We found 151 results that contain "#career #careereducation #careerservices"

Want to improve your teaching? Participating in a peer observation process is a great way to create a space for you to reflect upon your own teaching and open up a dialogue related to best practices in teaching. It is very important to note that peer observations are NOT evaluative and are NOT tied to performance review. They are a training and development tool to facilitate reflection and personal growth.A peer observation process can:

create a culture that values best practices in teaching and facilitation; 
provide learning opportunities for employees to reflect upon their own teaching and facilitative leadership skills and learn from their peers; and 
build capacity in teacher training, observation feedback, and general pedagogy within the organization. 

The MSU Extension Peer Observation Process is based on the following premises.
Premise #1: Peer observation is helpful for teachers, especially for the one observing.

Faculty in higher education report that peer observation is useful (83%) and a majority (74%) feel it should be required (Divall, M. et al. 2019).
In peer observation, the true learner is the one who is observing (Richardson, 2000; Hendry & Oliver, 2012). Watching another teach is useful and instructive and allows teachers to discover new resources and ways of teaching, supports career-long learning in teaching, and provides a forum for teachers to discuss what good teaching is (Richardson, 2000).

Premise #2: Evaluative observation can be invalid and potentially destructive.

In evaluative observation, staff doing the observing may lack the motivation or knowledge to make good recommendations. It is also possible that that observer’s critique may damage the self-efficacy of the teacher being observed as a result of feedback that is not delivered in an appropriate way (Hendry & Oliver, 2012).
The validity of evaluative observations for measuring teacher efficacy is troublesome. Strong et al. (2011) looked at observations of teachers who were classified as “effective” or “ineffective” based on student achievement data, and then had observers with different levels of expertise watch recordings of those teachers teach and classify the teachers as “effective” or “ineffective.” Although judges were in high agreement (rater reliability), they demonstrated a low ability to identify effective teachers. Administrators and teacher educators were accurate only about one-third of the time. In other words, observers are unable to identify effective teachers from ineffective teachers.
To explore the conundrum of why evaluative observation isn’t accurate, I recommend reading Dr. Robert Coe’s blog post “Classroom observation: It’s hard than you think” (2014), published by the Centre for Evaluation & Monitoring at Durham University.

Premise 3#: Peer observation processes align to adult learning theory.

Theories of experiential learning, the teaching model used in 4-H, align to our proposed peer observation process. Experiential learning includes doing, reflecting, and applying. In the proposed peer observation process, the educators involved “do” by teaching or observing, “reflect” through post-observation reflection forms and structured conversations, and then “apply” by integrating new ideas and concepts into their own teaching.
The peer observation process aligns with social cognitive theory (Bandura, 1997) which posits that personal, behavioral, and environmental influences interact in learning. Concepts of self-efficacy, the belief that we can take actions to improve performance, is supported through the peer observation process.

Learn more about the MSU Extension Peer Observation Process.
References:
Bandura, A. (1997). Self-efficacy: The exercise of control.  London: W.H. Freeman & Co Ltd.
Coe, R. (2014, January 9). Classroom observation: it’s harder than you think. [Blog post]. Retrieved from https://www.cem.org/blog/414/.
DiVall, M., PharmD., Barr, Judith,M.Ed, ScD., Gonyeau, M., PharmD., Matthews, S. J., Van Amburgh, J., PharmD, Qualters, D., PhD., & Trujillo, J., PharmD. (2012). Follow-up assessment of a faculty peer observation and evaluation program. American Journal of Pharmaceutical Education, 76(4), 1-61. Retrieved from http://ezproxy.msu.edu.proxy1.cl.msu.edu/login?url=https://search-proquest-com.proxy1.cl.msu.edu/docview/1160465084?accountid=12598
J., Van Amburgh, J., PharmD, Qualters, D., PhD., & Trujillo, J., PharmD. (2012). Follow-up assessment of a faculty peer observation and evaluation program. American Journal of Pharmaceutical Education, 76(4), 1-61. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1160465084?accountid=12598
Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching and Learning Practice, 9(1), 1-11. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1037909669?accountid=12598
Richardson, M. O. (2000). Peer observation: Learning from one another. Thought & Action, 16(1), 9-20. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/62336021?accountid=12598
Strong, M., Gargani, J., & Hacifazlioğlu, Ö. (2011). Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers. Journal of Teacher Education, 62(4), 367–382. https://doi.org/10.1177/0022487110390221
Weller, S. (2009). What does "peer" mean in teaching observation for the professional development of higher education lecturers? International Journal of Teaching and Learning in Higher Education, 21(1), 25-35. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/757171496?accountid=12598

