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Entrepreneurs improve how their product matches customer needs by researching their industries with library resources. This short article describes teaching the Value Proposition Canvas with the MSU library resource IBISWorld to quickly improve the product-market fit of their business concepts.Teaching Product-Market Fit with Library Resources: https://doi.org/10.17613/x62d-gy32

In ISB202, Spring Semester 2020, the first high-impact assessment is applying nature of science and scientific literacy concepts to a case study on the biology of skin color. The worksheet and corresponding answers are included below. The full grading rubric can be found by clicking the attachment.
Part 1: The Investigation
1. Consider the research question: “Is there a connection in the intensity of UV radiation and skin color?” What type of study did they perform to investigate this question (observational study, modeling study, or experiment)?
Modeling or observational study are acceptable answers.
2. Explain some of the key components of the study that explain your choice for question #1. Make sure to include specific components (e.g., if there is a control and experimental group, then what were they? If not, then how do you know?). Answer in 2-3 sentences.
Modeling: maps are models showing distribution of skin color and UV radiation
Observational: collected data and did not have a control and experimental group- would not make sense with this research question to do an experiment
3. Evaluate the study’s methods. For instance, what kinds of things were held constant (for example, when we compared different models of the tube activity, each model developer had access to the same materials)? What was the sample size and did it use replicates? Consider different factors that we discussed during Week 2. Evaluate the methods; do not just create a list. Answer in 3-4 sentences.
Answers will vary, such as constants being using similar tools for measuring skin color and UV radiation
4. After they created the two maps (one for UV exposure and one for skin color), what was the resulting conclusion? Make sure to consider this part of the study and not the entire video.
Correlation between skin color and UV radiation (they may make a causal statement, which is also used in the video)
Answer should be the causes of this correlation (such as folate and vitamin D)
5. Describe a general pattern in the maps (i.e., the data) that support the conclusion that you described for question #4. Then explain two specific examples that support it.
The general pattern of darker skin in areas with more UV radiation and they will need two specific examples; they might describe higher elevations also correlating with darker skin (and more UV radiation)
6. After viewing the entire video, what kinds of questions do you have? Develop one testable, scientific research question that extends the research (no just replicate it).
Answer varies but should be testable and not just ethical questions- it is fine if the question is a natural science or social science question.
Part 2: Data Analysis
7. The graph below summarizes the age at which people are diagnosed with melanoma, the most serious form of skin cancer. Consider the claims made throughout the video. Does this graph support or refute a claim in the video? Complete “a” and “b” below to answer this question.
A. Describe the relevant claim in one sentence:
Darker skin (may also mention eumelanin) is selected for to protect folate, an important vitamin for preventing birth defects; it is not selected for to prevent skin cancer
B. Do the data in the graph support or refute the claim? Explain your reasoning in 2-3 sentences.
Majority of people get skin cancer after 45 years of age, which is after reproductive years- natural selection cannot act after reproductive years because it does not affect the probability of getting genes to the next generation.
Part 3: Controversies
8. Describe one scientific controversy mentioned in the video- either current or resolved. Describe the specific evidence and define “scientific controversy” within your explanation. Answer in 3-5 sentences.
The main controversy that students may describe is why dark skin was selected for. Originally thought it was due to protect against skin cancer, which evidence does support that those with darker skin are less likely to develop skin cancer. However, new evidence suggests that it is to protect folate after it was showed to be important in preventing birth defects and can be damaged by UV radiation.
The controversy must be a scientific controversy, not an ethical one.
 

Topic Area: Information Session
Presented by: Renata Opoczynski
Abstract:
Tackling big student success issues (transfer student success; communication policies) is a massive undertaking often requiring large workgroups with diverse perspectives. Often these projects or initiatives are unsuccessful or fizzle out due to lack of a clearly defined scope or inability to move from discussion/problem identification to action/solutions.
Strategic Doing is a project management framework that helps groups move from discussion into action in 10 easy and clearly defined steps. In this session, we will explain what Strategic Doing is and how we have successfully used it in our work on campus. We will then do an overview of how participants can incorporate strategic doing in their work on campus and lead participants through the first few steps of strategic doing. Participants should come with a complex problem they have tried to solve or a topic they have had issues moving from talk to action to work through during the session.

