We found 194 results that contain "digital presence"

Peer-Educator Dialogue Guide[*]
This is a "Checklist" guide, not a scaled rating or evaluation form. This guide is intended to be used as a tool to enable educators… “who teach, supervise and/or support students’ learning to gain feedback from one or more colleagues as part of the process of reflecting on their own practices” (University of Exeter). It asks peer-educators to indicate the presence of teaching activities/behaviors already established as indicative of high-quality teaching.  Individual educators, units, departments, etc. can determine which of the items in the categorized lists below reflect their priorities; a targeted set of items per list will make the guide easier for educators to use.
Date:Time:  Instructor-educator name:Course #:Course Title:Modality:No. Students:Peer-Educator name:                                                       
Peer-educator instructions:  Indicate with a check (√) the presence of the following actions and behaviors that indicate high quality teaching.  Leave blank items you do not observe.  Use N/A if an item is not relevant for this experience or the instructor’s teaching style. 
Variety and Pacing of Instruction
The instructor-educator:

uses more than one form of instruction
pauses after asking questions
accepts students’ responses
draws non-participating students into activities/discussions
prevents specific students from dominating activities/discussions
helps students extend their responses
guides the direction of discussion
mediates conflict or differences of opinion
demonstrates active listening
provides explicit directions for active learning tasks (e.g. rationale, duration, product)
allows sufficient time to complete tasks such as group work
specifies how learning tasks will be evaluated (if at all)
provides opportunities and time for students to practice

Examples of instructor-educator actions or behaviors that support the above indications (√):
 
 
Organization
The instructor-educator :

arrives on time
relates this and previous class(es), or provides students with an opportunity to do so
provides class goals or objectives for the class session
provides an outline or organization for the class session
knows how to use the educational technology needed for the class
locates class materials as needed
makes transitional statements between class segments
follows the stated structure
conveys the purpose of each class activity or assignment
completes the scheduled topics
summarizes periodically and at the end of class (or prompts students to do so)

Examples of instructor-educator actions or behaviors that support the above indications (√):
 
 
Presentation Skills
The instructor-educator:

is audible to all students
articulates words so that they are understandable to students, and/or visually represents words that might he difficult for students to hear
varies the tone and pitch of voice for emphasis and interest
speaks at a pace that permits students to understand and take notes
establishes and maintains eye contact
avoids over-reliance on reading content from notes, slides, or texts
avoids distracting mannerisms
uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides)
effectively uses the classroom space

Examples of instructor-educator actions or behaviors that support the above indications (√):

Clarity
The instructor-educator:

notes new terms or concepts
elaborates or repeats complex information
uses examples to explain content
makes explicit statements drawing student attention to certain ideas
pauses during explanations to ask and answer questions

Examples of instructor-educator actions or behaviors that support the above indications (√):
 
 
Content Knowledge
The instructor-educator:

makes statements that are accurate according to the standards of the field
incorporates current research in the field
identifies sources, perspectives, and authorities in the field
identifies diverse sources, perspectives, and authorities in the field
communicates the reasoning process behind operations and/or concepts

Examples of instructor-educator actions or behaviors that support the above indications (√):
 
 
Instructor-Student Rapport
The instructor-educator:

attends respectfully to student comprehension or puzzlement
invites students’ participation and comments
treats students as individuals (e.g. uses students’ names)
provides periodic feedback
incorporates student ideas into class
uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students in class)

Examples of instructor-educator actions or behaviors that support the above indications (√):

General Peer-Educator Reflection:
What did you observe that went well?
What suggestions for enhancement do you have?
Additional Comments:
 
[*]  Adapted 1/2006 from Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook.  Bolton, MA: Anker Publishing, by Angela R. Linse, Executive Director, Schreyer Institute for Teaching Excellence, Penn State.  If you further adapt this form, please include this source citation.

The Community of Inquiry framework proposed by Garrison, Anderson, and Archern (2000) identifies three dimensions to support a social constructivist model of learning. Research suggests that building these three dimensions into your course will help to support the learning experience for your students. 
 
Cognitive Presence
Cognitive presence refers to the way your students might construct meaning in your course. This happens when they have the chance to be curious, explore, and have an "ah-ha" moment. You'll see this when they're able to connect and apply new ideas from the course. The important steps you'll need to take to support cognitive presence are to carefully select content for your course and support discourse. You can help to build this into your course by providing multiple opportunities for students to explore and engage with material that will help them to understand the big ideas. You can accomplish this in your course by providing different options for engaging with the content, such as reading texts, watching videos, and completing learning activities and various assessments. 
 