How can a first-year writing course help to create 21st century STEM students with foundations for interdisciplinary inquiry? Could such as curriculum engage STEM students in knowledge production in ways that help to acculturate them as collaborative, ethical, and empathetic learners? Bringing together insights from writing pedagogy, work on critical science literacy, and science studies, this round-table is hosted by the collaborative team leading an effort to rethink the first year writing course required of all students at Lyman Briggs College, MSU's residential college for STEM students. A major goal of the curriculum redesign is to develop science studies-inspired writing assignments that foster reflective experiential learning about the nature of science. The purpose of this approach is not only to demonstrate the value of inquiry in science studies (history, philosophy, and sociology of science) to STEM students as they pursue their careers, but to foster diverse inclusion in science by demystifying key aspects of scientific culture and its hidden curriculum for membership. Following the guidance of critical pedagogy (e.g. bell hooks), we aim to use the context of first-year writing instruction as an opportunity for critical reflection and empowerment. The roundtable describes how the instructional team designed the first-year curriculum and adapted it to teaching online during the pandemic, and shares data on lessons learned by both the instructor team and our students. We invite participants to think with us as we continue to iteratively develop and assess the curriculum.To access a PDF version of the "Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies" poster, click here. Description of Poster:
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies  
Marisa Brandt, HPS Lyman Briggs College & June Oh, English 
Project Overview: Reimagining LB 133 
Lyman Briggs College aims to provide a high quality science education to diverse students by teaching science in social, human, and global contexts. LB 133: Science & Culture fulfills the Tier 1 writing requirement for 80-85% of LBC students. Starting in F19, we implemented a new, collaboratively developed and taught cohort model of the LB 133 curriculum in order to take advantage of opportunity to foster a community of inquiry, inclusion, and curiosity.  
First year college writing and literacy courses aim to give students skills to communicate and evaluate information in their own fields and beyond. While teaching important writing skills, LB 133 focuses on developing students’ science literacy by encouraging them to enact a subject position of a socially engaged science professional in training. LB 133 was designed based on ideas of HPS. 
History, Philosophy, and Sociology (HPS) or “science studies” is an interdisciplinary field that studies science in context, often extended to include medicine, technology, and other sites of knowledge-production. LB 133 centers inquiry into relations of science and culture. One way HPS can help students succeed in STEM is by fostering inclusion. In LB 133, this occurs through demystifying scientific culture and hidden curriculum through authentic, project-based inquiry.  
Like WRAC 110, LB 133 is organized around five writing projects. Each project entails a method of inquiry into science as a social, human practice and teaches them to write first as a form of sense-making about their data. (Column 2) Then, students develop writing projects to communicate what they have learned to non-scientific audiences.  
Research Questions:  


How did their conceptions of science change?[Text Wrapping Break] 2. Did their writing improve?[Text Wrapping Break] 3. What did they see as the most important ideas and skills they would take from the course?[Text Wrapping Break] 4. Did they want more HPS at LBC?  


Data Collection:  
[Text Wrapping Break]1. Analysis of the beginning and end of course Personal Writing assessments. [Text Wrapping Break]2. End of term survey. [Text Wrapping Break]3. Answers to course reflection questions.  
Selected Results: See Column 3. 
Conclusions: The new model seems successful! Students reported finding 133 surprisingly enjoyable and educational, for many reasons. Many felt motivated to write about science specifically, saw communication as valuable scientific skill. Most felt their writing improved and learned more than anticipated. Most learned and valued key HPS concepts and wanted to learn more about diversity in scientific cultures, and wanted to continue HPS education in LBC to do so. 
Column 2 - Course Structure: Science & Culture 




Assessment 


Science Studies Content[Text Wrapping Break]Learning Goals 


Literacy & Writing Skills Learning Goals 




Part 1 - Cultures of Science 




Personal Writing 1: Personal Statement [STEM Ed Op-ed][Text Wrapping Break]Short form writing from scientific subject position.  


