We found 221 results that contain "open badging"

The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Arts and Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Deric McNish: Deric is an outstanding educator, for sure. But he is also an exceptional colleague and I just want people to recognize his compassionate and thoughtful approach to holistic learning and his coordination and organization of the largest population in our department-- the Bachelor of Fine Arts in Acting. He is a wonderful leader in that program. He also inspires me to be more thoughtful with decisions I make through his guidance and examples. He is a colleague and peer that inspires me and others.

Danielle Devoss: Danielle is an inspirational leader and guide. I have worked with her on numerous projects-- or more likely watched her work. She is tireless and completely focused and committed. I am constantly inspired by her dedication and selfless willingness to help and guide.

Krsna Santos: Herr Santos has been one of the most considerate Professors I've had in my Freshman year so far. Starting off school online with this pandemic and all has not been easy but I've never had to stress out with Herr Santos and his class, as he is very understanding of the circumstances and is willing to make compromises to help me succeed.

Hannah Allen: Professor Allen has been extremely helpful in my first year as a freshman here at MSU. Her method for preparing for and going over essays is less stressful and she is always willing to offer additional assistance if needed. She is very kind and considerate as well, especially when connection issues arise.

Adam Gacs: I dropped out of GRM 202 the first time I tried to take it. I felt overwhelmed and I was drowning. After I left nearly the entire first test blank, I dropped the class. It took two years before I tried again, this time with Adam Gacs. Under his gentle guidance, I’ve been able to maintain a 4.0 and grow in my confidence. I no longer worry about not having all the words or stumbling over grammar. I think confidence was the one place my German knowledge was really failing, and I feel like I’ve gotten to be much more capable.
He’s also done an incredibly good job at teaching a language online. We seem to all be pretty in tune with each other in class and he lets us have fun and make jokes (as long as they’re in German!) and we have a genuinely good time. The assignments are easy to find and follow, and I never feel overwhelmed with work in his class like I have in language classes previously.
Massive thanks to Adam Gacs.

Nicola Imbrascio: She has been one of the most impactful professors I have had in my time at MSU, and my field isn't even related to what I learned in her classes. She cares so much about her students in both their academic and personal lives. I learned so much in both of the classes I took with her because she is so engaging and you can tell that she is really passionate about what she teaches.

Dr. Sheila  Contreras: I would like to thank Dr. Contreras for taking the time to mentor me and other individuals like me. She has always demonstrated care and an interest to see us succeed. She is an extraordinary Latina on our campus and deserves to be recognized for her effort in supporting our community. She has gone above and beyond to see us get into graduate school. She continues to motivate other Latinx individuals to continue their education. I appreciate her effort.

Morgan Shipley: Morgan Shipley is one of the most genuine professors I have ever had. Every class he shows how much he cares for his students and lets us know he is there for us.

Kenlea Pebbles: My freshman year I had professor Pebbles and I enjoyed her class so much. She brought so much positive energy to each class and I still appreciate it today. I remember being a freshman in my fall semester and professor Pebbles made everyone feel so welcomed, it did not feel like I was a first year student that was new to everything. I still use all of the writing skills that Kenlea taught me in my junior year now. Thank you!!

Ann Larabee: I really enjoyed the chance to team-teach the grad seminar on popular culture studies. I also learned a lot from your choice of materials and general expertise in the field. It was especially cool to bring in materials and ideas from JPC. The Zoom sessions with various experts around the country were an added bonus. We created a good dynamic environment for the students.

Mohammad Khalil: A wonderful colleague, Mohammad has enthusiastically come to speak to my Music in Religion course for the last several years. Despite his very busy schedule, he makes time to speak about Muslim popular music, something I knew nothing about before he first visited. Each time he comes with fresh examples and I learn something new. Students invariably remember these visits as one of their favorite lessons from the course.

