We found 347 results that contain "instructors"

 Title  
Instructional Designer, Instructional Technology & Development Team
Education

Michigan Virtual University Master Trainer online certification
Command and Staff College, Instructor Training (5KW)
General Associate, Lansing Community College
Bachelor’s in Liberal Arts, Western Michigan University
Master’s in Business Administration, North Central University
Master’s in Public Administration, Western Michigan University

PROFESSIONAL SCHOOLS ATTENDED: Michigan Virtual University online Instructor’s course. Web design, Online Teaching Strategies, DACUM training, WIDS coach trainer, Blackboard system administer, Angel CMS, Classroom Management Techniques.
Work Experience
James has been at Michigan State University for years working in the Educational Technology area of IT Services. Before working for MSU, James completed 25 Years of Service in Hire Education, working in many different roles from Manager to Director. James has been an Instructional Designer since 2003. James is also a Graduate Level Instructor for the United State Army, teaching for the Command & Staff College. He has over 38 years of Military service. James likes to be called “Bender”. Bender is currently the Team Lead for the Digital Accessibility group within ED Tech.  Bender joined the Accessibility group in 2016 at MSU. Bender enjoys learning new skills and developing new abilities that allow him to become a more well-rounded individual. He is an SOP person, (Standard Operating Procedures) and gains a sort of satisfaction from checking things off his to-do list. In his free time, Bender enjoys spending time with his family and exploring with technology.
 
Links
LinkedIn Profile
Hybrid Classroom
Podcast Interview A11Y Discussion
FLC Digging Deeper with Discussions
 
 

MSU Scoring & Assessment Services offers an online assessment solution through DigitalDesk WebAssess, as well as StudentPortal, the student gateway to assessment scores and results. This online solution provides in-class, remote, proctored, and testing center assessment options, standard and custom reports, management of supplemental materials and test aids, and more.
In addition to secure online testing through DigitalDesk WebAssess, MSU Scoring & Assessment Services provides bubble sheet scanning for objective tests, general data collection, the Student Instructional Rating System (SIRS), and other MSU instructional evaluations/surveys.  Both online and bubble sheet testing includes a full complement of reports: item analysis, test statistics, student feedback, and grade keeping (see examples of DigitalDesk Reports).
Students can take exams on WebAssess or in the classroom on bubble sheets with combined reporting.  Make-up tests can be added to the same exam at any time, either from WebAssess or bubble sheets. The MSU Scoring & Assessment Services image scanners create an image of the bubble sheet so essay questions and other types of questions can be graded online by the instructor.  These types of questions can also be pre-graded by the instructor entering scores into the score boxes included on the bubble sheets.   
MSU funds MSU Scoring & Assessment Services for all MSU courses. There is no cost for departments or students. For non-instructional assessments, see Non-Instructional Pricing.
The MSU Scoring & Assessment Services Office also provides:

Crowdmark scanning and support
D2L quiz/exam and grade book support
Gradescope scanning and support
LON-CAPA scanning
Respondus/LockDown Browser support
Qualtrics technical support
Custom form design
Custom scanning programs

CONTACT
MSU Scoring & Assessment ServicesComputer Center450 Auditorium Road, Room 114East Lansing, MI 48824(517) 355-1819scoring@msu.edu

Mandatory reporting
If you are an employee and a student or colleague discloses that she or he was a victim of sexual assault or relationship violence, your response and support can make a big difference.
MSU recognizes the complexities associated with fulfilling your mandatory reporting obligations as an employee while offering support and maintaining the relationship you have built with the student or employee. To that end, MSU has created the University Reporting Protocols in order to provide employees with information about the mandatory reporting process, including what happens when a report is made, as well as tips for responding and supporting students and employees.
Unless identified as a confidential source, all university employees are obligated to promptly report incidents of sexual harassment, sexual violence, sexual misconduct, stalking, and relationship violence that:

Are observed or learned about in their professional capacity
Involve a member of the university community or
Occurred at a university-sponsored event or on university property

Employees are only required to report relationship violence and sexual misconduct of which they become aware in their capacity as a university employee, not in a personal capacity.

For more information about employee mandatory reporting roles and responsibilities, download the University Reporting Protocols.

I am a faculty member or instructor.  Is there recommended language I can put in my syllabus to notify students that I am a mandatory reporter?
(EXAMPLES OF RECOMMENDED LANGUAGE)

Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services.  For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website at civilrights.msu.edu.
Limits to confidentiality.  Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University's student record policies.  However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues to protect the health and safety of MSU community members and others.  As the instructor, I must report the following information to other University offices (including the Department of Police and Public Safety) if you share it with me:

Suspected child abuse/neglect, even if this maltreatment happened when you were a child;
Allegations of sexual assault, relationship violence, stalking, or sexual harassment; and
Credible threats of harm to oneself or to others.

These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared.  In almost all cases, it will be your decision whether you wish to speak with that individual.  If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the MSU Counseling and Psychiatric Services.

