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With COVID19 pandemic most, if not all, research activities placed on hold in 2020. The need for remote teaching and working was obvious. The increase number of older adults in the US and world wide place geriatric medicine as a priority in addressing health need in the near future. According to Association of American Medical Colleges [AAMC] there is increasing number of medical graduates who do not match to any residency program in the US. We started a virtual research fellowship in geriatric medicine as a tool to empower some of those unmatched medical graduates in Michigan state and other areas using funds provided by The Pearl J. Aldrich Endowment in Gerontology/Michigan State University. One of the goals of this fellowship is to train these graduates to know the basic steps of any research work and how to use the tools available in any research environment. We hope that these students understand the methodology of identifying a problem that faces older adults, and then carry the required steps to address and solve such problem in a systematic way. Currently we have four teams, who are involved in different research projects. We have submitted 10 abstracts to 2 different meetings, and so far 6 were accepted for oral presentation. We targeted The American Geriatrics Society (AGS) and AMDA – The Society for Post-Acute and Long-Term Care Medicine. Some of the topics address include COVID19 and its impact on the elderly. During this session our team will share our experience.
To access a PDF of the "Virtual Research Geriatric Fellowship for Unmatched Medical Graduates" poster, click here.Description of the PosterTitle: Virtual Geriatric Research Fellowship 
Author: Nadir Abdelrahman, MD, CMD 
Geriatric Division,  Dept of Family Medicine, MSU 
Introduction:
Between 2020 and 2030, the number of older adults is projected to increase by almost 18 million 1. 
The Association of American Medical Colleges expects that an additional 42,600 to 121,300 doctors will be needed by 2030 2.  
There is a huge need for geriatric-trained health care providers 3. 
Each year, there are more than 8 thousand Unmatched medical graduates [UMGs] in the US. Most of them are international medical graduates.  
Aim: 
The aim of this fellowship is to empower UMGs by improving their knowledge, skills, and experiences in geriatric medicine.  
Curriculum Development: 
This curriculum was developed based on Entering Research course.  
The primary goals of this fellowship are to create a supportive learning environment to introduce UMGs to the culture of research and to teach them valuable skills needed to become effective researchers. 
The fellowship was designed to help medical graduates find a research mentor, explore the culture of research, write a research project proposal, and begin doing research.  
They informally share their research experiences and learn about the diversity of experiences available through their peers. 
Through virtual meetings, research basics, communication skills and common geriatric principles were reviewed.  
Early discussions included current pandemic topics ranging from COVID19 incidence, hospitalization and mortality to prevention and vaccination. 
The content of these discussions came from the students, and their engagement in the weekly, 2-hour-long meetings.  
The course facilitator provided a framework for the discussions, relevant background reading materials, and structured assignments designed to help students develop positive relationships with their research mentors, define themselves as a member of the research community, and understand and communicate their research.  
Description of Curriculum 
The following tasks were identified for this program 

Recognize the research ethics principles.
Select a research topic.
Identify research question(s).
Describe various types of study designs.
Select appropriate study design.
Define study population.
Take an appropriate study sample.
Enumerate various study variables.
Discern various types of errors, including bias.
Identify confounding factors.
Select and use appropriate measurement tools.
Prepare for data management.
Set a work plan with time, budget, and a plan for dissemination. 

Results of Implementation 
A total of 6 Virtual posters were accepted in 2 national conferences:  American Medical Director Association/The Society for Post-Acute and Long-Term Care (PALTC21: 2 virtual posters) and American Geriatrics Society (AGS21: 4 virtual posters). 
Eight of the fellows were matched into residency programs starting July 2021. 
Discussion 
This virtual research fellowship in geriatric medicine is considered unique and innovative as there is an immediate need for geriatric-trained health care providers.  
The conceptual framework allows training program directors to identify and select appropriate activities to use with their trainees based on need and career stage. 
