We found 15 results that contain "edn"

Wednesday, August 19 - Part 1 - Integrity

Wednesday, August 19 - Part 2 - Question Writing

Wednesday, August 19 - Part 3 - D2L Tools

Wednesday, August 19 - Part 4 - Digital Desk and Q&A

Hello, my name is KJ Downer-Shojgreen. My extensive experience in the public educational system as a teacher for both young and adult learners, combined with my roles as a Technology Coach and trainer in a large-scale school district, and as an Instructional Designer and trainer in both corporate and public university settings, has provided me with a solid and diverse professional foundation. My academic background, consisting of dual Bachelor's degrees and a Master's in Educational Technology, further enhances my skill set and aligns seamlessly with my career focus.
I have a strong track record in designing, facilitating, and managing learning and development initiatives, including staff training processes and procedures. At Michigan State University, I served as a Training Program Developer III on the Student Information Systems (SIS) Project, where I created a variety of training materials for campus-wide use. These resources included self-guided trainings, instructional videos, and reference guides tailored for end users.
Previously, as an Instructional Designer at XPO, I developed, scripted, and produced all training videos for the Less than a Truckload division. Beyond video production, I cohosted global interactive seminars and learning summits using platforms such as Skype, Zoom, GoToMeeting, and Adobe Connect, engaging audiences that included Executive Management, Senior Leadership, and Vice Presidents. Additionally, I designed onboarding e-learning materials and comprehensive curriculums for both new hires and current employees. These materials combined webinars, e-learning modules, and on-the-job training, all focused on core competencies critical for employee success during 30-, 60-, and 90-day evaluations.
I am particularly passionate about the transformative potential of Mixed Realities in Learning and Development (L&D). My goal is to create training experiences that are engaging, entertaining, and rewarding. By leveraging technology to simplify and enhance L&D, we can maximize knowledge retention and empower individuals to achieve greater success.
Outside of my professional pursuits, I am an avid golfer, deeply fascinated by astrophysics, and actively involved in 3D printing. I also enjoy following Rally Car and Formula 1 racing. Finally, I am proud to be a member of the Educator Developers Network.
 

The Cube (publishing - process - praxis) is a publishing nexus housed in Michigan State University's Department of Writing, Rhetoric, and American Cultures (WRAC). The Cube supports, promotes, and produces open-access works created by diverse members of the mid-Michigan and Michigan State communities. Our publishing focuses on messages of social justice, accessibility, diversity, and inclusion. We provide a space for diverse voices to publish and advocate for their work and engage with audiences they would otherwise have difficulty reaching. This Poster, featuring The Cube's director, its graduate assistant, and its lead undergraduate web developer, will provide an overview of the work the Cube does, from brainstorming to final product, and show how we faced adversity and thought creatively in the wake of massive budget cuts to the humanities. 

To access a PDF of the "We Are The Cube" poster, click here.
Description of the Poster 
This poster is made using something similar to a mind map, with bubbles named “high-impact experiential learning,” “people,” “mentorship and community,” “projects,” “process,” and “skills.” Surrounding those bubbles are smaller bubbles with descriptions (described below). 
We are The Cube. 
Publishing - Process - Praxis  
We are a publishing nexus that supports, promotes, and produces open-access work created by diverse members of the mid-Michigan community, focusing on messages of social justice, accessibility, diversity, and inclusion through high-impact experiential learning. We provide a space for diverse ranges of persons, places, and communities to publish and advocate for their work and to engage with audiences they would otherwise be unable to reach. 
High-Impact Experiential Learning Circle: 
Mentorship is key. Project proposals come to The Cube via our website; from there, we review projects and hire paid undergraduate and graduate interns to complete the work. At any given time, The Cube has between twelve and twenty interns, and our entire budget is dedicated to labor. 
 Throughout our processes, students are mentored by faculty members, encouraged to take risks and make mistakes,  praised for their good work, and given credit for that work. For a full list of our mentors and interns, see our website: https://thecubemsu.com/. 
Experiential learning programs allow students to take risks, make mistakes, and learn from those mistakes in a safe and supportive environment. 
There are two goals. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process. 
Experiential learning works in four stages:  

concrete learning,  
reflective observation,  
abstract conceptualization, and  
active experimentation. 

