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.
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, […]
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.
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 […]
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.
Collecting formative mid-semester feedback is an extremely effective way to gain targeted and specific information from students about what aspects of the subject support their learning.
This page provides pedagogical tools and resources for addressing charged, difficult, and/or stressful issues while remaining sensitive to the range of opinions, emotional reactions, and potential for student harm.
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.