We found 80 results that contain "belonging"
Posted on: Center for Teaching and Learning Innovation
NAVIGATING CONTEXT
Classroom Norms & Management (Fall 2024)
This article provides an overview of preparing for classroom norms, especially for Fall 2024. This post is the fourth part of the Civil Discourse in Classrooms series and playlist.
Norms can help set expectations for students that will lessen any confusion that arises when students are not sure of what is appropriate. It is recommended that you set classroom norms through collaborating with students on norms and/or setting norms yourself from the beginning. Some example lesson plans for collaboratively setting norms are detailed on Carleton’s website, Stanford’s Teaching Center, and on MSU’s iTeach article on setting ground rules.
In addition, if an educator wants to set their own norms for students, some common norms may include:
Respect for All Voices: Listen actively, avoid interrupting, and ensure everyone has a chance to contribute.
Inclusivity and Equity: Encourage diverse perspectives and make space for quieter voices.
Open-Mindedness: Approach discussions with an open mind, considering different viewpoints.
Empathy and Compassion: Show empathy and support classmates in a non-judgmental way.
Confidentiality and Trust: Respect the confidentiality of personal stories and sensitive information.
Constructive Feedback: Offer respectful and constructive feedback, focusing on ideas and behaviors.
Accountability and Responsibility: Hold yourself and peers accountable to the agreed-upon norms.
Active Participation: Engage actively in class activities, coming prepared and contributing meaningfully.
Punctuality and Preparation: Arrive on time, be prepared, and complete assignments in advance.
Inclusive Language and Distraction-Free Environment: Use inclusive language, minimize distractions, and respect the learning environment.
Classroom Management Strategies
In addition to the tips provided on iTeach playlist on managing difficult classrooms, classroom management strategies can be extremely effective at establishing rapport, trust, and transparency with students. Managing disruption in a classroom is challenging, and having clear plans in place proactively is often helpful. Some classroom management strategies, as shared in the inclusive classroom activities article, include:
Build rapport with learners, as it is one of the most effective ways to increase learners’ belonging and decrease problematic behavior. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester. Another way to build rapport is to learn learners' names and pronouns (if they share) and how to pronounce their names correctly.
Anticipate subject matter that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively. You may also want to reflect and think about bringing up “controversial” issues into the classroom.
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (Oral Roberts University).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with student resources if they want further support.
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Continue to read more about in the next article, “Preparing Before a ‘Hot Moment’ Occurs,” or return to the Civil Discourse in the Classroom playlist.
Norms can help set expectations for students that will lessen any confusion that arises when students are not sure of what is appropriate. It is recommended that you set classroom norms through collaborating with students on norms and/or setting norms yourself from the beginning. Some example lesson plans for collaboratively setting norms are detailed on Carleton’s website, Stanford’s Teaching Center, and on MSU’s iTeach article on setting ground rules.
In addition, if an educator wants to set their own norms for students, some common norms may include:
Respect for All Voices: Listen actively, avoid interrupting, and ensure everyone has a chance to contribute.
Inclusivity and Equity: Encourage diverse perspectives and make space for quieter voices.
Open-Mindedness: Approach discussions with an open mind, considering different viewpoints.
Empathy and Compassion: Show empathy and support classmates in a non-judgmental way.
Confidentiality and Trust: Respect the confidentiality of personal stories and sensitive information.
Constructive Feedback: Offer respectful and constructive feedback, focusing on ideas and behaviors.
Accountability and Responsibility: Hold yourself and peers accountable to the agreed-upon norms.
Active Participation: Engage actively in class activities, coming prepared and contributing meaningfully.
Punctuality and Preparation: Arrive on time, be prepared, and complete assignments in advance.
Inclusive Language and Distraction-Free Environment: Use inclusive language, minimize distractions, and respect the learning environment.
Classroom Management Strategies
In addition to the tips provided on iTeach playlist on managing difficult classrooms, classroom management strategies can be extremely effective at establishing rapport, trust, and transparency with students. Managing disruption in a classroom is challenging, and having clear plans in place proactively is often helpful. Some classroom management strategies, as shared in the inclusive classroom activities article, include:
Build rapport with learners, as it is one of the most effective ways to increase learners’ belonging and decrease problematic behavior. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester. Another way to build rapport is to learn learners' names and pronouns (if they share) and how to pronounce their names correctly.
Anticipate subject matter that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively. You may also want to reflect and think about bringing up “controversial” issues into the classroom.
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (Oral Roberts University).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with student resources if they want further support.
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Continue to read more about in the next article, “Preparing Before a ‘Hot Moment’ Occurs,” or return to the Civil Discourse in the Classroom playlist.
Posted by:
Bethany Meadows
Posted on: Center for Teaching and Learning Innovation
Classroom Norms & Management (Fall 2024)
This article provides an overview of preparing for classroom norms,...
Posted by:
NAVIGATING CONTEXT
Tuesday, Aug 13, 2024
Posted on: #iteachmsu
Guidelines for Online Camera Policies
MSU does not currently have a university-wide policy on cameras/videos (e.g. web cameras) for online learning. Much like attendance/participation policies, camera/video policy statements will be determined by individual instructors, departments, and programs. Instructors are responsible for communicating the individual course policy to students.
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design. The information below is shared as key considerations for developing your course policy. If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).
Benefits and Challenges of Webcams
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include:
Students working in groups
Showing physical evidence or materials
Proof of attendance
Classes that focus on communication skills, performance, or physical movement
Students may wish to keep their webcams off because:
Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location
They may have privacy concerns (e.g. roommates, children, or other family members in the background)
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns
They may have a disability where the video feed will decrease their success in the course
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description.
Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events!
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind.
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment.
Relevant MSU Documents and Policies
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility).
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed. References & Further Readings
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035 or http://dx.doi.org/10.2139/ssrn.3820035
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198. Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf
Photo by Chris Montgomery on Unsplash
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design. The information below is shared as key considerations for developing your course policy. If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).
Benefits and Challenges of Webcams
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include:
Students working in groups
Showing physical evidence or materials
Proof of attendance
Classes that focus on communication skills, performance, or physical movement
Students may wish to keep their webcams off because:
Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location
They may have privacy concerns (e.g. roommates, children, or other family members in the background)
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns
They may have a disability where the video feed will decrease their success in the course
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description.
Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events!
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind.
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment.
Relevant MSU Documents and Policies
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility).
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed. References & Further Readings
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035 or http://dx.doi.org/10.2139/ssrn.3820035
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198. Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf
Photo by Chris Montgomery on Unsplash
Posted by:
Makena Neal
Posted on: #iteachmsu
Guidelines for Online Camera Policies
MSU does not currently have a university-wide policy on cameras/vid...
Posted by:
Wednesday, Aug 9, 2023
Posted on: Spring Conference on Teaching & Learning
PEDAGOGICAL DESIGN
Day 2: May 11th, 9:00 - 4:00 pm
Instructions: Click on the registration link and sign-up for the sessions that you're interested in. After completing your registration you will receive an email with the Zoom link for the session.
Keynote Address
Welcome and Keynote IITeaching for Equity in Treacherous Times9:00 - 9:45 am
Time
Block 1
10:00 - 11:15 am
Implementation of the Student Perceptions of Learning Environments Policy (SPLEP) and Student Perceptions of Learning Survey (SPLS)
Teaching Knowledge Workers of the 21st century
Incorporating equitable pedagogy into your classroom
Turning Your Teaching & Administration Work into Research and Publication Projects
What About Student Voice in Department and Program Level Spaces?
"How Can You Get A Job With That?": Practical Skills for Undergraduate Studio Art Students
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Paper Sessions (25 min. each)
Foster Inclusive Research Opportunities Through A Course-based Undergraduate Research Experience (CURE)
JamBoard: Where Academic and Intellectual Collaboration Meets Creativity
The Power of Education Abroad: Lessons from Sustainable Community Development in Tanzania
Learning Tech Demo (25 min. each)
Beyond Zoom: A Beginner’s Guide to Unlocking the Transformative Potential of Virtual Reality in Education (25 min)
Exploring Perusall and summarizing findings from GEO & ISS courses. (25 min)
Rise: A Tool to Building Interactive Online Courses (25 min)
Click here to view
Click here to view
Time
Block 2
11:30 - 12:30 pm
Excel accessibility 101
Rethinking Access: Fatigue, Hostility and Intimacy in Teaching and Learning
How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows
Translingual Theory in Action, and in Support of Multilingual Learners
The Happiness Ripple Effect: Exploring the 4 Levels of Happiness and How Educator Happiness Might Impact Student Learning
Hyflex Course Design: Creating Accessible Learning Spaces
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Recognizing Burnout and Mapping Your Stress Response
Learning Tech Demo (20 min each)
NOAA’s Science On a Sphere at the MSU Museum
“That Doesn’t Work For Me!”: Tools for Students with ADHD
Cohort Programs and Student Success at MSU
Click here to view
Click here to view
Lunch12:30 - 1:30 pm
Time
Block 3
1:30-2:30 pm
A journey of summative assessments
MSUvote and Democratic Engagement at MSU
Finding Your True North: Equitable access to career education through core curriculum integration
Decolonizing the Classroom
Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity, Belonging, and A Growth Mindset
No available recording
Click here to view
Click here to view
Click here to view
Click here to view
Welcome to My Classroom (20 min each)
Designing Against the Hidden Labors of Adult Learning
Teaching English in Chinese way? International Engagement in a Writing Course
Exploring the effects of the flipped classroom approach in an undergraduate lab math course
Teaching GIF animation in pre-service art teacher education courses
Click here to view
Click here to view
Time
Block 4
2:45 - 3:45 pm
Exploring Inclusive Practices Across the Curriculum: Results from the Inclusive Pedagogy Fellows Program in the College of Arts & Letters at MSU
Incorporating Reflective Practices in Classrooms: Our Learning Assessment Model
Increasing learners' motivation in gender and sexuality study through making activist animation and video game
Teaching Gender in a Global Context: Pedagogy, Practice, and Prospects for Expanding Narratives(Cancelled)
Exploring the Social Change Wheel: Approaches, Tools, and Techniques for Incorporating Community Engaged Teaching and Learning
MSU Libraries: Partners in Student Success
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Welcome to my classroom: COIL
Using H5P to Help Students Learn!