Reflect on evolving identity, role, and responsibilities in scientific culture.   


Diagnostic for answering questions, supporting a claim, providing evidence, structure, and clear writing. 




Scientific Sites Portfolio[Text Wrapping Break]Collaborative investigation of how a local lab produces knowledge.   


Understand scientific practice, reasoning, and communication in its diverse social, material, and cultural contexts. Demystify labs and humanize scientists. 


Making observational field notes. Reading scientific papers.  
Peer review. Claim, evidence, reasoning. Writing analytical essays based on observation.   




Part 2 - Science in Culture 




Unpacking a Fact Poster 
Partner project assessing validity of a public scientific claim. 


Understand the mediation of science and how to evaluate scientific claims. Identify popular conceptions of science and contrast these with scientists’ practices. 


Following sources upstream. Comparing sources.  
APA citation style.  
Visual display of info on a poster. 




Perspectives Portfolio[Text Wrapping Break]Collaborative investigation of a debate concerning science in Michigan. 


Identify and analyze how diverse stakeholders are included in and/or excluded from science. Recognize value of diverse perspective. 


Find, use, and correctly cite primary and scholarly secondary sources from different stakeholder perspectives. 
Learn communicating to a broader audience in an online platform. 




Personal Writing 2: Letter + PS Revision[Text Wrapping Break]Sharing a course takeaway with someone. 


Reflect again on evolving identity, role, and responsibilities in scientific culture.   


Final assessment of answering questions, supporting a claim, providing evidence, structure, and clear writing. 




Weekly Formative Assessments 




Discussion Activities Pre-meeting writing about the readings 


Reflect on prompted aspects of science and culture 


Writing as critical inquiry. 
Note-taking. 
Preparation for discussion. 




Curiosity Colloquium responses 
200 words reflecting on weekly speaker series 


Exposure to college, campus, and academic guests—including diverse science professionals— who share their curiosity and career story.  


Writing as reflection on presentations and their personal value. 
Some presenters share research and writing skills. 




Column 3 - Results  
Results from Personal Writing 
Fall 19: There were largely six themes the op-ed assignments discussed. Majority of students chose to talk about the value of science in terms of its ubiquity, problem-solving skills and critical thinking skills, and the way it prompts technological innovation. 
Fall 21: Students largely focused on 1. the nature of science as a product of human labor research embedded with many cultural issues, and 2. science as a communication and how scientists can gain public trust (e.g., transparency, collaboration, sharing failure.)  
F19 & S20 Selected Survey Results 
 108 students responding.The full report here.  


92.5% reported their overall college writing skills improved somewhat or a lot. 


76% reported their writing skills improved somewhat or a lot more than they expected. 


89% reported planning to say in LBC. 


Selected Course Reflection Comments 
The most impactful things students report learning at end of semester. 
Science and Culture: Quotes: “how scientific knowledge is produced” “science is inherently social” “how different perspectives . . . impact science” “writing is integral to the scientific community as a method of sharing and documenting scientific research and discoveries” 
Writing: Quotes: “a thesis must be specific and debatable” “claim, evidence, and reasoning” “it takes a long time to perfect.” Frequently mentioned skills: Thesis, research skill (citation, finding articles and proper sources), argument (evidence), structure and organization skills, writing as a (often long and arduous) process, using a mentor text, confidence. 
What do you want to learn more about after this course? 
“How culture(s) and science coexist, and . . . how different cultures view science” 
“Gender and minority disparities in STEM” “minority groups in science and how their cultures impact how they conduct science” “different cultures in science instead of just the United States” “how to write scientific essays”  
 