Social Presence
Social presence refers to the way your students might present themselves to the class. This happens when students have opportunities to openly communicate in class, and are free to express emotions in a risk-free environment. To encourage this, you should support the discourse and set the climate for discussion. You can support this by providing opportunities for interaction and collaboration amongst students and by modeling the kinds of behaviors they should follow. You can accomplish this by asking students to introduce themselves, either in a live zoom meeting or on the course discussion board. Set parameters for students to engage in discussion in both the asynchronous and synchronous environments. For example, in a synchronous zoom meeting you might direct students to post in the chat to answer a question and set breakout rooms for students to engage with their peers. Or, you might direct students to complete an assignment in a small group, and direct them to use an asynchronous discussion board to chat and plan their assignment. 
 
Teaching Presence 
Teaching presence refers to your structure and process, including how you will provide direct instruction to your students and build understanding. This means selecting the content, identifying the topics for discussion, and keeping the discussion focused on those topics. It will also help if you set the social climate and provide clear instructions for how students should engage with and respond to these discussions. You can easily accomplish this with discussion forums related to course topics, with targeted discussion questions in your online course. What are some other ways you might accomplish this?
 
 


Garrison, D. R., Anderson, T, & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87–105

 

"Community of Inquiry Model" by jrhode is licensed under CC BY-NC-SA 2.0

Jacob built upon his previous work as a second-year Fellow by communicating the results of his graduate student survey to college and department leadership, advocating for graduate student presence on the Student Advisory Council, and continuing to develop a database of Social Science-based GSOs.

Kyle built upon the work of the first Fellow in CANR, Zach, by combining his survey results with feedback he elicited from leaders in nine of CANR’s GSOs and determining that greater coordination and a GSO handbook was needed. In addition to developing these projects, Kyle gave a presentation to CANR graduate program directors and worked on increasing the presence of GSLW programs within college leadership.

Job Title: Coordinator of Outreach and EngagementDepartment: MSU Libraries Team: Outreach and Engagement Bio: Holly Flynn is the Coordinator of Outreach and Engagement at the MSU Libraries. She has been at MSU for 20 years, and coordinates and organizes programming and engagement for the libraries, including the very popular therapy dogs, Night of a Thousand donuts, and Blind Date with a Book. She coordinates library orientations and resource outreach, and works with groups across campus to bolster the presence of the Libraries at and around MSU.

General Talking Points and Conversation Guide After A Campus Incident
Beginning the Conversation.

Start by welcoming students and introducing yourself. If you have not met the student before, ask for name, pronouns, year at MSU, etc. If more than one student is present, make sure students introduce themselves to others in the space.
Thank students for attending and acknowledging the difficulty of the incident. 

Identify Goals of the conversation.

A introduction suggestion: “The goal of this conversation is to provide students an opportunity to share their immediate thoughts and feelings the incident has raised. As educators and Spartans, we would like to know how we can best support you and your peers as well as we can continue our commitment to foster community at inclusion at MSU”
It also may be helpful to mention that the goal of the space is dialogue, “Dialogue is about shared inquiry, a way of thinking and reflecting together.”
Note that students will approach this conversation from varied emotional places and that all expressions of emotions are welcomed.
Lastly some students might have clear visions of what the University should be doing as action steps. It is suggested to allow space for some of those ideas but also remind students of the intended goal.

If time is available and needed, establish Community Intentions.

This is suggested if having conversations with several students, especially if they are not an intact group. A quick and accessible way to do this is through the acronym ROPES:

R=Respect
O=Open Mindedness
P=Participation/pass (Step Up/Step Back)
E=Experiment with new ideas
S=Sensitivity/Safety (Confidentiality)



Provide a “What We Know” of the Incident.