Kate Sonka: I would like to thank Kate Sonka for her continual student-perspective taking and advocacy. Her efforts have improved the numerous roles she fills across campus, representing our diversity of students and their perspectives in the policy and procedures that are developed. This recently played out more directly in Kate's own class, when one of her students presented at the national Accessible Learning Conference. When the student was asked about where she had experienced any good examples of inclusive teaching, she mentioned her experience in Kate's course. Kate supports those around her, connects relevant communities, and promotes the widest possible range of voices. With Kate Sonka at our institution, our courses, committees, and communities are richer, getting us closer to the ideal of a public land-grant institution of higher learning.

Peter Hoffman: Professor Hoffman goes out of his way to make each and every student feel connected and appreciated. I e-mailed him once apologizing for my recent late assignments due to the stress of online classes. I was struggling and felt overwhelmed, but his kind reply gave me hope that things would get better. He even told me to e-mail him any time I needed words of encouragement. He does an amazing job making online classes positive and stress free while teaching his students the importance of poetry. Aside from poetry, Professor Hoffman gives valuable life lessons and makes each student a better person because of it.

Hui-Ling Malone: In her first year at MSU, Dr. Malone has impacted all of her students so much. She re-kindled my love of teaching, and gave us all confidence in our writing skills as a class.

Amy Lampe: Amy is hands-down the best advisor on campus. She genuinely cares about her students and coworkers, and has cheerleaded me from day one. She's always there for anyone who needs an advisor, friend, or mom figure in their life.

Kate Birdsall

Dr. Birdsall believed in me when it felt like no one else did. She encouraged my best work and gave me hope for my future in academia. 


Learning from KB has truly been the highlight of my experience at MSU. This institution sucks (sorry not sorry), but Kate Birdsall ROCKS. I had the true pleasure of having her for advanced fiction writing as a fluke when the other semester was out. That was three semesters ago and I have taken class with her each semester since. In person and on zoom, Kate cultivates a powerful environment of camaraderie and caring that makes all the difference, especially during the pandemic. She asks her students how they are and cares about the answer. She pushes her students, particularly those writing for The Current in WRA 480, to produce the best work they can and, when she's your teacher, you want nothing more than to make her proud by doing just that. And you do. I am an incomparably better writer, editor, and communicator because I've worked with KB. 


KB has given me the best academic experience during my time at MSU by far. She has a way with words and working to direct a team that I have yet to see replicated at this institution. Whether it be her gracious understanding of the tricky circumstances of life or her ability to relate to the class and what concerns them the most, she's all-around fantastic. She has made a considerable and positive impact on how I will view MSU in the future as I prepare for graduation this summer. My biggest regret is not having her as a professor sooner.


Kathryn Houghton: Kathryn has been an amazing professor. During this semester, she fostered a classroom environment via Zoom that encouraged not only participation, but the challenge of arguing a dissenting opinion. I was uninterested in the subject matter before this class, but quickly became enamored by it after beginning. She utilized appropriate virtual resources to aid in better understanding her well-polished slides for class. Also, the dogs this semester were a cute and uplifting addition.

Kate Fedewa: 

Professor Kate Fedewa is personable instructor who always makes sure her students are doing their best and is very understanding when extra time is needed on an assignment. She begins ever class asking how her students are and any news in their lives. I want to thank her for making my senior year not as stressful and always being there to help and talk.


Kate's Rhetoric of Grammar class has been my favorite of this very difficult semester. I was (most) always excited to hop out of bed once a week for this 8:30 class because Kate never failed to make it more than worth my while with engaging discussion and insightful lessons. She also manages to create a fruitful discussion environment on Zoom, for which she has absolutely earned some kind of medal. Each week she came up with practical exercises to do in breakout rooms which helped to demystify complex grammatical concepts. Our big paper assignment for the year also allowed me to spend two months working with lyrics from my favorite artist which has done wonders for moral. She is empathetic, brilliant, and always ready to help. Multiple times in the semester she scheduled extra review sessions just to ensure those who wanted more time to learn would have it. She is, quite frankly, the bee's knees. 


