We found 108 results that contain "international"

This is the Graduate School's website about funding for graduate students at MSU. It includes a brief overview of how grad funding works at MSU as well as both internal and external funding sources.

IT Training
Purpose of the team: To prioritize user experience and provide the MSU community with technical training opportunities.What we do:

We collaborate and consult with MSU IT senior leaders, managers, staff, MSU stakeholders, and subject matter experts on instructional needs for technology training.
We use instructional design and user-experience design principles and technology knowledge in order to plan, design, produce, and deliver digital training to the greater campus community.
We arrange demonstrations of new training products or services with vendors and internal stakeholders.
We collaborate with the IT Communications Team to develop content for educational awareness campaigns and promotional outreach that supports training efforts.

Services Provided:

Digital software training
Open office hours
Tangible support materials

Website: https://spartanslearn.msu.eduContact us: train@msu.edu

The Hub’s mission is to help our partners design and deliver transformative learning experiences. The Hub is an internal design consultancy for Michigan State University on a variety of learning experience design projects. We help our partners from across campus (colleges, departments, units, and the connected faculty, staff, students, and administrators) imagine and then make those transformative experiences. Design is fundamentally about transformation: ideas to realities, problems to solutions, existing moments to new ones.We are a diverse team of designers and researchers who combine an interdisciplinary set of approaches to address the multi-layered challenges of the university. Our design process begins with dialogue and inquiry to surface fundamental project needs and the complexities of problem spaces. We then prototype and iterate toward solutions for sustainable success.Learning, at its core, is about transformation. And we’re proud of the talented designers, educators, and researchers on our staff whose purpose is to help facilitate this learning and transformation and create sustainable solutions alongside university partners and collaborators.

Topic Area: Information Session
Presented By: Joyce Meier
Abstract:
Our international/multilingual students face unique challenges: not only differences in language and academic cultures, but also time differences, online communication blocks, visa issues, and the recent toxic nationalist movement in the U.S. Yet we need the diverse views that such students contribute. How can we ensure that these students feel welcome and included in our courses, even when the courses are on-line, and the students studying from 12 hours away? How can we encourage our multilingual students to participate more, both synchronously and asynchronously? What can we do to minimize any possible communicative gaps? How might our courses be reframed from a translingual perspective, so that the students’ languages and cultures are seen as assets that contribute to rather than detract from the course learning goals? Supported by a Creating Inclusive Excellence Grant, and winner of a Research-in-Progress Award at the recent Diversity Showcase, our team of three undergraduates, as mentored by two faculty, has produced a video examining these challenges ‘from the inside out.’ Surfacing the students’ concerns, our faculty workshop uses this video as a starting point to name challenges faced by these diverse learners, and for collaboratively inviting participants to propose solutions that work within their own teaching contexts.

Job Title: Academic SpecialistDepartment: Center for Teaching and Learning InnovationBio: Michael Lockett (he/him) is a curriculum scholar with a background in literary studies and mathematics. He completed his PhD at Queen’s University and he’s held teaching posts at the University of Calgary, the Royal University of Bhutan, and Simon Fraser University. His research interests include pedagogical rhetoric, metaphor, and aesthetic experience.Though his approach to education is influenced by a variety of scholars both contemporary and classical, two Canadian academics, Jan Zwicky and Ross Leckie, are of paramount importance to his practice. Michael finds the pairing of practical and theoretical concerns in curriculum studies rewarding and he applies his expertise in assessment and structural analysis to a diverse array of institutional projects.In his personal life Michael enjoys alpine and international travel, reading, and Raptors basketball. British Columbia and the Yukon Territory are home to most of his favorite mountains; Bhutan, Suriname, and Georgia are a few of his favorite countries; Kazuo Ishiguro and Michael Ondaatje are two of his favorite writers; and Kawhi Leonard is his favorite athlete.Schedule a Consultation

Learning Assessment
Curriculum Development and Course Design
Curriculum Mapping
SoTL/Education Research
Writing Pedagogy

Website: http://teachingcenter.msu.eduPhone: (517) 355-5482Submit a contact form

Are you worried about a student?
In addition to referring students to CAPS directly, MSU offers additional resources for helping a student you have concerns about.  Please consider best practices in making referrals:

Show empathy toward the student’s situation and let them know that you and MSU care about them.
Ask the student if they would like you to make a referral or a connection to a campus support system.
Email the unit contact and copy the student. If possible consider walking the student to the service.
Consider notifying the student’s academic advisor or other support systems in which the student is engaged (i.e., RCPD student = let RCPD know; international student = let OISS know, etc.); your unit advisor and/or Dean’s office staff can help you.

The Green Folder
CAIT created this guide to assist faculty and staff in recognizing and referring individuals who may need support. Individuals may feel alone, isolated, and hopeless when faced with academic and life changes. These feelings can easily disrupt academic and work performance or overall functions, which may lead to serious consequences, including dysfunctional coping.
Included in the Green Folder is a flow chart indicating who to contact, a list of resources, a definition of your role in this process, and a chart of possible indicators a student is in distress or is a threat to themselves or others.
 