AT&T, the nationwide telecommunication giant, continues its generous support of Michigan State University faculty and staff with the 2020 AT&T Awards.Established as grants in 2005, AT&T Awards recognize faculty and staff who have utilized technology in exciting new ways to improve their classrooms. With courses ranging from computer science to business, all fields of study at MSU are eligible. Each year, educators are asked to present how they use technology to enhance the learning experiences they deliver to their students. The AT&T Awards are an excellent opportunity to recognize innovation in instructional technology, as well as the educators and staff responsible for utilizing them.
 
This year, the AT&T Awards will recognize winners in three different categories: Online, Hybrid and Best Technology-Enabled Innovation. The Online category is open to instructors who use technology to enhance effective teaching practices in an online course. The Hybrid category is for instructors who replace 50% seat time with online experiences in hybrid classes. The third and final category, Best Technology-Enabled Innovation, is for those who enhance in-person courses with technology or "flip" their courses. Flipped courses are those in which much of the lecture and content work is done by the students outside of the classroom, leaving more time for active instruction.
 
All submissions will be collected by Feb. 24 and winners will be announced in March.
In April, MSU IT will host an awards luncheon featuring special guest speakers to recognize the first-place winners and honorable mentions from each of the categories. Previous winners have utilized a variety of concepts, including digital syllabi, hands-on learning for newcomers, hardware and programming and using video conference calls that help improve classroom engagement.
 
MSU IT is proud to partner with AT&T to help support MSU faculty and teaching staff. We thank all of our educators for their continued dedication to academic excellence. Their commitment and innovative spirit help build a generation of global, future-ready Spartans.
 
For more information, be sure to check out https://att-awards.msu.edu/

If you are looking for ways to bring some life back into your remote or blended instruction, Flipgrid may be the tool for you. At its core it is a video conversation tool, but in practice it is something much more. So let me point out some of the features that I think you will like about Flipgrid.
 

Free Educational Accounts: That's right! Since MSU is on Office365, all MSU faculty, staff, and students have Outlook accounts; which are recognized as Microsoft accounts. Therefore, you can use MSU email to setup your free flipgrid account
 Classroom Structrure: Flipgrid uses the term "Grid" to refer to a community space. For educational purposes, think of the Grid as a representation of your classroom. In each Grid, you can create collection of topics. Think of the "Topics" as your class assignments. 
Rich Posting Features: By default, video posts are 1:30, but you can make them longer or shorter. This helps to make every student post an equal length ; and encourages students to organize their thoughts ahead of time. Here are some features related to posting that make it fun:

Abilty to add text and sticky notes to your video posts
Apply different color themes, backgrounds, pixelate faces, etc
Students can also add emojis


Detailed Feedback: Instructor can provide feedback on student videos. Students can provide feedback on other student videos. Rubric can be applied to the prompt. Students can see how many views there videos are getting.
Topic Repository: Lastly, there is a content library filled with discipline specifc content created by educators in the Flipgrid community that instructors can use in their own student Topics (assignments). These can be filtered by Audience, Subject, and Keyword. Each of these Topics contain information about the usage and the engagment scores.

These are just some the cool features that I have come across on flip grid. If you would like a thorough overview of the tool, check out this tutorial by the New EdTech Classroom:
 

Topic Area: DEI
Presented by: Juli Uhl, Megan Shiroda, Jenifer Saldanha, Lenora Kaldaras, Kevin Haudek
Abstract:
Moving to an online format, which can decrease student-teacher interactions, makes formative assessment of and responding to student written explanations difficult. It is especially challenging to assess authentic practices of STEM disciplines, including constructing explanations, as they are best assessed in an open format rather than multiple choice. To assess large numbers of student open responses, our group developed a set of assessment items and a Constructed Response Classifier (CRC) tool capable of rapidly analyzing student text responses. The CRC tool produces reports about student thinking in various STEM disciplines with high agreement to human scores. Our items span the disciplines of chemistry, biology, statistics, and physiology and levels from introductory to upper level courses. CRC automated reports identify common ideas in students' short explanations and provide several representations of class level performance as well as individual classifications. CRC reports also reveal that students often mix misconceptions and expert-like ideas, which is captured by association diagrams. By using the tool as part of formative assessment, instructors can examine student ideas and help guide students toward building connections between concepts as they learn to use expert-like reasoning. Instructors have successfully used this tool to refine teaching practice, develop instructional materials, and improve student learning. This session will present an interactive demonstration of the CRC tool and reports. Attendees will explore reports to examine student thinking, and interact to discuss methods they can use in the classroom to address misconceptions and improve learning.
Session Resources:
Explore two example CRC Reports (PDF)
Beyond Multiple Choices