PlanningThis is the fourth article in our iTeach.MSU playlist for the Spartan Studios Playkit.Teaching a Studios course requires more coordination with co-instructors and/or external partners than standard undergraduate courses. It’s important to begin planning your course early and take this planning seriously in order for your course to be successful. During the planning phase, you will be selecting a course theme, choosing the right challenges for your students, developing your syllabus and learning objectives, thinking about recruiting students, and deciding on your course structure.
▶️Course Theme: Form your class around a theme or challenge that is difficult to solve and benefits from many disciplinary perspectives. The topic or project you already have for your course might already relate to a wicked problem; you may just need to make that explicit by iteratively asking yourself why that topic matters. For example:
▶️Defining the challenge: The course topic needs to be significant enough for students to create a meaningful connection to the project (develop passion and drive outside of obtaining a grade, or the “Gravity” in our model), while still being focused enough for students to make progress on their projects within the time and resource confines of a semester course. Striking this balance is important for students to feel connected to the project while also feeling empowered to make a tangible difference. Students should have the agency to shape what their solutions to these problems look like, but you’ll need your judgement to balance between the course’s gravity and the depth of focus on these problems. Ask yourself “what project goals will matter to my students and our partners but be achievable in one semester?” Ultimately, your students’ deliverables (what they create in the course, which can range from a plan, a prototype, or a finished product) will depend on the mix of specific students and majors who show up for the class. 

Too broad:

 worldwide food waste (too intractable and disputed)

Too narrow:

students’ personal food waste is too high (not enough impact)
campus is not aware of MSU’s anaerobic digester (pre-existing solution) 

“Just right”:

food waste on MSU's campus (increase awareness and track campaign’s success)
food waste at a grocery store (partner with a local business)
food waste at the individual level within our community (partner with the municipal government)


▶️Future potential: Consider a course theme with the potential for repeat offerings. The local solutions produced by the class one semester can be built on in the following semesters, or you can emphasize different facets of the problem each semester. Think about how to maintain community partnerships for those longer-term projects (see Partnerships, our next article next in the playlist). Consider roles for students interested in continuing to participate in the course; for example, by returning as learning assistants to mentor teams of enrolled students, or encouraging local partners to create internships or job opportunities.
▶️Attracting students to the course

Recruiting students to a new course is a challenge. Incorporate and prioritize your recruitment strategies as early as possible in your course planning.
If your course will be co-listed in multiple departments, one model for a Studio is “bring your own students”: each faculty member promotes the course in their department and “brings” their own set of students (for example, 4 instructors each bring 15 students from their own discipline). This works for classes where a larger number of students still fits the scope of the project(s).
Another option is to use interdepartmental listings. Any potential to list as a general education requirement (IAH, ISB, ISS) should be taken advantage of, as you can reach a larger pool of interested students. Be aware that obtaining approval for a new gen ed requirement can take up to a year. 

🔧Advisors of participating departments/majors should be made aware of the course offering and can be valuable assets in advertising the course. A compelling course description and interesting project are important draw factors as well. Ask your advisors to share the course description with the campus-wide advisor network to reach interested students in other departments. 
▶️Create Learning Objectives. Consider whether these will be uniform or vary for students in different majors, and what goals the disciplines may share together. Learning objectives can be explicitly flexible (i.e. "gain a skill specific to your own career goals"). Other learning objectives can relate to working on interdisciplinary teams or manage relationships with community partners. Experiential courses can include content learning objectives; if these are uniform, they should be achievable by all students, regardless of their major.
🔧Bloom’s taxonomy is a well-known framework for describing educational goals. It’s a great resource for writing learning objectives. 
▶️Planning Iterative Sprints. Project-based learning benefits from phases of iterative design. One model for Studios courses, described in (Heinrich et al. 2020) is to divide the semester into a content delivery phase followed by applied project work broken up into iterative production weeks, known as sprints, with student reflections. At each completed phase of the sprint, student teams present their prototypes and receive feedback from classmates, instructors, and/or community partners.
🔧Course schedule template for Spartan Studios courses including orientation (burn-in), project training, sequential sprints, and final reflection phases.




Weeks 1-4


Week 5


Weeks 6-8


Weeks 9-11


Weeks 12-14


Week 15




Orientation, content delivery (burn-in)


How to run a project in project-based learning


Sprint 1: Project plan, execution, reflection 


Sprint 2: Apply lessons to project, execution, reflection


Sprint 3: Apply lessons to project, execution, reflection


Submit final project, reflect on course experience





▶️Setting expectations for students. Setting course expectations for students should start at the course listing/department advising and continue with the syllabus, the first few class periods, and periodically throughout the course. The experiential framework of the course and the method of assessment may be jarring for students - they have been trained in traditional education styles for nearly their entire lives. 

Mention in the course description that this is an experiential course.
Clearly explain the experiential approach and assessment style to your students.

