, the impact of these tools on their learning\, and the ethical frameworks and concerns that they bring to their work. This conversation will allow educators to understand students’ perspectives on the motivations\, challenges\, and expectations shaping AI use today as they navigate these tools in real time. \n\n\n\nAbout Radius\n\n\n\nRadius partners with students\, staff\, faculty\, and community members who desire to engage effectively in making the world a better place. Our programming sparks lively intellectual conversations\, with the commitment go deeper than merely the exchange of ideas. We strive to inspire people to look at the world in a new way\, to consider the deeper ethical implications of their actions\, and take action to promote justice\, dignity and peace.
URL:https://tll.mit.edu/event/how-ai-is-changingstudent-learning/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/04/Student-learning-AI.jpg
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