We found 461 results that contain "inclusive design"

According to the article "Writing Measurable Outcomes for Students from SOIREE"
Learning outcomes help students (and us!) to know what students will be able to demonstrate in knowledge, skills, and values upon completing a module or course. Clear outcomes provide the foundation for evaluating the effectiveness of teaching and learning. 
There are three essential components of a measurable learning outcome:

Student learning behaviors (verb-based)
Assessment methods
Student performance criteria

To write your learning objectives consider:What will students know or be able to do at the end of the course – knowledge, skills, thoughts & ideas? (consider Bloom's Taxonomy)Also, keep active vs. passive learning and their retention rates in mind. While the Learning Pyramid's specific percentages have been debunked, the general gist remains:Based on the objectives you've outlined and the strategies for teaching you have decided to employ, you'll next want to consider how your outcomes will be measured/achieved. In the well-designed course, the learning objectives serve to guide and direct the other various course components. The selected assessments will measure the learning objectives. Learning activities will promote mastery of the objectives. All these things working together is COURSE ALIGNMENT!According to QualityMatters, "all critical course components: learning objectives, assessments, activities, instructional resources and materials, learner engagement and interaction, learner support and even course technologies - work together to ensure that students achieve the desired learning outcomes. Access these resources in greater detail, and more, from the University of Maryland School of Social work IDEA Knowledgebase!Also, check out this Course Alignment Worksheet from Johns Hopkins Bloomberg School of Public Health Teaching and Learning Center!Photo by Jonny Gios on Unsplash

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 

The Academy is an intensive cohort-based developmental experience that happens every spring semester. The vision of the Academy is to create a learning community of engaged scholars from diverse disciplinary backgrounds who will apply theories and principles of leadership to their current contexts and beyond.
Participants will begin by identifying their own strengths and growth areas as leaders. They will attend professional development workshops, engaging with advancedleadership concepts through discussions with leaders on campus and in the community.  Participants will work on teams that will design and execute leadership development projects. Projects in the past have focused on improving or creating Graduate Student Organizations, organizing service projects, researching leadership development opportunities on campus, and working to overcome personal barriers to leadership. (Picture: Speaker Vivek Vellanki facilitating a session at the 2019-2020 Leadership Academy).
Examples of past projects:

Organize forums for graduate students to disucss the intersection of DEIJ principles and graduate student life
Hosting a mock conference for graduate students to practice presenting in an informal setting
Hosting weekly, informal gatherings with graduate students, post docs, and grad school faculty
Creating and distributing surveys regarding… 

International students and mental health
Recycling and sustainability practices among grad students

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.  

EGR 193: Introduction to Engineering Research was piloted in Fall 2020 as a fully online, entirely asynchronous course to introduce first-year, first-semester undergraduates to engineering research. All of the course materials for the entire semester were available on the first day of class, and students could “choose their own course” by selecting activities and assignments that matched their own experiences and goals. The design and content of this course were evaluated using anonymous feedback and a review of reflective discussion posts in order to determine whether the course supported the stated learning goals. Results indicated that students found the course helpful in understanding their role as undergraduate research assistants and in learning the professional skills (communications, teamwork, organization, etc.) necessary for success. While most students opted to follow the suggested schedule, about 15% of students chose to delay participation until later in the semester. This varying pace of engagement had an unexpected impact on some of the most dedicated students, who found it difficult to engage in productive discussions online when not all of their classmates were working as quickly through the materials. A number of other interesting themes emerged from the discussion boards, which offer areas for future study.To access a PDF of the "Entering Research Online: Developing a Virtual Course to Support Undergraduate Research Assistants" poster, click here.
Description of the Poster 
Background Image Description: 
A light green background with an imprint of the Spartan helmet logo; the words Michigan State University College of Engineering appear in the top right. 
Poster Title: 
Entering Research Online: Developing a Virtual Course to Support Undergraduate Research Assistants 
Authors: 
Katy Luchini Colbry, Candyce Hill 
Learning Goals: 
By participating in this course, students will: 

