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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:20260413T120000
DTEND;TZID=America/New_York:20260503T235900
DTSTAMP:20260409T171107
CREATED:20260409T145734Z
LAST-MODIFIED:20260409T163852Z
UID:11889-1776081600-1777852740@tll.mit.edu
SUMMARY:2026-2027 Teaching Development Fellowship
DESCRIPTION:What 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 TLL. \n\n\n\nWhat do TDFs do?\n\n\n\nWe encourage TDFs to pursue events and activities that interest them and that they believe will be valuable to their graduate-student peers in their departments. A key value of the program is promoting 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 a similar program will receive additional training during summer 2026 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: \n\n\n\n\nA specific description of the challenges to developing teaching skills within your department 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 3\, 2026.
URL:https://tll.mit.edu/event/2026-2027-teaching-development-fellowship/
CATEGORIES:Graduate Student Programming
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DTSTART;TZID=America/New_York:20260428T130000
DTEND;TZID=America/New_York:20260428T140000
DTSTAMP:20260409T171107
CREATED:20260401T175117Z
LAST-MODIFIED:20260403T192228Z
UID:11812-1777381200-1777384800@tll.mit.edu
SUMMARY:Panel Discussion– How AI is Changing Student Learning: Perspectives from MIT Students
DESCRIPTION:Photo: MIT Image Library\n\n\n\nModerated by Dr. Lourdes Alemán\, in collaboration with MIT Radius  \n\n\n\nDescription\n\n\n\nAs AI transforms our teaching and learning\, it is important to recognize that students’ experiences and attitudes towards AI are not homogeneous. In this panel of MIT students\, we will discuss how they use AI tools\, the impact of these tools on their learning\, and the ethical frameworks and concerns that they bring to their work. This conversation will allow educators to understand students’ perspectives on the motivations\, challenges\, and expectations shaping AI use today as they navigate these tools in real time. \n\n\n\nAbout Radius\n\n\n\nRadius partners with students\, staff\, faculty\, and community members who desire to engage effectively in making the world a better place. Our programming sparks lively intellectual conversations\, with the commitment go deeper than merely the exchange of ideas. We strive to inspire people to look at the world in a new way\, to consider the deeper ethical implications of their actions\, and take action to promote justice\, dignity and peace.
URL:https://tll.mit.edu/event/how-ai-is-changingstudent-learning/
CATEGORIES:Speaker Series
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2026/04/Student-learning-AI.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260504T120000
DTEND;TZID=America/New_York:20260510T235900
DTSTAMP:20260409T171107
CREATED:20260406T225814Z
LAST-MODIFIED:20260406T225815Z
UID:11839-1777896000-1778457540@tll.mit.edu
SUMMARY:Application Period for the Summer 2026 Microteaching Track
DESCRIPTION:Any graduate student is welcome to apply  \n\n\n\n\n\n\n\n\n\n\n\nAbout the Program\n\n\n\nThe Microteaching Track consists of two microteaching workshops. In the first workshop\, a small group of students each presents a brief teaching demo and receives feedback from peers and TLL staff. After the first 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 May 25 & June 1\n\n\n\nMicroteaching 2: Weeks of June 8 & 15\n\n\n\n\nHow to Apply\n\n\n\nAny graduate student is welcome 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\, May 10. If you have additional questions or encounter difficulty with the application\, please contact Ben Hansberry \n\n\n\nPlease note that the application button will not work until the application is open.
URL:https://tll.mit.edu/event/mtt-su26/
CATEGORIES:tracks
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