Advances in technology have provided the ability to present immersive opportunities to engage with people virtually. In order to delight attendees and provide broad experiences, it is recommended that teams evaluate resources and select the option that best meets the associated needs.
Based upon a thorough evaluation of several virtual solutions, the following solutions were deemed to be best-in-class and best suited to provide enriching levels of engagement, productivity, networking, and fun:

Easy Virtual Fair (EVF)*
Bizzabo
Brazen
Aventri

Consider these factors and categories as you review the options:

Login strategies across resources
Accessibility
Hybrid capability
Price + prospective return on investment (i.e., cost-effectiveness)
Optimal navigation
Ease of customization and configuration (e.g., content management)
Licensing flexibility (e.g., ease of leveraging across internal teams)
Versatility
Session delivery (e.g., embedded or via Zoom)
Ability to integrate with current MSU resources and tools
Presentation of event data/metrics
Eye candy practicality

As you consider a solution, it would be prudent to check with Purchasing to confirm if a license already exists in our system and whether or not it’s available to be leveraged. It’s also good to confirm with IT what can and can’t be supported.
*Currently approved and supported by MSU IT.

Leadership Fellows

2016-2017: Christine Pacewicz
2016-2018: Tayo Moss
2018-2020: Stephanie Aguilar-Smith
2019-2020: Adrianna Crossing
2020-2021: Briana Green & Madison Allen
2021-2022: Sarah Galvin & Amit Sharma
2021-2023: Sanfeng Miao

 
Christine Pacewicz (2016-2017) and Tayo Moss (2016-2018)The first two College of Education Leadership Fellows, Christine and Tayo, worked to build recognition for the Leadership Fellows Program among graduate students and College leadership. Tayo organized a pizza night to promote the Leadership Institute’s resources and build community among College of Education graduate students. Tayo also conducted a needs assessment survey with graduate students to gain a greater understanding of the resources needed to best support their teaching and research. He then presented these findings in a meeting with the Associate Deans. Christine and Tayo ended their Fellowship working to recruit Fellows to take their place the following year.Stephanie Aguilar-Smith (2018-2020) and Adrianna Crossing (2019-2020)Stephanie Aguilar-Smith and Adrianna Crossing worked together to identify leadership opportunities for graduate student within the College’s governance. After meeting with the department chairs in the College of Ed for the purposes of needs assessment and data gathering, Stephanie and Adrianna learned about existing structures for shared governance, graduate student opportunities represented in department bylaws, and areas of potential growth for shared governance. One example of shared governance opportunities uncovered by Stephanie and Adrianna was the Student Advisory Committee (SAC), a joint body composed of graduate and undergraduate students who bi-annually advise the dean. This Committee had never been convened. After a year and a half of work, the CoE released a call for applications for representatives of SAC.
Stephanie and Adrianna’s work inspired Associate Dean Bowman to request a graduate student advisory council to advise her office. Stephanie and Adrianna devised a plan consisting of qualifications, number of students from each department, recruitment strategy, application form, and recruitment email. Work on establishing the council was unfortunately suspended due to the COVID-19 pandemic. Stephanie and Adrianna’s work was incredibly important for both the College of Education and the Leadership Institute, as it drew attention to the tendency of undergraduate student representation to dominate the spaces of shared governance outlined in many Colleges’ bylaws.Madison Allen (2020-2021)Madison worked with seven other women PhD students to call attention to barriers to education for BIPOC students in the wake of the murders of Breonna Taylor and George Floyd. Together, they authored an open letter to the administrators, faculty, and staff of the Counseling, Educational Psychology, and Special Education (CEPSE) department. After working with College- and department-level leadership, the authors of the letter, Madison Allen, Joi Claiborne, Andryce Clinkscales, Adrianna E. Crossing, Briana Green, Brook Harris-Thomas, Lindsay Poole, and Briana J. Williams, were catalysts for change within the CEPSE department admissions requirements and student representation.Briana Green (2020-2021)Briana decided to broaden her project focus beyond the College and sought to support Teaching Assistants (TAs) across the university with digital support for their remote learning experience. In partnership with the organizers of DISC, a Digital Instruction Support Community, based out the College of Education, she increased awareness of this support community across campus and offered a mini-series of workshops this spring semester to TAs that are catered to their specific needs. Briana Green also worked with Madison Allen to author an open letter to the Counseling, Educational Psychology, and Special Education department that led to real and lasting change within the department’s admissions requirements and student representation.Sarah Galvin (2021-2022)Sarah wanted to work collaboratively with other Fellows while retaining a focus on curriculum development for her own professional development. She worked with College of Ag & Natural Resources Fellow, Liz Stebbins, to find ways to connect graduate students, old and new, to community resources within and external to MSU. They made plans for an involvement fair to be launched in the Fall of 2022. Sarah also worked as a curriculum consultant for the Leadership Fellows Program. Her goal was to center the Fellows Program curriculum around a holistic approach to leadership and to bring disparate elements of our curriculum into alignment. She met with our leadership team and began assessing the existing learning outcomes, curriculum, and assessment plans as well as exploring content organization options. She outlined ideas for how to best incorporate leadership and wellness topics into all learning experiences within the Fellowship. Her comprehensive curriculum plan included ideas for Leadership Huddles, small groups of Fellows meeting monthly around a common interest. We put all of her ideas into effect for the 2022-2023 Fellowship, and our curriculum has never been stronger or more cohesive.Amit Sharma (2021-2022)Amit wanted to increase the sense of community in his living environment on campus at 1855 Place where a number of international graduate student families live. He started a community garden last summer and wanted to extend the used of that space. He developed plans to create a community learning space.  Sanfeng Miao (2021-2022)Sanfeng was interested in learning about professional development resources and workshops for graduate students in the College of Ed. As she explored what had been done before, she got connected to Associate Dean Kristine Bowman. This interested turned into a paid position where Sanfeng is helping plan professional development workshops. She is also exploring the idea of rebooting a professional development Graduate Student Organization within the College of Ed.