Click here to view
Click here to view
Keynote Address
Welcome and Keynote IITeaching for Equity in Treacherous Times9:00 - 9:45 am
Time
Block 1
10:00 - 11:15 am
Implementation of the Student Perceptions of Learning Environments Policy (SPLEP) and Student Perceptions of Learning Survey (SPLS)
Teaching Knowledge Workers of the 21st century
Incorporating equitable pedagogy into your classroom
Turning Your Teaching & Administration Work into Research and Publication Projects
What About Student Voice in Department and Program Level Spaces?
"How Can You Get A Job With That?": Practical Skills for Undergraduate Studio Art Students
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Paper Sessions (25 min. each)
Foster Inclusive Research Opportunities Through A Course-based Undergraduate Research Experience (CURE)
JamBoard: Where Academic and Intellectual Collaboration Meets Creativity
The Power of Education Abroad: Lessons from Sustainable Community Development in Tanzania
Learning Tech Demo (25 min. each)
Beyond Zoom: A Beginner’s Guide to Unlocking the Transformative Potential of Virtual Reality in Education (25 min)
Exploring Perusall and summarizing findings from GEO & ISS courses. (25 min)
Rise: A Tool to Building Interactive Online Courses (25 min)
Click here to view
Click here to view
Time
Block 2
11:30 - 12:30 pm
Excel accessibility 101
Rethinking Access: Fatigue, Hostility and Intimacy in Teaching and Learning
How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows
Translingual Theory in Action, and in Support of Multilingual Learners
The Happiness Ripple Effect: Exploring the 4 Levels of Happiness and How Educator Happiness Might Impact Student Learning
Hyflex Course Design: Creating Accessible Learning Spaces
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Recognizing Burnout and Mapping Your Stress Response
Learning Tech Demo (20 min each)
NOAA’s Science On a Sphere at the MSU Museum
“That Doesn’t Work For Me!”: Tools for Students with ADHD
Cohort Programs and Student Success at MSU
Click here to view
Click here to view
Lunch12:30 - 1:30 pm
Time
Block 3
1:30-2:30 pm
A journey of summative assessments
MSUvote and Democratic Engagement at MSU
Finding Your True North: Equitable access to career education through core curriculum integration
Decolonizing the Classroom
Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity, Belonging, and A Growth Mindset
No available recording
Click here to view
Click here to view
Click here to view
Click here to view
Welcome to My Classroom (20 min each)
Designing Against the Hidden Labors of Adult Learning
Teaching English in Chinese way? International Engagement in a Writing Course
Exploring the effects of the flipped classroom approach in an undergraduate lab math course
Teaching GIF animation in pre-service art teacher education courses
Click here to view
Click here to view
Time
Block 4
2:45 - 3:45 pm
Exploring Inclusive Practices Across the Curriculum: Results from the Inclusive Pedagogy Fellows Program in the College of Arts & Letters at MSU
Incorporating Reflective Practices in Classrooms: Our Learning Assessment Model
Increasing learners' motivation in gender and sexuality study through making activist animation and video game
Teaching Gender in a Global Context: Pedagogy, Practice, and Prospects for Expanding Narratives(Cancelled)
Exploring the Social Change Wheel: Approaches, Tools, and Techniques for Incorporating Community Engaged Teaching and Learning
MSU Libraries: Partners in Student Success
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Welcome to my classroom: COIL
Using H5P to Help Students Learn!
Click here to view
Click here to view
Authored by:
Center for Teaching and Learning Innovation
Posted on: Spring Conference on Teaching & Learning
Day 2: May 11th, 9:00 - 4:00 pm
Instructions: Click on the registration link and sign-up for the se...
Authored by:
PEDAGOGICAL DESIGN
Monday, Jun 5, 2023
Posted on: The MSU Graduate Leadership Institute
NAVIGATING CONTEXT
College of Arts & Letters Leadership Fellows
Leadership Fellows
2017-2019: Elijah Simmons
2019-2020: Rachel Robinson & Cameron Chase
2020-2021: Sharieka Botex
2021-2022: Philip Montgomery
2021-2023: Hima Rawal
Elijah Simmons (2017-2019)As the first College of Arts & Letters Leadership Fellow, Elijah Simmons sought to bring awareness to the Leadership Institute’s resources and gain an understanding of what more could be done to improve the graduate student experience within the College.Rachel Robinson and Cameron Chase (2019-2020)Rachel Robinson and Cameron Chase worked closely with the College of Arts and Letters’ leadership team to organize CAL Care Week, a week-long event focused on how Spartans can take care of themselves as well as make positive contributions to the MSU community. The planned events for the week included writing workshops, yoga sessions, and painting the Rock in an effort to promote positivity, self-awareness, and connectivity. Examples of workshops include “How to be a Caring Reviewer,” “Creating Academic Boundaries with Care,” and “Teaching to GenZ: Navigating Anxiety and Depression with Art in the Classroom.” Unfortunately, CAL Care Week was scheduled for late March 2020 and had to be canceled due to COVID-19. CAL Care Week was featured on the College of Arts and Letters’ website and in an MSUToday article.Sharieka Botex (2020-2021) | Coordinator (2021-2023)Sharieka Botex, a PhD student in Writing, Rhetoric, and American Cultures was informed by her interest in community-focused work and engaging in a way that took into account her experiences and the experiences and work of Black people on a local and national level. Her project, Shaping Society Through Scholarship and Action, which took place on September 25, 2021, featured Black women scholars whose work classifies them as community-engaged scholars and/or scholarly activists. The event gave them a platform to share their professional and academic journeys and to discuss those who informed and influenced their work on panels moderated by graduate students. It also provided a platform for community organizers and leaders to share their efforts and discuss how and why they view their work as essential. To accomplish the goal of providing stories, resources, and support to those interested in scholar activism, Sharieka hosted multiple panels to spotlight discussions about individuals’ experiences with academia and community work. Her work received the prestigious graduate student award for “exemplary community-engaged scholarship” from MSU’s University Outreach and Engagement (this write-up was adapted from an article written by Kara MacKenzie for the WRAC website).Philip Montgomery (2021-2022) | Coordinator (2022-2023)Philip started a peer mentoring program through a Graduate Student Organization in his graduate program pairing incoming graduate students with established students. The program aimed to increase a sense of belonging and connection from the very beginning of a student’s time in graduate school. With the support of faculty in his program and the Associate Dean of CAL, Philip launched a peer-mentoring scheme that paired incoming graduate students with a returning student in the program. He held several workshops for mentors and mentees to define mentoring, set common goals, and get pairs working together. His assessment determined that the mentor-mentee pairs were successful in sharing resources for meeting program requirements, brokering relationships with other students and faculty members, getting feedback on writing and practice presentations, and one pair even launched a collaborative research project. Philip is looking for ways to embed this program within the structure of his GSO in order to ensure its continuation.Hima Rawal (2021-2023)Hima worked with Social Sciences Fellow, Qi Huang, to address international students’ use of mental health services on campus. They hope to build bridges to increase access to and decrease stigma of mental health services. They collaborated with the Office of International Students & Scholars, Counseling and Psychiatric Services, the Trauma Services Training Network, and more to learn more about how these offices support international students. They also interviewed over a dozen international students to deepen their understanding of the concerns and barriers international students have concerning mental health. Using this data and their partnerships, Qi and Hima hope to create a Wellness Ambassador program where selected international students are trained to reach out to other international students to help them learn about mental health services on campus.
2017-2019: Elijah Simmons
2019-2020: Rachel Robinson & Cameron Chase
2020-2021: Sharieka Botex
2021-2022: Philip Montgomery
2021-2023: Hima Rawal
Elijah Simmons (2017-2019)As the first College of Arts & Letters Leadership Fellow, Elijah Simmons sought to bring awareness to the Leadership Institute’s resources and gain an understanding of what more could be done to improve the graduate student experience within the College.Rachel Robinson and Cameron Chase (2019-2020)Rachel Robinson and Cameron Chase worked closely with the College of Arts and Letters’ leadership team to organize CAL Care Week, a week-long event focused on how Spartans can take care of themselves as well as make positive contributions to the MSU community. The planned events for the week included writing workshops, yoga sessions, and painting the Rock in an effort to promote positivity, self-awareness, and connectivity. Examples of workshops include “How to be a Caring Reviewer,” “Creating Academic Boundaries with Care,” and “Teaching to GenZ: Navigating Anxiety and Depression with Art in the Classroom.” Unfortunately, CAL Care Week was scheduled for late March 2020 and had to be canceled due to COVID-19. CAL Care Week was featured on the College of Arts and Letters’ website and in an MSUToday article.Sharieka Botex (2020-2021) | Coordinator (2021-2023)Sharieka Botex, a PhD student in Writing, Rhetoric, and American Cultures was informed by her interest in community-focused work and engaging in a way that took into account her experiences and the experiences and work of Black people on a local and national level. Her project, Shaping Society Through Scholarship and Action, which took place on September 25, 2021, featured Black women scholars whose work classifies them as community-engaged scholars and/or scholarly activists. The event gave them a platform to share their professional and academic journeys and to discuss those who informed and influenced their work on panels moderated by graduate students. It also provided a platform for community organizers and leaders to share their efforts and discuss how and why they view their work as essential. To accomplish the goal of providing stories, resources, and support to those interested in scholar activism, Sharieka hosted multiple panels to spotlight discussions about individuals’ experiences with academia and community work. Her work received the prestigious graduate student award for “exemplary community-engaged scholarship” from MSU’s University Outreach and Engagement (this write-up was adapted from an article written by Kara MacKenzie for the WRAC website).Philip Montgomery (2021-2022) | Coordinator (2022-2023)Philip started a peer mentoring program through a Graduate Student Organization in his graduate program pairing incoming graduate students with established students. The program aimed to increase a sense of belonging and connection from the very beginning of a student’s time in graduate school. With the support of faculty in his program and the Associate Dean of CAL, Philip launched a peer-mentoring scheme that paired incoming graduate students with a returning student in the program. He held several workshops for mentors and mentees to define mentoring, set common goals, and get pairs working together. His assessment determined that the mentor-mentee pairs were successful in sharing resources for meeting program requirements, brokering relationships with other students and faculty members, getting feedback on writing and practice presentations, and one pair even launched a collaborative research project. Philip is looking for ways to embed this program within the structure of his GSO in order to ensure its continuation.Hima Rawal (2021-2023)Hima worked with Social Sciences Fellow, Qi Huang, to address international students’ use of mental health services on campus. They hope to build bridges to increase access to and decrease stigma of mental health services. They collaborated with the Office of International Students & Scholars, Counseling and Psychiatric Services, the Trauma Services Training Network, and more to learn more about how these offices support international students. They also interviewed over a dozen international students to deepen their understanding of the concerns and barriers international students have concerning mental health. Using this data and their partnerships, Qi and Hima hope to create a Wellness Ambassador program where selected international students are trained to reach out to other international students to help them learn about mental health services on campus.
