We found 276 results that contain "american heart association"

This article from the American Psychological Association offers tips and strategies for graduate students on how to best position themselves for research funding and how to write a good funding application. While put out by the APA it is not psychology-specific and beneficial for grad students in any discipline.

There are a variety of considerations when it comes to course content. Now, if you’re close to the start of the semester, it is likely that you have already chosen (and submitted to the Registrar Office) your textbook and/or required materials for student purchase. Please consider the following when selecting your supplemental course content (additional materials, case studies, scenarios, etc.)... and for your primary texts next term. 
Diversifying voice - who is represented?
“Does your syllabus demonstrate to students that everyone has a place in your field of study? … Pedagogically, we might find it challenging to create a sense of belonging in a course when some students cannot imagine themselves as part of the community of scholarship and practice” (Marcella Addy et al., 2021, p. 52). Wow, that statement is really powerful, especially considering some recent scholarship. Schucan Bird and Pitman (2020) found, after an analysis of reading lists, that the reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff (dominated by white, male, and Eurocentric authors). Despite challenges across disciplines and settings, educators should make every effort to center students in their course design and make course materials a descriptive representation of the student body itself (Schucan Bird & Pitman, 2020). This shift can include showcasing the contributions of marginalized groups (Blackburn, 2017) with greater representation of perspectives, histories and approaches of scholars (Le Grange, 2016), along with adopting efforts to decolonialize teaching and learning (Phillips & Archer-Lean 2018). 
Looking for ways to get started? Colleagues at Tufts University Libraries (according to this Inside Higher Ed article) have noted that diversifying your course materials to include content about and by marginalized scholars (groups whose characteristics result in the systematic denial of equal rights and opportunities within a community or society including but not limited to race, socioeconomic status, gender identity, sexual orientation)  helps to “foster an environment that includes knowledge that has been systematically excluded from academia.” You might…

Considering diverse authorship of readings (ethnicity, gender, geographic location)
Inviting guest speakers who bring different perspectives
Using diverse audio and visual materials, such as films, interviews and TED talks
Incorporating readings that challenge standard approaches
Using primary research with authorship that reflects local collaborators
Offering multiple perspectives in assigned readings and letting students choose what to read or discuss at times.

Faculty members “can identify resources that highlight historically underrepresented researchers and activists in our fields,” she suggests. “We can include statements and topics in syllabi to decode our courses, structures and expectations. We can work to decolonize the power dynamics of our classrooms so what students already know and experience is also seen as a valuable contribution to the learning environment,” said Bridget Trogden (presently serving as Dean of Undergraduate Education at American University). Improving diversity and inclusion of voices in educational materials isn’t necessarily difficult, educators just need to be intentional. Fuentes et al. (2021) go beyond centering authors of mariginalized backgrounds, and recommend educators transparently acknowledge their intentional material selections. The example they provide in their article Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion is, "The following text/articles for the course have been chosen in efforts to highlight the important work of historically underrepresented and marginalized scholars in the field" (Fuentes et al., 2021, p.75).
“The proof is in the data: children are more likely to have a more productive learning experience and thrive in the classroom, throughout the school and in their communities when they see themselves represented in curriculum and library materials,” said Lessa Kanani'opua Pelayo-Lozada, President of the American Library Association. If data supports diversifying reading may boost a student’s development and well-being, WHILE ALSO increasing a sense of belonging and breaking down barriers to collegiate success… what reasons do we have not to reimagine our course materials?
Accessibility of digital content
The experts at MSU IT who manage the Digital Accessibility page recommend that educators ask the following questions before adopting digital content (adapted with permission from UC-Boulder’s Digital Accessibility Program):

Ask for Publisher Information: Contact the publisher to ask them for details about the accessibility of your particular textbook and/or digital content. This should include all known accessibility issues, any workarounds that the student can use, a named point of contact, and any guidance on how to ensure any content you create within the platform is accessible.
Review your Assessments: If you use digital online quizzes, ask the publisher for a list of quiz question types that are accessible. Review your own quiz content to ensure that none of your questions rely on drag-and-drop actions, images without alt text, or other inaccessible mechanisms.
Consult with Digital Accessibility Specialists: Contact your local Accessibility Policy Liaison for support and reach out to the MSU IT Digital Experience (DigitalX) team for help evaluating your digital content at webaccess@msu.edu or call the IT Help Desk at 517-432-6200.
Notify your Students: If the digital content (including texts, assignments, tests, or online homework systems) used in your course are not fully accessible, please notify your students in your syllabus with the following statement: “This course requires the use of [name of software or service], which is currently not accessible. Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities, with documentation from the MSU Resource Center for Persons with Disabilities, may be requested by contacting [insert Professor name or "me"] at the start of the term and/or two weeks prior to the accommodation date (test, project, etc). Requests received after this date will be honored whenever possible. For questions, contact the Resource Center for Persons with Disabilities at 517.884.7273”

