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.
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.
A recent study on the effects of a near-peer mentoring program on first-year students intending to major in biology found that participants in the program were more likely to develop productive academic habits, earn higher grades, and persist in the biology major.
In this talk on April 29, 2021, Dr. Canning discussed her recent research on cultivating growth mindset cultures in the classroom — the idea that anyone can develop their ability and talent over time with effective strategies, deliberate practice, and adequate support.
On February 24, 2021, the Teaching + Learning Lab hosted this talk on strategies for promoting a culture of student well-being, involving a case-study from the University of Washington. The session includes 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.
On Thursday, November 19, 2020, Open Learning and TLL cohosted this xTalk panel discussion, where MIT instructors shared their experience of building and maintaining community while teaching in a remote learning environment.