We found 521 results that contain "information literacy"

Teaching and Effective Classroom Practices for any Educator
2022-23 Graduate Teaching Assistant Preparation
The Graduate School Teaching Development Unit offers all international, new, and returning graduate teaching assistants (GTAs) an orientation and preparation program to get familiar with teaching in the U.S. as well as learn about important policies and their implementation, about supporting student success, being culturally responsive and communicate effectively and set healthy boundaries. In addition, accomplished educators deliver pedagogy workshop for educators.
This year, the Pedagogy Workshops and Best Practices in Teaching Sessions are offered in person at the STEM Teaching & Learning Facility (642 Cedar Rd.). Any educator can register and participate. Find the link to register for any of the workshops underneath the table with all workshop titles.




Workshops Round 1 (Select one)




Time (all ET)


Workshop Title 




  9:00 – 10:30 am
  Room 2130


Preparing for Your First Day of Teaching & Cultivating Student Learning (Presenters: Stefanie Baier and Ellen Searle)




  9:00 – 10:30 am
  Room 2202


Promoting Student Engagement in Large Lecture-Based Courses
(Presenter: Kirstin Parkin)




10:30 – 11:00 am


BREAK




Workshops Round 2 (Select one)




11:00 – 12:30 pm
Room 2130


“What’s in Your Syllabus?”: Creating and Using Syllabi for Successful Teaching and Learning
(Presenter: Mary-Beth Heeder)




11:00 – 12:30 pm
Room 2202


Developing a Plan for Effective Grading: Technology, Communication, and Time-Management (Presenters: Seth Hunt and Chase Bruggeman)




12:30 – 1:00 pm


BREAK




Workshops Round 3 (Select one)




 1:00 – 2:30 pm
 Room 2130


Scientific Teaching and Assessing What’s Important in STEM Learning (Presenter: Diane Ebert May)




 1:00 – 2:30 pm
 Room 2202


Navigating Challenges: How to Be a Trauma-Informed Educator 
(Presenter: Hima Rawal)




 Register for your Workshops HERE   
For more information about Graduate Student Teaching Professional Development Opportunities, go to https://grad.msu.edu/gtap and check the Graduate School calendar for sessions throughout the year.

For years, the Office of Admissions has provided our campus with an academic profile of each incoming class. Admissions is now positioned to provide a similar profile of admitted students' co-curricular activities. The data-informed profile provides opportunities to assess how many such activities were tied to areas such as athletics or find more narrow measures, such as the scale of first-year Lyman Briggs College student involvement within the fine arts. Additionally, our institution can identify involvements in areas such as research activity, with such involvements potentially providing students with a foundation for future involvement in high-impact experiences at the undergraduate level.To access a PDF of the "What is the Activities Profile of our Fall 2021 First-Year Class?" poster, click here.
Description of the Poster 
 
What is the Activities Profile of our Fall 2021 First-Year Class? 
Terence Brown 
Abstract 
For years, the Office of Admissions has provided our campus with an academic profile of each incoming class. Admissions is now positioned to provide a similar profile of admitted students’ cocurricular activities. The data-informed profile provides opportunities to assess how many such activities were tied to areas such as athletics or find more narrow measures, such as the scale of first-year Lyman Briggs College student involvement within the fine arts. Additionally, our institution can identify involvements in areas such as research activity, with such involvements potentially providing students with a foundation for future involvement in high-impact practices at the undergraduate level.  [The abstract is accompanied by word cloud that forms a two-dimensional Spartan helmet from the Common Application’s categories for student co-curriculars.]  
Introduction 
MSU’s adoption of the Common Application, now allows Admissions for to collect descriptive information for applicants’ cocurricular activities. The additional information includes applicant descriptions of their high school cocurriculars, categories assigned to each activity and whether a student wishes to continue participation in the activity during their collegiate years. Currently, approximately 71% of first-year students apply to MSU via the Common Application.    This assessment fundamentally asks two questions: 

What does the profile look in the aggregate and by college? 
Can the profile information support our institution’s efforts in the realm of offering high-impact practices (Kuh et al., 2008; AACU, 2018) to our students? 

