We found 290 results that contain "#career #careerfairs #studentsuccess"

Topic Area: Student Success
Presented By: Jon Stoltzfus, Katie Krueger, Kirstin Parkin, Mike Wiser, George Mias
Abstract:
The switch to online learning provided fourteen instructors the opportunity to collaborate and develop an evidence-based synchronous online course that enrolled over 2000 BS161 students during the 20-21 academic year. Here we present lessons learned as we worked collaboratively to create a course that focused on science practices, core ideas, and cross-cutting concepts using a highly structured format based on the flipped classroom model. In this course, students complete guided notes using a short, recorded lecture and the textbook and take a formative pre-class quiz before attending the synchronous session. During the synchronous session, small groups of students meet in Zoom breakout rooms and complete a scaffolded activity. The activity requires construction of scientific arguments to support claims and predictions leveraging reasoning and the core ideas from their notes. Groups are formed using CATME software to increase the chances of creating productive group-learning environments. Each week students complete a low-stakes summative review and integration quiz that includes construction of a scientific argument like those created during the in-class activity but focused on a slightly different biological phenomenon or process. The review and integration quizzes are formatted and timed like the exams, helping students become familiar with the on-line exam format. The number of students who did not earn credit for BS161 in FS20 was 7.2% as compared to 10.4%, 8.1%, and 6.6% the previous three fall semesters. This indicates that the course supported student success as well as or better than previous face-to-face versions of the course.
Session Resources: Supporting 3-D Learning and Student Success (PowerPoint)

The Survey on Doctoral Education and Career Preparation is a national survey of doctoral students intended to provide a snapshot of their experiences and goals. Over 4,000 students completed the 20-page survey. These students were from 27 selected universities, one cross-institutional program (The Compact for Faculty Diversity), and represented 11 arts and sciences disciplines.

This article discusses 11 possible non-academic career options with a focus on how graduate training prepares someone for such positions and what is still likely needed to help make the transition.

This article discusses non-academic career options after graduate school, with a handy chart that shows how the skills you learned while completing a Ph.D transfer to other arenas.

The MiSTEM Network’s Greater West Michigan Region recently completed a pilot with Grand Valley State University for the Career ExplorationMap and is now scaling the project up to the entire state. "The goal of the Career Exploration StoryMap is to help educators and students make more real-world career connections in their communities as well as provide a visual resource for students to locate businesses in STEM fields that offer high-wage and high-demand jobs. In addition to items such as apprenticeships and internships, the map can be viewed by individual industry clusters like agriculture, construction, energy, finance, healthcare, IT, manufacturing, and transportation. Although the map is very user friendly, the website does include directions.
The MiSTEM StoryMap aggregates data available from AtoZdatabases in MeL and uses it to build a tool that will help students and adult community members quickly filter, sort, and analyze data in STEM industries by county. Essentially, the interactive map answers the following questions:

Where are the businesses in my community?
What industry has the most growth?
What are the hot jobs in my area?
What growth do businesses project?

The information presented not only communicates the physical locations of business partners and industry clusters in Michigan, but it also helps students identify trends, patterns and opportunities to make better career decisions, which aligns with the guidelines in the Michigan Career Development Model. The MiSTEM StoryMap can also assist adults in preparing for higher education, credentialing, and the workforce.
Whether it’s genealogy research, test preparation, accessing eBooks, finding the perfect article, or the ability to aggregate data, the eResources in MeL provide much support to all Michiganders." - Ann Kaskinen, MeL Engagement Specialist with the Midwest Collaborative for Library Services

In the beginning, there was a graduate-student-led effort called Inside Teaching MSU (ITMSU) that originated out of the MSU Graduate School. ITMSU was an effort dedicated to promoting teaching excellence through conversation and sharing practices for graduate teaching assistants. The goal also was to create a platform for individuals to share their experience and best practices across disciplinary and institutional silos. 
ITMSU used three primary social software platforms to build digital community around teaching and learning: microblogs (Twitter), Facebook, and a university hosted blog. Through its user-generated blog, ITMSU also aimed to challenge the conventional ideas of who is an educator and where learning takes place. Any member of the institutional community was encouraged to submit an idea related to teaching and learning for the blog and educators across levels and roles took up this opportunity. This is also where the hashtag “#iteachmsu” was born and continues to this day to be not only a way to digitally tag post and build community, but also serves as a rally cry of sorts. Users who post with the hashtag are stating “I teach MSU”. 
On such a large campus, it can be difficult to fully recognize and leverage the MSU community’s teaching and learning contributions, especially when so much of our institution is decentralized - leaving colleges, departments, and units to manage their own educator development. After seeing the success of the ITMSU effort, other institutional partners joined in collaboration to strategize how an initiative like ITMSU could be launched institutionally to better align educator professional development across roles on campus, create a space to amplify the great work already happening to support student success on campus, and help individuals connect with one another. The result is the #iteachmsu Commons at iteach.msu.edu. 
The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. The site has been in development led by a team of administrators, staff, graduate students, and undergraduate students with regular feedback and insights provided by a similarly diverse Advisory Group of staff, students, and faculty. This is congruent with ITMSU’s original aim to challenge traditional conceptions around who teaches. The founding partners of the #iteachmsu Commons, Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, Teaching Assistants, Undergraduate Learning Assistants, instructional designers, academic advisors, librarians, coaches, et al.) helps learning happen at MSU. 
The site is now live, so if you contribute to the teaching and learning, and thus student success, mission of Michigan State University we hope you consider joining the community at iteach.msu.edu. To do so, visit iteach.msu.edu and click the “Log in” button in the upper right-hand corner. Use your MSU netID to log on with Single Sign-On. Now you have full access to contribute to the Commons! Build your bio. Share updates, questions, and celebrations via posts. Add to articles with your practical insights or scholarly work. Connect with others! Right now, anyone can visit the Commons and consume content, but only members of the MSU community with a netID can log in and contribute at this time.

Thank you for helping our students achieve their goals; recommendations include:
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts   
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
 
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community  
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
 
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations

Topic Area: Student Success
Presented By: Jesse Beal, Heather Shea
Abstract:
In this interactive, data- and practice-informed presentation, we will explore LGBTQA+ student success as a vital component of University student success efforts. Due to the lack of data on traditional student success metrics (persistence, retention, time to degree, and graduation) for LGBTQA+ students, LGBTQA+ student success work must be creative, collaborative, cross-disciplinary, and expansive. We will show how developing LGBTQA+ inclusive policies and practices supports student success and increases a sense of belonging. We will share the impact of implementing LGBTQA+ inclusive data collection practices on understanding student success on other campuses. We will explore the mental health challenges LGBTQA+ students face due to LGBTQA+ oppression, how these challenges have intensified during the COVID-19 pandemic, available mental health support services, and promising practices for intervention and support. We will also discuss ways in which each of us, as educators, can make a real and tangible difference for our LGBTQA+ students. The ability of LGBTQA+ students to learn, develop, and succeed is inextricably tied to their sense of belonging and the support provided to them by the University to face and overcome challenges. This session will provide an introduction to theories of LGBTQA+ student success, as well practical application, creative solutions, and methods of intervention.