Casey Miles: Casey has been my advisor for years (a job at which she is freaking stellar), but this semester I had her as an instructor. I have learned a lot from Casey this year and not just about the job market but about how best to be to others. Casey teaches so much about empathy through leading by example. Her motto for our class was "come as you are, as you were, as you want to be." She says this and she *means* it. Casey approaches teaching with such a fabulous sense of humor and a tremendous amount of heart. Her kindness and assurance over the course of the semester has prevented more than one anxiety spirals on my end. She is positively kick-ass at what she does and everyone should be so lucky to experience a class with Casey Miles.

Maileen Bugnaski: Maileen worked with the 4-H and MSU Broad Art Lab collaborative project called Visualizing a Year Like No Other, a Michigan Teen Photo Project. Maileen met weekly with young people ranging from ages 13-18 to take photos on prompts intended to help them make sense of the crazy world around them. Maileen expertly created each week's prompt video, providing inspiration for the youth, and facilitated a weekly small group session for the youth to talk about their photos. Maileen's creativity and ability to create a sense of community among the youth made the program incredibly impactful for the participants. One of the participants said, "My biggest takeaway from the program was probably the feeling of how amazing it was to have my own community of people who shared similar interests as me and that I felt supported me. I also learned a lot about how fun photography is and how it can have a huge impact and very deep meanings." Maileen's contributions helped to make this possible.

Dustin De Felice: Dustin spends so much conscientious and dedicated time mentoring graduate students, even those who are not officially his advisees. He is one of those mentors and colleagues who genuinely wants students to succeed not only in relation to course topics but also with respect to professionalization and academic acclimation. His door is, quite literally, always open (pre-COVID, anyway). Dustin, thank you for making students (especially non-traditional ones) feel welcome and supported.
Megan Walsh: Megan Walsh stands out as a MSU Graduate Teaching Assistant. Megan applies pedagogical approaches that promote student agency. Megan keeps students’ attention by changing their focal points. She’s like a highly organized traffic cop. She physically and mentally divides her lessons into clear, logical sequences. Each purposeful transition results in refreshed student mental states. Students could not help but be fully engaged in her fast-paced environment. It was like watching a seasoned sports coach getting team members to run different, complicated plays really well. I was very fortunate to have had Meagan as a student. She is a rising teacher-star!
Bethany Meadows: In this past year, Bethany has done phenomenal work in and beyond the writing center. She has served as an excellent mentor to new consultants, practiced trauma-informed approaches to her work, and demonstrated an enduring commitment to dismantling sexual violence. It has been a pleasure to learn from Bethany this year, especially her commitment to community engagement.
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

The MSU Museum serves the Michigan State University community by facilitating and creating experiences at the nexus of the arts, sciences, cultures, and technologies. As an an innovative and experimental collaboratory that exists to catalyze creativity, we are here to work with you and provide resources and support. Whether you are an instructor developing content and activities for a course or a student wanting to create a unique project, we can help. Contact the Museum Education Team to get started.About the Museum
The MSU Museum is an innovative and experimental collaboratory that exists to catalyze creativity. Here, people can openly explore, express, and experiment with ideas across disciplines and interests, and indulge their natural curiosity about the world. The MSU Museum sets new standards in the realm of academic museums by collaborating with faculty to convey and amplify groundbreaking research in unexpected and creative ways. We demonstrate excellence through accreditation from the American Alliance of Museums and our status as Michigan's first Smithsonian Affiliate. Through extensive collaboration with the Smithsonian Institution, the Museum leads a robust array of cutting-edge activities advancing research, generating new knowledge, and enhancing public engagement.
The CoLab Studio, an innovative laboratory within the MSU Museum, helps to push the boundaries of what it means to be a 21st-century interdisciplinary museum. Through novel, transient, and experimental programs, the CoLab explores new methods for designing and implementing informal learning experiences and enhancing community engagement.As part of the University Arts and Collections unit within the Office of the Provost, the MSU Museum catalyzes Michigan State University's academic mission by actively implementing and creatively enhancing the university’s strategic plan.
 