All of these are key for developing both hard and soft skills, which students will need to be ethical pioneers in their fields and in their communities. 
Representative People Circle: 
Catherine Davis, User Experience and Design Intern 
Shelby Smith, Writing and Editing Intern 
Grace Houdek, Graphic Design Intern 
Jaclyn Krizanic, Social Media Intern 
Jeanetta Mohlke-Hill, Editorial Assistant 
Emily Lin, Lead UX Designer  
Mitch Carr, Graduate Assistant and Project Coordinator 
Kara Headly, Former Social Media Intern 
Community & Mentorship Circle: 
Dr. Kate Birdsall, Director 
Dr. Alexandra Hidalgo, Editor-in-Chief  
Dr. Marohang Lumbu, Editor-in-Chief 
The Writing Center at MSU 
Writing, Rhetoric, and American Cultures (WRAC) at MSU 
Projects Circle: 
The Current, digital and print magazine 
JOGLTEP, academic journal 
Constellations, academic journal 
Agnes Films, feminist film collective 
The Red Cedar review, literary journal 
REO Town Reading Series Anthology, digital book 
Superheroes Die in the Summer, digital book 
Process Circle: 
Brainstorming 
Collaboration 
Client Relations  
Consistent Voice and Branding 
UX Design and Engineering 
Skills Circle: 
Confidence  
Editing and Writing Style Guides 
Professional Development 
Risk Analysis 
Develop Professional Portfolio 
Human Centered Design 
Developmental and Copy Editing 
Poster by: Dr. Kate Birdsall, Mitch Carr, and Emily Lin (Writing, Rhetoric, and American Cultures (WRAC) Department)) 

Leadership Fellows

2017-2020: Alex Wright
2020-2021: Acacia Ackles & Lindsay Williams
2021-2022: Katie Westby & Samridhi Satija
2021-2023: Daniel Puentes

Alex Wright (2017-2020)Alex Wright leveraged his position as the first Natural Science Leadership Fellow to build lasting relationships within the college and inform guidelines and feedback mechanisms for peer-mentoring. Working closely with Dean Phillip M. Duxbury, Alex authored, promoted, and helped implement strategies from his Peer Mentoring Program Guide. Alex ended his three-year fellowship in 2020 by working with stakeholders within the College to develop feedback mechanisms to measure and improve faculty mentoring and departmental graduate program policies. His successes helped secure funding for an additional Natural Science Leadership Fellow the next year, and we were able to welcome Acacia Ackles and Lindsay Williams as Fellows for 2020-2021.
Acacia Ackles (2020-2021)One of two 2020-2021 Natural Science Fellows, Acacia Ackles worked with a network of instructors across multiple institutions to draft an article on creating more equitable graduate admissions in the biological sciences. Their team drafted an article for submission to the American Naturalist’s call for special section papers on Nature, Data, and Power. Though the article was rejected, Acacia’s team is currently seeking a home for the proposal and the article itself. The proposal pulled together existing literature on equitable admissions, as well as expertise from faculty working across public, regional, and private institutions, from R1 to primarily teaching. The article aims to create a guide for Michigan State University and other biological science departments to assess and revise their admissions processes.Lindsay Williams (2020-2021)Lindsay Williams used her Fellowship to improve advertising and availability of career services and information on alternative careers for graduate students within the College of Natural Science. Lindsay began creating a guide for alternative career pathways for graduate students and working with Elizabeth Averkiadi, a Communication Arts and Sciences Ph.D. student, to create an undergraduate workshop titled “Ways of Researching” to introduce undergraduates to the research experience outside of academia.Katie Westby (2021-2022)Katie, drawing on over a decade of professional teaching experience, decided to address the unique accessibility needs within math education. Working closely with two faculty members in her department, Katie gained institutional support and funding to create a professional development workshop series for mathematics Graduate Teaching Assistants about compliance and inclusion from an anti-deficit, anti-ableist perspective. The goals of her workshops were to increase knowledge among GTAs about accommodations, understanding disability through a sociopolitical lens, and becoming comfortable creating a more inclusive learning environment.  The workshop also helped participants write diversity and teaching statements.  
Samridhi Satija (2021-2022)Samridhi decided to focus on supporting graduate students who identify as women. She collaborated with Heather Shea, the director of the Women*s Student Services office, to host the SmartStart program, a program designed to help women with salary negotiations in professional settings. Salary negotiation skills are one way to address the wage gap that exists across genders. Daniel Puentes (2021-2023)Daniel’s project focused on advocating for guaranteed transitional funding for graduate students who are forced to move to new labs or assistantships due to issues with their supervisor. Graduate students are financially vulnerable, especially when their funding is tied to a particular advisor or lab, and this funding would provide a safety net and financial security so students can prioritize their wellbeing. He created a survey to highlight the need for this type of emergency funding and in the process of submitting a proposal to the Graduate School based on benchmarking of similar programs at other institutions.

