We found 45 results that contain "#ama"

Teaching Toolkit Tailgate  (TTT) is a "resource fair" aimed at connecting educators across campus with practice-oriented tools, activities, and resources. In the past, TTT has been an in-person event with rooms dedicated to particular themes and individuals stationed at tables with printed "cards". Given public health guidance related to Covid19 and group gatherings, we're shifting to some online opportunities instead!
 
For starters, all TTT resource cards are being uploaded into this group. We've asked the original creators of the content to upload their cards, but if they didn't have the capacity to do so, their card was uploaded with attributions given to each author. You will see that some authors have chosen to upload their actual card file, so you can download, and print double-sided, while others have copied their content into #iteachmsu's blog-like article format. Both are getting you connected with tools and resources and that is what we care about. Additionally, articles will be organized into playlists in the hopes that we can still connect you with themed information (in lieu of visiting a specific room, you can click a playlist for themed tools).
 
Opportunities to engage:

We will host a #iteachmsu Ed Chat on twitter with practice-oriented prompts on August 20th from 12-1pm. For more information on what an Ed CHat is and a glimpse at the history of #iteachmsu Ed Chat's, you can check out this blog from the Hub. On 8/20, all prompts will be shared out from the Hub's Twitter handle (@MSUHUB) using #iteachmsu.

 

Additionally, we're arranging "Ask Me Anything" (AMA) with hosts who have contributed to the broad TTT categories. Each host will be checking in here (the #iteachmsu TTT group) for questions about their topic or area of expertise. The line up of AMA hosts is still evolving, so check back in on this article for updates. 

If you see a host is willing to answer questions and share their ideas/experience around a topic of interest, log into iteach.msu.edu on their day and share your questions with them via posts in the TTT group. They'll respond with comments and you can engage in further conversation. 

If you are a user who has had experience with a question that has been asked, we encourage you to also comment. The AMAs are intended to connect you with other educators at MSU and create opportunities to engage in deeper conversation. *Luckily, this is one the exact intentions of the #iteachmsu Commons!





There is no registration required to participate in either of these TTT "events", please log in and engage as often as you can!
 
 
AMA hosts:

Aug. 24th: Cheryl Caesar - Teaching Multilingual Students
Aug. 25th: Megan Kudzia - Digital Pedagogy/Research in Current Remote Moment
Aug. 26th: Justin Wigard - Teaching with Comics in the Online Classroom
Aug. 27th: Justin Wigard - Teaching with Video Games in the Online Classroom
Aug. 28th: Justin Wigard - Zines and Zine-Making as Critical Making Pedagogy
Sept. 1st: Ellie Louson - Experiential Learning
Sept. 2nd: Shannon Burton (Office of the University Ombudsperson) - Code of Teaching Responsibility, Academic Integrity & Student Rights
Sept. 3rd: Kristen Mapes - Building your digital presence and website development
Sept. 9th: Dustin De Felice -Using/Making Videos
Sept. 30th: Sarah Schultz - Out-of-class learning and engagement; co-curricular records

 
Additional hosts and dates are still being confirmed. This article will be updated as we know more!
 

