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SUMMARY:TA Days Winter 2021
DESCRIPTION:Aspects of your work as teaching assistants may vary departmentally across the institute. However\, there are also roles\, responsibilities\, and concerns that are common across MIT teaching assistants. To support you in developing these foundations of TAing\, we offer a series of workshops called TA Days.  \n\n\n\nThe next session\, TA Days Winter 2021 (spanning February 2 – 11)\, aims to help you prepare for the spring semester. To review the workshop schedule and descriptions\, please see our dedicated TA Days page.  \n\n\n\nTo review pre-workshop resources and asynchronous modules\, visit the Canvas site for TA Days Winter 2021. You may also register for live workshops via Canvas or using the registration form now below. \n\n\n\n\n\n\n\nRegistration is now open
URL:https://tll.mit.edu/event/ta-days-winter-2021/
LOCATION:Virtual
CATEGORIES:Teaching Development Workshops
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2020/09/TA-Days-chalkboard.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
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DTSTART;TZID=America/New_York:20210224T120000
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SUMMARY:How instructors can support student well-being
DESCRIPTION:College campuses across the country are struggling to respond to the significant social\, emotional\, and economic burdens carried by our students. With the dual challenge of navigating ongoing remote learning while also envisioning how we come back together in person\, the work of caring for ourselves and one another is more important than ever.  \n\n\n\nWell-Being for Life and Learning (WBLL)\, an initiative led by the University of Washington Resilience Lab\, is focused on meeting this moment by helping instructors design learning environments that promote well-being. A guidebook recently released by the WBLL initiative combines research\, teaching practices\, and personal testimony to provide instructors with concrete ideas to support the whole student and promote resilience\, compassion\, and connection.  \n\n\n\nIn this interactive session\, developers of the Well-Being for Life and Learning initiative will discuss why engaging the whole campus in advancing student well-being is imperative. The session will include a sample of practices and teaching strategies drawn from the guidebook\, considerations for developing a community of practice around this work\, and reflections on leveraging well-being practices and resilience coping skills to teach in a more equitable and inclusive way. \n\n\n\nYou will be able to post your questions throughout this session and have them addressed in a Q&A following the panel discussion. \n\n\n\nPlease register to receive your Zoom link. \n\n\n\n\n\n\n\nIn this session\, participants will:\n\n\n\nLearn about the background and purpose of the University of Washington’s Resilience Lab and Well-Being for Life and Learning (WBLL) initiativeReceive an overview of the Foundations of Advancing Student Well-Being\, which set the stage for the WBLL initiative’s recent guidebook and include: teaching for equity and access\, nurturing connection\, building resilience coping skills\, and connecting to the environmentLearn directly from an instructor about the experiences and challenges that come with implementing teaching practices to support the whole student Be introduced to a few models for building communities of practice to support instructors in designing learning environments that promote well-being\n\n\n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\nSpeakers\n\n\n\nMegan Kennedy\n\n\n\nMegan Kennedy (she\, her\, hers)\, MA\, LMHC\, is the director of the University of Washington Resilience Lab and co-chair of the UW Student Well-Being Collaborative. Kennedy’s focus at the UW is on leading strategic initiatives to support student mental health and well-being. Kennedy believes that building systems to support high-quality wellness and educational programs requires teamwork at every level. From engaging community stakeholders in vision-setting to partnering with students\, staff\, and instructors\, her approach to leadership centers collaborative relationships. Kennedy\, who has a background in mental health counseling\, served as clinical director at Youth Eastside Services (Redmond\, WA) before working at the UW. \n\n\n\n\n\n\n\nRobin Evans-Agnew \n\n\n\nDr. Evans-Agnew (he\, him\, his) is an associate professor in the vibrant University of Washington Tacoma’s School of Nursing and Healthcare Leadership. He is focused on upstream actions to transform inequities\, especially as they relate to asthma and environmental justice and trauma-informed nursing practice. He is co-editor of an upcoming special issue of Health Promotion Practice on photovoice – a method for empowering communities for transformative change. In his research and practice\, he explores and engages with the intersection of action inquiry processes and group leadership and followership. In particular\, he leads a regional community of practice with other nurse leaders focused on transforming nursing education for resiliency and prevention of the lifelong consequences of adverse childhood experiences. As a community-based nurse\, he has worked extensively with Black\, Indigenous\, People of Color for community transformation\, including a 9- year Community-Based Participatory Research partnership with the Mujeres Latinas Apoyando la Comunidad\, a group of new immigrant mothers of children with asthma. His second degree was in nursing from Johns Hopkins University and he completed his Masters in nursing at the University of Washington (1998) working with a northwest tribe on a culturally appropriate physical activity assessment. His PhD (UW\, 2011) concerned asthma management inequities in Black urban youth from Seattle.
URL:https://tll.mit.edu/event/how-instructors-can-support-student-well-being/
LOCATION:Virtual
ATTACH;FMTTYPE=image/jpeg:https://tll.mit.edu/wp-content/uploads/2021/02/feb-24-2020-event-sq.jpg
ORGANIZER;CN="Ryan MacDowell":MAILTO:rymac@mit.edu
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