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

Given the COVID-19 pandemic, educators from many fields have looked to representations of pandemics to help students study topics the pandemic has accentuated. In the history of science, educators have explored inequalities in medicine, trust in experts, and responses to uncertainty. To help make these issues digestible, some educators have turned to the cooperative board game, Pandemic Legacy. Small groups work together to avert a global health crisis by managing disease. Teams play the game multiple times, but actions in one game have consequences for the next and rules change and develop as the game progresses. The game's development introduces students to new concepts at a manageable pace while giving them new problems to solve. While the game effectively introduced students to topics in the history of science, this study sought to know whether it promoted cognitive and interpersonal skills. It focused on team adaptive performance, which is linked to problem-solving and communication skills. Data was collected using three surveys. Variation in teams' responses was analyzed using the Median test. The Friedman test was used to analyze each team's adaptive performance at each of the three timesteps. All teams were initially quite confident in their ability to creatively deal with unexpected events and reported that they adapted well to new tasks. As they encountered novel situations, some teams reported that their confidence decreased. They were newly aware that they did not have creative solutions to unexpected problems. Teams aware of their limitations performed better than those who maintained their initial confidence.To access a PDF of the "Studying Team Adaptive Performance using the Board Game Pandemic Legacy" poster, click here.Description of the Poster
Studying Team Adaptive Performance using the Board Game Pandemic Legacy 
Research Goal 
This study examined how team adaptive performance evolves over time. Adaptative performance is understood as a process that more effectively moves a team towards its objectives. The team must recognize deviations from expected action and readjust actions to obtain the best outcome (Salas, Sims, Burke 2005; Priest et al. 2002; Marques-Quinteiro et al. 2015). 
While previous studies have examined team adaptive performance in singular events, this study aimed to measure the evolution of team adaptive performance over time. Using a cooperative boardgame that changes as teams play, the study measured how well teams performed in response to three major deviations in game play that necessitated adaptation. 
Research Hypothesis 
Teams with higher perceived levels of adaptability will have better outcomes (the success measure) over time than teams with lower levels of adaptability  
Research Methods 
A total of 16 participants were divided into four teams. Each team played the cooperative board game, Pandemic Legacy (Figure 1), nine times throughout the study. Each participant completed a team adaptive performance questionnaire three times during the study, once after each major disruption in the board game. The questionnaire was designed to assess perceptions of team performance, based on Marques Quinteiro et al. 2015. It consisted of control questions about participants’ demographics as well as a 10-item Likert scale team performance questions broken down into categories assessing satisfaction, creativity, adjustability, adaptability, and positivity.  
Questions to evaluate adaptability included: 
Q7:We update technical and interpersonal competences as a way to better perform the tasks in which we are enrolled. 
Q8: We search and develop new competences to deal with difficult situations. 
Reliability Analysis showed that Cronbach alpha for Q7 and Q8 is 0.938. 
Team outcomes were assessed by a success measure that evaluated each team’s number of wins (where > wins = better outcome) and number of outbreaks (where < outbreaks = better outcome) 
Research Results: Success Measure 
The success measure results of number of wins are displayed in a bar chart. 
The success measure results of number of outbreaks are displayed in a bar chart. 
Research Results: Adaptability Measure 
Differences in the median score of teams’ responses to each question was calculated using the Median Test. Team 3 responded differently than at least one of the other teams to Q8 after Survey 1. Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, revealing a statistically significant difference between Team 3 and Team 1 (p =.030), and Team 3 and Team 2 (p =.030). 
Using the above method revealed no significant results after Survey 2. After Survey 3, there was a significant difference between Team 4 and Team 2 (p=.049) for Q7 and Team 1 and Team 2 (p=.049) for Q8. 
A Friedman Test was performed to determine if responses to the questions changed over time. There was a statistically significant difference in Team 3’s response to Q8 (X2(2)= 6.500, p= .039). Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, resulting in a significance difference between Team 3’s first and third survey for Q8. 
Research Findings 
The initial analysis suggests that teams, such as Team 3, that develop higher perceptions of their adaptability will have better outcomes once the higher perceptions are achieved. Teams, such as Team 1, that begin with high perceived levels of adaptability but did not alter their approach when the success measures indicate adaptation is needed will have poorer outcomes. Teams, such as Team 2, that report high perceptions of adaptability throughout and that correspond with the success measure, will maintain good outcomes. 
Analysis of the satisfaction, creativity, adjustability, and positivity data is needed to determine if these affect the success measure or adaptability over time. 
Acknowledgments 
Funding provided by the MSU SUTL Fellows program, a collaboration between the Lyman Briggs College and the MSU Graduate School. 
References 
Marques-Quinteiro, P. et al. 2015. “Measuring adaptive performance in individuals and teams.” Team Performance Management 21, 7/8: 339-60. 
Priest, H.A. et al. 2002. “Understanding team adaptability: Initial theoretical and practical considerations.” Proceedings of the Human Factors and Ergonomics Society 46: 561-65. 
Salas, E. D.E. Sims, C.S. Burke. 2005. “Is there a ‘Big Five’ in Teamwork?” Small Group Research 36, 5: 555-99.   