23,000 users. 36,000 sessions. As with any new platform, users flocked slowly to the #iteachmsu Commons, a platform for educators at MSU that combines aspects of an online forum and social network. But iteach.msu.edu has seen exponential growth over the last year. Makena Neal, head of the #iteachmsu Commons team, attributes this growth, in part, to the versatility built into the platform’s core concept: that it would be whatever purpose its community of users decided. 
“We built #iteachmsu Commons, and it’s been a very informed process throughout many years of focus groups and testing, but ultimately, it’s a space that’s for educators, by educators,” says Neal. “We’ve stuck to our guns on this: how the community picks it up is how it’s going to be used. We’re not gatekeepers. People can use the platform however it’s going to be most meaningful and useful for them.”
Neal and others who worked on the project believed in the vision: that MSU educators, broadly defined, could benefit from having a digital place to ask questions, trade tips, and share ideas. But evangelizing for the platform was difficult with people already inundated with communication channels like websites and newsletters. Neal thinks the interactivity offered by the platform, and its focus on MSU educators specifically, differentiates it from other media and social networks available to Spartans.
“The Commons is meant to be a place where people can connect and share knowledge regardless of their role, regardless of their discipline, and get feedback and insights from other folx across the board,” says Neal. “MSU is a really big place. We’ve got educators working across a variety of roles and spaces. Some are physically on campus, and some are around the world, especially given today’s remote and hybrid work. Sheer size and disciplinary silos can make it really difficult to connect with people outside of our ‘home bases’. It’s also difficult to elevate and leverage the knowledge that exists in those other spaces. Iteach.msu.edu can help.”
One of the new functions driving this sharing is the threaded reply, similar to the one adopted by many social and message apps over the past few years. While a seemingly small detail, threaded replies open up entirely new formats and, accordingly, created a new recurring feature on iteach.msu.edu: “Ask Me Anythings,” or AMAs.
“Educators from around campus volunteer to host an AMA on a topic of their choosing,” says Neal. “For example, ‘Makena Neal is hosting an AMA on adult learners.’ Users can reply in a thread with questions or comments, and the host can reply directly. It’s now a much more user-friendly experience. One of the really cool things about the AMAs is that they’re repositories of knowledge, discoverable by searching iteach.msu.edu. You might search for the phrase ‘adult learners’ and find an AMA where the host shared a series of links, documents, and tips.”
Neal and her team are watching the platform evolve with continued fascination. Some of its popular components were designed and inserted by the team intentionally, such as the Thank an Educator feature. 
“Anyone can go to #iteachmsu and recognize any MSU educator that has had an impact on them. And of course, when I say ‘educator,’ I mean anyone who contributes to the teaching and learning mission of the university,” says Neal. “This includes everyone from undergraduate learning assistants to administrators, librarians to learning designers. I really love that. I think it’s really important to elevate and celebrate the amazing work we know is happening at MSU, but that we don’t always hear about.”
But other features, like the AMA, are evolving naturally from the community of users. And the platform is also serving as a way for previously seldom-connected offices to collaborate or gain more visibility with other audiences. For instance, the MSU Extension group is the fastest-growing group on the platform, and they are curating articles related to the extension and outreach side of education, including reaching diverse audiences and facilitating groups, according to Neal.
“We’re seeing units, like the Office for Faculty and Academic Staff Development, turn to iteach.msu.edu when they get questions about specific topics,” she says. “For example, if an educator has questions about what components need to be on their syllabus at the beginning of the semester, OFASD can direct them to the list of syllabus resources on the #iteachmsu Commons, or they can search iteach.msu.edu themselves. It’s a really exciting multi-unit collaboration.``
To keep the campus community apprised of everything happening on #iteachmsu Commons, Neal and her collaborators began releasing a newsletter highlighting popular content on the site, called the “#iteachmsu Digest.“ The Digest also includes a Featured Educator section to bring attention to the site’s popular Thank an Educator function.
Neal is optimistic about the site’s future now that so many groups and tens of thousands of individual users are having conversations there. She also maintains that those not inclined to use the site’s interactive features will still find useful content about their discipline or unit. 
Below is a list of the most popular content from #iteachmsu Commons during the 20-21 academic year.

How Do We Best Support Students in a Remote Learning Environment? (article)
Mid-Semester Feedback (playlist)
Student Success Contacts and Resources (playlist)
MSU Learning Communities are Spaces to Explore Ideas in Education, Teaching, and Learning (article)
Educator Development Opportunities (playlist)
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments (article)

Mandatory reporting
If you are an employee and a student or colleague discloses that she or he was a victim of sexual assault or relationship violence, your response and support can make a big difference.
MSU recognizes the complexities associated with fulfilling your mandatory reporting obligations as an employee while offering support and maintaining the relationship you have built with the student or employee. To that end, MSU has created the University Reporting Protocols in order to provide employees with information about the mandatory reporting process, including what happens when a report is made, as well as tips for responding and supporting students and employees.
Unless identified as a confidential source, all university employees are obligated to promptly report incidents of sexual harassment, sexual violence, sexual misconduct, stalking, and relationship violence that:

Are observed or learned about in their professional capacity
Involve a member of the university community or
Occurred at a university-sponsored event or on university property

Employees are only required to report relationship violence and sexual misconduct of which they become aware in their capacity as a university employee, not in a personal capacity.