For more information on Digital Accessibility check out the “Course Accessibility: Commitments, Support, and Resources” article, visit the Accessibility Evaluation Questions for Digital Content page, or contact your college/department’s Web Accessibility Policy Liaison. 
Cost as a barrier to access
Buying school materials can cost a lot, creating a barrier for students and impacting their collegiate success. Taking measures to curtail expenses on mandatory learning resources is not only a stride towards rendering college more cost-effective and attainable but also promotes equity. Embedding no-cost course materials into a syllabus provides the avenue to diminish financial burdens on students, foster more inclusive access to education, and enables the repurposing, blending, and creation of course content specifically tailored to each class. According to MSU Libraries Open Educational Resources (OER) Program, OER are “teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. Examples of OER include open textbooks, videos, images, course modules, lectures, homework assignments, quizzes, lab and classroom activities, games, simulations, and other resources contained in digital media collections from around the world.” 
Diversifying Course Materials: A How-To Guide on Inside Higher Ed (previously linked) shared four additional considerations for instructors when considering their course materials.

Accessibility, affordability and adaptation
Relatability and reflection
Clarity and intentionality
Alternative perspectives

Read more about each of these four considerations at the link above and check out the resources below for more in depth from authors cited throughout this article. 
Resources

Marcella Addy, Dube, Mitchell & SoRelle (2021) What Inclusive Instructors Do. Stylus Publishing. https://doi.org/10.4324/9781003448655
Schucan Bird, K. & Pitman, L. (2020) How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79, 903–920. https://doi.org/10.1007/s10734-019-00446-9. 
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education. https://doi.org/10.20853/30-2-709.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries. https://doi.org/10.1080/0194262X.2017.1371658.
Phillips, S. R., & Archer-Lean, C. (2018). Decolonising the reading of Aboriginal and Torres Strait Islander writing: reflection as transformative practice. Higher Education Research & Development, 38(1), 24–37. https://doi.org/10.1080/07294360.2018.1539956.
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79. https://doi.org/10.1177/0098628320959979


Photo by Paul Hanaoka on Unsplash

Title: Associate Director of Assessment & EvaluationDepartment: Enhanced Digital Learning Initiative (EDLI)Bio: 
Dr. Hala Sun is based in the Colleges of Natural Science and Broad College of Business. She received her Doctorate Degree (PhD) in Education at the University of California Santa Barbara (UCSB), with dual specializations in Applied Linguistics and Writing Studies. At the Middlebury Institute of International Studies, she obtained her master’s degrees in both TESOL and Public Administration (MPA), specializing in International Management. For several years while at UCSB, Dr. Sun taught academic writing courses in the Writing Studies and Linguistics Department. Additionally, as an Instructional Design expert in various universities, she trained educators on how to create innovative online content materials and how to enhance student engagement in e-learning platforms. Aside from teaching, Dr. Sun worked as an Assessment Analyst for McGraw-Hill Education and the American Councils for International Education. For five years, Dr. Sun also worked as a Program Evaluator, designing and evaluating programs in higher education, using quantitative and qualitative analysis, as well as analyzing student success pathways, retention, and persistence levels in K-12 and higher education settings.

Photo by William Iven on Unsplash
 
Knowing Student Experiences
Ask yourself: Do I know my students’ experiences that bring them to this class?
 
Tip: You can, of course, set up surveys to get a glimpse of student experiences. Another way to tap into topics that students find relevant is by scaffolding discussions where students are given opportunities to provide examples situated in their experiences, choosing their styles of expression and communication.
 
Explicit Instruction
Ask yourself: Is it obvious to my students why this topic is important to study?
 
Tip: Include a quick list of significance and implications in your syllabus. This does not have to be a comprehensive list, but something to hook your students. If you wish to have some fun with, make it a catchy Buzzfeed-like clickbait sentence. However, make sure that you do not frame your clickbaits in a way that take the substance out of the topics, or essentialize students. Here are a few examples that do and do not work.
 
Situated and Transformative Practice
Ask yourself: Will students be able to go outside and use what they have learned in their real world?
 
Tip: Create projects or assignments that involve solving a real problem in students’ communities. These could be papers, a survey of their community, or actual working projects. There is always room for improvisation.
 
Critical Framing
Ask yourself: Are my students critical of the information they engage with, or do they agree without further questioning?
 
Tip: Show your own skepticism towards marginalizing and unscientific practices (e.g.: practices that are based in evidence, but still value other ways of knowing) in your discipline. Add a question at the end of each topic that makes connections to how it affects (or has affected) social and cultural issues.
 
Aesthetic Framing
Ask yourself: Are my students genuinely curious about this topic? Do they think about this when they leave my class?
 
Tip: Pay close attention to your word choice when framing the language in your syllabus, and more importantly, during your instruction. Keep in mind that music, lighting, and other modalities can also have an effect on emotions. Feel free to experiment with the ambiance of your classroom. For example, reading Edgar Allen Poe with dim lights and spooky music creates an eerie atmosphere often associated with Poe’s work and genre, thereby making it more engaging.
 