With our guiding principles for remote teaching as flexibility, generosity, and transparency, we know that there is no one solution for assessment that will meet all faculty and student needs. From this perspective, the primary concern should be assessing how well students have achieved the key learning objectives and determining what objectives are still unmet. It may be necessary to modify the nature of the exam to allow for the differences of the remote environment. This document, written for any instructor who typically administers an end-of semester high-stakes final exam, addresses how best to make those modifications.
 
Check out the full resource here, and read more about the three primary alternatives to a semester-end final:
1) Multiple lower-stakes assessments (most preferred)2) Open note exams (preferred)3) Online proctored exams (if absolutely necessary) 
 

Dr. Cui ChengTitleOnline Learning Specialist with the Instructional Technology and Development Team, MSU ITEducationPh.D. in Educational Psychology and Educational Technology, Michigan State UniversityM.A. in Foreign Linguistics and Applied Linguistics, Tianjin UniversityB.A. in English, Tianjin UniversityWork ExperienceA major part of my work is to assist faculty in course design and technology integration. I enjoy working with faculty from different disciplines across the campus and exploring a variety of course design contexts. I gained my Ph.D. from the Educational Psychology and Educational Technology program in the College of Education at MSU in 2020. During my doctoral studies, I had the opportunities to teach, design, and research courses of different modalities. Before coming to MSU, I worked in Beijing for several years in a technology company, focusing on user demand analysis and user experience design.Professional InterestsBroadly, I am interested in how technologies can facilitate, enhance, and even transform teaching and learning in higher education. Under this broad umbrella, I am specifically interested in user experience design and research, new literacies of reading and learning on the open Web for complex problem solving, and teaching and learning in online, hybrid, and synchronous hybrid courses, where face-to-face and online participants interact in real time through technologies.
 

Leadership Fellows

2018-2019: David Hernandez Escobar & Olivia Chesniak
2019-2020: Hamid Karimi
2020-2022: Chelsie Boodoo

David Hernandez Escobar (2018-2019)As one of the first College of Engineering Leadership Fellows, David worked with Assistant Dean for Graduate Student Services, Dr. Katy Colbry, to develop a needs assessment survey to identify the concerns of graduate students in the College of Engineering. The assessment collected over 100 responses, included open-answer personal reflections from graduate students and ideas on effective actions that could be taken to strengthen the graduate student community within the College of Engineering. Jacob also focused on his own leadership development by collaborating with other Fellows as a strong, cross-disciplinary team who attended professional development sessions together and discussed program communication, building buy-in, and a variety of other topics.
Olivia Chesniak (2018-2019)Olivia’s Fellowship focused on bringing together graduate student organizations focused on women in STEM with the goal of sharing resources, networking, and providing peer mentorship. Olivia’s relationship-building efforts reinforced a cosponsored event among her connections in the College of Natural Science, the College of Engineering, and the College of Agriculture and Natural Resources. During the Spring semester, Olivia worked with Lydia Weiss to develop, advertise, and facilitate discussion sessions for graduate students following the Academic Womens Forum, known as the gradAWF. The Academic Womens Forum has been a valuable and unique space for women in the university to connect with fellow faculty, staff, and administrators. However, the lack of space for graduate students was reflected in unsteady attendance. Olivia was able to work across the university to create a space for graduate student women and ensure its promotion within her College.
Hamid Karimi (2019-2020)Hamid worked with Assistant Dean Dr. Katy Colbry and engaged with stakeholders across the College to identify the need for professional development sessions regarding graduate students' knowledge of and preparedness for the job market following the completion of their degrees. Hamid also explored how to build DEI awareness within the lab setting and promote the benefits of diverse teams in STEM.
Chelsie Boodoo (2020-2022)Chelsie organized the MSU SciComm Conveyance Conference, a virtual science communications conference that brought experts and students from various disciplines together to discuss scicomm practices and the role of science in today’s society. The conference offered an incredible twenty-two sessions including workshops, lectures, networking opportunities, and social events. Sessions included Science, Equity, and Advocacy in the Nuclear Weapons Field, Science vs. Journalistic Writing, Podcast Kickstarter, Creating Effective Data Visualizations, and Building Trust in Scientists, among others. Through her program, students were able to gather valuable information on the science communication field and experts were given the opportunity to connect with peers and provide advice to the next generation. Chelsie led a team through the difficulties of hosting a virtual conference and the process of learning skills related to event planning, public relations, marketing, grant-writing, and innovative-technology use. In her second year as a Fellow, Chelsie worked on developing a Science Art Tool Kit to help graduate students in the science field to communicate about their research using the arts. Her goal was to equip scientists to utilize physical and digital art to more effectively convey data and information. Her tool kit has a wide array of practical examples and resources.