For more information about employee mandatory reporting roles and responsibilities, download the University Reporting Protocols.

I am a faculty member or instructor.  Is there recommended language I can put in my syllabus to notify students that I am a mandatory reporter?
(EXAMPLES OF RECOMMENDED LANGUAGE)

Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services.  For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website at civilrights.msu.edu.
Limits to confidentiality.  Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University's student record policies.  However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues to protect the health and safety of MSU community members and others.  As the instructor, I must report the following information to other University offices (including the Department of Police and Public Safety) if you share it with me:

Suspected child abuse/neglect, even if this maltreatment happened when you were a child;
Allegations of sexual assault, relationship violence, stalking, or sexual harassment; and
Credible threats of harm to oneself or to others.

These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared.  In almost all cases, it will be your decision whether you wish to speak with that individual.  If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the MSU Counseling and Psychiatric Services.

MSU is a big place where a lot of individuals have unique experiences and perspectives. Our idea with the #iteachmsu Ask Me Anything is to create an asynchronous opportunity for educators to be in conversation with their colleagues. We'll be utilizing the #iteachmsu Commons Feed as the space for AMAs!note: the Feed is publicly visible, but only users who have logged in with their MSU netID can reply/comment.The Schedule:The following are confirmed #iteachmsu AMA Hosts, their topics, and the date they'll be answering questions! This list will be continually updated as more Hosts are confirmed.

September 27, 2021 - Susan Kendall, Copyright for Instructors
September 28, 2021 - Brittany Dillman, Teaching Online: pedagogy, assessment & instructor presence
September 29, 2021 - Summer Issawi & Erica Venton, Did you know? Connection is critical - find people and information.

Whether you are a new educator or a seasoned contributor there is always something to discover at MSU. Chat with us about resources, groups, ways to connect, and things to explore. Share your own helpful information or ask for ideas.


October 5, 2021 - Anne Baker, Designing eLearning Modules
October 15, 2021 - Megan Mikhail, Supporting Student Mental Health and Wellness
October 22, 2021 - Dustin De Felice, Ideas for Hyflex Classrooms

"Hyflex" = online & F2F classes running concurrently


November 1, 2021 - Julie Taylor, Incorporating technologies at the MSU Libraries from book design to 3D printers

How does it work: On the day of an AMA, the AMA Host will post an introduction in the Feed by 10am Eastern. If you have a question for the host, related to the topic they've outlined, you can share your questions by commenting on their post. Hosts will share their responses to your questions via the reply to comment function throughout the day. There is no registration required to participate in the #iteachmsu AMAs, and educators are engaged to join as often as they can! “Topics” can be any general activity, area of expertise, or theme that Hosts feel they can speak to.  Remember, Hosts aren't asked to be the be-all-end-all expert. We’re just hoping this will be a new way of having conversations and building connections.In the example below, you can see an introductory post shared by Dustin De Felice, one of our #iteachmsu AMA Hosts last year. The comment button (depicted as a speech bubble) is emphasized with a red box. You'll click that button to share your questions with the Host!
If you're an MSU educator, interested in joining us as an AMA Host, you can sign up via this form. 

About the Prevention, Outreach & Education Department:
The mission of the Prevention, Outreach & Education (POE) Department is to educate and empower students, faculty and staff to become advocates for a violent-free community. 
 