Results 
In assessing the 204,672 admitted student activity entries as of April 19, 2021, there were a few general findings. First was that students wished to continue with approximately 66% percent of these activities. Second was that the leading activity categories were athletics, community service and work. The collective of academic activities was ranked fourth, with the category having been in the top three in the two preceding years. The test case of Lyman Briggs majors with fine arts experiences was a significant (378 total) but small 5.5%. A full review of results across colleges is pending, but early findings only showed occasional reordering of the established top four categories.   This data must be viewed with the understanding that many applications are completed by the parents of applicants (Jaschik, 2017). However, the data still provides a good foundation for identifying activities that can serve as a gateway to high-impact practices at MSU. There were lower rankings for high school activities categories covering involvements that would most-readily prepare students for Internships, Diversity/Global Understanding and Research.  [The “results” section includes an Excel chart that lists the total activities reported by category, the Common Application’s activity categories, high impact experience categories and MSU Student Activities categories for student organizations.]  
Methods 
During the three most-recent admissions cycles, an iterative process has been used to collect and organized the cocurricular data from applications submitted via the Common Application platform. The Common Application is one of three platforms available to students, but was used by the majority of applicants in each of the last three admission cycles.   Summary data was compiled and applied to a matrix that incorporates all 30 Common Application categories for activities, five of the 11 high-impact practice categories and 12 of MSU’s Student Activities Office’s applicable student organization categories. Additional keywork searches were conducted, identifying student involvement in popular activities such as DECA and rare research areas such as CRISPR, but the activity profile’s assessment mainly focused on the broader categories.  [This section includes seven small, unconnected circles that are collectively placed in an array that forms a larger circle. Each circle includes text that describes a different step in the process used to gather, compile and share the data used in this poster presentation.]  
Conclusions 
The dominant application categories have largely held steady for three admission cycles. There was a notable change with the emergence of work moving into the top three. Incidentally, the top three categories have slightly varied in previous comparisons between MSU college cohorts. A similar assessment will be made after the closing of our MSU’s deposit deadline.  Future work in this area can be supported through use of the Educational Development Plan which Michigan schools maintain starting in middle school. To determine whether a particular high school activity helps prepare for high-impact involvement, the assessment portion of the EDP (Michigan Department of Education) could be used to identify traits that George Kuh associates with high-impact practices. Were the EDP to identify activities that provide students with sustained involvement, advisor involvement or a relevant coaching philosophy, such data could be inputted into the Slate CRM, and shared with appropriate campus partners prior to admitted student matriculation.  
Citations 

Association of American Colleges & Universities (2018). High-impact educational practices. Retrieved from https://www.aacu.org/node/4084 
Jaschik, S. (July 26, 2017). Survey: Parents finishing parts of college applications. From Inside Higher Education 
Kuh, G. D., Schneider, C. G., & Association of American Colleges and Universities. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities 
Michigan Department of Education (n.d.). The Educational Development Plan, p. 3. Retrieved from https://www.michigan.gov/documents/mde/EDP_Fundamentals_ADA2017_570694_7.pdf 

Information Technology at MSU provides an overview of available classroom technology, including active learning classrooms.

Groups are segmented areas where the MSU Community can share information based on topics or membership. Groups allow for the creation of group-specific posts, playlists,  and articles. 
 
Group Admins can make groups public, which will make them visible to non-members, who can request access to join the group. Groups can also be made private, which makes the group and the content only visible to group members. 
 
Here is a brief tutorial on creating groups:
 