Activities were designed to teach UMGs principles of research, research design, and critical evaluation of results while also giving them practice with the real-world experience of creating and presenting posters in virtual environment.  
This fellowship achieved its goals using online tools. 
In the coming year, we hope to expand this concept, and establish it as a model for implementation at other institutions. 
 Figure 1. 
The four-box model 
 Disclosure 
The author has no conflict of interest to disclose. 
This fellowship is supported by:  
The Pearl J. Aldrich Endowment in Aging  
Demographic Changes and Aging Population – RHIhub Aging https://www.ruralhealthinfo.org/toolkits/aging/1/demographics 
Healthcare Suers When Medical School Graduates Don’t Match https://www.insightintodiversity.com/healthcare-suffers-when-medical-school-graduates-dont-match/  
Record number of unmatched medical graduates. CMAJ 2017 May 29;189:E758-9. doi: 10.1503/cmaj.1095432 
Hersey, P., & Blanchard, K. (1969). Management of organizational behaviour: Utilizing human resources. Upper Saddle River, NJ: Prentice-Hall. 
 Tasks and Team approach 
Fellows were grouped into teams. 
Different tasks were assigned to each fellow. 
Teams leaders encouraged individual fellows 
Projects identified and project leaders assured completion of each Poster.  
 Fellows learned the basics of literature review, statistical analysis (using SPSS) and reference management (e.g EndNote) 
 Situational leadership skills and teams were incorporated using the four-box model 4 (See Figure 1) 
 References 
https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1009&context=nursingposters 
https://slideplayer.com/slide/6319238/ 
https://www.mghihp.edu/poster-presentations-age-zoom 

This week, we are featuring, Kate Sonka, Assistant Director of Inclusion & Academic Technology in the College of Arts and Letters. Kate 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 form) regularly!
Read more about Kate's perspectives below. #iteachmsu's questions are bolded below, followed by Kate's responses!

In one word, what does being an educator mean to you? 
Connection
Share with me what this word/quality looks like in your practice? 
This looks like connections between educators and students, connections between learners and course content, connections among students, connections among faculty, and so forth. In that way, I continually keep these possibilities for connections and collaborations in my mind as I work to support teaching and learning in the College of Arts & Letters (CAL) and the broader MSU community. Some of this appears through faculty professional development opportunities I help create and facilitate and it also appears through the grad and undergrad courses I teach. And in a broader sense, it very much features in the work I do as Executive Director of Teach Access.
Have your ideas on this changed over time? if so how? 
If anything each day I find more and expansive ways to connect people to ideas and to each other. I’m definitely a life-long learner myself, so as I take in and learn new information or new pedagogies I want to share those out.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students.
I’m situated in the CAL Dean’s office and I report to both the Assistant Dean for Academic and Research Technology AND the Associate Dean of Academic Personnel and Administration. Beyond that, I spend a lot of my time working with colleagues in a variety of colleges and units across MSU.
What is a challenge you experience in your educator role? 
A challenge I experience is one we all face – how do we meet students where they are and ensure we’re creating inclusive learning spaces for everyone in our class.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? 
Making sure we take the time to actually listen to students. I always include surveys to collect anonymous feedback before the semester, mid-way through, and at the end asking about how inclusive (or not) I’ve been as an educator and recommendations on how to help them meet their learning goals. And wherever I can, I try to incorporate that feedback while I still have students in the class, and/or use that feedback to improve the course the next time I teach it.
What are practices you utilize that help you feel successful as an educator? 
Certainly the student surveys I mentioned above help me understand if I’m being successful, but also any sort of additional feedback I can get from students or colleagues also helps.
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 would love to see more conversations about how people are creating accessible learning environments and how considering students with disabilities improves their overall teaching practice. We’ve made some progress in this area since I’ve been at MSU, but the more we could share with each other, the more I think other educators would be energized to try in their own classes.
What are you looking forward to (or excited to be a part of) next semester? 
