We found 184 results that contain "2023-24"

Title: IT Training Program Developer IIIDepartment: IT TrainingBio: Interests- I enjoy reading, working out, and walking/biking with my family. We are die-hard Spartan fans, so getting out and attending a Spartan athletic event makes me and my family very happy.Research/Teaching Interests- I love nothing more than to learn new knowledge that relates to my career. I also like trying new tools that enhance my craft. I am well-versed in the formative assessment process, so using this best-practice technique has helped me to create and facilitate engaging trainings."Linkedin

Title: IT Training Program Developer III
 
Department: IT Training
Bio: Megan is a proud Spartan alum with a degree from the College of Education. After leaving K-12 education, she pursued a master's degree in educational technology while transitioning into the Information Technology industry. On the IT Training Team, Megan is able apply her passion and experiences as a former secondary education teacher and IT Support Analyst.Expertise:Teaching/facilitation, curriculum development, design, assessmentPersonal Interests:Traveling, reading, puzzles, cooking, being a cat mom"

Karen Kelsky from The Professor Is In writes about a common mistake made in negotiating salaries and offers an alternate way of approaching the negotiation. Note that the post ends with a pitch for Kelsky's academic consulting business and client testimonials.

The Office of Undergraduate Education is pleased to announce nominations for the 2024 Advisor Awards. All awards recognize individuals who have demonstrated a commitment to quality in the areas of advising students at MSU.  
Award recipients will be recognized at the Spring Academic Advisor Recognition and Awards Event that will be held on February 24th, 2025.  
Award categories and brief summaries are listed below. Please visit the Advising Awards website to read further descriptions of each award:  

Rising Star in Advising Award: this award honors a new academic advisor (with under five years of experience) who demonstrates exceptional promise, dedication, and impact through strong advising practices, contributions to student success, and potential for future leadership. 


Sustained Excellence in Advising Award: this award honors advisors with at least five years of commitment to advising, having significantly impacted students' development through innovative practices and lasting support. Recipients exemplify the transformative role of dedicated and compassionate advising. 


Excellence in Community Building Award: This award recognizes leaders who strengthen the advising community by fostering collaboration, inclusivity, and a shared sense of purpose. Recipients demonstrate exceptional leadership qualities, promote engagement, and enhance advising experience for students and professionals alike. 
Collaborative Excellence in Advising Award: this award recognizes an advising team that has demonstrated exceptional commitment, innovation, and lasting impact through ethical and effective partnerships that benefit students and/or the MSU advising community. Nominations must show clear evidence of meaningful collaboration and significant positive outcomes. 

Access the awards nomination application directly here or through the Advising Awards website. 
Please note that award recipient packets are no longer sent forward as nominations for the NACADA Region 5 Awards. Advisors can now nominate colleagues or themselves for NACADA awards directly through NACADA. 
You may contact Dr. Q (greenqia@msu.edu) or Katie Peterson (kmpers@msu.edu) with questions or concerns. Please note the deadline for submission for all award applications is Friday, January 10th at 5PM. 

What inspired you to pursue this project?



Our Mac literate students needed high-powered Mac Studio computers to greatly reduce rendering time for 360-degree video and other extremely large visual files. There are a plethora of powerful PC computers but there were no powerful Mac computers available before the Catalyst grant provided these two Mac Studios! We have one Mac Studio in the library's DSL, as many students use it to create videos for the 360-degree theater there and the other is in the Immersive Journalism Lab in ComArtSci Room 357. Both computers are available for all students in the university to use. The grant also supported the creation of a comprehensive tutorial by Alyssa Bradley (both in video and written form) for students, faculty and staff to follow when creating 360-degree video for YouTube and Vimeo, as well as for the 360-degree theater.



Who was involved in the project or made a significant contribution?







Paul Cooper, Alyssa Bradley and myself.












What are some of the successes that you have experienced on this project?



Judy Walgren teaches a 360-degree documentary filmmaking class each Fall, and many of the students benefited greatly from having unfettered access to these high-powered computers which greatly reduced rendering time. Previously, students' computers were crashing or student had to render the videos for sometimes 24 hours which impacted their other classes and ability to meet deadlines.



What are some of the challenges that you have experienced on this project?



Getting the students to use the computers and to follow the tutorial.








 








Describe some of the unexpected outcomes that occurred during this project?







That students used the computers and the tutorial!








 









What are the key lessons that you learned from the project?