This week, we wanted to highlight Stokes Schwartz and Garth Sabo, both educators with the MSU Center for Integrative Studies in the Arts and Humanities. Stokes and Garth are also the co-facilitators of the “Reading Group for Student Engagement and Success” Learning Community this academic year! According to the Office for Faculty and Academic Staff Development (formerly AAN), this Learning Community is: A Zoom based reading group that pairs theory and praxis of student engagement techniques to drive greater student success in general education and prerequisite courses at the university. Bimonthly meetings (twice a month) consist of reading and discussing 2-3 recent articles and sharing best practices for applying methods in courses across the university. These two also use a group on the #iteachmsu Commons to share information about upcoming meetings, attach reading files, and continue to engage in asynchronous dialogue outside their meeting times!
Read more about these Learning Community co-facilitators’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses! 
Q & A with Garth Sabo & Stokes Schwartz

You are facilitators of a Learning Community (LC) and decided to have a group on iteach.msu.edu for that LC. What about the #iteachmsu Commons appealed to you for this group?
Sabo: A major component of the LC structure at MSU focuses on providing some element of public dissemination of the work we do together, and Stokes and I both appreciated that #iteachmsu would allow us to make our group activities visible to the wider MSU community. We both felt a strong need for some type of digital meeting space/repository for things like meeting notes, agendas, etc., and we found that iteach.msu.edu offered a suite of those tools that were fairly easy to wrap our heads around and adopt as practice. 
Schwartz: Having a central place for learning community members (and interested parties) to check-in, share our thoughts, relevant documents, and planned talking points for meetings/discussions as well as any follow-up observations in the days following a meeting.  Personally, I have found iteach.msu.edu relatively easy to use.  
Sabo: Our LC meets digitally, and we also thought that it would be nice to structure things in a way that leaned into benefits of that structure rather than simply trying to imagine ourselves as an in-person community that only meets via Zoom, so we’ve also tried to use iteach.msu.edu as a platform for ongoing and supplemental conversations to the discussions that come up during our scheduled meetings.
Tell me more about your LC and what activity in your #iteachmsu Group looks like? (This can include, but not limited to goals, topics, general overview of membership, the kinds of things being shared in your group.)
Sabo: Our learning community is titled “Reading Group for Student Engagement and Success,” and the only thing I don’t like about it is the name. Stokes and I are both faculty in the Center for Integrative Studies in the Arts and Humanities, and part of the impetus for the group was a desire to dig deeper into pedagogy research that might help us crack the egg of engaging students in a required course. We wanted to find a format that allowed us to have pedagogy conversations that were data-driven and practical in focus, so that our community members could feel like our conversations were driving towards concrete actions.
Our Zoom meetings focus on talking through a few pre-designated texts that the entire group reads. We’ve been fortunate that our current roster has also agreed to take turns as interlocutors, with one person briefly presenting on some additional text(s) that add additional context to the material we all consumed
Schwartz: Typically, Garth and I plan 8-10 multipart discussion questions for our meetings on fostering student engagement and success, which we share via iteach.msu.edu a few days ahead of time. Team community members have also shared information and related ideas via our iTeach group.  We are also in the process of compiling a playlist.  