I’ve been doing more work with the CAL Inclusive Pedagogy Initiative, and we were just considering a two-part workshop series on topics of inclusion. Excited to see how this work expands in our college and beyond!
 
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! Follow the MSU Hub Twitter account to see other great content from the #iteachmsu Commons as well as educators featured every week during #ThankfulThursdays.
 

 
 

Instructing students during the Covid 19 pandemic has created many new challenges and upended normative pedagogical practices in learning spaces. Teaching in the arts, a traditionally hands-on process, represents a particularly unique set of challenges. Studio art faculty have long been asked to perform with limited resources, particularly those in the domestic arts where practitioners are largely women, people of color, and folks from marginalized populations. In this poster presentation, I will discuss how historically, in times of war, and now a pandemic, domestic work or matriculture, is revisited by societies at large. One needs only to look at the proliferation of bread making advice across social platforms; an intense return to cooking, and the sharing of recipes for meals that are comforting; renewed interest in growing plants and gardening to recognize the need to prioritize domestic activities as high priorities during this time. It is noteworthy to acknowledge that these same domestic activities function as productive distractions from trauma, and offer meditative practices, while providing individuals and their families with activities and outcomes that commonly bring about feelings of comfort, and security. Accordingly, I will discuss how these domestic skills can be applied to experimental learning and how students can draw on these practices with rigor for more personal resilience, innovation and imagination in their studio arts practice.To access a PDF of the "Matricultural Practices in Studio Art Courses" poster, click here.
Description of the Poster 
Matricultural Practices in Studio Art Courses 
Rebecca E. Schuiling Apparel and Textile Design Art, Art, History and Design Michigan State University 
Introduction 
Studio environment, now that we are online, happens in the home. Students are making studios of their kitchen table, twin bed, and basement floors. Creative projects that would have been executed on industry standard machines and equipment are now being created from discarded items in the family garage, recycle bin, and the junk drawer. While creative spaces, commonly known professionally as studios, have always had direct connections to matricultural underpinnings, at this time, studio practices and matricultural practices commingle.  
Students and professors alike take for granted the matricultural items and spaces around them, because they commonly exist in patriarchal spaces such as drawing studios with rigid standing tables, fluorescent lighting, cell structure classrooms with concrete floors. The pandemic forced them to examine their surroundings with a critical eye to discover new approaches and materials for creative outcomes. This returned everyone to a matricultural ethos, where materials and approaches reflect the Hestian sphere. Materials that were readily available commonly were found in the natural environment and in the home, which lead to a new appreciation for  sustainable media and materials readily available when viewed through a lens of multiplicity. 
In my studio courses; Knitwear, Advanced Knitwear, and Explorations in Apparel and Textile Design, I employ matricultural pedagogical strategies. The following are a few highlights as to the use and success of Matriculture as a pedagogy. 
Matriculture as Pedagogy 
In the introduction to her book, Cassandra Speaks 2020, Elizabeth Lesser notes that the stories a culture tells, become the culture. Stories with terms coded as feminine, “the home, the hearth, the “womanly arts” of empathy and care” are erased in favor of stories of warriors and violence (Lesser 2020:11). In this way, matriculture embraces practices commonly considered domestic arts, crafts, and even women’s work, because it offers sustainable practices and compassionate community based outcomes. 
In ReMembering Matricultures: Historiography of Subjugated Knowledges, Irene Wiens-Friesen Wolfstone imagines a future where curricula and syllabi are developed through the conceptual and theoretical framework of Matricultures. Her working definition of Matriculture is mother-centered societies founded on maternal values of care-taking and meeting needs, which become ethical principles for men and women, mothers and not-mothers. Matricultures are socially egalitarian and governed by consensus (2018: 5)  
During the Coronavirus pandemic, many returned to matricultural spaces, materials, and approaches for creative studios without fully realizing the connection. Given these factors, professors commonly asked students to use what is around them for creative outcomes in their studios, such as garden mud and dough used for ceramics; a pile of pots and pans for still life drawing; and onions and beets used for fabric dyes.  
