belonging

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Flipping Failure
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We’ve all felt “less than” at some point—not smart enough, not talented enough. But we’ve found that learning from our failures helps us grow. About TLL’s Flipping Failure initiative is […]

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Navigating Conflict & Bias in the Classroom
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Due to the contentious issues surrounding the Israel-Hamas war, you may encounter situations in your classroom that challenge your skills as an instructor. These resources can help you develop strategies […]

Protected: MIT Inclusive + Equitable Teaching Project
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Students’ Sense of Belonging Matters: Evidence from Three Studies
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Evidence has shown that in certain contexts, a student’s sense of belonging improves academic outcomes, increases continuing enrollment, and is protective for mental health. In some of the studies presented, these correlations were still present beyond the time frame of the analysis, suggesting that belonging might have a longitudinal effect.

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Leveraging Best Practices to Support Community, Wellbeing & Belonging
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On Thursday, December 15, TLL hosted members of the RIC16 Ad Hoc Committee to discuss their year-long work to understand and document how MIT instructors and faculty fostered community, wellbeing, […]

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Fostering Academic Wellbeing in the Classroom
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By creating a supportive culture through class practices, norms, and policies, faculty and instructors can play a vital role in supporting students’ well-being in the classroom. In addition, faculty and instructors can help students understand how well-being affects all aspects of their experiences inside and outside the classroom.

Creating Learning Environments to Support Student Motivation Post-Pandemic
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On March 30, 2022, TLL hosted a talk by Professor Carlton Fong of Texas State University on the many ways the COVID-19 pandemic impacted student motivation. Professor Fong discussed evidence-based strategies to maximize student confidence, learning, support, and belonging.

Trauma-Informed Teaching
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On October 26, 2021, we hosted a talk by Dr. Mays Imad on Trauma-Informed Teaching. Dr. Imad’s talk built on neuroscience research on trauma and learning and her experiences using trauma-informed teaching practices in the classroom.