Learn about research mentoring styles and build skills for communicating about goals and expectations with research mentors 
Examine and apply time management skills for balancing academic, research and personal goals during college 
Gain an understanding of the structure of research literature and develop skills for identifying and organizing appropriate references within their field of research 
Explore methods for documenting and disseminating research results in engineering 
Learn about ethical practices for research, and be able to articulate key principles for conducting research responsibly within engineering domains 
Gain experience in working in research teams and communicating with individuals from different backgrounds, cultures, and research disciplines 
Reflect on their initial research experience and develop goals for the remainder of their undergraduate research appointment 

Suggested Timeline for Course Activities: 




Week 


Topic 


Assignments 




1 


Welcome 


Introduction Survey 




2 


Introduction to Research 


Mentoring Styles Worksheet 




3 


Establishing Goals and Expectations with your Mentor 


Mentor-Mentee Contract 




4 


Time Management 


Time Log / Timeline 




5 


Library Resources & Citation Management Systems 


Install Citation Management 




6 


Tools and Techniques for Literature Reviews 


Article Review Worksheet 




7 


Developing Research Abstracts and Posters 


Poster Review Worksheet 




8 


Responsible Conduct of Research (RCR) 


CITI Module 1 (RCR Training) 




9 


Understanding Graduate School 


CITI Module 2 (RCR Training) 




10 


Academic Resumes 


CITI Module 3 (RCR Training) 




11 


Planning the Rest of Your Research Experience 


CITI Module 4 (RCR Training) 




12 


Nothing. Happy Thanksgiving! 




13-15 


Wrap Up / Catch Up: Final deadline to submit assignments and/or earn points is 5:00pm Eastern (GMT -5) on Friday of exam week 




Lessons Learned: 

Overall, student feedback and review of discussion posts indicate that the design and implementation of the course was effective in meeting the established learning goals 
Online, asynchronous delivery and “choose your own course” structure allowed students to focus on activities that were of most benefit to them 
Students who kept pace with the suggested timeline experienced frustration with later discussion boards, when fewer students were posting in a timely manner 
Asynchronous discussion boards can be good places for reflection and synthesis, but real-time feedback and encouragement is important for activities where students might feel vulnerable, such as self-assessments of their skills and abilities 

Future Work: 

Students expressed preference for email communications so as not to “interrupt” their advisors, entirely missing the idea that many research questions are more effectively asked in real time; this may be an artifact of the all-virtual experience in Fall 2020, and would be interesting to compare with experiences of future cohorts 
Students demonstrated an understanding of authorship as important academic “currency” and that different levels of research input merited different types of authorship or acknowledgement; what was missing was any discussion of paid compensation as sufficient remuneration for research in at least some contexts 

Acknowledgments: 
We are grateful for support from the MSU HUB Faculty Fellowship Program, the MSU College of Engineering, The Center for Spartan Engineering, and the MSU Honors College. 

How many times have you been on campus at MSU - using a restroom, walking by a bulletin board in a hallway, waiting for an elevator - and saw a flyer or poster for an upcoming event. "Ooo, that sounds super interesting!" You scan the printed sheet of paper for details. "Bummer! I missed it." I have been at MSU in a variety of capacities since 2008 and I cannot count the number of times this has happened to me. If I happened to walk through a building that was outside my usual route and see a program or event of interest, it usually had already passed. Once I began my work in educational development, alongside with my doctoral studies in HALE, this became increasingly frusterating. I saw really cool topics, relevant across disciplines, being offered to limited groups - or even worse, being open to all MSU educators but not being promoted broadly. I was missing out so I knew others were as well. So when I saw the #iteachmsu Commons Educator Events Calendar, I was super excited. There is now a common calendar that, just like all of the #iteachmsu Commons, is for educators by educators. Anyone with MSU credentials can log in to iteach.msu.edu and share an event on the calendar. From unit, college, or organization-sponsored programs like educator trainings and workshops, to individual initatives like communities of practice, coworks, or meet-ups, any scheduled activity with an intended/open audience of folx who support the teaching and learning, student succes, and/or outreach mission of the university can be shared here!
      