 
Related readings:

Cope, B., & Kalantzis, M. (2015). A Pedagogy of Multiliteracies: Learning by Design. Palgrave Macmillan.


Girod, M., Rau, C., & Schepige, A. (2003). Appreciating the beauty of science ideas: Teaching for aesthetic understanding. Science Education, 87(4), 574–587.


Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.

 

For Graduate Students By Graduate Students: The Leadership Development Program as a Graduate Student-Led Community of Practice
Originally presented as a part of the American Association of Adult and Continuing Education (AAACE) annual conference in 2020. For a link to the Google Slides deck click here.

This article is a component of the Resources for Teaching After Crisis playlist.
College Students: Coping After the Recent Shootingfrom the National Child Traumatic Stress Network [factsheet]This resource describes what college students might experience after a shooting. It includes types of reactions, and what they can do for themselves. 
Slowing Down For Ourselves and Our Students by Alex Shevrin Venet and Arlène Elizabeth Casimir, Heinemann Blog [blog post]Article emphasizing the need to slow down and interrupt the stress and trauma cycles that impact our health and affect our teaching; the dangers of teaching in “survival mode,” and the importance of slowing down to name and claim our stress experiences to better meet our needs.
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educatorsby Jessica Lander on the education research outreach site Usable Knowledge, from the Harvard Graduate School of Education [article]Describes the conditions for and risks of secondary traumatic stress (STS) for educators who work with students experiencing trauma. STS affects educators’ health, emotions, and work. Includes tips for how institutions can recognize and address STS risks.
Coping in the Aftermath of a Shootingresources from the American Counseling Association [article]This article has tips and resources specifically for those counseling others in the aftermath of violence. Counselors need to support themselves first, in a variety of ways, in order to be available to support others effectively.
Coping after Mass Violencefrom the National Child Traumatic Stress Network [factsheet]This factsheet is designed for a general audience to explain the possible reactions (feelings, thoughts, and behaviors) after experiencing mass violence and ways to cope.
Tips for Survivors: Coping With Grief After Community ViolenceSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on trauma and grief reactions in the aftermath of community violence, with specific description of grief response in children as well as suggestions for coping. It includes resources for further support (including hotlines).
Tips for Survivors of a Disaster or Other Traumatic Event: Managing StressSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on how to manage stress after experiencing a traumatic event. It includes resources for further support (including hotlines).
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu

Resources for Moving Forward after Tragedy and Trauma 
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
How to Respond in the Classroom

Teaching on the Day After a Crisis 
Navigating Discussions Following a School Shooting 

When Bad Things are Happening
Showing up strong for yourself—and your students—in the aftermath of violence 
A love letter to teachers after yet another school shooting

On Days Like These, Write. Just Write. 
Resources for Talking and Teaching About the School Shooting in Florida
PERSPECTIVE: Teaching Through Trauma
Support Students Who Experience Trauma 

Online Learning

Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet 

Self-Care for Educators and Students

College Students: Coping After the Recent Shooting
Slowing Down For Ourselves and Our Students 
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educators
Coping in the Aftermath of a Shooting 
Coping after Mass Violence
Tips for Survivors: Coping With Grief After Community Violence
Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress

Resources for Parents and/or Focusing on Children

Helping Your Children Manage Distress in the Aftermath of a Shooting 
Resiliency After Violence: After Uvalde 
Responding to Tragedy: Resources for Educators and Parents 
Managing Fear After Mass Violence 
When Bad Things Happen: Help kids navigate our sometimes-violent world 
Childhood Traumatic Grief: Youth Information 

Further Reading: Trauma-Informed Resources

#EnoughisEnough Syllabus: Responding to School Violence in the Classroom 
Teaching on Days After: Educating for Equity in the Wake of Injustice

[book/ebook available at MSU Libraries; preview on Google Books]

Restorative Justice Resources for Schools
Restorative Justice: What it is and What it is Not 
Transformative Justice, Explained 
Transformative Justice: A Brief Description 

[External] Mental Health Resources

American Psychological Association
American School Counselor Association 
African American Therapist Database 
School Crisis Recovery and Renewal 
The National Child Traumatic Stress Network 

The NCTSN has prepared resources in response to the MSU incident here


GLSEN

Links for Taking Action (Particularly Related to Days After Gun Violence) 

March For Our Lives 
Everytown 
Sandy Hook Promise 
Moms Demand Action 
Mothers of the Movement 

Spartan Fireside: May 21, 2020
Hosted by Mark Largent, Associate Provost for Undergraduate Education & Jeff Grabill, Associate Provost for Teaching, Learning and Technology. Featuring special guest Steve Hanson, Associate Provost and Dean for International Studies and Programs.
 
 

 
Access the audio-only of this chat here.