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Thursday, Sep 29, 2022
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PEDAGOGICAL DESIGN
Spartan Studios Playkit: Appendix
AppendixThis is the ninth and final article in our iTeach.MSU playlist for the Spartan Studios Playkit.This appendix includes categories related to different elements of interdisciplinary, experiential teaching and course design, and includes what we hope are useful annotations.
Research from the Spartan Studios project
Heinrich, W. F., Louson, E., Blommel, C., & Green, A. R. (2021). Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning. Innov High Educ 46, 357–375. https://doi.org/10.1007/s10755-020-09537-3
This paper is an overview of the Spartan Studios project and our results for students and faculty who ran prototype courses. It outlines the GORP model as well as the benefits and challenges of this approach to teaching and course planning.
Heinrich, W. F., Lauren, B., & Logan, S. (2020). Interdisciplinary teaching, learning and power in an experiential classroom. Submitted to Experiential Learning & Teaching in Higher Education.
This paper [under review] describes the first iteration of what became the Studios pattern at MSU and introduces the GORP framework.
Research from the James Madison University X-Labs, our colleagues in Virginia working in a similar course model
McCarthy, S., Barnes, A., Briggs, F., Giovanetti, K., Ludwig, P., Robinson, K., & Swayne, N. (Fall 2016). Undergraduate Social Entrepreneurship Education and Communication Design. SIGDOC 2015 Conference Proceedings. https://doi.org/10.1145/2987592.2987625
This report describes some communication strategies within the X-Labs’ drones course, how students documented and presented their works and how faculty plan to iterate the course.
Ludwig, P. M., Lewis, E. J., Nagel, J. K. (2017). Student learning outcomes from a pilot medical innovations course with nursing, engineering and biology undergraduate students. International Journal of STEM Education, 4(33) https://doi.org/10.1186/s40594-017-0095-y
Describes an X-Labs multidisciplinary course on medical innovations and its assessment using qualitative content analysis about students’ attitudes and perceptions of different occupations.
McCarthy, S., Barnes, A., Holland, S. K., Lewis, E., Ludwig, P., & Swayne, N. (2018). Making It: Institutionalizing Collaborative Innovation in Public Higher Education. Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18) 1,549–1,557. http://dx.doi.org/10.4995/HEAD18.2018.8560
A descriptive case study of the academic maker space in the JMU X-Labs, both describing specific courses and how X-Labs is administered. Offers this model as applicable elsewhere in higher ed.
Kishbaugh, A. (2018). An Exploratory Case Study of Cross-Disciplinary Project-Based (i.e. Maker) Curricula as a Catalyst for Entrepreneurship. International Symposium on Academic Makerspaces. https://jmuxlabs.org/app/uploads/2018/10/ISAM_2018_akish_v6.pdf
Describes cross-disciplinary courses as promoting entrepreneurship and innovation, by looking at startups coming from these courses. Offers a framework based on multidisciplinary problem-solving, Design Thinking approaches, and a lean startup methodology.
Selznick, B. S., Mayhew, M. J., & Swayne, N. (2018, November 20). Stop Blaming Innovation. (Correspondence from Chronicle readers). The Chronicle of Higher Education. https://www.chronicle.com/blogs/letters/stop-blaming-innovation/
A rebuttal to an argument that higher ed’s emphasis on innovation is misguided. Argues that innovation has positive student outcomes, is different from entrepreneurship, and that their interventions are effective.
Swayne, N., McCarthy, S., Selznick, B. S., & Fisher, K. A. (2019). Breaking up I/E: Consciously Uncoupling Innovation and Entrepreneurship to Improve Undergraduate Learning. Innovation and Entrepreneurship Theory and Practice. https://doi.org/10.24251/HICSS.2019.651
Describes the X-Labs as evidence for uncoupling entrepreneurship and innovation, and argues that conceptually they are separate; teaching innovation needs to precede teaching entrepreneurship
Lewis, E. J., Ludwig, P. M., Nagel, J., & Ames, A. (2019). Student ethical reasoning confidence pre/post an innovative makerspace course: A survey of ethical reasoning. Nurse Education Today, 75, 75-79. https://doi.org/10.1016/j.nedt.2019.01.011
Describes gains to ethical reasoning after the Medical Innovations X-Labs course.
El-Tawab, S., Sprague, N. & Stewart, M. (2020). Teaching Innovation in Higher Education: A Multidisciplinary Class. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 8-13). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215725/.
Describes a case of the X-Labs autonomous vehicles course, its support of students’ technical and soft skills, and its reproducibility.
McMurtrie, B. (2019) No Textbooks, No Lectures, and No Right Answers. Is This What Higher Education Needs? Chronicle of Higher Education 10 Feb. https://www.chronicle.com/article/no-textbooks-no-lectures-and-no-right-answers-is-this-what-higher-education-needs/
Chronicle of Higher Education story about the JMU X-Labs course model.
Interdisciplinarity
Harden, R. M. (2000) The integration ladder: A tool for curriculum planning and evaluation. Medical Education, 34(7), 551–557. https://doi.org/10.1046/j.1365-2923.2000.00697.x
Offers a framework for thinking about different disciplinary connections, from disciplines being isolated/siloed from each other through transdisciplinarity.
Carmicheal, T. & LaPierre, Y. (2014). Interdisciplinary Learning Works: The Results of a Comprehensive Assessment of Students and Student Learning Outcomes in an Integrative Learning Community. Issues in Interdisciplinary Studies, 32(3), 53–78. http://hdl.handle.net/10323/6647
Evidence-based assessment of student learning outcomes and academic growth metrics as a result of participation in a first-year integrative learning community. The author outlines the interdisciplinary learning goals and processes of the program, and shows that students that participated in the program consistently outperformed students outside of the program in both short term and long term learning and academic growth benchmarks.
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. Innovative Higher Education, 27, 95–111. https://doi.org/10.1023/A:1021105309984
A review of expected benefits, learning outcomes, and processes (and potential roadblocks) of interdisciplinary education. Review applied to an interdisciplinary discussion based course. The authors claim that interdisciplinary learning can significantly contribute to intellectual maturity and cognitive development of students, and provide a framework of milestones that students may hit in the process of cognitive development through interdisciplinary ed.
Kezar, A. & Elrod, S. (2012). Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope. Change: The Magazine of Higher Learning, 44(1), 16–25, https://doi.org/10.1080/00091383.2012.635999
This magazine article argues for the benefits of interdisciplinary education for both students and institutions, and provides ways to encourage interdisciplinary education on a systemic level. The authors give key strategies and tips for facilitating interdisciplinary learning and creating student experiences. The barriers to interdisciplinary learning/education are recognized (specifically institutional) and potential solutions are given as well.
Stentoft D. (2017) From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1). 51–61. https://doi.org/10.1177/1469787417693510
Author argues that PBL is an effective strategy to facilitate interdisciplinary learning and vice versa. The author also acknowledges three barriers to effective interdisciplinary education: curriculum organization, student competencies to navigate interdisciplinary problems, and instructor competency - and proposes how to address these barriers.
Imafuku, R., Kataoka, R., Mayahara, M., Suzuki, H., & Saiki, T. (2014). Students’ Experiences in Interdisciplinary Problem-based Learning: A Discourse Analysis of Group Interaction. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1388
Kruck, S. E. and Teer, Faye P. (2009). Interdisciplinary Student Teams Projects: A Case Study. Journal of Information Systems Education, 20(3), 325–330. https://aisel.aisnet.org/jise/vol20/iss3/7
Problem-Based Learning/Project-Based Learning
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1005
While focused on problem based learning at the K-12 level, this paper covers topics relevant to higher education instruction, including implementation challenges, creating collaborative classroom culture, teachers adjusting to changing roles, scaffolding student learning, initiating student inquiry, maintaining student engagement, aiding conceptual integration, and promoting reflective thinking
Fukuzawa, S., Boyd, C., & Cahn, J. (2017). Student motivation in response to problem-based learning. Collected Essays on Learning and Teaching, 10, 175-188. https://doi.org/10.22329/celt.v10i0.4748
Study of student perceptions of problem-based learning in an anthropology course found that students with more subject matter experience didn’t necessarily have greater intrinsic motivation about the course. Also includes strategies for transitioning students to PBL when they are used to traditional lectures.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
A review of literature around project based learning that includes 76 papers. Topics covered in the review include cognitive outcomes of PjBL including knowledge and cognitive strategies, affective outcomes including perceptions of the benefits of PjBL and perceptions of the experience of PBL, and behavior outcomes including skills and engagement
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1426
Study of instructors who implemented PjBL that focused around their challenges and successes with community partnerships, student engagement, and assessment
Moro, C., & McLean, M. (2017). Supporting students’ transition to university and problem-based learning. Medical Science Educator, 27(2), 353-361. https://doi.org/10.1007/s40670-017-0384-6
15 strategies for scaffolding learning and supporting students in PBL programs includes using a phased approach to PBL, getting student feedback in the first few weeks of the program, and develop learner’s reflective skills before self-assessment
Pepper C. (2010). ‘There’s a lot of learning going on but NOT much teaching!’: Student perceptions of problem‐based learning in science. Higher Education Research & Development, 29(6), 693-707. https://doi.org/10.1080/07294360.2010.501073
Overview of student responses to problem based learning at an Australian university. Developed a continuum of how students react to problem based learning that includes missing the point, working in groups, splitting the workload, completing the task, assessing the task, learning new information, sharing ideas, and being self directed learners
Perrault, E. K., & Albert, C. A. (2018). Utilizing project-based learning to increase sustainability attitudes among students. Applied Environmental Education & Communication, 17(2), 96-105. https://doi.org/10.1080/1533015X.2017.1366882
While PjBL is often concerned with knowledge gain, this study suggests that PBL can also shift student attitudes around the topic. For this study, students designed a communications campaign for an office of sustainability. The students themselves were found to have more favorable views around sustainability by the end of the course
Boston University Center for Teaching & Learning. (n.d.). Project-based learning: teaching guide. http://www.bu.edu/ctl/guides/project-based-learning/
Brief overview of what project based learning is and four key steps to implementing it (defining the problem, generating ideas, prototyping solutions, and testing)
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). https://doi.org/10.7771/1541-5015.1046
Combines the results of many meta-analyses around PBL over the last few decades to compare PBL to traditional classroom learning. The study finds that PBL results in more satisfaction among students and faculty, leads to better long term retention of knowledge (traditional was better for short-term), and better skill development
Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46(3), 457-488. https://doi.org/10.1007/s11251-017-9438-9
Two-year study of an interdisciplinary problem based learning task and student outcomes. Study used student feedback during each year to understand how students were feeling about the course. The instructors learned that students felt the instructors had inconsistent and unclear expectations and hence, experienced anxiety about grades. The instructors took this to mean that they needed to do a better job of articulating the learning outcomes and end of course goal. The instructors also learned that students often do not know how to collaborate interdisciplinary and decided to add scaffolding to the course
Learning Objectives and Bloom’s Taxonomy
Armstrong, P. (2010). Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Overview of the original 6 levels of Bloom’s Taxonomy and the 6 levels of the Revised Taxonomy: remember, understand, apply, analyze, evaluate, and create. Includes the four types of knowledge: factual, conceptual, procedural, and metacognitive.