Sabo: Our iteach activity tends to be kind of evenly split between looking back at what we’ve already done with logistical stuff (like meeting agendas, Zoom links, etc.) and what we might do (like additional discussions or resources that members post or comment on in the Feed). Our current membership is a great mix of folks across the College of Arts and Letters in a range of roles, which has enriched our conversation in ways that I couldn’t have anticipated. We’re certainly open in having more folks join us if interested!
Schwartz: We have had four meetings so far and have our fifth coming up on December 3, 2021 from 10-11:30 EST and all are welcome! Please note, if you're interested in joining the 12/3/21 meeting, please reach out to either co-facilitator via email or on iteach.msu.edu, as the readings we'll be discussing are from a hardcopy book we've procured!
What has been a highlight of this semester for your LC and what are you looking forward to next semester?
Sabo: I love talking about teaching with people who love teaching, and I really feel like that has been the tone of our conversations all semester. I’ve been very appreciative of the fact that our group has been able to talk about the challenges of teaching while still being productive and hopeful about what good teaching can do for our students and the world. One thing that has certainly helped that has been the spirit of collaboration that’s breathed through this group since its beginning. Stokes and I have had a good rapport even since the planning stages of this community, and that has continued as we’ve gone from the process of proposing the group to actually planning its meetings. As you might be able to tell from how long my answers to these questions are, I tend to be wordy and big-picture in my focus, and Stokes does a great job of bringing things back around to ask, “Okay, but what would that actually look like?” in a way that has helped our conversations find a great balance between macro and micro issues of engagement and student success. Our members have been great about thinking and sharing proactively as well.
Schwartz: The highlight?  Two actually.  First, working with my co-facilitator Garth.  We seem to have established an effective working relationship and bat our ideas-plans back and forth until they take solid shape.  It has been fun sharing our ideas, developing our respective parts, coming back to the figurative table for another round of mashup, and then seeing what the final results are before the day of an actual meeting.  Second, the knowledge and personalities of our learning community members, all of whom bring interesting experience and perspectives to our meetings.  Thus far, I have really enjoyed the experience.  It has been like grad school in the best way possible (without the egos and constant stress). 
Sabo: Just to peek behind the curtain a little bit,  next semester we’re pivoting slightly to frame our conversations with the goal of producing tangible results of our collaboration, whether that be conference presentations, publications, or something else entirely. I’d love to see a step on that road being a bigger focus on producing material that we might share to the wider iteach community via the Articles feature.
Schwartz: Looking ahead, I am excited to continue working with our community in the new year and possibly develop a panel or presentation on concrete things we might do to engage our students in the general education or lower division prerequisite "classroom" (F2F or online) more effectively. Beyond that, I am already mulling over ideas for proposing another similar learning community for the 2022-2023 AY.  The cross-pollination possibilities offered/brought about by learning communities like these is fantastic and a good way to break out of our various silos here at MSU.
If you are interested in learning more about this year’s Learning Communities at MSU you can see the full list here. If reading this story peaked your interest in #iteachmsu Groups, you can view all the current groups here. Looking for a group on a particular topic or practice, but don’t see one - start it! Any MSU user can create a group, just login to iteach.msu.edu with your MSU netID to get started. Easy to follow instructions for starting a group are here. 