▶️Consider an online Studios experience. Think about how these in-person, collaborative experiences can be translated into an online format during the COVID-19 pandemic. We have supported one online Studios course so far, which included synchronous sessions and independent student work. Students can benefit from work on interdisciplinary experiential projects regardless of the modality in which the course is delivered; additional work is required to design what student-faculty and student-student engagements look like for an online course.
🔧Resources from ASPIRE, MSU’s self-paced asynchronous professional development for online teaching
🔧Online platforms can facilitate student brainstorming. Students can contribute to collaborative documents (Google Docs), slides (Google Slides) or whiteboards (i.e. Mural or Jamboard). These and other tools can support student teams’ virtual design processes and work sessions can be visible to faculty in real-time.
Photo by Kaleidico on Unsplash

3DL4US Podcast

Join us as we explore the experiences and insights of the people working to improve the outcomes of their students as they make the transition to college, using three-dimensional learning for undergraduate science (3DL4US) as a language and framework to transform individual assessment items, the broader culture of STEM higher ed, and everything in between.

Michigan State's own Ryan Sweeder joins the fray, to discuss metaphorical mountain climbing, literal mushroom foraging, and hypothetical Jeopardy! appearances. Paul sheepishly asks the hard questions that have gone unanswered so far about  3DL's role in improving student experiences and outcomes. Ryan takes it all in stride and pretends not to notice when Becky starts speaking in "blah blah blah".

According to his bio with Lyman Briggs College, "Ryan Sweeder is a chemist in Lyman Briggs College at Michigan State University specializing in chemistry education research. He studies methods for increasing the learning in undergraduate general chemistry classes using out-of-class activities. He also runs the SPRING Scholars program, a program that helps students explore science career options and develop a professional network. Within his general chemistry classes, he brings his research to bear by providing students with lots of opportunities to engage with course content, apply it to real world scenarios, and gain frequent feedback on their level of understanding. Through these processes he shares his passion about understanding how molecular level interactions can be used to explain our everyday observations of materials, their properties, and how they interact."

This week, we are featuring Micaela Flores, Outreach and Retention Specialist, within the College of Veterinary Medicine at MSU. Micaela was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator initiative) regularly!
Read more about Micaela perspectives below. #iteachmsu's questions are bolded below, followed by their responses! 

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?  
Responsive
Share with me what this word/quality looks like in your practice?
My role is divided between undergraduate advising and youth outreach programming for traditionally underserved students. When I advise students, I am not only focused on imparting the knowledge and information they need to complete a task or prepare for an opportunity, I focus on where the student is in terms of their familiarity with the systems, departments, or tasks they need to navigate. I listen to their concerns and take my time to understand the things that are important to them and I make sure they leave with a thorough understanding of where they are and what they need to do next. Similarly, when coordinating youth programs, I assess the audience or participants' needs, their existing knowledge and skill levels as well as the needs and desires of the agency requesting the collaboration in effort to create programs and events responsive to the groups’ unique needs.
Have your ideas on this changed over time? if so how?
If I was asked what the role of an educator was as a recent college graduate and high school college adviser, I would have responded with something along the lines of, educators impart knowledge and share information relevant to their educational role. I now understand the importance of meeting students where they are and tailoring my approach or method to fit the needs of the students’ I work with. A one size fits all approach does not work when one’s goal is to provide equitable programs and services.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am a member of the Diversity, Equity and Inclusion team in the College of Veterinary Medicine, Office of Admissions, Student Life, and Inclusivity. My work is entirely grant funded through the State of Michigan Department of Labor and Economic Opportunity King-Chavez-Parks Initiative for students from underserved backgrounds both financially and academically. I provide academic advising for undergraduate pre-veterinary and veterinary-nursing students as they work towards application and admission to the Veterinary Nursing and Doctor of Veterinary Medicine programs. I also work with youth from our target locations which include Detroit, and Lansing. I have also partnered with groups from Flint and Grand Rapids.CVM, MSU & Community connections:

