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Portrait photo of a man in a suitThinking about Student Thinking in the Classroom: Clinical, Empirical and Conceptual Dimensions

October 19
Medford Campus, Location TBD
1:00pm – 3:00pm

Professor Patrick McGhee, University of Bolton, Manchester, England, visiting professor at MIT.

What can we learn about the way students experience learning at university from the way people who are psychologically distressed experience everyday life? Recent research on students in higher education has focused on individuals’ differing orientations to learning reflected in paradigms such as ‘learning styles’, ‘mindsets’, and ‘resilience’, seeking to link personality, learning and achievement. Drawing on his own ongoing research and clinical practice, particularly in the areas of cognitive biases, optimism, and orientation to feedback and assessment, Professor McGhee considers the practical implications of different approaches to thinking about how students think.

This will be an interactive workshop with an opportunity for participants to assess their own orientation towards feedback management and their own thinking style.

For more information and to sign up, contact CELT at celt@tufts.edu.


 

Small Teaching: Everyday Lessons from the Science of Learning

December 12
Medford Campus, Location TBD
9:30am – 11:30am

Professor James M. Lang is the author of Small Teaching: Everyday Lessons from the Science of Learning. In Small Teaching, Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. 

Join us beforehand for our November Book Group featuring his book: Small Teaching: Everyday Lessons from the Science of Learning.

Building a Culture of Academic Integrity: The Role of the Students- and Faculty

December 12
Medford Campus, Location TBD
12:30pm – 2:30pm

“Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning” – Harvard University Press

For more information and to sign up for the morning and/or afternoon session, contact CELT at celt@tufts.edu.



Active Learning Workshop

January 5th, 2018
8:30am – 1:00pm
Medford Campus

You are invited to join us for CELT’s Active Learning Workshop on Friday, January 5th, from 8:30am – 1:00pm. Lite breakfast & lunch will be served.

Please note that to participate in the workshop, you’ll need to complete 30-45 minutes of homework before the workshop begins.

To sign up for the workshop send an email to celt@tufts.edu by December 15th. Also let us know of any food restrictions as we will be serving a light breakfast and lunch.


Please click to view CELT’s Previous Workshops.