Offer known of publicized facts of the incident. It’s often helpful to do this as a timeline, chronological order. A few suggestions from MSU Interim Deputy Police Chief Chris Rozman's statements (the late hours of 2/13/23):

The first report of shots fired came at 8:18 p.m. ET from Berkey Hall, an academic building on the northern end of campus. Officers responded to the building within minutes and found several shooting victims, including two who died.
Immediately after that, another shooting was reported at the nearby student union building. That’s where the third slain victim was found.
It’s not known how long the suspect was on campus before opening fire
Hours after the first gunshots rang out, the suspect “was contacted by law enforcement off campus,” Rozman said.
Afterward, it appeared the “suspect has died from a self-inflicted gunshot wound.”
The university has moved into emergency operations for the next two days (Feb. 14-15). Students will see a continued police presence as investigators probe multiple scenes. Classes will resume on Monday, 2/20/23




It’s important to relay to students that some information they request may not be given due to campus policy and privacy laws. Acknowledge how that might be limiting and frusterating.
Lastly, it may be helpful to provide an overview of MSU Alert processes:The Michigan State University Police Department is responsible for developing and distributing Timely Warning and Emergency Notification messages. These messages are intended to warn the community about certain crimes and notify it of potentially dangerous situations on or near campus. These messages inform community members about incidents that may pose an ongoing threat and provide information to promote safety and prevent similar crimes.
MSU Faculty, Staff, and Students: Login to the Everbridge self-help portal to manage your contact data. You will be redirected to an MSU login page to use your NetID credentials for authentication. After a successful login, you will be on the everbridge.net site to manage your information.
All information provided is kept strictly confidential and private in accordance with the Everbridge privacy policy.

The primary goal of this process is to support impacted students/de-escalation/safety, and intervention.



How Are You Feeling?/ What Do You Need?

Allow students space to share immediate feelings, reactions and thoughts. Ask what immediate needs come to mind.

Now What?/Moving Forward (Time Permitted).

Ask students what they think is needed to move the campus forward. Frame this conversation segment not only on what the campus can collectively do but also on what they can offer individually to move us forward as a community.

Closing the Space.
A few options based on of the conversation dynamic:

One word check in to capture how they are
One thing they are willing to continue to support inclusivity and fostering community at MSU


Adapted from a draft by Dre Domingue, Assistant Dean of Students for Diversity & Inclusion at Davidson College, November 2018

Greetings Educators!Are you, do you, or have you ever - crossed paths with an international student or colleague at MSU? It is highly unlikely that your answer to these prompts would be "no" given the following information provided by the Office for International Students and Scholars (OISS):
Since admitting its first international students in 1873, MSU has welcomed tens of thousands of international students and scholars to East Lansing. Today, MSU is home to over 9,000 international students, scholars, and their dependent family members from more than 140 countries. In addition to contributing to the academic and intercultural environment, international students also have a tremendous positive economic impact on the Greater Lansing area. Michigan State University's international students contribute $324.5 million to the local economy through spending on education, housing, dining, retail, transportation, telecommunications, and health care. This economic impact supports 4,675 jobs in the Greater Lansing area. Source: NAFSA International Student Economic Value Tool
Given the significant presence of international students and scholars and the depth of contributions they make in the Spartan community, it is crucial that you consider diversity, equity, and inclusion from a global perspective. For starters, check out the Michigan State University's own: James M. Lucas, Nicola Imbracsio, and Sheila Marquardt have shared an excellent resource on Global Diversity, Equity, and Inclusion for educators entitled "Global DEI Models and Methods" (2021). You can access the PDF of this resource on iteach.msu.edu. You should also visit the Global and Intercultural Learning at MSU page for more information about internationalizing undergraduate experiences. To learn more about this topic, review the "Internationalizing the Student Experience: Working Group Report."You should also consider varying degrees of familiarity with spoken and written english. Every learner is unique in their exposure to and experience with english. For a guided asynchronous experience to help you think more on this topic, explore the "Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" playlist! An additional resources is "Seven Tips Toward Linguistic Inclusion". Both of these resources were shared directly by other educators at MSU. Another MSU resource for linguistic inclusion is the English Language Center. You should, at a minimum, be aware of the services and programs they provide!More broadly speaking, there are other resources to help you think about inclusive teaching. A great place to start is MSU Libraries' Inclusive Teaching page. In partnership with the Office of the Associate Provost for Undergraduate Education and the Office for Inclusion and Intercultural Initiatives, MSU librarians have developed this site to highlight research and resources focusing on inclusive teaching in the disciplines. The site is a work in progress. Librarians have begun gathering resources by carrying out preliminary searches in their subject areas and summarizing their findings and search processes. These lists are meant to serve as a starting point for faculty interested in looking into research on pedagogy and inclusion in their fields. A breadth of very insighful reasources (relevant to all) are shared in the "Trauma Informed Practice: Resources for Best Practices in the Classroom" article and site. Similarly, an important centeralized resource for all is MSU's Institutional Diversity and Inclusion office, that has developed a great foundational set of resources for Building Inclusive Communities. Some of these resources are also represented, along side many others, in the "Inclusive Teaching and Pedagogy" section of the "Expanded Educator Resources" playlist.Making big changes to your practice can seem overwhleming, but working toward a globally inclusive classroom is critical for the culture of MSU broadly and student success as a whole. You can take small steps to shifting the way you think about the design of your assignments (time based deadlines might not be that inclusive for individuals in time zones other than Eastern), your activities (whose perspectives are represented on your reading list), or even the your very first encounter with learners (a name is often core to one's identity, so correctly naming people is important [visit NameDrop for a free platform where anyone can share the correct pronunciation of their name])!Who will be globally inclusive in their teaching? Spartans will.Photo by Vladislav Klapin on Unsplash