"Anniversary reactions may occur because of the way a traumatic experience is saved in memory. Memories of trauma contain information about the danger during the event."-National Center for PTSD
Office for Resource and Support Coordination (ORSC) Educator Guidance

Acknowledge February 13 and its significance via a one-time statement but avoid constant, regular, or frequent reminders.
Validate that everyone will have their own reactions to the anniversary.
Respect the wide range of reactions and emotions to the commemoration that will occur.
Remember not everyone in the class may have been part of the community last year.
Include those who were not present by acknowledging that not everyone will have the same reactions; this can tie them to the community now.
Trust and believe your students who express the need for additional time, space, and support during this period.

6-Word Framework for Resilience
Laughman, L. (2017) The 6-Word Framework for Resilience.  Michigan State University.University Health and Wellbeing, Spartan Resilience Education  spartanresilience@msu.edu
Sentence Starters to acknowledge the eventsGoals: Collective empathy, understanding, & care

Before Class:




“Next week marks one year since the tragic shooting on campus. Our class will {your approach} before carrying on…”
“I understand that our next class session may bring up strong emotions as we reflect on what has happened. Please know that your feelings are valid and respected here…”
“I want to acknowledge that our upcoming class might be difficult for many of us. Please know that it's completely okay …”




During Class (Feb. 12):




“Today, as we reflect on what happened a year ago, our classroom is a community where all feelings are valid and respected”
“I want to begin class acknowledging the solemnity of the remembrances this week, and honoring the unique ways in which we all process this…”
“ Our memories of Feb. 13 challenge many of us and leave us all processing in our own way…”



Practicing Care (for yourself):
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard?  Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others? Consider author Eleanor Brownn's statement, "Rest and self-care are so important. When you take time to replenish your spirit, it allows you to serve others from the overflow. You cannot serve from an empty vessel." Here are recommendations from National Center on PTSD - “What can help” section of “Reactions to Chronic Stress”: 

Increase self-care and sleep hygiene. 
Practice relaxation exercises.
Make use of periods of reduced stress. 
Organize your thoughts and feelings. 
Gain a broad perspective.
Help others.

Check out the recording below for more details and examples!Resources for Continued Growth:
MSU Office for Resource and Support Coordination have compiled guidance and external resources

Feb 13, 2024 resources
Educator-facing guidance
Other MSU campus support resources (mental health, academic, financial) 
FAQ


Mindfulness for better living (MSU Extension)
University Health and Wellbeing (MSU)

Employee Assistance Program 
Health4U Wellness Programs 

Health and Wellness Resources (MSU Library)
Trauma Services & Training Network Resources (MSU)
Skills for Psychological Recovery: Field Operations Guide (National Center for PTSD)

Choosing Positive Activities 
Supporting Someone After a Disaster
Helpful Thinking Handout


From the workshop:
To support your ongoing professional development and encourage the application of these insights, I've compiled a list of resources:

Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (embedded below).

Slide Deck: You can access CTLI's Preparing to Teach on Solemn Anniversaries slide deck which has Feb. 13 & 14th policies, educator guidance, an overview of the Spartan Resilience Framework, example phrases to acknowledge the event, recommendations for self care, and additional resources - along with reflective questions based in the aforementioned framework.



 In order to access the slides, you'll need to log in to Google drive with your MSU credentials. If you haven't done this before, you just enter your MSU email (@msu.edu) included in the "email or phone" box and google will automatically open Okta/single sign on. You can either log out of your personal Gmail account OR if you use Chrome as your browser, you can create a new "profile".



Online Discussion: Based on the content of this session, you may be interested in exploring the Resources for Teaching After Crisis playlist (developed directly following 02/13/2023 violence) or sharing your own reflections for employing the Spartan Resilience Framework in the comments below. Login with your MSU netID to connect with fellow educators, exchange ideas, and seek further guidance.