MSU GEAR UP
MSU GATE Guppy
MSU Latinx Student Success Committee
MSU Assessment and Metrics Working Group
MSU Pre-College Committee
MSU CANR, Pathfinders, AIMS and AIMS-B
MSU Admissions, Dia de La Familia, African American Family Day
MSU CVM Enrichment Summer Program
MSU Office of Cultural and Academic Transitions
MSU Collaborative Learning Center
MSU Student Groups – ASMSU, MSU Preveterinary Club, Delta Tau Lambda Sorority Incorporated.
MSU Dia de La Mujer Conference
MSU New Student Orientation
Michigan Humane (former Michigan Humane Society)
Capital Area College Access Network – CapCan Launch Your Dream Conference
Detroit International Academy for Young Women
Clinton County RESA Career Expo
Flint Area and Capital Area Michigan Career Quest Fairs
Michigan Veterinary Conference
The Fledge – Lansing
Detroit Horsepower

What is a challenge you experience in your educator role?
Time is the biggest challenge. When I began practicing inclusive and responsive pedagogical methods, the amount of time I spent in advising appointments increased significantly. I regularly went over my 30 minute time slots. Now that I am familiar with responsive strategies, appointments are not as long. While time is a challenge it is important to embrace new practices and allow time to learn and adjust.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? 
As an educator, it is important for me to know my students feel heard and leave with a comprehensive understanding of what was discussed. I have found the technology we have at our fingertips can be leveraged to provide facilitation strategies inclusive of all learners. For example, I always share my screen or seat my students in an area where they can see what I am doing or looking for, I follow up with an email summarizing our discussion, and/or I invite the student to follow up with me via email or by scheduling another appointment with me if we run out of time.
What are practices you utilize that help you feel successful as an educator?
In addition to the best practices listed above, I have created event planning templates to ensure I do not miss or forget critical information. I like to set reminders on my calendar to follow up with students who may be struggling academically as well as reading ESAE reports and following up with students to either congratulate them for their progress or intervene if they are not doing well. This enables me to practice proactive and intrusive advising strategies.
I feel most successful as an educator when I receive positive feedback or sentiments of gratitude from my students, when I see a student who was placed on probation return to good academic standing, or when a student I have advised, supervised, and/or written a letter of recommendation for is admitted to veterinary school.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
I would like to see more information relevant to equitable practices to improve the ways in which we teach diverse students in our courses as well as ways to enhance the programs and services we offer. Practicing culturally inclusive or responsive pedagogy seems difficult on the surface or when the concepts are new, but there are simple changes we can embrace that make a world of difference to our students. I would like to learn more from educators who are also doing this work.
What are you looking forward to (or excited to be a part of) next semester?
Next semester, I will continue to make progress towards the Higher, Adult, and Lifelong Education, M.A. program which is where I have picked up inclusive and responsive strategies for teaching and learning. I am excited to continue to learn and improve my educational practice to help my students succeed in higher education.

Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature! 

This week, we are featuring Dr. Dustin De Felice, Associate Professor and Director of MSU’s English Language Center. Dr. De Felice was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Dustin’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? 
One word = Language. I added my CV and resume into a WordCloud generator (https://www.jasondavies.com/wordcloud/) and both generations put that word in the center. I believe that it reflects my focus in my teaching, learning, and supporting. 