The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Agriculture and Natural Resources. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Kelly Millenbah: Kelly is a fantastic mentor. Every time I interact with her, even as my roles have changed from student to staff and back to student, I have felt recognized and valued as a colleague. I love that Kelly isn't complacent when it comes to positively changing the status quo; she i always willing to consider (and collaborate) on ways to make the MSU experience better. Every time I talk to her, I can feel how important student success is to her- and she recognizes success as including all the parts of what make a person whole. She's an all around fantastic human being, and MSU is very lucky to have her. 
 
Kellie Walters: Kellie Walters is a PhD Candidate in the Department of Horticulture who, during the 2017-2018 school year, completed the FAST (Future Academic Scholars in Teaching) Fellowship Program to improve her knowledge and contribute to scholarly teaching and learning. During 2019-2020, Kellie took on an administrative role with the FAST Fellowship Program, mentoring the Fellows in their teaching-as-research projects and professional development. In recognition of her disciplinary research, Kellie has received the Bukovac Outstanding Graduate Student award in the Department of Horticulture and will be joining the faculty at the University of Tennessee this fall as Assistant Professor of Controlled Environment Production in the Department of Plant Sciences. Congratulations Kellie and thanks for all that you do at MSU.
 
Alyssa Harben: Alyssa is a shining example of a Graduate student. She is a thoughtful and reflective instructor, a productive and creative researcher as well as a fabulous mentor who carefully tends the path for those who travel it behind her. I have immensely enjoyed watching her grow in all aspects of the University mission as she has transformed from an emerging undergraduate into someone that is more like a colleague. She will be sorely missed when she graduates later this year, but I know that the discipline will be the benefactor of her presence.
 
Patrick McDavid: Patrick is a full time instructor, PhD student, and family man. He manages teaching multiple classes, being a father multiple children, while at the same time working toward a PhD, with a resilience and good cheer that is unparalleled.
 
Seth Hunt: Seth came back to grad school after years developing curricula and learning materials for online courses. Little did he know last fall how valuable that skill set was about to become! He has been an incredible asset to our department and beyond during the shift to online teaching. His advice and insights about problem solutions reflect his ability to leverage both the best technology and the best practices for effective pedagogy. In addition, he has been a willing and gracious volunteer. Thank you, Seth!!
 
Kaleb Ortner: Kaleb was a great TA for CSS226L Weed Science Laboratory. He developed new written materials to help the students learn weed identification, which is no easy task. He was a team player from the very beginning! Kaleb also took on extra responsibilities helping with grading projects in CSS126 Weed Management (online). I am grateful that I will have the opportunity to work with Kaleb again this coming fall in the online course.
 
Adam Constine: Adam was an instrumental part of teaching CSS226L this past Fall. He brought farm and industry experience to the classroom and created a brand-new hand-on laboratory where students got to work on sprayer calibration at the Agronomy Farm. Thanks to Adam for helping improve this newer course. His efforts were beneficial to the fall students and will also benefit those in future semesters.
 
Kambriana Gates: Kambriana Gates is a dedicated student who has been instrumental in developing the Climate & Response process in the Prevention, Outreach and Education department as our graduate research assistant. Kam's positive attitude, flexibility with transitioning to remote work and dedication to making the world a better place are remarkably inspiring. I thank her for all that she does!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll be directed to a form where you can enter the name, netID, and a short story of the educator you'd like to recognize.