Breakout rooms allow you to split your Zoom meeting in up to 50 separate sessions. The meeting host can choose to split the participants of the meeting into these separate sessions automatically or manually, and can switch between sessions at any time.
Create Breakout Rooms 

Log into msu.zoom.us
Click on settings
Scroll down to In Meeting Advance Settings and make sure that Breakout Room is activated and that Allow Host to Assign Participants to Breakout Rooms when Scheduling is selected. 
Then you can schedule a meeting by clicking on meeting and the Schedule a New Meeting.
When schedule your meeting you can choose to pre-assign participants to the break out rooms, by checking Breakout Room pre-assign in the meeting options, and then clicking on Create Rooms
You can then create and assign the rooms prior to the meeting 
You can also create Breakout Rooms during the meeting by clicking on Breakout Rooms in the zoom controls 
Then select  Automatically or Manually 
Automatically will randomly assign the participants in the meeting to a Breakout Room. Manual will allow you to create, rename and assign participants to Breakout Rooms

Additional instructions for breakout rooms: https://support.zoom.us/hc/en-us/articles/206476313-Managing-breakout-rooms

Who did you work with and what was their role in your project? I led the executive board and committee chairs as we collaborated with our expert speakers to put together our two-day conference. In total, we offered 22 sessions including workshops, lectures, networking opportunities, and social events. How did you manage relationships with key stakeholders in your college to achieve your project goals? I reached out to the Deans and department chairs to schedule meetings with them if they wanted more information. The initial email was very detailed about what we were trying to accomplish. I have met with these stakeholders in the past before too so that was helpful.  What is the impact of your project? Who was your target audience and what difference did your project make for them?  Our conference helped to bring together individuals who are passionate about science communication. Our attendees included a mix of students who were interested in entering science communication fields and experts looking to connect to peers and provide advice to the next generation. Our formal sessions included presentations and workshops that were targeted to specific interest areas, and we also offered space for networking and other informal conversations, all of which was well-received by our attendees.  If someone were to continue your work in the future, what advice would you have for them?  It was very important to us to highlight the diversity of science communicators as we worked to put together this conference, and we would encourage anyone else looking to plan a similar event to do the same. For anyone looking to host a virtual conference, make sure that your technology is accessible, and have members of your team ready to assist with any technical difficulties.  How did this work contribute to your personal leadership development? Through the process of planning and executing a conference of this scale, our leadership team was able to gain valuable skills related to event planning, public relations, marketing, grant-writing, and innovative technology use. I was able to guide our team in conducting all of this which helped me feel prepared for future event planning. I learned a lot about what it takes to run a successful large-scale event, and I look forward to the opportunity to use these skills when planning future MSU SciComm programs.  MSU SciComm Conveyance Website