We found 84 results that contain "equity"

MSU Extension has developed a three-part document to guide employees in creating and delivering educational materials and programs as well as event planning in a way that reflects our values and commitment to diversity, equity and inclusion.

The first section focuses on considerations and strategies for facilitating, or delivering, programming.
The second section focuses on the development of educational materials, or products.
The last section focuses on event planning considerations.

An appendix of useful sites is also included, including a section on sources for diverse images.  This document can also serve to help outside trainers and contractors understand our values and how we expect them to play out in educational programming. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events

The MSU Libraries’ Open Educational Resources (OER) Award Program call for applications for the academic year 2022-2023 is now open.
Now in its 4th year, the OER Award Program provides financial incentives and support to instructors interested in adopting, adapting, or creating OER as an alternative to traditional learning materials to advance our goals of affordability, access, equity, and student success. 
You can download the Call for Proposals overview to learn more about the application categories, eligibility, participation requirements, timelines, and criteria for evaluation. 
Application forms are available in the OER LibGuide. The deadline for submission is January 16, 2023. The OER Advisory Committee will meet to review applications, and we will notify successful awardees on February 10, 2023.
Regina Gong, OER & Student Success Librarian, offers a one-on-one project consultation if you have questions about the OER Award program and the application categories. You can send an email to Regina at gongregi@msu.edu to schedule a project consultation. 

Topic Area: DEI
Presented By: Ryan Smith, Jennifer Cobbina, Kendra Pyle
Abstract:
Restorative Justice in education facilitates learning communities that “nurture the capacity of people to engage with one another and their environment in a manner that supports and respects the inherent dignity and worth of all” (Evans & Vaandering, 2016, p. 8). Through this lens faculty, staff, and students from across campus formed an interdisciplinary learning community in 2019 to discuss how we can further incorporate restorative practices into our work and relationships in and out of the classroom. Over the last two years, community members have engaged in shared readings and discussions, community building circles, trainings, and supporting one another’s efforts at utilizing restorative practice to build inclusive and engaging communities, including racial healing circles. This session will model restorative practice as we discuss our work, and the ways we have incorporated RP on campus to further community, equity, and healing.Session resources:
Community Building Mini-circle (Document)
Racial Healing Circles FAQ (PDF)

Topic Area: Online Teaching & Learning
Presented by: Cheryl Williams-Hecksel, Kelley Blanck
Abstract:
"It is suggested that 66-85% of youth report lifetime exposure to one or more traumatic events by the time they reach college (Read, Ouimette, White, Colder, & Farrow, 2011; Smyth, Hockemeyer, Heron, Wonderlich, & Pennebaker, 2008) Trauma Informed (TI) teaching assures that students are engaged in a manner sensitive to potential adverse and traumatic experiences. Student success and learning is dependent upon preparedness of educators to address the impact of trauma on learning and development (Davidson, 2017). The current pandemic and ongoing racial injustice amplify this need.
Central to trauma informed work are principals of Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion (SAMSHA, 2020) This workshop will explore strategies that embrace these principals and can be used in classroom (in person and online) and other learning environments to support students at Michigan State University. These strategies have evolved as a part of the work of the MSU Trauma Services and Training Network (TSTN.) This network, formed in 2018, has an active and engaged learning community that has been meeting regularly for more than two years and is committed to creating a trauma informed institution.
Included in this discussion of TI teaching are course policies and procedures, integrating flexibility and choice, promoting self-reflection, growth and professional development. Additionally, approaches for responding to trauma affected students will be outlined.

Introduction:
As educators we seek to enhance student engagement and learning outcomes, exploring innovative grading strategies can offer fresh perspectives and effective solutions. Here’s a concise overview of five innovative grading practices:

1. Transparent Grading:


What is it? Transparent grading involves clearly defining and communicating grading criteria, processes, and feedback to students.


Key Elements: Detailed rubrics, open communication, student involvement.


Benefits: Enhanced understanding, improved performance, increased trust.


2. Self-Grading:


What is it? Self-grading allows students to assess their own work, promoting reflection and autonomy.


Key Elements: Self-assessment, reflection, feedback loops.


Benefits: Empowers students, promotes deeper learning, supports self-regulation.


3. Peer Grading (Peer Review):


What is it? Peer grading involves students assessing each other’s work, enhancing collaboration and responsibility.


Key Elements: Peer evaluation, feedback exchange, critical thinking.


Benefits: Deepens understanding, builds skills, fosters collaboration.


4. Gameful or Gamified Grading:


What is it? Gameful grading integrates game design elements, such as points, badges, and leaderboards, into the grading process.


Key Elements: Gamification, student choice, immediate feedback.


Benefits: Increases engagement, enhances mastery, supports skill development.


5. Ungrading:


What is it?: Ungrading minimizes or eliminates traditional grades in favor of detailed feedback and alternative assessments.


Key Elements: Detailed feedback, self-assessment, focus on growth.


Benefits: Promotes deep learning, reduces stress, supports equity.


Explore these strategies to boost student engagement and learning outcomes!

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




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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)


 
 
 
 


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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





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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


 

 


 

 



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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


 
 




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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

 

 

 
 



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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




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Welcome to my classroom: COIL


Using H5P to Help Students Learn!

 
 
 
 



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Background
This is a group activity for students in an introductory course on race, gender, sexuality, disability, class stratification, and various intersecting identity categories. In this activity, students work in small groups to break down different aspects of systems of oppression related to the listed identity categories, like racism and/or heteropatriarchy. The activity pairs well with a number of readings, but here are some helpful suggestions:  The New Jim Crow by Michelle Alexander, “Five Faces of Oppression” by Iris Marion Young, “Full-Frontal Morality: The Naked Truth About Gender” by Talia Mae Bettcher, and “Rape, Racism, and the Myth of the Black Rapist” by Angela Y. Davis. The following instructions are for a tree activity about The New Jim Crow. Note: the activity should be done after lecture and discussion on the book. 
 
Implementation

Put students in groups of four or five
Alternate assigning groups ‘Jim Crow’ and ‘Prison Industrial Complex’
Ask each group to draw a tree with roots, a thick trunk, branches, and many leaves
Ask each group to use references from the text to identify different ‘roots’, ‘tree trunks’, ‘branches’, and ‘leaves’ of Jim Crow or the Prison Industrial Complex.   
Provide examples of each part of the tree to get them started, e.g. a leaf of Jim Crow may be poll taxes, while a root may be racism and white economic anxiety.  
Allow 30-35min. Walk around and check in with groups about their trees asking why one thing is a leaf instead of a branch, weaving in relevant points from the previous discussion of the text, etc.
Reassure students that each tree will likely be different and that is wonderful. 
Ask groups to present their trees and the rationale for each piece. 
Tape the trees to a central wall/board separating ‘Jim Crow’ trees and ‘Prison Industrial Complex’ tress.
Ask students if they see similarities and/or differences between the two types of trees.
Prompt discussion about the relationship between the two types of trees according to Alexander.
Congratulate and thank students for their hard work. 
Ask students to reflect on what systems may look like if at their root were good things like ‘justice,’ ‘healing,’ ‘equity,’ etc.

The first fellow in her college, Kanza spent the majority of the Fall building relationships and raising awareness of the fellowship and her as a resource. Early Spring, she worked with stakeholders within the college to determine a focus on diversity, equity, and inclusion. She was about to host an event related to her fellowship work, known as a “Human Library,” but had to cancel it due to COVID-19. The purpose of the event was to showcase and celebrate the diversity with the College of Law, in hopes of starting a conversation about authenticity and lived experience in the college.