Photo by Renáta-Adrienn on Unsplash

Leadership Fellows

2016-2018: Megan Jackson
2017-2019: Dominik Neuman
2019-2020: Matthew Klein
2021-2022: Radhika Sen

Megan Jackson (2016-2018)Megan’s work as the first Communication Arts & Sciences Leadership Development Fellow established strong connections with Dean Prabu David as she supported his goal of improving the graduate student experience. Together, they began a 1-credit course to increase awareness of college offerings and university resources, socialize students in the college, and begin to build community. Further, Megan worked with the college’s only GSO, The Association of Graduate Students in Communication (AGSCOM), to facilitate its official recognition as an RSO and supported Karen Cleveland’s new GSO in the Department of Media & Information. A September 2017 meeting between Megan, Dean David, and Matt Helm, the Director of Graduate Student Life & Wellness at the time, led to a social event held at the college that saw graduate students sharing lunch and discussing plans for future social events held off-campus. 
Megan concluded her 2017 report with a reflection on change and the individual; “The success of graduate student collaboration, community, and leadership development is immensely dependent upon an individual, like the fellow, leading the effort within the college. [The] impact of the first year fellow in the college is highly visible as the Dean stated one of his top 5 goals for this academic year to be improving the graduate student experience. Change does not happen, change is led. With the fellow in place, this organic change is within reach and the immensely positive outcomes will be seen for years to come.”Dominik Neuman (2017-2019)During the first year of his Fellowship, Dominik Neumann built on Megan’s work creating social events for grad students in the College of Communication Arts & Sciences by hosting an event series called “Communication on Tap” at local bars in East Lansing where graduate students could share their research while tying in personal stories or humorous anecdotes in a laid-back and relaxed setting. This work-free space for socialization was organized following a survey to the college’s PhD students that determined the events could foster a sense of togetherness and community while working to overcome the feeling of disconnection graduate students perceive between their professional and personal lives.
Dominik began the second year of his Fellowship developing a peer-mentoring system and handbook for the college. His initial survey to PhD students demonstrated the need for individual mentorship, as compared to committee- or group-based support. Domink decided to create a “buddy system” for incoming students in the College of Communication Arts and Sciences. Buddies served to create respectful relationships and an open dialogue that could help incoming graduate students navigate East Lansing, campus resources, classroom dialogues, and other issues that may be relevant for the student.
Matthew Klein (2019-2020)As the third Fellow for the College of Communication Arts & Sciences, Matthew Klein worked closely with a faculty member within the College on a college-wide project looking at the impact of inclusive language on syllabi. Matthew was invested in contributing to College-level efforts related to inclusion, and in collaboration with his key stakeholders, he decided that a mixed-methods study would best serve them in pushing future initiatives forward. Matthew and his stakeholders intend to launch this study after the completion of his Fellowship year.
Radhika Sen (2021-2022)Radhika created Imagine MSU, an initiative that provided graduate students funding to enhance the graduate student community. Grounded in an awareness that a thriving university community is one in which a great variety of lived experiences and perspectives find voice, Radhika’s project aimed to build a stronger culture of belonging among students (which research indicates is a major indicator of student success and retention) at MSU by encouraging creative problem solving and student leadership and supporting the pursuit of innovative community‐building ideas prototyped and implemented in collaboration with students. Radhika applied for and received a Creating Inclusive Excellence Grant from MSU for $5,000. She also partnered with the Graduate School to access additional funds. She recruited a steering committee of faculty who reviewed 25 applications from graduate students and selected 3 projects to fund. The first project aimed to increase a sense of community amongst graduate students in the English department as well as learning how DEI issues intersect with research and writing. They proposed to hold several writing retreats and to bring in a speaker whose work focuses on indigenous studies. The second project proposed developing an LGBTQ+ History course for the MSU History department and developing LGBTQ+ culturally-responsive training for faculty and TAs to incorporate LGBTQ+ history into their current courses and support students in the College of Social Sciences. The third project proposed the creation of a multi-authored Spartan Zine series reflecting on the experiences of MSU graduate students during the pandemic in the hopes of both fostering belonging while honoring difference.