We found 122 results that contain "pedagogy"

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.

Topic Area: DEI
Presented By: Nicole McCleese
Abstract:
In 2020 feminists have theorized the pandemic in two public feminism examples of note. First, in an MLA webinar, “Medicine, Narrative, Pandemic, Power,” where Paula Krebs facilitated a discussion between Rita Charon and Aakritii Pandita about narrative medicine as an anti-racist praxis for recalibrating the power relationship between minority patient and doctor. They discussed current impediments to health disparities, and Charon stressed the importance in graduate school humanities education and medical students training in Narrative Medicine and Social Medicine for interdisciplinary events to changing health disparities. Similarly, the feminist theory journal, Signs, responded with “COVID-19 and the Language of Racism.” As an Adams Academy Fellow and NICE Fellow in 2020, I responded to health disparities concerns through the lens of black feminist scholarship on health studies to develop an upper-level feminist theory course in literary studies using crip methods for literary and cultural analysis, “Crip Narrative Medicine.” Course modules include: “Revisiting Charon’s Narrative Medicine with Crip Theory in COVID-19,” “Bodies in Short Fiction Crip Theory,” “Dementia and Supercip Narratives,” “Embodying NYC and Detroit” and “Crip Indigeneity.” This informative panel, positioned at the intersections of anti-ableist and anti-racist pedagogy, features inclusive English undergraduate student presentations as part of an interdisciplinary public feminism course project on “Black, Feminist, Queer, Crip Narrative Medicine.” By bringing together black feminist scholarship on medicine and disability, through the course learning objective on crip methodologies, students will share research on new media, film, literature, and critical theory.

This workshop is designed to help you prepare for your teaching roles by strengthening your pedagogical understandings of D2L. For us, this means understanding how to implement thoughtful, intentional, and inclusive practices. We will introduce GTAs to foundational skills and strategies necessary to create well-structured, engaging, accessible online learning experiences.  
Upon completing this session, GTAs will be able to: 

Identify key components and goals of the learner experience through design thinking exercises. 
Consider factors that may impact learners’ ability to fully participate in various modes of online learning, and develop strategies to gain a sense of learners’ digital learning contexts. 
Evaluate opportunities for asynchronous and synchronous connection, community-building, interaction, and engagement. 
Discuss and explore features for enhancing learning and improving accessibility.   
Identify resources and supports for technical aspects of D2L. 

Title: Exploring Inclusive Practices Across the Curriculum: Results from the Inclusive Pedagogy Fellows Program in the College of Arts & Letters at MSUPresenters: Kathryn McEwenCo-Presenters: Denise Acevedo (WRAC); Catalina Bartlett (WRAC); Cheryl Caesar (WRAC); Jonathan Choti (LiLaC); Rebecca Cifaldi (AAHD); Caitlin Cornell (CeLTA); Sonja Fritzsche (CAL); Ural Grant (Theatre); Joyce Meier (WRAC); Ayman Mohamed (LiLaC), Karen Moroski-Rigney (CAL), Shannon Quinn (LiLaC)Date: May 11th, 2023Time: 2:45 pm - 3:45 pmClick here to viewDescription: We propose a workshop to share and discuss the activities of the College of Arts & Letters Inclusive Pedagogy Fellows Program from AY 2022-2023. The CAL Inclusive Pedagogy Fellows (IPF) Program provides a proactive collaborative space for a cohort of educators seeking to design, establish, and maintain intersectional and inclusive learning environments in their teaching and curriculum development activities. Ten Fellows from 3 units across CAL came together to explore and engage with inclusive pedagogies from a variety of perspectives and disciplinary approaches, and to focus on different ways of knowing, trauma-informed, translingual, and transcultural pedagogies, and intersectionality. Aligning with the conference focus on community, conversation and classroom experiences, we propose a roundtable session for Fellows to reflect on their experience in the program, share their take-aways on facilitating inclusive practices in the classroom, and discuss concrete strategies for creating more inclusive learning environments. We envision this workshop as an interactive conversation about what the Fellows learned, how they applied new knowledge and skills, and where they want to go next in their inclusive pedagogy practices. Participants are invited to engage with the workshop participants and enhance the strategies Fellows plan to implement. The roundtable will consist of Fellows from the program. Post-presentation outcomes for participants include leaving the session with some initial first steps and strategies for implementing inclusive practices. Using the roundtable format, we aim to facilitate interactive discussion across disciplines.