What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
I believe I can best assess student understanding through the use of a variety of classroom tasks and assignments that build from and into each other. I rely very heavily on projects that give students the chance to engage in conversations, observations or interactions with language learning situations and language learners. I also believe in autonomous learning and the benefits students receive from working through material at their own pace. As such, I have been offering my courses in hybrid forms with some interactions in the classroom balanced with other interactions asynchronously. Within my classroom, I shy away from lecturing for more than twenty minutes and within those twenty minute blocks, I incorporate video, audio, or other multimedia files along with practical examples that I will ask the students to complete in small groups. I like to design packets of activities that encourage my students to learn the material while demonstrating their current level of understanding at the same time.
All of this direction comes from my earliest experiences with languages and language teaching. I remember being drawn to the English language from an early age. I was fascinated by dialects and accents, and I was especially taken by comedians, rappers and great orators and their abilities to make the English language entertain, inspire and provoke. However, it didn’t take me too long to realize I wasn’t drawn to the English language per se, but to all languages. I began taking courses in linguistics, education, humanities and sociology to help me better understand the world-at-large. Early in my career, I started teaching English as Second Language in Chicago, and I found the experience exhilarating. There I was midway through my B.A. and I was teaching three hour classes every morning and every night four times a week. I worked in a rundown building with no A/C in the summer and half-working space heaters in the winter. The classes were full of immigrants from all over Latin America and most of my classes had 35-55 students in them. Of course there were no textbooks, no curriculum or even a plan for that matter, but I loved the challenge. I loved every moment of trying to help these motivated adults learn something about English, about the city and about the U.S. I think that the challenge is what keeps me going. I sincerely enjoying working with students on succeeding at whatever tasks they have in front of them, and I especially enjoy doing so when it involves language of all kinds.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
My educational setting includes the English Language Center as my primary home with multiple affiliations in or with graduate programs, undergraduate courses, service-oriented centers, and student-centered activities. I have a much smaller teaching load than I used to now that I spend most of my time in administration, but I specifically asked to maintain a teaching load because of how much I draw from my teaching. In fact, I don’t know how I would get through each semester without having the opportunity to work alongside students and their learning. 
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
MSU is a big and sometimes confusing place. I see opportunities in my teaching as a way of making MSU a place where students can succeed. I strive to provide my students with a welcoming environment whereby their learning becomes one of many ways of helping them reach their long-term goals. I try to provide opportunities through my courses and daily interactions to educational experiences that will help shape students’ futures. I also strive to be someone the students are very comfortable approaching with questions and/or advice. This approach includes ensuring I am accessible and open for meetings as needed. Within my courses, I work to conscientiously provide my students with an interesting variety of tasks to help keep them curious, satisfied, and motivated.
What are practices you utilize that help you feel successful as an educator?
I am very interested in student success, so I often utilize a 2-week module schedule, which helps make tasks more manageable and less stressful than a 1-week module format. Many students have told me the additional week gives them enough time to understand readings and complete tasks without rushing, which leads to better quality submissions. I believe student success requires creativity and flexibility, so I design classes that give lots of new ways to integrate ideas into students’ lives. I intentionally design course activities and readings with a focus on practicality. I also strive to be very responsive and available to answer questions/concerns from students. Many students have told me that my timely comments and grading are very helpful to them. In my courses, I seek out extra resources based on student interest and need. That kind of searching often leads to flexibility in applying the course content to best serve the students. Because communication is a key component of the practices that help me feel successful, many students have commented on how they really enjoy the open communication between the students and me.  I hope to let everyone focus on their interests and pull out what will be useful for them in their personal and professional lives. Part of that hope includes taking the time to get to know my students’ interests. Lastly, I always have modules up ahead of time, which really helps students plan their time. 
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU? 
It has been a difficult few years with so many national and international events that I would like to hear more about keeping or reinvigorating the joy and passion in our teaching and learning. I often meet with students and faculty 1-to-1, and I have to say there are so many good ideas and perspectives to inspire and share.
What are you looking forward to (or excited to be a part of) next semester?
Now that my role is more administration than teaching, I look forward to learning more about what the faculty around me are doing in their classrooms. Of course, I get the pleasure of supporting their teaching, and I’m constantly amazed at the creativity I see in the faculty around me. I suppose the main reason I so enjoy learning about what the faculty are doing in their courses is because that level of creativity just brings out the best in our students. Watching our students learn, grow, and get closer to any and all their goals is just a rewarding endeavor.  



Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!