Carnegie Mellon University Eberly Center. (n.d.). Design & Teach a Course. https://www.cmu.edu/teaching/designteach/design/learningobjectives.html
Strategies and tips for articulating and writing learning objectives including that learning objectives should be student-centered, break down the task and focus on specific cognitive processes, use action verbs, and be measurable.
Ferguson, C. (2002). Using the revised taxonomy to plan and deliver team-taught, integrated, thematic units. Theory Into Practice, 41(4), 238-243. https://doi.org/10.1207/s15430421tip4104_6
Example of an interdisciplinary high school course (English & social studies) where the two instructors used a taxonomy table to map their learning objectives onto the 6 levels of the Revised Taxonomy and 4 types of knowledge. Such a table may be useful for thinking about the learning objectives in your course
Kidwell, L. A., Fisher, D. G., Braun, R. L., & Swanson, D. L. (2013). Developing learning objectives for accounting ethics using Bloom's taxonomy. Accounting Education, 22(1), 44-65. https://doi.org/10.1080/09639284.2012.698478
An example of using Bloom’s Taxonomy in accounting ethics to create learning objectives. For each larger course theme, the authors list examples how learning objectives could be created from each level of the Taxonomy.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. https://doi.org/10.1207/s15430421tip4104_4
Includes 19 processes/action verbs, how they map to the 6 levels of the Revised Taxonomy, and simple examples of what a task for students to do might look like. Examples of included verbs are “compare,” “implement,” “organize,” “critique,” and “generate”
Tyran, C. K. (2010). Designing the spreadsheet-based decision support systems course: an application of Bloom's taxonomy. Journal of Business Research, 63(2), 207-216. https://doi.org/10.1016/j.jbusres.2009.03.009
An example of using Bloom’s taxonomy to map course activities to ensure students have the prerequisite knowledge to complete the assignments
Reflection; Reflection as Assessment
Ash, S. L., & Clayton, P. H. (2009). Learning through critical reflection: A tutorial for service-learning students. Ash, Clayton & Moses.
Introduces characteristics of critical reflection and the DEAL model.
Eyler, J., Eyler, J., Giles, D. E., & Schmeide, A. (1996). A practitioner's guide to reflection in service-learning: Student voices & reflections. Vanderbilt University.
Argues that successful reflection is continuous, challenging, connected, and contextualized.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning (2nd edition). Corwin Press.
Especially chapter 10, Using Assessment for Reflection and Self-Regulation
Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49-60. http://hdl.handle.net/2027/spo.3239521.0011.204
Sees coupled reflection and assessment as mutually informing and reinforcing for students in service learning. Describes tools to guide reflective writing processes. Focus on both individual student learning and reflection as part of program-wide approaches to reflection.
Assessment of Experiential Education & Interdisciplinary Learning
Conrad, D., & Hedin, D. (1981). National assessment of experiential education: Summary and implications. Journal of Experiential Education, 4(2), 6–20. https://doi.org/10.1177/105382598100400202
A summary of the research of the Evaluation of Experiential Learning project which sought to (1) assess the impact of experiential learning on secondary school students and (2) use that data to identify the elements of the EE programs that contributed the most to such student development.
Field, M., Lee, R., & Field, M. L. (1994). Assessing interdisciplinary learning. New Directions for Teaching and Learning, 1994(58), 69–84. https://doi.org/10.1002/tl.37219945806
In-depth discussion of assessment techniques for interdisciplinary study in higher education
Heinrich, W. F., Habron, G. B., Johnson, H. L., & Goralnik, L. (2015). Critical thinking assessment across four sustainability-related experiential learning settings. Journal of Experiential Education, 38(4), 373–393. https://doi.org/10.1177/1053825915592890
Implications of critical thinking coupled with engaged citizenry within experiential education courses.
Mansilla, V. B., & Duraising, E. D. (2007). Target assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215-237. https://doi.org/10.1080/00221546.2007.11780874
Introduction of a framework for targeted assessment of interdisciplinary student work. Also a good review of relevant literature of assessment and interdisciplinary learning in higher education.
Yates, T., Wilson, J., & Purton, K. (2015). Surveying assessment in experiential learning: A single campus study. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3). https://doi.org/10.5206/cjsotl-rcacea.2015.3.4
Exploration of experiential assessment within a Canadian University. Exploration intended for the use in identifying common methods and facilitating development of best assessment practices for higher education, specifically experiential higher education.
You, H. S., Marshall, J. A., & Delgado, C. (2019). Toward interdisciplinary learning: Development and validation of an assessment for interdisciplinary understanding of global carbon cycling. Research in Science Education. https://doi.org/10.1007/s11165-019-9836-x
Development and validation of an assessment which measured the understanding of the carbon cycle for high school and undergraduate students.
Building and Managing Student Teams & Team Dynamics
Burke, A. (2011) Group Work: How to Use Groups Effectively. Journal of Effective Teaching, 11(2), 87-95. https://uncw.edu/jet/articles/vol11_2/burke.pdf
Cano, J. L., Lidon, I., Rebollar, R., Roman, P., & Saenz, M. J. (2006). Student groups solving real-life projects. A case study of experiential learning. International Journal of Engineering Education, 22(6), 1252-1260. https://www.ijee.ie/articles/Vol22-6/16_IJEE1811.pdf
Fearon, C., McLaughlin, H., & Yoke Eng, T. (2012). Using student group work in higher education to emulate professional communities of practice. Education + Training, 54(2/3), 114–125. https://doi.org/10.1108/00400911211210233
Fellenz, M. R. (2006). Toward fairness in assessing student groupwork: A protocol for peer evaluation of individual contributions. Journal of Management Education, 30(4), 570–591. https://doi.org/10.1177/1052562906286713
Furman, R., Bender, K., & Rowan, D. (2014). An experiential approach to group work. Oxford University Press.
Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121–128. https://doi.org/10.1016/j.iheduc.2010.09.005
Hassanien, A. (2006). Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism, 6(1), 17–39. https://doi.org/10.1300/j172v06n01_02
Kayes, A. B., Kayes, D. C., & Kolb, D. A. (2005). Experiential learning in teams. Simulation & Gaming, 36(3), 330–354. https://doi.org/10.1177/1046878105279012
Napier, N. P. & Johnson, R. D. (2007). Technical Projects: Understanding Teamwork Satisfaction In an Introductory IS Course. Journal of Information Systems Education. 18(1), 39-48. http://www.jise.org/volume18/n1/JISEv18n1p39.html
Winsett, C., Foster, C., Dearing, J., & Burch, G. (2016). The impact of group experiential learning on student engagement. Academy of Business Research Journal. 3, 7-17.
Online Experiential Education and Innovative Online Teaching & Course Structures
Bolan, C. M. (2003). Incorporating the experiential learning theory into the instructional design of online courses. Nurse Educator, 28(1), 10–14. https://doi.org/10.1097/00006223-200301000-00006
Provides insights on how to implement an experiential learning framework into an already developed online course.
Christian, D. D., McCarty, D. L., & Brown, C. L. (2020). Experiential education during the COVID-19 pandemic: A reflective process. Journal of Constructivist Psychology, 1–14. https://doi.org/10.1080/10720537.2020.1813666
Provides insight on how experiential learning can occur in an online format which acknowledges the new normal due to the COVID-19 pandemic. This includes case studies.
Sharoff, L. (2019). Creative and innovative online teaching strategies: Facilitation for active participation. The Journal of Educators Online, 16. https://doi.org/10.9743/jeo.2019.16.2.9
Piece on how to keep students thoughtfully engaged with online courses.
Diversity, Equity, and Inclusion
Bricklemyer, J. (2019, April 29). DEI online course supplemental checklist. https://codl.ku.edu/sites/codl.ku.edu/files/docs/DEI%20Online%20Course%20Supplemental%20Checklist%2029Apr19.pdf
A set of five principles around designing a course for inclusion geared specifically toward online courses. Also includes links to other resources for more in-depth resources
Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). https://doi.org/10.1126/sciadv.aau4734
Students in classes where the instructor believed that student potential was fixed earned lower grades than in courses where the instructor believed student potential changed over time. In addition, the difference in grades between students from underrepresented racial groups and white/Asian students was larger in the classes with instructors who thought mindset was fixed.