In addition to caring for your own well-being and openly acknowledging a tragic event with your students, there are a number of tangible ways instructors might consider modifying their syllabus or lesson plans immediately after a crisis. This resource contains examples of policies and adaptations you may consider. These are not meant to be read as recommendations that every instructor should adopt, but rather as possibilities that instructors can individually assess and adapt to their own teaching context.
When modifying your course policies or syllabus after a crisis, it is helpful to keep a few basic principles of trauma-aware pedagogy in mind. The overarching aim of these principles is to cultivate a sense of safety in the classroom, especially when this sense has been disrupted by traumatic events. Some key principles of trauma-informed teaching include:

Empathy - take time to understand what students are experiencing, and allow them to process those experiences together
Flexibility - be patient, and forgiving with students if they aren’t able to progress through the course as you initially imagined they would.
Autonomy - give students choices that can help them feel in control
Clarity - reduce unknowns by over-communicating about what will stay the same and what will change as a result of the event
Transparency - be transparent about why you chose to respond to the event in the way that you did
Consistency - be as predictable and reliable as possible, perhaps leaning on existing classroom habits or routines to create a sense of familiarity

Next, you will find concrete examples of ways you might consider embedding these principles into your class.
Modifying the Course Content/Timeline

If classes are canceled due to a crisis, communicate to students where you plan to pick up after classes resume.
Consider pushing the course plan back a week rather than asking students to prepare for two weeks at once (e.g., the week that was missed and the current week). Then identify a week’s content to skip later on, if possible.

Explain to students why you chose to cut that section and provide a few resources for them to study on their own if they’re interested.
Revise assessments accordingly so that students aren’t evaluated on material not covered.


Review your course learning goals and think about what is truly necessary and what can be left out this time. Students’ cognitive load will be reduced after a crisis and class time might be better spent focusing on a few key topics rather than trying to get everything covered.
Reduce the quantity of readings and other work required for students to prepare for class where possible.

Modifying Assessments

Consider emphasizing low-stakes formative assessments like in-class activities and discussion posts over high-stakes summative assessments like quizzes and exams. This could be done by allowing students to choose to weight their formative assessments more heavily or by making certain summative assessments optional.

Reduce anxiety of high-stakes tests by making them take-home, or allowing students to choose a certain number of questions or problems on an existing exam to respond to as opposed to taking the entire thing.


Consider grading certain assessments pass/fail.
Make sure to revise assessments to ensure they don’t evaluate students on material that may have been skipped or not covered in detail due to an altered schedule.
Consider giving students options about how and when to complete existing assessments.

For example, allowing them to work individually or in groups. Or allowing them to submit in various formats (written, video, audio, creative, etc.)
Create new deadlines for existing assessments in conversation with students.


If using grading rubrics, consider how to adjust expectations in light of the situation, and communicate any changes to students.

Modifying Late Work Policies

Consider removing late work penalties, where possible. Ask students to stay in touch with you if they need an extension.
Give students the option to throw out a certain number of assessments, or for certain assessments to be graded pass/fail.

Modifying Attendance and Participation Policies

Consider dropping or loosening any required attendance policies. For example, increase the number of days that can be missed before incurring a penalty. You may decide to ask students to email you or their TA, when possible, if they need to miss class. Make explicit that they do not need to provide a reason for missing class.
Clearly explain to students what they need to do to make up for any classes they may miss. Try to be respectful of students’ cognitive load as you create this policy so that work doesn’t pile up when they miss class.
Consider giving everyone full credit for the “participation” score of their grade, or provide students with a variety of options about what will count as participation, especially for those who do not feel like speaking in class.


 
This resource was created by Michael McCreary. It is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.

The Open Pedagogy and Open Educational Practices Learning Community is excited to announce an open call for participation in our community for the 2021-22 academic year. This community will explore how open pedagogy and open educational practices are enabled through the use of open educational resources (OER). Participants will read works and share practices that promote open pedagogy and discuss specific approaches for improving teaching, learning, and student engagement both in-person and online environments.
This learning community is intended for instructors from any discipline who teach undergraduate and graduate courses and are actively interested in open educational resources and open pedagogy.  All instructors (fixed-term, tenure stream, specialists, graduate instructors, adjuncts) who wish to integrate open educational practices into their courses are welcome to apply.
The community will be a combination of monthly virtual meetings and asynchronous social annotation. All virtual meetings will take place via Zoom. Preliminary dates for the Fall semester are outlined below:

October 15, 10:00-11:30am
November 19, 10:00-11:30am
December 17, 10:00-11:30am

Please complete this application form to indicate your interest in participating. For this year, our learning community has 14 openings remaining. This call will close on Friday, September 24.
Thanks,
Regina



 

Regina Gong
Open Educational Resources (OER) & Student Success Librarian
Michigan State University Libraries
366 W. Circle Drive, W225 (DB9)
East Lansing, MI 48824
Phone: 517-884-6396
gongregi@msu.edu
she / her / hers




* Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg–Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. The University resides on Land ceded in the 1819 Treaty of Saginaw. – Land Acknowledgement development by AIIS.