Resources to Support Reflection on Identities & Positionality One of the foundational practices for creating an inclusive and bias-reduced classroom is to reflect on your own multiple and intersecting identities […]
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Brooks and McGurk argued that incorrect assumptions that rigor and inclusion are in opposition lead to teaching practices that are neither inclusive, equitable, nor rigorous.
Key takeaways: A more holistic approach to student thriving considers external factors in a student’s environment that may impact their performance. The holistic model seeks ways to support students as […]
In January 2022, the Teaching & Learning Lab launched a new interdisciplinary community in which 12 MIT faculty and instructors came together to engage in anti-racist work within the context […]
This post highlights concrete ways that Arathi Mehrotra, Peter Dourmashkin, and Canan Dağdeviren have created learning environments where all students feel welcomed, supported, and valued as they learn, as shared in a panel on Inclusive Instructional Practices at the Festival of Learning 2022.
On December 16, 2021, we hosted a talk by Professor Justin Reich. Professor Reich discussed his research on how the experiences of students and teachers during pandemic schooling are vital to educational recovery and building back better.
Educational inequities often exist in the classroom, particularly minoritized students in STEM who may not have had the opportunity to see someone like themselves succeed in the field. In the K-12 setting, studies have shown that a lower proportion of students from low-income backgrounds, meet or exceed standards compared to students from non-low-income backgrounds. Elli Theobald, an assistant teaching professor of biology at the University of Washington, presented her findings on these inequities between students in higher ed STEM classrooms in a talk on April 1, 2021.