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
A set of broad guidelines for ensuring that all learners can engage in learning, regardless of culture, language, or disability status. Each guideline includes practical examples of how it could be implemented in a course and the research supporting the guideline.
Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2). https://doi.org/10.1187/cbe.19-01-0021
Guide that covers why instructors need to develop self-awareness and empathy for students and consider classroom climate before pedagogical choices for inclusivity. Also includes an interactive webpage about inclusive teaching with literature citations and a checklist for instructors.
MyPronouns.org Resources on Personal Pronouns. (n.d.). https://www.mypronouns.org/
A guide about personal pronouns and best practices for using them: include your pronouns when introducing yourself, avoid using “preferred” in front of pronouns, and using “go by” instead of “uses” when introducing pronouns. E.g. My name is Sparty and I go by him/his pronouns.
University of Michigan Center for Research on Learning and Teaching. Inclusive Strategies Reflection. https://docs.google.com/document/d/1UK3HFQv-3qMDNjvt0fFPbts38ApOL7ghpPE0iSYJ1Z8/edit?usp=sharing
A self-reflection tool for instructors about their teaching practices measured along five dimensions: critical engagement of difference, academic belonging, transparency, structured interactions, and flexibility. Each dimension includes ideas for instructors to add to their own courses
Poorvu Center for Teaching and Learning.(n.d.) Inclusive Teaching Strategies. https://poorvucenter.yale.edu/InclusiveTeachingStrategies
Includes 9 recommendations instructors can take to create a more inclusive classroom including incorporating diversity into the curriculum, examining implicit biases, adding a diversity statement to the syllabus, and soliciting student feedback
Guide for Inclusive Teaching at Columbia https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-guide/
Photo from LubosHouska from Pixabay
Research from the Spartan Studios project
Heinrich, W. F., Louson, E., Blommel, C., & Green, A. R. (2021). Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning. Innov High Educ 46, 357–375. https://doi.org/10.1007/s10755-020-09537-3
This paper is an overview of the Spartan Studios project and our results for students and faculty who ran prototype courses. It outlines the GORP model as well as the benefits and challenges of this approach to teaching and course planning.
Heinrich, W. F., Lauren, B., & Logan, S. (2020). Interdisciplinary teaching, learning and power in an experiential classroom. Submitted to Experiential Learning & Teaching in Higher Education.
This paper [under review] describes the first iteration of what became the Studios pattern at MSU and introduces the GORP framework.
Research from the James Madison University X-Labs, our colleagues in Virginia working in a similar course model
McCarthy, S., Barnes, A., Briggs, F., Giovanetti, K., Ludwig, P., Robinson, K., & Swayne, N. (Fall 2016). Undergraduate Social Entrepreneurship Education and Communication Design. SIGDOC 2015 Conference Proceedings. https://doi.org/10.1145/2987592.2987625
This report describes some communication strategies within the X-Labs’ drones course, how students documented and presented their works and how faculty plan to iterate the course.
Ludwig, P. M., Lewis, E. J., Nagel, J. K. (2017). Student learning outcomes from a pilot medical innovations course with nursing, engineering and biology undergraduate students. International Journal of STEM Education, 4(33) https://doi.org/10.1186/s40594-017-0095-y
Describes an X-Labs multidisciplinary course on medical innovations and its assessment using qualitative content analysis about students’ attitudes and perceptions of different occupations.
McCarthy, S., Barnes, A., Holland, S. K., Lewis, E., Ludwig, P., & Swayne, N. (2018). Making It: Institutionalizing Collaborative Innovation in Public Higher Education. Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18) 1,549–1,557. http://dx.doi.org/10.4995/HEAD18.2018.8560
A descriptive case study of the academic maker space in the JMU X-Labs, both describing specific courses and how X-Labs is administered. Offers this model as applicable elsewhere in higher ed.
Kishbaugh, A. (2018). An Exploratory Case Study of Cross-Disciplinary Project-Based (i.e. Maker) Curricula as a Catalyst for Entrepreneurship. International Symposium on Academic Makerspaces. https://jmuxlabs.org/app/uploads/2018/10/ISAM_2018_akish_v6.pdf
Describes cross-disciplinary courses as promoting entrepreneurship and innovation, by looking at startups coming from these courses. Offers a framework based on multidisciplinary problem-solving, Design Thinking approaches, and a lean startup methodology.
Selznick, B. S., Mayhew, M. J., & Swayne, N. (2018, November 20). Stop Blaming Innovation. (Correspondence from Chronicle readers). The Chronicle of Higher Education. https://www.chronicle.com/blogs/letters/stop-blaming-innovation/
A rebuttal to an argument that higher ed’s emphasis on innovation is misguided. Argues that innovation has positive student outcomes, is different from entrepreneurship, and that their interventions are effective.
Swayne, N., McCarthy, S., Selznick, B. S., & Fisher, K. A. (2019). Breaking up I/E: Consciously Uncoupling Innovation and Entrepreneurship to Improve Undergraduate Learning. Innovation and Entrepreneurship Theory and Practice. https://doi.org/10.24251/HICSS.2019.651
Describes the X-Labs as evidence for uncoupling entrepreneurship and innovation, and argues that conceptually they are separate; teaching innovation needs to precede teaching entrepreneurship
Lewis, E. J., Ludwig, P. M., Nagel, J., & Ames, A. (2019). Student ethical reasoning confidence pre/post an innovative makerspace course: A survey of ethical reasoning. Nurse Education Today, 75, 75-79. https://doi.org/10.1016/j.nedt.2019.01.011
Describes gains to ethical reasoning after the Medical Innovations X-Labs course.
El-Tawab, S., Sprague, N. & Stewart, M. (2020). Teaching Innovation in Higher Education: A Multidisciplinary Class. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 8-13). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215725/.
Describes a case of the X-Labs autonomous vehicles course, its support of students’ technical and soft skills, and its reproducibility.
McMurtrie, B. (2019) No Textbooks, No Lectures, and No Right Answers. Is This What Higher Education Needs? Chronicle of Higher Education 10 Feb. https://www.chronicle.com/article/no-textbooks-no-lectures-and-no-right-answers-is-this-what-higher-education-needs/
Chronicle of Higher Education story about the JMU X-Labs course model.
Interdisciplinarity
Harden, R. M. (2000) The integration ladder: A tool for curriculum planning and evaluation. Medical Education, 34(7), 551–557. https://doi.org/10.1046/j.1365-2923.2000.00697.x
Offers a framework for thinking about different disciplinary connections, from disciplines being isolated/siloed from each other through transdisciplinarity.
Carmicheal, T. & LaPierre, Y. (2014). Interdisciplinary Learning Works: The Results of a Comprehensive Assessment of Students and Student Learning Outcomes in an Integrative Learning Community. Issues in Interdisciplinary Studies, 32(3), 53–78. http://hdl.handle.net/10323/6647
Evidence-based assessment of student learning outcomes and academic growth metrics as a result of participation in a first-year integrative learning community. The author outlines the interdisciplinary learning goals and processes of the program, and shows that students that participated in the program consistently outperformed students outside of the program in both short term and long term learning and academic growth benchmarks.
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. Innovative Higher Education, 27, 95–111. https://doi.org/10.1023/A:1021105309984
A review of expected benefits, learning outcomes, and processes (and potential roadblocks) of interdisciplinary education. Review applied to an interdisciplinary discussion based course. The authors claim that interdisciplinary learning can significantly contribute to intellectual maturity and cognitive development of students, and provide a framework of milestones that students may hit in the process of cognitive development through interdisciplinary ed.
Kezar, A. & Elrod, S. (2012). Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope. Change: The Magazine of Higher Learning, 44(1), 16–25, https://doi.org/10.1080/00091383.2012.635999
This magazine article argues for the benefits of interdisciplinary education for both students and institutions, and provides ways to encourage interdisciplinary education on a systemic level. The authors give key strategies and tips for facilitating interdisciplinary learning and creating student experiences. The barriers to interdisciplinary learning/education are recognized (specifically institutional) and potential solutions are given as well.
Stentoft D. (2017) From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1). 51–61. https://doi.org/10.1177/1469787417693510
Author argues that PBL is an effective strategy to facilitate interdisciplinary learning and vice versa. The author also acknowledges three barriers to effective interdisciplinary education: curriculum organization, student competencies to navigate interdisciplinary problems, and instructor competency - and proposes how to address these barriers.