Dr. Karen Moroski-Rigney

Bio: 
I’m Karen-Elizabeth Moroski-Rigney, one of the Associate Directors of The Writing Center. I just joined Michigan State University in Fall 2019! Previously, I had been English & WGSS faculty at Penn State (University Park) where I also coordinated the Undergraduate Writing Center at Penn State Learning. Here at MSU, I’m also one of the inaugural Faculty Accessibility Fellows and a 2019-2020 CAL Leadership Fellow. I’m deeply interested in questions of accessibility and intersectionality — I want to know how the field of writing and writing center studies can continue to engage the digital and the accessible in a pedagogically and personally complex world.
I completed a master’s degree (2013) and doctorate (2017) in Critical Theory (specializing in affective neuroscience, trauma, and the writing process) at Binghamton University. After my PhD, I returned to my first love: Writing Center work. I’m very active in service work for the field of writing center studies! I am an Associate Editor for WAC Clearinghouse; I serve on the board of the International Writing Center Association (IWCA); I spent two years as the elected Secretary and an executive board member for the Mid-Atlantic Writing Center Association (MAWCA) and am the current secretary of the Michigan Writing Center Association (MiWCA); I chaired the scholarships and travel grants committee for IWCA in 2018. Further, I gave a keynote address entitled “Toward a Translingual Writing Center” at the Southeastern Writing Centre Symposium in Toronto in December 2018.
In 2019, I had several peer-reviewed articles published: a colloqium in the Spring 2019 edition of WPA Journal; an article in the Pre/Text special edition on queer rhetorics (Vol 24); a chapter included in a recent edited collection entitled the Pedagogical Potential of Story (Peter Lang, 2019). Still in the pipeline to publication is a chapter in Holly Jackson’s Sharing Spaces and Students: Employing Students in Collaborative Partnerships. My work has also been featured in WLN Blog and Slate.com.
 
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
 

"Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
 

It is Graduate Student Appreciation Week, and we would like to highlight the many roles of our graduate and professional students. This week we will recognize one outstanding Graduate Teaching Assistant/Educator every day on #iteachmsu. 

Nick is passionate about teaching and he is not afraid to take on new challenges. He has taught an extraordinarily wide variety of courses, ranging from MTH 101 (Quantitative Literacy I) to MTH 309 (Linear Algebra). Nick has excelled in his work with students at all levels of undergraduate mathematics – both students who have intense math anxiety and students who love mathematics and intend to major in it. Nick approaches each student as an individual, gets to know them from the first day of class, and creates a community where each feels welcome and is comfortable to contribute to the class discussions.Thank you, Nick, for being such an excellent educator!Twitter: @NRekuskiDepartment of Mathematics#GPSAW (Graduate Student Appreciation Week)

Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Jay Dolmage

Bio: I am committed to disability rights in my scholarship, service, and teaching. My work brings together rhetoric, writing, disability studies, and critical pedagogy. My first book, entitled Disability Rhetoric, was published with Syracuse University Press in 2014. Academic Ableism: Disability and Higher Education was published with Michigan University Press in 2017 and is available in an open-access version online. Disabled Upon Arrival: Eugenics, Immigration, and the Construction of Race and Disability was published in 2018 with Ohio State University Press. I am the Founding Editor of the Canadian Journal of Disability Studies. 
 
Title: Ableism, Access, and Inclusion: Disability in Higher Education Before, During and After Covid-19*
While the recording for Jay's presentation is unavailable, the Writing Center at Michigan State University has shared the recording of their staff meeting, where Jay was a guest.

To learn more about The Writing Center at MSU, to learn more about featuring accessible composing in your assignments or courses, or to connect with Writing Center resources or services, contact Associate Director Dr. Karen Morosk-Rigney at moroskik@msu.edu.

Are you looking for ways to expand your leadership skills? Check out these list of free leadership courses collected by Ronnie H. Kinsey on LinkedIn and shared by Jonelle Golding. 
1. Harvard University
Exercising Leadership: Foundational Principles
https://lnkd.in/gT6MTgJQ
 
2. University of Pennsylvania
Building High-Performing Teams
https://lnkd.in/gutg_Dp8
 
3. Yale University
Connected Leadership
https://lnkd.in/g_FSDqMB
 
4. UC Berkeley
Mindfulness and Resilience to Stress at Work
https://lnkd.in/gvkdEj4F
 
5. Dartmouth College
Leadership Lessons from Legends
https://lnkd.in/g56nhyib
 
6. University of Michigan
Leading Teams
https://lnkd.in/gcGdibE6
 
7. Northwestern University
Leadership Communication for Maximum Impact
https://lnkd.in/gbTqx-YS
 
8. Georgia Tech
Innovation Leadership
https://lnkd.in/g9c7Y835
 
9. Copenhagen Business School
Leadership in 21st-Century Organizations
https://lnkd.in/gHRQ_NhU
 
10. Goldman Sachs 10,000 Women
Fundamentals of Leadership
https://lnkd.in/g-f3TjfN
 
All are verified free. Just choose the "Audit" option.
Some offer certs for a cost, but the learning is free.