wellbeing

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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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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.

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The Value of Collecting Mid-Semester Formative Feedback
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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.

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Addressing Difficult Events in the Classroom
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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.

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.