From a self-proclaimed lifelong learner, I'm really excited to have a "one stop shop" where I can determine MSU personal growth and professional development activities, but as an educator at the Center for Teaching and Learning Innovation I am also thrilled about some of the ways the new #iteachmsu site functionality supports program facilitators. The "Going" button on an event details page can be linked directly to your event's registration. You can upload supporting materials or pre-activity details. There are easy ways to designate both face-to-face and virtual events. There's even a discussion thread for comments on each event!            If you have events that support MSU educators, start sharing them on the #iteachmsu Events Calendar today!Article cover photo by Windows on Unsplash

Work with us to create a unique teaching and learning experience at CMERC.
You are invited to incorporate nature into courses and create learner‐centered experiences at CMERC (pronounced ‘see‐merk’), the Corey Marsh Ecological Research Center. CMERC is a 350‐acre ecological research center located 20 minutes from MSU campus in Bath Township, Michigan. It is a place for making scientific discoveries and integrating the arts and sciences in a collaborative, interdisciplinary, and inclusive space. CMERC welcomes educators, researchers, and citizens across MSU to explore, co‐create, facilitate and grow experiential courses for students.
CMERC seeks faculty and academic staff collaborators to develop learning experiences that will bring together educators, students, and community members to explore and learn from this vibrant ecological field site. MSU faculty and staff from across campus interested in this funded opportunity to join a SoTL Fellowship in land-based learning can connect with Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu.What is Corey Marsh (CMERC)?
CMERC is more than a physical place. It is a space that offers meaningful place-based experiences.CMERC was once MSU’s Muck Soils Research Center and operated from 1941 – 2012. In 2018, Fisheries and Wildlife associate professor Jen Owen, with the support of MSU AgBioResearch, led the reimagined CMERC into a place for integrating ecosystem science research with student learning and community engagement. In addition to training MSU undergraduate students in field‐based research and science  communication, the center aims to promote better land stewardship practices and the relevance of science to society. While still early in its development as an AgBioResearch site, CMERC has been engaging in a people-centered approach to the planning, design and management of the space. CMERC foresees a collaborative process transforming the space to a place that engages a diverse community – internal and external to the university in scientific discovery.Location of Corey Marsh Ecological Research Center in Bath TownshipHow can I contribute?
Given the unique opportunity CMERC provides to enhance student learning, we want to make sure that it serves a diverse student community that spans disciplines and units. We want educators in our SoTL Fellowship in land-based learning to reflect that diversity and help develop curriculum that will foster collaboration among students and serve to integrate arts and humanities with sciences.  Consider these examples of possible learning experiences at CMERC:

Edible and Medicinal Plants – for humans and wildlife. What is good for humans vs. wildlife?  What grows in muck soils? How can ecological restoration efforts incorporate edible plants? What is missing that was likely at CMERC in the past? 
Trails – People – Nature – Wildlife: How does trail design enhance natural experiences and maintain integrity of the ecosystem? What informs the development of a trail?
Land Grant or Land Grab?: Who was here before us? How did this land become a part of the land-grant system? How can this land honor those who used it in the past, present, and the future? 
Agriculture and Natural Resources – how can we document and understand how historic land-use affects ecosystem integrity now and in the future?

CMERC actively seeks MSU faculty and staff interested in designing and facilitating an interdisciplinary, learner-centered, sense-making experience built on the resources of CMERC. This curricular/co-curricular programming will be titled Lessons from Nature: Stories from CMERC. We envision that the learning inquiries would be co-created by faculty and students together. More specifically, the lessons will be shaped as a studio experience that is akin to Liberty Hyde Bailey Scholars (BSP) integrated learning/self-directed courses or modular programming. These experiences would be facilitated by a faculty member, but inquiry and assessment are student led. Alternatively, you can develop learning experiences to enhance an existing course or curriculum. You may also be interested in giving your students the opportunity to facilitate place-based informal learning for youth in the local community.Next Steps: Have Fun. Explore Nature. Get to Know Us!
We invite your ideas and input for designing meaningful experiences at CMERC. Collaborators who are selected for our Fall 2022 cohort will receive $2,000 to support their participation. To explore how you can partner with CMERC, contact Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu  
Deadline to apply: June 15th, 2022.
 

D2L, MSU's learning management system, includes access to Ally, which is an accessibility tool that benefits both students and instructors. It provides alternative file types for students and suggestions on how to improve accessibility to instructors.The infographic below provides an overview of how instructors can benefit from Ally. This Canva link is to an accessible format of the infographic and includes links to useful resources.