Matriculture Pedagogical Case Study Examples 
Students were asked to be highly resourceful for space and materials while taking creative studios online. Closets of parents and peers were raided so as to locate appropriate materials that can be upcycled or repurposed. Furry family companions and stuffed animals within the home, are now models for knitted items such as scarves, blankets, mittens and hand warmers. 
Reconnecting with Matricutural Relationships 
A student in my Advanced Knitwear class could not afford new yarn or notions for the class. She reached out to her family, and her grandmother was gifted her a stash of materials including yarns. Her grandmother was thrilled that her granddaughter was learning to knit and that the materials she had collected over the years would finally be utilized for a creative outcome. The student had lots of materials for her projects that would not impinge on her affording other supplies. (Studio majors commonly spend more than $500 per course per semester). 
Reconnecting to Matricultural Spaces 
Due to the fact that many students are working in tiny spaces, as they are sharing their homes with extended family members, or are limited to small apartments or dorm rooms. Space is at a premium in the pandemic, especially for students. Students negotiate with family or roommates for space at the kitchen table or for a bedroom to become a studio for the semester. Storing supplies requires communication and innovative thinking to prevent children or pets from inadvertently ruining paints, markers, fabrics, and other creative materials. In return, the students will offer gifts of their time to make roommates dinner or even some of their creative outcomes. 
Reconnecting to Matricultural Resources 
Students in fashion illustration courses are using tea or coffee to paint their croquis figures. Orange peels and strawberry hulls now build the silhouettes to create texture and line for garment illustrations. Collage items are created as students forage around the house collecting and collating mail, paper goods, and other household items. Everyday household objects take on a new life in still lifes created in the home, frequently with family members critiquing and contributing. 
Analysis 
Wolfstone notes that Foucault’s methodology of historiography exposes how knowledge construction is influenced by colonialism, patriarchy and capitalism. Wolfstone posits that this is a useful framework “for exploring questions such as: How did we get to this place where patriarchy is presented as the only viable social order? How can we remember the subjugated knowledge of matricultures?” ((Wolfstone 2018: 7). In a patriarchal society, crafts are coded as feminine and amateur. They do not carry hegemonic institutional accreditations. Furthermore, crafting is often discounted as medium as it is typically associated with clothing and, therefore, considered superficial or surface. The Covid-19 Pandemic has forced a societal reckoning with this prioritization. The anxiety, fear, and unknown of living through a contagion, coupled with societal and economic unrest and institutionalized disparities; has led us back to the familiar; to home; to matriculture. To the domestic work that sustains life. 
By employing Matriculture as a pedagogical method in my creative studios, students are encouraged through their studio practice and design processes to simultaneously reconnect to family, reconnect to resources, and reconnecting to spaces in their own lives and creative practices. Thus, moving away from a traditional patriarchal lens of institutionalized learning to an authentic, sustainable, and community based matricultural practice. 
Summary 
In times of crisis, the domestic or matriculture is revisited. In my studio pedagogy, I employed matricultural practices, materials, and approaches because many students were isolated in home environments, where they were also engaged with domestic activities that were applicable to experiential learning and creative outcomes. Students reconnected with family, the home, and resources found in the home. Students draw on these practices with rigor for more personal resilience, innovation, and imagination in their studio practice and creative outcomes. 
Bibliography 
Foucault, M. (1984). Nietzsche, genealogy, history. In P. Rabinow (Ed.) The Foucault reader (pp. 76-100). New York: Pantheon Books. 
Kimmerer, R. W. (2015). Braiding sweetgrass. Milkweed Editions. 
Lesser, E. (2020). Cassandra Speaks. Harper Wave. 