Topic Area: Information Session
Presented By: Erica Shifflet-Chila, Gary Anderson, Gretchen Sheneman
Abstract:
This session will detail a pilot program used by The School of Social Work to begin studying the use of Virtual Reality as a supplement to current methods of child welfare training for both students and currently practicing professionals. Recruiting, orienting, training and retaining a competent workforce in the field of child welfare is serious business. Social workers, and other child welfare professionals, are responsible for investigating reports of child abuse and neglect, assessing the safety and well-being of children, and potentially removing children from their parents temporarily or permanently. Creating and supporting a workforce able to make good decisions requires careful training and that is the challenge. Training professionals typically relies on classroom teaching methods or shadowing veteran workers in the course of their work in the community. Classroom role-playing and case discussions lacks authenticity and shadowing provides limited exposure to family circumstances and minimal responsibility for assessing family strengths and risks. Immersive scenarios delivered through virtual reality technology introduces the powerful learning environment lacking in the traditional training room and provides an intense and realistic experience that can be explored beyond job shadowing. So, MSU School of Social Work invested in a pilot program: licensing virtual reality equipment and an actor-staged immersive home visit for training purposes. The goal for this round-table session is to offer an introduction to this learning tool, and lead discussion on how this technology could be incorporated into other fields.
Session Resources: VR as a Teaching Tool (PowerPoint)

Topic Area: Information Session
Presented by: Mary Beth Heeder, Stefanie Baier, Hima Rawal
Abstract:
Imagine a picture of instructor best practices that could lead us out of a pandemic; it might include stories about time, trust, giving, caring, listening… and mindset. As we look at the picture, we see that mindset stands out. Because student mindset is so powerful, some faculty make it an integral part of their instruction. The importance of educator mindset, however, is often overlooked. Carol Dweck, the author of Mindset: The New Psychology of Success, has found that teachers’ mindsets about their students’ abilities and themselves affect student achievement. During this workshop, we will share stories that suggest a blueprint to inspire mindsets that allow for teaching with kindness, generosity, care and concern for all students. Central to the blueprint are the interconnected relationships with ourselves and our students. Attendees will 1) learn about current mindset research; 2) explore the impact their mindsets have on their work/life; and 3) share practices that can help faculty and staff reshape their mindsets and consequently their students’ mindsets. Participants will walk away with tools and stories they can use to shape a hopeful, compassionate learning environment that supports student success and offers a second wind. Pema Chödrön, a Buddhist teacher, reminds us that we have some control during this surreal experience. “We can let the circumstances of our own lives harden us so that we become increasingly resentful and afraid, or we can let them soften us and make us kinder and more open to what scares us. We always have a choice.”
Session Resources:
Mindset over Matter Final 4.28.21_Marybeth Heeder.pdf
Resources from Workshop

Topic Area: Information Session
Presented by: Casey McArdle, Jessie Borgman
Abstract:
Casey McArdle and Jessie Borgman will share what they have learned over their years of experience teaching online in this session and will present on their approach to teaching writing online via PARS: Personal, Accessible, Responsive, Strategic. This session will go in depth with each letter and provide an opportunity for participants to see the approach in action via examples and give attendees an opportunity to ask questions. McArdle and Borgman will offer several quick and easy strategies that online instructors and administrators can incorporate into their classes to facilitate a better user experience for both faculty and students. This session and the PARS approach, while developed for teaching writing online, can be applied to numerous disciplines. They have two recently published books, one that discusses the PARS approach and how it can be applied to teaching online, and another that is an edited collection of educators who have applied PARS to their online classrooms. This session will consist of a brief presentation of the PARS approach, a few small activities, and then a question and answer portion.

Topic Area: Information Session
Presented by: Ellie Louson, Caroline Blommel, Aalayna Green, Nick Young
Abstract:
This workshop shares how instructors can design, implement, and assess experiential, interdisciplinary, and/or project-based learning in courses. This approach empowers and equips instructors to leverage high-impact practices in their own teaching. We introduce an evidence driven framework for these complex learning experiences and share stories from students and faculty about how it works from the past 3 years of the Spartan Studios project in the Hub. A key outcome of this work is our Playkit: a combination playbook and toolkit that is a resource for faculty members. In this pedagogical framework coaching was a critical feature of the success of these courses. Participants will learn the strategy of pivoting to a coaching role, the gains for student autonomy and ownership, the value of not solving students’ problems, and how students experience this new way of teaching. Another key feature of this framework is the use of reflection at multiple points throughout the course experience, benefiting both student learning and teaching approaches. Through facilitated conversations, participants will apply this framework to design their own experiential, project-based, and/or interdisciplinary courses. Participants can also implement à la carte one or more of these elements into their teaching practice without developing an entirely new experiential course and still obtain benefits for student learning outcomes. Participants should bring a syllabus or course-level topic to develop during the workshop.
Session Resources: Spartans Studio Playlist - Introduction