Imafuku, R., Kataoka, R., Mayahara, M., Suzuki, H., & Saiki, T. (2014). Students’ Experiences in Interdisciplinary Problem-based Learning: A Discourse Analysis of Group Interaction. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1388
Kruck, S. E. and Teer, Faye P. (2009). Interdisciplinary Student Teams Projects: A Case Study. Journal of Information Systems Education, 20(3), 325–330. https://aisel.aisnet.org/jise/vol20/iss3/7
Problem-Based Learning/Project-Based Learning
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1005
While focused on problem based learning at the K-12 level, this paper covers topics relevant to higher education instruction, including implementation challenges, creating collaborative classroom culture, teachers adjusting to changing roles, scaffolding student learning, initiating student inquiry, maintaining student engagement, aiding conceptual integration, and promoting reflective thinking
Fukuzawa, S., Boyd, C., & Cahn, J. (2017). Student motivation in response to problem-based learning. Collected Essays on Learning and Teaching, 10, 175-188. https://doi.org/10.22329/celt.v10i0.4748
Study of student perceptions of problem-based learning in an anthropology course found that students with more subject matter experience didn’t necessarily have greater intrinsic motivation about the course. Also includes strategies for transitioning students to PBL when they are used to traditional lectures.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
A review of literature around project based learning that includes 76 papers. Topics covered in the review include cognitive outcomes of PjBL including knowledge and cognitive strategies, affective outcomes including perceptions of the benefits of PjBL and perceptions of the experience of PBL, and behavior outcomes including skills and engagement
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1426
Study of instructors who implemented PjBL that focused around their challenges and successes with community partnerships, student engagement, and assessment
Moro, C., & McLean, M. (2017). Supporting students’ transition to university and problem-based learning. Medical Science Educator, 27(2), 353-361. https://doi.org/10.1007/s40670-017-0384-6
15 strategies for scaffolding learning and supporting students in PBL programs includes using a phased approach to PBL, getting student feedback in the first few weeks of the program, and develop learner’s reflective skills before self-assessment
Pepper C. (2010). ‘There’s a lot of learning going on but NOT much teaching!’: Student perceptions of problem‐based learning in science. Higher Education Research & Development, 29(6), 693-707. https://doi.org/10.1080/07294360.2010.501073
Overview of student responses to problem based learning at an Australian university. Developed a continuum of how students react to problem based learning that includes missing the point, working in groups, splitting the workload, completing the task, assessing the task, learning new information, sharing ideas, and being self directed learners
Perrault, E. K., & Albert, C. A. (2018). Utilizing project-based learning to increase sustainability attitudes among students. Applied Environmental Education & Communication, 17(2), 96-105. https://doi.org/10.1080/1533015X.2017.1366882
While PjBL is often concerned with knowledge gain, this study suggests that PBL can also shift student attitudes around the topic. For this study, students designed a communications campaign for an office of sustainability. The students themselves were found to have more favorable views around sustainability by the end of the course
Boston University Center for Teaching & Learning. (n.d.). Project-based learning: teaching guide. http://www.bu.edu/ctl/guides/project-based-learning/
Brief overview of what project based learning is and four key steps to implementing it (defining the problem, generating ideas, prototyping solutions, and testing)
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). https://doi.org/10.7771/1541-5015.1046
Combines the results of many meta-analyses around PBL over the last few decades to compare PBL to traditional classroom learning. The study finds that PBL results in more satisfaction among students and faculty, leads to better long term retention of knowledge (traditional was better for short-term), and better skill development
Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46(3), 457-488. https://doi.org/10.1007/s11251-017-9438-9
Two-year study of an interdisciplinary problem based learning task and student outcomes. Study used student feedback during each year to understand how students were feeling about the course. The instructors learned that students felt the instructors had inconsistent and unclear expectations and hence, experienced anxiety about grades. The instructors took this to mean that they needed to do a better job of articulating the learning outcomes and end of course goal. The instructors also learned that students often do not know how to collaborate interdisciplinary and decided to add scaffolding to the course
Learning Objectives and Bloom’s Taxonomy
Armstrong, P. (2010). Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Overview of the original 6 levels of Bloom’s Taxonomy and the 6 levels of the Revised Taxonomy: remember, understand, apply, analyze, evaluate, and create. Includes the four types of knowledge: factual, conceptual, procedural, and metacognitive.
Carnegie Mellon University Eberly Center. (n.d.). Design & Teach a Course. https://www.cmu.edu/teaching/designteach/design/learningobjectives.html
Strategies and tips for articulating and writing learning objectives including that learning objectives should be student-centered, break down the task and focus on specific cognitive processes, use action verbs, and be measurable.
Ferguson, C. (2002). Using the revised taxonomy to plan and deliver team-taught, integrated, thematic units. Theory Into Practice, 41(4), 238-243. https://doi.org/10.1207/s15430421tip4104_6
Example of an interdisciplinary high school course (English & social studies) where the two instructors used a taxonomy table to map their learning objectives onto the 6 levels of the Revised Taxonomy and 4 types of knowledge. Such a table may be useful for thinking about the learning objectives in your course
Kidwell, L. A., Fisher, D. G., Braun, R. L., & Swanson, D. L. (2013). Developing learning objectives for accounting ethics using Bloom's taxonomy. Accounting Education, 22(1), 44-65. https://doi.org/10.1080/09639284.2012.698478
An example of using Bloom’s Taxonomy in accounting ethics to create learning objectives. For each larger course theme, the authors list examples how learning objectives could be created from each level of the Taxonomy.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. https://doi.org/10.1207/s15430421tip4104_4
Includes 19 processes/action verbs, how they map to the 6 levels of the Revised Taxonomy, and simple examples of what a task for students to do might look like. Examples of included verbs are “compare,” “implement,” “organize,” “critique,” and “generate”
Tyran, C. K. (2010). Designing the spreadsheet-based decision support systems course: an application of Bloom's taxonomy. Journal of Business Research, 63(2), 207-216. https://doi.org/10.1016/j.jbusres.2009.03.009
An example of using Bloom’s taxonomy to map course activities to ensure students have the prerequisite knowledge to complete the assignments
Reflection; Reflection as Assessment
Ash, S. L., & Clayton, P. H. (2009). Learning through critical reflection: A tutorial for service-learning students. Ash, Clayton & Moses.
Introduces characteristics of critical reflection and the DEAL model.
Eyler, J., Eyler, J., Giles, D. E., & Schmeide, A. (1996). A practitioner's guide to reflection in service-learning: Student voices & reflections. Vanderbilt University.
Argues that successful reflection is continuous, challenging, connected, and contextualized.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning (2nd edition). Corwin Press.
Especially chapter 10, Using Assessment for Reflection and Self-Regulation
Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49-60. http://hdl.handle.net/2027/spo.3239521.0011.204
Sees coupled reflection and assessment as mutually informing and reinforcing for students in service learning. Describes tools to guide reflective writing processes. Focus on both individual student learning and reflection as part of program-wide approaches to reflection.
Assessment of Experiential Education & Interdisciplinary Learning
Conrad, D., & Hedin, D. (1981). National assessment of experiential education: Summary and implications. Journal of Experiential Education, 4(2), 6–20. https://doi.org/10.1177/105382598100400202
A summary of the research of the Evaluation of Experiential Learning project which sought to (1) assess the impact of experiential learning on secondary school students and (2) use that data to identify the elements of the EE programs that contributed the most to such student development.
Field, M., Lee, R., & Field, M. L. (1994). Assessing interdisciplinary learning. New Directions for Teaching and Learning, 1994(58), 69–84. https://doi.org/10.1002/tl.37219945806
In-depth discussion of assessment techniques for interdisciplinary study in higher education
Heinrich, W. F., Habron, G. B., Johnson, H. L., & Goralnik, L. (2015). Critical thinking assessment across four sustainability-related experiential learning settings. Journal of Experiential Education, 38(4), 373–393. https://doi.org/10.1177/1053825915592890
Implications of critical thinking coupled with engaged citizenry within experiential education courses.
Mansilla, V. B., & Duraising, E. D. (2007). Target assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215-237. https://doi.org/10.1080/00221546.2007.11780874
Introduction of a framework for targeted assessment of interdisciplinary student work. Also a good review of relevant literature of assessment and interdisciplinary learning in higher education.
Yates, T., Wilson, J., & Purton, K. (2015). Surveying assessment in experiential learning: A single campus study. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3). https://doi.org/10.5206/cjsotl-rcacea.2015.3.4
Exploration of experiential assessment within a Canadian University. Exploration intended for the use in identifying common methods and facilitating development of best assessment practices for higher education, specifically experiential higher education.
You, H. S., Marshall, J. A., & Delgado, C. (2019). Toward interdisciplinary learning: Development and validation of an assessment for interdisciplinary understanding of global carbon cycling. Research in Science Education. https://doi.org/10.1007/s11165-019-9836-x
Development and validation of an assessment which measured the understanding of the carbon cycle for high school and undergraduate students.
Building and Managing Student Teams & Team Dynamics
Burke, A. (2011) Group Work: How to Use Groups Effectively. Journal of Effective Teaching, 11(2), 87-95. https://uncw.edu/jet/articles/vol11_2/burke.pdf
Cano, J. L., Lidon, I., Rebollar, R., Roman, P., & Saenz, M. J. (2006). Student groups solving real-life projects. A case study of experiential learning. International Journal of Engineering Education, 22(6), 1252-1260. https://www.ijee.ie/articles/Vol22-6/16_IJEE1811.pdf
Fearon, C., McLaughlin, H., & Yoke Eng, T. (2012). Using student group work in higher education to emulate professional communities of practice. Education + Training, 54(2/3), 114–125. https://doi.org/10.1108/00400911211210233
Fellenz, M. R. (2006). Toward fairness in assessing student groupwork: A protocol for peer evaluation of individual contributions. Journal of Management Education, 30(4), 570–591. https://doi.org/10.1177/1052562906286713
Furman, R., Bender, K., & Rowan, D. (2014). An experiential approach to group work. Oxford University Press.
Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121–128. https://doi.org/10.1016/j.iheduc.2010.09.005
Hassanien, A. (2006). Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism, 6(1), 17–39. https://doi.org/10.1300/j172v06n01_02
Kayes, A. B., Kayes, D. C., & Kolb, D. A. (2005). Experiential learning in teams. Simulation & Gaming, 36(3), 330–354. https://doi.org/10.1177/1046878105279012
Napier, N. P. & Johnson, R. D. (2007). Technical Projects: Understanding Teamwork Satisfaction In an Introductory IS Course. Journal of Information Systems Education. 18(1), 39-48. http://www.jise.org/volume18/n1/JISEv18n1p39.html
Winsett, C., Foster, C., Dearing, J., & Burch, G. (2016). The impact of group experiential learning on student engagement. Academy of Business Research Journal. 3, 7-17.
Online Experiential Education and Innovative Online Teaching & Course Structures
Bolan, C. M. (2003). Incorporating the experiential learning theory into the instructional design of online courses. Nurse Educator, 28(1), 10–14. https://doi.org/10.1097/00006223-200301000-00006
Provides insights on how to implement an experiential learning framework into an already developed online course.
Christian, D. D., McCarty, D. L., & Brown, C. L. (2020). Experiential education during the COVID-19 pandemic: A reflective process. Journal of Constructivist Psychology, 1–14. https://doi.org/10.1080/10720537.2020.1813666
Provides insight on how experiential learning can occur in an online format which acknowledges the new normal due to the COVID-19 pandemic. This includes case studies.
Sharoff, L. (2019). Creative and innovative online teaching strategies: Facilitation for active participation. The Journal of Educators Online, 16. https://doi.org/10.9743/jeo.2019.16.2.9
Piece on how to keep students thoughtfully engaged with online courses.