What We Do:
 
Prevention involves all of us. Our department approaches violence prevention by calling on everyone to be a part of changing the culture. We educate the campus community and provide educational resources, see the back for a sneak peek!
 
We do a variety of outreach events. The It’s On Us campaign is in October & April to raise awareness about relationship violence & sexual assault. The annual POE summit held every March on the last Friday brings together the campus community. 
 
Our department is passionate about educating the campus community. 
Request an educational training today on our website: poe.msu.edu
 
POE Tips for TA’s:

Ask your department to have the POE Department come in to present, train, or facilitate.
Be proactive rather than reactive and let students know that you are a mandatory reporter.
Remember to utilize reflective listening and be clear about your role: you are not an investigator and you are not a counselor for the students you teach.

Supporting as a Mandatory Reporter
 
ALL University employees, other than confidential employees, have reporting obligation when the employee becomes aware of relationship violence, stalking, or sexual misconduct. Read more about mandatory reporting here: https://oie.msu.edu/resources/mandatory-reporters.html
 
Disclosure Strategies
Be open and listen - only ask open ended questions; follow the lead of the survivor and go at their pace; Believe the survivor and offer support & resources - “How can I support you?” 
 
Support
Wait for a pause: “Thank you for trusting me. I am a mandatory reporter; can I tell you more about what this means?”
 
Inform
Complete the university’s online Public Incident Report Form http://www.oie.msu.edu. 
 
Report
 
Example Syllabi Language: 
Michigan State University is committed to advancing a culture of respect, awareness, and compassion. Title IX and the MSU RVSM Policy prohibits relationship violence and sexual misconduct - including sexual assault, sexual harassment, sexual exploitation, and stalking. I understand that gender-based violence can undermine a students' academic success and I am committed to supporting survivors. According to university policy, I am a mandatory reporter, and therefore required to report information shared with me about incidences of relationship violence and sexual misconduct.
 
If you would like to be connected with confidential and free resources, please see below:

MSU Center For Suvivors - https://centerforsurvivors.msu.edu/
MSU Safe Place - https://centerforsurvivors.msu.edu/resources-and-coping/msu-safe-place/
EVE - https://www.eveinc.org/

 
Contact us to request a training or resource!
 
Olds Hall
408 W. Circle Dr. Suite 101
East Lansing, MI 48824
 
poe.msu.edu
empower@msu.edu
facebook.com/POEmsu

Hello and welcome to the 2021 Spring Conference on Teaching, Learning, and Student Success poster sessions. All sessions this year will be conducted virtually and asynchronously- which means you can interact with this content at any time by reading the article, clicking the links, and logging in to add comments. All poster presenters have committed to checking in on their poster's comments during their scheduled time of the conference. First, log in with your MSU netID!Visit the Poster Session Playlist (you're probably here already)The box on the left with the dates are the posters organized by their scheduled time slot. You can click the dates to see that day's poster sessionsAfter you click on a section of the playlist (i.e. date), you can select the poster from the list that populates on the right. Once you have an article open and have been able to engage with the poster content, please write your comments and questions in the comment box at the bottom of the page. The presenter will respond during their scheduled presentation time. 

Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the final of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Delivering Accessible Presentations
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics. 

Access Throughout:There are two main ways of doing access throughout the presentation. The first is a holistic overview at the beginning, usually through an access statement (sometimes also called an invitation or invocation). The second are ongoing access checks. This includes asking the audience about adjustments to sounds, visuals, the space, etc. (e.g., “How’s the microphone volume? Anything we need to adjust about things right now?”).    
Audio: Always use the microphone whenever it’s available, even if you have a loud voice. For participants who may not have a microphone, repeat their question or comment into the microphone before moving on. As discussed in the previous article in this series, you will also want to have a conversational speaking speed, inclusive speech, and aural indicators.
Introductions: At the beginning of the presentation, it is best practice to introduce yourself and give a brief visual description of yourself. For example, I usually say, “Hi, I’m Bethany Meadows, and I use she/they pronouns in tandem to refer to me. Visually, I am a white femme person with glasses and dark hair, and I’m wearing [specific outfit].” That said, there can be many embodied implications and consequences for certain disclosures of identity, and your safety is also important so only share what you feel comfortable doing.
Pathways for Engagement: Consider access before requiring certain forms of engagement from participants. This includes reflection before asking them to stand up, look at visuals/listen, walk around, talk with others, etc. These pathways may be exclusionary from some who don’t have the ability to move or be in a place to communicate with others. In general, it’s recommended to have alternative pathways for engagement that will not exclude participants.

Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.

Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”

This article, Accessible Presentations Guide: Delivering Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Photo of a Woman Doing a Speech with a Microphone" by Mikhail Nilov is licensed for use by Pexels.

The Collaborative Learning Center supports student success in a variety of ways. Some examples are through our academic success skills workshops, where we teach students how to use the "six strategies of effective learning" in their studies, and through our peer educator training program, where we help peer educators develop more comprehensive techniques to support students both in and out of the classroom. This poster describes the various CLC programs that support student success.

To access a PDF of the "How the Collaborative Learning Center Supports Student Success" poster, click here.
Description of the Poster
HOW THE COLLABORATIVE LEARNING CENTER SUPPORTS STUDENT SUCCESS 
Sam Drake, Jessica Deforest, Sara Morales, Ariel Arnold 
Academic Success Skills Workshops 
Through a variety of workshops and structured study sessions, the CLC can help you get on the path to academic success. Students will learn to set goals, use their time more efficiently, and become better learners. Additionally, students will expand their range of study strategies and learn to analyze course content and assessments in order not just to improve grades, but also to heighten understanding, intellectual development, and long term retention. 
Comments From Students 
“I would recommend this resource to a fellow colleague because I personally came back with a lot of helpful tips that I feel will help me succeed and why wouldn’t I want that for a friend.” – UGS 110 Student 
“I would recommend this resource to a friend because it helped me realize the actual extent of my procrastination, and how that is affecting me. Even now I am getting this worksheet done very quickly after the session and not waiting until later, having to struggle to figure out what was said in the presentation.” – UGS 110 Student 
I would recommend this resource to anyone who is struggling in note taking strategies and processing information in lectures. This was extremely helpful for me, and I think that it would be great for anyone to take! I do not think that there is an instance where I would not recommend this to a friend, because even if you like the note taking strategies that you use, this workshop 
Peer Educator Training  
The CLC provides training and professional development opportunities that are developed to enhance Peer Educators’ skills in supporting their fellow students. Training and professional development opportunities are grounded in research and best practices. Sessions include pedagogy, socio-emotional skills, and university policy and procedures. 
Comments from Students 
I thought this was a great session that should be presented to a wider audience! I think empathy is something that everyone could use a little practice with from time to time – Peer Educator Training Participant 
I really liked the chat back feature. It seems more effective in articulating a response than being asked the same question in person. I liked that the presentation included engaging videos. The polls really helped to express our opinions. The content of the presentation was clear, and I learned a lot. – Peer Educator Training Participant 
Student Interests and Support Survey (SISS) 
The Spartan Interests and Support Survey (SISS) is a university-wide initiative designed to assess how we can best support incoming students. This assessment measures several "non-academic" factors that have been proven to connect to college success. Scores from the assessment will be used to proactively refer students to campus resources and to help us as a university understand what we can do in the future to best support our students. Variables measured are .Positive Self-Concept – Realistic Self-Appraisal, Long Range Goals, Availability Of A Strong Support Person, Non-Traditional Learning, Demonstrated Community Service, Strong Leadership Experience, Navigating the System of Racism (or other “isms”) 
1 in 4: The number of students who indicated that they would most like a job that involves working with people 
15%  The percentage of incoming students who indicated that they did not have a clear plan for their future. 
 
 
This diagram shows the 3 areas in which the CLC supports student success: Academic Success Skills workshops, Students Success Assessment, and Peer Educator Training.