The following is a list of the educators receiving the #iteachmsu Educator Award from College of Arts & Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Scott Schopieray: The Center for Teaching & Learning Innovation Kick-off Summit, held on January 14, 2022, wouldn't have been possible without participation from educators like you. I know that ongoing uncertainty and stress at work and at home mean many folx are spread thin, and your willingness to share your time with us demonstrates your commitment to not only educator development at MSU, but the university's teaching and learning mission as a whole. The insights you provided (and continue to provide through asynchronous feedback opportunities) are invaluable as we continue to listen, learn, and ultimately shape what role the Center for TLI plays for Spartans. Witnessing the level of engagement, passion, and constructively critical questioning - makes me all the more excited to be a part of the Center staff moving forward. I'm looking forward to continued opportunities to work with you in the near future. Thank you again for the service you provided to MSU by participating in the Center for Teaching and Learning Innovation Kick-off Summit!
Kaelyn Muiru: Thank you for introducing your WRA 101 students to the library this semester! By emphasizing the importance of a student-library relationship, you helped promote information literacy and research skills, and hopefully initiated a positive association that the students will carry through their college careers. I want to also thank you for being in tune with and aware of your students' needs, and allowing them to opt into asynchronous instruction. Treating students with care means valuing their emotional and mental well-being, and trusting them as adults to help determine the course of their instruction. It was a pleasure to create and compile videos to introduce the library and specific resources to help them find success on their WRA 101 assignments. The analytics show me the resources were utilized, so I also thank you for promoting them! 
Alexis Black: For her empathy for all students. For her concern to make all feel heard and involved. For her terrible puns. Alexis is an amazing educator who cares deeply about her students' success. She is constantly checking in with students to see how they are doing and her innovative practices in intimacy coordination have helped out students navigate difficult times. 
Brad Willcuts: Brad is innovative and uses cutting edge technology to teach dance and musical theatre. He is constantly evolving as an educator and blends old and new techniques to reach students. 
Cheryl Caesar: I've worked with Cheryl for over ten years now and I wanted to thank her for teaching me a lot about being a compassionate and caring teacher. The learning environment that Cheryl creates with her classes allows students to feel safe and comfortable being honest and open with their thoughts, feelings and views. I have seen the amazing progress and benefits her students have gained from being a student in her class and I am honored to call her a colleague and friend.
Elizabeth Spence: Dr. Spence demonstrates the teaching method I personally endorse above all others - a pedagogy of care for her students. Dr. Spence clearly cares for each student as an individual, recognizing the unique values and experiences they bring to the classroom. She knows them not just by name, but knows about their work and personal lives too. She takes time to meet with them in individual consultations throughout the semester, and when visiting her classroom, it is evident that she takes time and thoughtfulness with each student and their appreciation and engagement is exceptional for a virtual setting. I especially appreciate that she gives time for library instruction, setting an example to her students that information literacy has high value. Newer to educating myself, I have learned so much from her, and wish to follow in her caring footsteps. 
Kathy Hadley: Thank you, Dr. Hadley, for dedicating a class each semester to bring your students to the library! Your commitment to library instruction encourages students to find value in information literacy and because of you, they begin a relationship with the library that will  help them be successful throughout their MSU careers. 
Jill McKay-Chrobak: Dr. McKay-Chrobak, thank you for dedicating a class each semester to bring your students to the library. Your commitment to information literacy helps ensure students place a high value on it. Thank you for showing your enthusiasm for the library's resources and services; it is contagious! Your students clearly enjoy your friendly and engaging style of teaching and your example has encouraged me to prioritize fun and camaraderie in my own teaching. 
Ilse Schweitzer: Dr. Schweitzer, thank you for dedicating a class to bring your students to the library! Your commitment to information literacy encourages students to value it highly, and by introducing them to the library, you begin a relationship between library and student that fosters success. Your students clearly enjoy and respect your leadership; I was continually impressed with their level of engagement. Thank you for encouraging, mentoring, and caring for these first-year students - I have learned from you and intend to follow your example!
Floyd Pouncil: Thank you so much for bringing your students to the library for an introductory session! By doing so, you impress upon them the importance of information literacy and research skills, and give us a chance to situate the library and its resources as an important asset for their college careers. 
I want to also thank you for your very thoughtful scaffolding of the WRA 101 assignments, and attention to detail and modification of the standard. Your students were clearly connecting the dots between rhetorical analysis of the culture of an artifact and the culture of their disciplines and the writing found therein. Also, by emphasizing the importance of a personal interview, you recognize the value in alternate ways of knowing (as opposed to relying on "peer-reviewed literature"). 
Your students were my most engaged of the semester - you did an excellent job of cultivating a safe classroom culture in which students felt encouraged and motivated to participate. That makes such a big difference in how I am able to impact them in our short time together, so for that I am grateful. 
Sharieka Botex: Thank you for bringing your WRA 101 students to the library this semester! In doing so, you emphasized the value of information literacy and research skills and encouraged a relationship with the library that hopefully will serve your students well throughout their college careers.
Your students were some of my most engaged of the semester - you clearly have nurtured a safe space for students to be themselves and participate openly in discussion, which makes my job much easier and way more rewarding, and speaks highly of your classroom culture.
Also, it was very clear from the assignment modifications you made and the relatively calm and collected demeanor of your students that you have taken a pedagogy of care approach, putting their mental and emotional well-being right up at the forefront alongside their academic experience. This is so important in this time and place, especially with our vulnerable first-year students, and I appreciate your approach so much. 
It was a pleasure getting to know you and your students, and I am grateful for your leadership in encouraging a positive and lasting library-student relationship!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.