Diversity, Equity, and Inclusion
Bricklemyer, J. (2019, April 29). DEI online course supplemental checklist. https://codl.ku.edu/sites/codl.ku.edu/files/docs/DEI%20Online%20Course%20Supplemental%20Checklist%2029Apr19.pdf
A set of five principles around designing a course for inclusion geared specifically toward online courses. Also includes links to other resources for more in-depth resources
Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). https://doi.org/10.1126/sciadv.aau4734
Students in classes where the instructor believed that student potential was fixed earned lower grades than in courses where the instructor believed student potential changed over time. In addition, the difference in grades between students from underrepresented racial groups and white/Asian students was larger in the classes with instructors who thought mindset was fixed.
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
A set of broad guidelines for ensuring that all learners can engage in learning, regardless of culture, language, or disability status. Each guideline includes practical examples of how it could be implemented in a course and the research supporting the guideline.
Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2). https://doi.org/10.1187/cbe.19-01-0021
Guide that covers why instructors need to develop self-awareness and empathy for students and consider classroom climate before pedagogical choices for inclusivity. Also includes an interactive webpage about inclusive teaching with literature citations and a checklist for instructors.
MyPronouns.org Resources on Personal Pronouns. (n.d.). https://www.mypronouns.org/
A guide about personal pronouns and best practices for using them: include your pronouns when introducing yourself, avoid using “preferred” in front of pronouns, and using “go by” instead of “uses” when introducing pronouns. E.g. My name is Sparty and I go by him/his pronouns.
University of Michigan Center for Research on Learning and Teaching. Inclusive Strategies Reflection. https://docs.google.com/document/d/1UK3HFQv-3qMDNjvt0fFPbts38ApOL7ghpPE0iSYJ1Z8/edit?usp=sharing
A self-reflection tool for instructors about their teaching practices measured along five dimensions: critical engagement of difference, academic belonging, transparency, structured interactions, and flexibility. Each dimension includes ideas for instructors to add to their own courses
Poorvu Center for Teaching and Learning.(n.d.) Inclusive Teaching Strategies. https://poorvucenter.yale.edu/InclusiveTeachingStrategies
Includes 9 recommendations instructors can take to create a more inclusive classroom including incorporating diversity into the curriculum, examining implicit biases, adding a diversity statement to the syllabus, and soliciting student feedback
Guide for Inclusive Teaching at Columbia https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-guide/
Photo from LubosHouska from Pixabay
Authored by:
Ellie Louson
Posted on: #iteachmsu
Spartan Studios Playkit: Appendix
AppendixThis is the ninth and final article in our iTeach.MSU ...
Authored by:
PEDAGOGICAL DESIGN
Tuesday, Jun 22, 2021
Posted on: The MSU Graduate Leadership Institute
NAVIGATING CONTEXT
What is the Leadership Fellowship?
What is the Leadership Fellowship? The Leadership Fellowship is a year-long, cohort-based program housed in the office of Graduate Student Life & Wellness. It was created to build a stronger and healthier graduate student community at MSU by supporting and providing space for graduate student leaders to engage in change-oriented projects. Fellows aim to increase belonging and community within their colleges and take initiative on projects that increase graduate student inclusion, interconnectedness, and ultimately success.
This is a funded experience that provides each Fellow with a peer-network, mentorship, and professional development opportunities. An explicit goal of this program each year is to develop a diverse cohort that reaches across the Colleges. As such, we typically select one to two Fellows per College depending on available funding and applicants. Fellows' projects have made meaningful impacts within their Colleges, among certain student populations, and beyond.
Examples of our Fellows' projects:
Creating a Peer Mentoring Toolkit that led to both college-level changes to mentoring approaches and assessment, as well as changes at the unit level (i.e. one unit he worked with has moved to an entirely new system for assessing mentoring). (Alex Wright)
Advocating for structural consistency at the college level. Two Fellows began reviewing their college’s by-laws, and learned that there were two designated committees that did not exist. Thanks to their advocacy, their college now has a Student Advisory Committee and a Curriculum Committee (Stephanie Aguilar-Smith and Adrianna Crossing).
Conducting department- and college-level needs assessment surveys to determine how student leaders, GSOs, and professional development programming can best support graduate students
This is a funded experience that provides each Fellow with a peer-network, mentorship, and professional development opportunities. An explicit goal of this program each year is to develop a diverse cohort that reaches across the Colleges. As such, we typically select one to two Fellows per College depending on available funding and applicants. Fellows' projects have made meaningful impacts within their Colleges, among certain student populations, and beyond.
Examples of our Fellows' projects:
Creating a Peer Mentoring Toolkit that led to both college-level changes to mentoring approaches and assessment, as well as changes at the unit level (i.e. one unit he worked with has moved to an entirely new system for assessing mentoring). (Alex Wright)
Advocating for structural consistency at the college level. Two Fellows began reviewing their college’s by-laws, and learned that there were two designated committees that did not exist. Thanks to their advocacy, their college now has a Student Advisory Committee and a Curriculum Committee (Stephanie Aguilar-Smith and Adrianna Crossing).
Conducting department- and college-level needs assessment surveys to determine how student leaders, GSOs, and professional development programming can best support graduate students
Posted by:
Emma Dodd
Posted on: The MSU Graduate Leadership Institute
What is the Leadership Fellowship?
What is the Leadership Fellowship? The Leadership Fellowship i...
Posted by:
NAVIGATING CONTEXT
Wednesday, Sep 28, 2022
Posted on: Educator Stories
PEDAGOGICAL DESIGN
CTLI Educator Story: Makena Neal
This week, we are featuring Makena Neal (she/them), PhD, one of the Center for Teaching and Learning Innovation's educational developers! Makena 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 Makena’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?
Praxis
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
When I think about being an educator, I also think of being a lifelong learner. I really like the word “praxis” because it can describe so many things when it comes to teaching and learning. As an educator, I see my role as designing and facilitating learning experiences in ways that engage participants in reflection and meaning making. Praxis for me is moving beyond content, to the application of that new content in one's everyday life. Because each learner’s positionality and experiences are unique, the ways they could practically employ new information in their life is also unique. My role as an educator is to intentionally build space and opportunities for learners to engage in this practice.
Praxis also connects directly to my on-going growth and development as an educator. As I seek out opportunities to learn new skills and information, interact with new individuals in the Educator Network, and collaborate across new spaces… I too must engage in a practice of reflection and meaning making. My own praxis as an educational developer means intentionally connecting new knowledge with what I already know, and using that knowledge collectively to engage in the practice of educator development.
Here are some definitions of/ideas about praxis from other scholars that resonate with me:
Paulo Freire (1972, p. 52) described praxis as “reflection and action upon the world in order to transform it”.
Ortrun Zuber-Skerritt (2001, p.15) defines praxis as “The interdependence and integration – not separation – of theory and practice, research and development, thought and action.”
Five assumptions about knowledge and knowing that underpins praxis (White, 2007):
Knowledge/knowing is inherently social and collective
Knowledge/knowing is always highly contextual
Singular forms of knowledge/knowing (e.g. empirical or experiential) are insufficient for informing complex, holistic practices like [youth, family work and community work)
Different knowledges/ways of knowing are equally valid in particular contexts
Knowledge is made, not discovered. (p. 226)
My ideas around who “counts” as an educator and a knower, what teaching and learning is and where it can [and does] happen, have all shifted drastically over my years at MSU. I credit my learning and experiences in MSU’s Liberty Hyde Bailey Scholars Program (both as an undergraduate and a graduate fellow) as a catalyst for the changes in my perspectives. Followed by my doctoral research in the Higher, Adult and Lifelong Education program at MSU (specifically the mentorship of my committee- Drs. Marilyn Amey, John Drikx, Steve Weiland, and Diane Doberneck) I am very proud of the work I now do to advocate for and serve a broadly defined and intentionally inclusive community of educators in my role.
Tell us 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 an educational developer with MSU’s Center for Teaching and Learning Innovation (CTLI). I focus on efforts and initiatives that recenter teaching and learning for Spartans by advancing MSU’s culture toward recognition and support for all educators. I take a hands-on approach to collaboration, and enjoy working across a variety of units on campus. A lot of really wonderful educator work happens at MSU, and I am dedicated to advancing aligned educator development in our decentralized spaces by cultivating and continually engaging in MSU Educator Network.
Director of CTLI’s Graduate Fellowship experience with Dr. Ellie Louson
#iteachmsu Commons Champion and Coach
Founder of the Thank an Educator initiative
Lead on CTLI’s Affiliates program
Author of the Educator Development Competency Framework with Maddie Shellgren
What is a challenge you experience in your educator role?
There are two challenges that I’ve experienced as an educator, regardless of my formal role.
Ground-level buy-in to the broad definition of educator… we can intentionally build offerings and lead experiences for an inclusive group of folx at MSU, but if people don’t identify with the “educator” nomenclature, they won’t show up.
Capacity… I always want to do more, but need to navigate my own professional development, my life’s other roles and responsibilities, and the scope of CTLI.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?
Working with individuals to highlight their impacts on the teaching and learning, outreach, and/or student success missions of the university WHILE engaging positional leadership in similar efforts can help. This is one of the reasons I’m very proud of the Thank an Educator Initiative, and connected #iteachmsu Educator Awards. We established the Thank an Educator initiative and are recognizing those individuals with the #iteachmsu Educator Awards to:1. help demonstrate the diversity of educators across roles on campus2. celebrate the amazing individuals we have shaping the learning experiences and success of students on our campus. 3. help individuals associate their name/work with “educator” and embrace their educator identity
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 am always looking for ways to integrate core teaching & learning best practices into the ways we design and facilitate offerings and experiences. One example of this would be to not limit ourselves to “one-off” programs on diversity, equity, inclusion, justice and belonging (DEIJB)- but to integrate DEIJB into all our work and model some ways educators can think, apply, reflect DEIJB in their contexts.
I would also encourage educators to use the iteach.msu.edu platform as a way to engage in on-going dialogue about your practices. The functionality of the platform exists to support educators in sharing ideas and resources, connecting across roles, and growing in their practice. It is a space built for educators, by educators- theoretically this is awesome, but practically this means the site can only be what people make it; can only serve as a place for resources and ideas if educators share their resources and ideas. What are you looking forward to (or excited to be a part of) next semester?