Key lessons are listen to student feedback on their needs and the revise accordingly--whether that is course content, equipment, workflow etc...








 









How would you describe the final status of the project?







The computers and tutorial are in full use for all!








 









What are the next steps for this project or research?







To increase the use of the Mac Studios, the library's 360-camera kits, the MetaQuest VR equipment, the Insta360 tutorial and the overall video production for the DSL's 360-degree theater. We also want to spread awareness of the JRN 492 course in immersive journalism held every Fall semester during which students make non-fiction 360-degree films for the DSL's 360-degree theater.








 









Would you like to include links to references, resources, published works, etc.?




360-degree video tutorial
MSU Insta360 Camera Video and Editing





 

At Digital Humanities at MSU THATCamp, we create space for meeting fellow members of the community in informal networking sessions, and we encourage people to share their work in impromptu discussions and workshops. THATCamp ("The Humanities and Technology Camp") is a gathering where the agenda is set by attendees on the day of the event based on what people want to learn and/or share. It is an event where students, staff, and faculty from any discipline and from all skill levels learn and build together in sessions proposed, led, and voted upon by the community. 
This January, we are holding THATCamp as a virtual event from 9:30 am - 3:00 pm EST on Friday, January 28th, 2022. Register to attend! 
Who is THATCamp for?This is an opportunity for people, whether formally a part of the DH@MSU community or not, to gather, learn from each other, and make connections to carry forward into the academic year. We welcome:

Members of the DH community, old and new
Students in the MSU Digital Humanities undergraduate minor or graduate certificate, and students interested in the minor/certificate
Humanists who are engaged in digital and computer-assisted research, teaching, and creation
Anyone interested in exploring digital topics especially (but not exclusively) in the areas of arts, humanities, and social sciences

Register by Monday, January 24th. Please direct any questions to Max Evjen evjendav@msu.edu.

The Open Pedagogy and Open Educational Practices Learning Community is excited to announce an open call for participation in our community for the 2021-22 academic year. This community will explore how open pedagogy and open educational practices are enabled through the use of open educational resources (OER). Participants will read works and share practices that promote open pedagogy and discuss specific approaches for improving teaching, learning, and student engagement both in-person and online environments.
This learning community is intended for instructors from any discipline who teach undergraduate and graduate courses and are actively interested in open educational resources and open pedagogy.  All instructors (fixed-term, tenure stream, specialists, graduate instructors, adjuncts) who wish to integrate open educational practices into their courses are welcome to apply.
The community will be a combination of monthly virtual meetings and asynchronous social annotation. All virtual meetings will take place via Zoom. Preliminary dates for the Fall semester are outlined below:

October 15, 10:00-11:30am
November 19, 10:00-11:30am
December 17, 10:00-11:30am

Please complete this application form to indicate your interest in participating. For this year, our learning community has 14 openings remaining. This call will close on Friday, September 24.
Thanks,
Regina



 

Regina Gong
Open Educational Resources (OER) & Student Success Librarian
Michigan State University Libraries
366 W. Circle Drive, W225 (DB9)
East Lansing, MI 48824
Phone: 517-884-6396
gongregi@msu.edu
she / her / hers




* Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg–Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. The University resides on Land ceded in the 1819 Treaty of Saginaw. – Land Acknowledgement development by AIIS.

Topic Area: Online Teaching & Learning
Presented by: Andrew Krause, Tsveta Sendova
Abstract:
We are excited to share the redesigned departmental teaching structure that we implemented during pandemic-forced online teaching. Our department has realigned our teaching efforts into cohesive course-teams, in lieu of traditional independent (coordinated) teaching roles. No longer are individual instructors responsible for specific sections, but instead instructors have a role on a larger team that shares the instructional load. For example, 24 instructors for MTH 132: Calculus 1 worked together in a variety of roles to deliver a cohesive course to 1400 students.
This configuration has important advantages, the three most important being: flexibility, support, and adaptability.
Flexibility: With diverse roles available, each instructor can contribute with their strength -- leading online webinars, small group tutoring, assessment design, video creation, etc.
Support: The large team can support instructors who experience challenges that disrupt their ability to teach (health, family, etc.). It is easy to substitute one or a few teaching roles, rather than an entire ""teacher"".
Adaptability: Having a cohesive ""backbone"" of the course (D2L, materials for students, etc.) makes it possible to rapidly adjust to changing scenarios, such as changing guidance on in-person meetings. It is easy to plug in additional face-to-face meetings as alternatives or enhancements to the online structure.