With COVID19 pandemic most, if not all, research activities placed on hold in 2020. The need for remote teaching and working was obvious. The increase number of older adults in the US and world wide place geriatric medicine as a priority in addressing health need in the near future. According to Association of American Medical Colleges [AAMC] there is increasing number of medical graduates who do not match to any residency program in the US. We started a virtual research fellowship in geriatric medicine as a tool to empower some of those unmatched medical graduates in Michigan state and other areas using funds provided by The Pearl J. Aldrich Endowment in Gerontology/Michigan State University. One of the goals of this fellowship is to train these graduates to know the basic steps of any research work and how to use the tools available in any research environment. We hope that these students understand the methodology of identifying a problem that faces older adults, and then carry the required steps to address and solve such problem in a systematic way. Currently we have four teams, who are involved in different research projects. We have submitted 10 abstracts to 2 different meetings, and so far 6 were accepted for oral presentation. We targeted The American Geriatrics Society (AGS) and AMDA – The Society for Post-Acute and Long-Term Care Medicine. Some of the topics address include COVID19 and its impact on the elderly. During this session our team will share our experience.
To access a PDF of the "Virtual Research Geriatric Fellowship for Unmatched Medical Graduates" poster, click here.Description of the PosterTitle: Virtual Geriatric Research Fellowship 
Author: Nadir Abdelrahman, MD, CMD 
Geriatric Division,  Dept of Family Medicine, MSU 
Introduction:
Between 2020 and 2030, the number of older adults is projected to increase by almost 18 million 1. 
The Association of American Medical Colleges expects that an additional 42,600 to 121,300 doctors will be needed by 2030 2.  
There is a huge need for geriatric-trained health care providers 3. 
Each year, there are more than 8 thousand Unmatched medical graduates [UMGs] in the US. Most of them are international medical graduates.  
Aim: 
The aim of this fellowship is to empower UMGs by improving their knowledge, skills, and experiences in geriatric medicine.  
Curriculum Development: 
This curriculum was developed based on Entering Research course.  
The primary goals of this fellowship are to create a supportive learning environment to introduce UMGs to the culture of research and to teach them valuable skills needed to become effective researchers. 
The fellowship was designed to help medical graduates find a research mentor, explore the culture of research, write a research project proposal, and begin doing research.  
They informally share their research experiences and learn about the diversity of experiences available through their peers. 
Through virtual meetings, research basics, communication skills and common geriatric principles were reviewed.  
Early discussions included current pandemic topics ranging from COVID19 incidence, hospitalization and mortality to prevention and vaccination. 
The content of these discussions came from the students, and their engagement in the weekly, 2-hour-long meetings.  
The course facilitator provided a framework for the discussions, relevant background reading materials, and structured assignments designed to help students develop positive relationships with their research mentors, define themselves as a member of the research community, and understand and communicate their research.  
Description of Curriculum 
The following tasks were identified for this program 

Recognize the research ethics principles.
Select a research topic.
Identify research question(s).
Describe various types of study designs.
Select appropriate study design.
Define study population.
Take an appropriate study sample.
Enumerate various study variables.
Discern various types of errors, including bias.
Identify confounding factors.
Select and use appropriate measurement tools.
Prepare for data management.
Set a work plan with time, budget, and a plan for dissemination. 

Results of Implementation 
A total of 6 Virtual posters were accepted in 2 national conferences:  American Medical Director Association/The Society for Post-Acute and Long-Term Care (PALTC21: 2 virtual posters) and American Geriatrics Society (AGS21: 4 virtual posters). 
Eight of the fellows were matched into residency programs starting July 2021. 
Discussion 
This virtual research fellowship in geriatric medicine is considered unique and innovative as there is an immediate need for geriatric-trained health care providers.  
The conceptual framework allows training program directors to identify and select appropriate activities to use with their trainees based on need and career stage. 
Activities were designed to teach UMGs principles of research, research design, and critical evaluation of results while also giving them practice with the real-world experience of creating and presenting posters in virtual environment.  
This fellowship achieved its goals using online tools. 
In the coming year, we hope to expand this concept, and establish it as a model for implementation at other institutions. 
 Figure 1. 
The four-box model 
 Disclosure 
The author has no conflict of interest to disclose. 
This fellowship is supported by:  
The Pearl J. Aldrich Endowment in Aging  
Demographic Changes and Aging Population – RHIhub Aging https://www.ruralhealthinfo.org/toolkits/aging/1/demographics 
Healthcare Suers When Medical School Graduates Don’t Match https://www.insightintodiversity.com/healthcare-suffers-when-medical-school-graduates-dont-match/  
Record number of unmatched medical graduates. CMAJ 2017 May 29;189:E758-9. doi: 10.1503/cmaj.1095432 
Hersey, P., & Blanchard, K. (1969). Management of organizational behaviour: Utilizing human resources. Upper Saddle River, NJ: Prentice-Hall. 
 Tasks and Team approach 
Fellows were grouped into teams. 
Different tasks were assigned to each fellow. 
Teams leaders encouraged individual fellows 
Projects identified and project leaders assured completion of each Poster.  
 Fellows learned the basics of literature review, statistical analysis (using SPSS) and reference management (e.g EndNote) 
 Situational leadership skills and teams were incorporated using the four-box model 4 (See Figure 1) 
 References 
https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1009&context=nursingposters 
https://slideplayer.com/slide/6319238/ 
https://www.mghihp.edu/poster-presentations-age-zoom