The 2023-24 academic year will be the first full year with a fully established CTLI. I’m very excited to be moving into a year of fully articulated core offerings and experiences with my colleagues. All of this along with a new CTLI Director and a physical space in the MSU Library!
References:
Freire, P. (1972). Pedagogy of the oppressed. Penguin.
White, J. (2007). Knowing, Doing and Being in Context: A Praxis-oriented Approach to Child and Youth Care. Child & Youth Care Forum, 36(5), 225-244. https://doi.org/10.1007/s10566-007-9043-1
Zuber-Skerritt, O. (2001). Action learning and action research: paradigm, praxis and programs. In S. Sankara, B. Dick, & R. Passfield (Eds.), Effective change management through action research and action learning: Concepts, perspectives, processes and applications (pp. 1-20). Southern Cross University Press, Lismore, Australia. https://pdfs.semanticscholar.org/23a6/89ad465ddfe212d08e4db3becca58bdbf784.pdf
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!
Read more about Makena’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?
Praxis
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
When I think about being an educator, I also think of being a lifelong learner. I really like the word “praxis” because it can describe so many things when it comes to teaching and learning. As an educator, I see my role as designing and facilitating learning experiences in ways that engage participants in reflection and meaning making. Praxis for me is moving beyond content, to the application of that new content in one's everyday life. Because each learner’s positionality and experiences are unique, the ways they could practically employ new information in their life is also unique. My role as an educator is to intentionally build space and opportunities for learners to engage in this practice.
Praxis also connects directly to my on-going growth and development as an educator. As I seek out opportunities to learn new skills and information, interact with new individuals in the Educator Network, and collaborate across new spaces… I too must engage in a practice of reflection and meaning making. My own praxis as an educational developer means intentionally connecting new knowledge with what I already know, and using that knowledge collectively to engage in the practice of educator development.
Here are some definitions of/ideas about praxis from other scholars that resonate with me:
Paulo Freire (1972, p. 52) described praxis as “reflection and action upon the world in order to transform it”.
Ortrun Zuber-Skerritt (2001, p.15) defines praxis as “The interdependence and integration – not separation – of theory and practice, research and development, thought and action.”
Five assumptions about knowledge and knowing that underpins praxis (White, 2007):
Knowledge/knowing is inherently social and collective
Knowledge/knowing is always highly contextual
Singular forms of knowledge/knowing (e.g. empirical or experiential) are insufficient for informing complex, holistic practices like [youth, family work and community work)
Different knowledges/ways of knowing are equally valid in particular contexts
Knowledge is made, not discovered. (p. 226)
My ideas around who “counts” as an educator and a knower, what teaching and learning is and where it can [and does] happen, have all shifted drastically over my years at MSU. I credit my learning and experiences in MSU’s Liberty Hyde Bailey Scholars Program (both as an undergraduate and a graduate fellow) as a catalyst for the changes in my perspectives. Followed by my doctoral research in the Higher, Adult and Lifelong Education program at MSU (specifically the mentorship of my committee- Drs. Marilyn Amey, John Drikx, Steve Weiland, and Diane Doberneck) I am very proud of the work I now do to advocate for and serve a broadly defined and intentionally inclusive community of educators in my role.
Tell us 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 an educational developer with MSU’s Center for Teaching and Learning Innovation (CTLI). I focus on efforts and initiatives that recenter teaching and learning for Spartans by advancing MSU’s culture toward recognition and support for all educators. I take a hands-on approach to collaboration, and enjoy working across a variety of units on campus. A lot of really wonderful educator work happens at MSU, and I am dedicated to advancing aligned educator development in our decentralized spaces by cultivating and continually engaging in MSU Educator Network.
Director of CTLI’s Graduate Fellowship experience with Dr. Ellie Louson
#iteachmsu Commons Champion and Coach
Founder of the Thank an Educator initiative
Lead on CTLI’s Affiliates program
Author of the Educator Development Competency Framework with Maddie Shellgren
What is a challenge you experience in your educator role?
There are two challenges that I’ve experienced as an educator, regardless of my formal role.
Ground-level buy-in to the broad definition of educator… we can intentionally build offerings and lead experiences for an inclusive group of folx at MSU, but if people don’t identify with the “educator” nomenclature, they won’t show up.
Capacity… I always want to do more, but need to navigate my own professional development, my life’s other roles and responsibilities, and the scope of CTLI.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?
Working with individuals to highlight their impacts on the teaching and learning, outreach, and/or student success missions of the university WHILE engaging positional leadership in similar efforts can help. This is one of the reasons I’m very proud of the Thank an Educator Initiative, and connected #iteachmsu Educator Awards. We established the Thank an Educator initiative and are recognizing those individuals with the #iteachmsu Educator Awards to:1. help demonstrate the diversity of educators across roles on campus2. celebrate the amazing individuals we have shaping the learning experiences and success of students on our campus. 3. help individuals associate their name/work with “educator” and embrace their educator identity
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 am always looking for ways to integrate core teaching & learning best practices into the ways we design and facilitate offerings and experiences. One example of this would be to not limit ourselves to “one-off” programs on diversity, equity, inclusion, justice and belonging (DEIJB)- but to integrate DEIJB into all our work and model some ways educators can think, apply, reflect DEIJB in their contexts.
I would also encourage educators to use the iteach.msu.edu platform as a way to engage in on-going dialogue about your practices. The functionality of the platform exists to support educators in sharing ideas and resources, connecting across roles, and growing in their practice. It is a space built for educators, by educators- theoretically this is awesome, but practically this means the site can only be what people make it; can only serve as a place for resources and ideas if educators share their resources and ideas. What are you looking forward to (or excited to be a part of) next semester?
The 2023-24 academic year will be the first full year with a fully established CTLI. I’m very excited to be moving into a year of fully articulated core offerings and experiences with my colleagues. All of this along with a new CTLI Director and a physical space in the MSU Library!
References:
Freire, P. (1972). Pedagogy of the oppressed. Penguin.
White, J. (2007). Knowing, Doing and Being in Context: A Praxis-oriented Approach to Child and Youth Care. Child & Youth Care Forum, 36(5), 225-244. https://doi.org/10.1007/s10566-007-9043-1
Zuber-Skerritt, O. (2001). Action learning and action research: paradigm, praxis and programs. In S. Sankara, B. Dick, & R. Passfield (Eds.), Effective change management through action research and action learning: Concepts, perspectives, processes and applications (pp. 1-20). Southern Cross University Press, Lismore, Australia. https://pdfs.semanticscholar.org/23a6/89ad465ddfe212d08e4db3becca58bdbf784.pdf
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!
Posted by:
Makena Neal
Posted on: Educator Stories
CTLI Educator Story: Makena Neal
This week, we are featuring Makena Neal (she/them), PhD, one of the...
Posted by:
PEDAGOGICAL DESIGN
Wednesday, Mar 22, 2023
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Street Teams: Team Resilience on the Street
“I want to learn. I want to help.” We regularly hear this from students. How do we design environments that empower positive failures and spark innovation? We created Street Teams, student-run collaborations. We partner with nonprofits to solve challenges in media communication. Students have real-world learning experiences while giving back to the community.To access a PDF of the "Street Teams: Team Resilience on the Street" poster, click here.Description of the Poster
STREET TEAMS: TEAM RESILIENCE ON THE STREET
solution-based learning and resilience
Street Teams are student-run, creative collaborations. They partner with nonprofits and assist them with media projects. Teams learn while giving back to the community.
COLLABORATION
We are stronger together
Teams consist of students from various majors, backgrounds and skillsets. Their collective diversity amplifies the work of the whole team.
Strategic focus on group culture and dynamics
First semester = team building
Second semester = content creation
In 2020-21, we did this all through Zoom!
Holistic approach to solving challenges
Projects are based on a combination of non-profit requests and student-driven assessment Together, they create sustainable solutions
MULTI-LAYERED MENTORING
Faculty mentor students
Alumni give feedback on student work
Nonprofit partner-related professional development opportunities
Student leaders (Producers) mentor teammates
Street Team Coordinator hosts weekly Producer meetings and trainings
Teammates mentor each other
IMPACT
Throughout our history:
131 students involved*
20 majors represented**
37 nonprofits served
550+ products delivered *At least 1/3 of students return for more than one year **Some are dual majors
QUOTE FROM A PARTICIPANT
"(Street Teams) make me feel like I belong to a place. Thank you ... for the opportunity you give all of us to connect with the community." - Manuel Pérez Salas
STREET TEAMS: TEAM RESILIENCE ON THE STREET
solution-based learning and resilience
Street Teams are student-run, creative collaborations. They partner with nonprofits and assist them with media projects. Teams learn while giving back to the community.
COLLABORATION
We are stronger together
Teams consist of students from various majors, backgrounds and skillsets. Their collective diversity amplifies the work of the whole team.
Strategic focus on group culture and dynamics
First semester = team building
Second semester = content creation
In 2020-21, we did this all through Zoom!
Holistic approach to solving challenges
Projects are based on a combination of non-profit requests and student-driven assessment Together, they create sustainable solutions
MULTI-LAYERED MENTORING
Faculty mentor students
Alumni give feedback on student work
Nonprofit partner-related professional development opportunities
Student leaders (Producers) mentor teammates
Street Team Coordinator hosts weekly Producer meetings and trainings
Teammates mentor each other
IMPACT
Throughout our history:
131 students involved*
20 majors represented**
37 nonprofits served
550+ products delivered *At least 1/3 of students return for more than one year **Some are dual majors
QUOTE FROM A PARTICIPANT
"(Street Teams) make me feel like I belong to a place. Thank you ... for the opportunity you give all of us to connect with the community." - Manuel Pérez Salas
Authored by:
Jeana-Dee Allen, Katie Schroeder, Jon Whiting
Posted on: #iteachmsu
Street Teams: Team Resilience on the Street
“I want to learn. I want to help.” We regularly hear this from stud...
Authored by:
PEDAGOGICAL DESIGN
Monday, Apr 26, 2021