Wolfstone I.W.F (2018).  ReMembering Matricultures: Historiography of Subjugated Knowledges. Accessed April 19, 2021: https://www.academia.edu/37336416/ReMembering_Matricultures_Historiography_of_Subjugated_Knowledges 
In her book, Robin Wall Kimmerer notes that “cosmologies are a source of identity and orientation to the world. They tell us who we are. We are inevitably shaped by them no matter how distant they may be from our consciousness…..On one side of the world were people whose relationship with the living world was shaped by Skywoman, who created a garden for the well-being of all. On the other side was another woman with a garden and a tree. But for tasting its fruit, she was banished. And then they met- the offspring of Skywoman and the children of Eve- and the land bears the scars of that meeting, the echoes of their stories” (Kimmerer 2015: 6-7).  
Wolfstone continues, “Matricultures do not presume the subordination of men, and thus are not the reverse of patriarchy. Matricultures assume a reciprocal relationality between land and culture” 
My research is an exploration of the material culture of dress and appearances, specifically knitted dress. I draw from disciplines including but not limited to Dress, Cultural Studies, Sociology, and Visual Culture in order to build qualitative methodological frameworks, studies, and analyses that allow for better understanding of the rituals of craft. My research and scholarship reveal how crafting practices and rituals of handcraft are vehicles of empowerment.  

Michigan State University was an early leader adopter of an integrative studies approach to undergraduate general education. Unfortunately, this program has experienced structural changes that resulted in a significant increase in class sizes for ISS classes in particular. As a result, instruction in these classes has become largely didactic, and in many classes, student assessment is primarily measured through high-stakes, multiple-choice exams. For so many MSU students, this passive pedagogical approach leaves them disengaged and disinterested. The question remains: How can ISS faculty facilitate engaged and project-based interdisciplinary curriculum with the current scale of their large-format classes? It is in this context and around these challenges that this project takes shape, and with the support of a Hub Faculty Fellowship in 2020-2021, we set out to bring innovation to ISS. Over the course of three semesters and amidst mandated remote online learning, our instructional team designed and implemented a meaningful, engaged, interdisciplinary, and team-based research project into an ISS general education course (with enrollments of 300 students) on the broad topic of Material Culture Studies. For the course project, students were required to explore a complex integrative research topic of their choice related to Material Culture Studies. Their research developed within weekly benchmark steps and culminated in the production of a short documentary film over their chosen topic. All student films were then showcased in an end-of-semester virtual student film festival. The course project design and the student outcomes and experiences with this project are the focus of our presentation. Our research proposal team includes the ISS professor of the class, two teaching assistants (both who completed the film project as students in SS20), and three participant students (all who created films in FS20). Together with our various positionalities, we propose to present the findings of this innovative ISS pedagogical research in the form of an academic poster—a common format to present preliminary findings of a research project that is still in progress. Additionally, we will embed into our poster a link to our team-produced short film that documents this guiding course project in engaged digital storytelling within an ISS general education course. We hope this film will demonstrate that we are pedagogically practicing what we preach to our students.To access a PDF of the "ISS Innovation: Documentary Storytelling as Engaged Learning in General Education" poster, click here. Please note: This poster contains embedded videos that are accessible via the PDF or below. 
The title of this poster is:  ISS Innovation:  Documentary Storytelling as Engaged Learning in General Education. 
This poster contains several sections. The first section outlines the research problem and purpose and provides a brief literature review on the topic. This section ends with the articulation of the guiding research question. 
The second section is a table that describes the research methods and data collection choices for the project. This is followed by the third section that provides a detailed iconic logic model of the data analysis scheme for the research project. 
The fourth section presents selected findings from the project. There are three major findings presented, and accompanying each of the findings is a short YouTube video/film that was produced by the research team to give the viewers a comprehensive picture of the guiding course ISS project that this pedagogical research investigates.  
ISS Innovation: Active and Engaged Learning
Culturally Responsive CurriculumMotivating Creative Risk Taking
There are links to the associated film festival that showcases the documentary films that MSU students in the ISS class produced as their guiding course projects. The poster has a brief conclusion section and a references section.