Title: Teaching Gender in a Global Context: Pedagogy, Practice, and Prospects for Expanding NarrativesPresenters: Pat Arnold, Potentially GenCen staffFormat: WorkshopDate: May 11th, 2023Time: 2:45 pm - 3:45 pmClick here to registerDescription:Representing the diversity of gender identities, experiences, and narratives is a core commitment and learning outcome of gender studies programs as well as general university curriculum in many cases. Its importance cannot be understated particularly in a cultural context where issues of injustice against women as well as transgender and gender nonconforming (TGNC) communities are so often trending. However, stereotypes and myths about women and gender outside the privileged confines of the U.S. abound, a theme captured well by Chimamanda Ngozi Adichie in her popular TedTalk “The Dangers of a Single Story.” Just a single story can be deeply transformative for how we view the experiences of people in different cultural contexts, yet just a single story can equally be limiting and stymie efforts to promote values of gender inclusion. In this presentation, we compile assessment data and reflections from 300 students across three years of teaching WS102: Navigating Sex and Gender in Everyday Life to illustrate both the challenges as well as the transformative prospects for centering global narratives in the context of teaching gender equity and diversity. From the perspective of faculty, we highlight the tension they experience between the value and importance of including global gender perspectives, yet the barriers to fully incorporating it into their courses. We end by outlining how departments and university teaching centers can support faculty development and build confidence by developing open curricular resources on women and gender in a global context, as well as professional development for global, decolonial, and indigenous pedagogies.

This poster outlines approximately 20 suggestions to help students navigate online courses more successfully. Even with careful planning and development, the normalization of remote learning has not been without challenges for the students enrolled in our courses. Besides worrying about a stable internet connection, students must confront a steep learning curve and considerable frustration when it comes to completing even the most basic coursework each week. Participation in the ASPIRE and SOIREE programs notwithstanding, and despite our carefully worded syllabi, weekly course modules, project packets, assignment prompts, and the like, students nevertheless experience significant confusion and anxiety when faced with the prospect of leaving the physical classroom behind for the brave new world of the virtual. The reduction of course material by instructors to bite-sized chunks and the opportunity for online collaboration with their classmates do not necessarily mean students greet online learning with open arms. Already entrenched attitudes and habits among many young adults do little to help them as they make the shift to online learning. But there are a number of fairly simple ways that instructors can smooth this rocky road over which students must now travel. The tips I share have emerged and been developed further as part of my own ongoing process to minimize confusion, frustration, and improve levels of engagement, while simultaneously imparting more agency to the students enrolled in my IAH courses here at Michigan State University.To access a PDF of the "Pandemic Pedagogy: Online Learning and Suggestions for Minimizing Student Storms in a Teacup" poster, click here.
Description of the Poster 
Pandemic Pedagogy: Online Learning and Suggestions for Minimizing Student Storms in a Teacup 
Stokes Schwartz, Center for Integrative Studies in the Arts and Humanities 
College of Arts and Letters, Michigan State University 
Abstract 
The normalization of remote learning during 2020-2021 has not been without challenges for the students enrolled in our courses.  Besides worrying about stable internet connections, they must also confront a steep learning curve and considerable frustration when it comes to completing even the most basic coursework each week. Even with instructor participation in the ASPIRE and SOIREE programs, carefully worded syllabi, weekly course modules, project packets, assignment prompts, and etc., students nevertheless experience significant confusion and anxiety when faced with the prospect of leaving the physical classroom behind for the virtual. Our reduction of course material to bite-sized chunks and the opportunity for online collaboration with their classmates via Zoom or Teams do not necessarily mean students greet online learning with open arms. Already entrenched attitudes and habits among many young adults do little to help them either in the shift to online learning.  But there are a few fairly simple ways that instructors can smooth the rocky road over which students must travel. The tips and suggestions I share in this poster presentation have emerged as part of my own ongoing process to minimize student confusion, frustration, and improve engagement, while simultaneously impart greater agency and opportunity for success to the young adults populating my asynchronous online IAH courses here at MSU during the 2020-2021 academic year. 
Background 

In mid-March 2020, school pupils, university students, and educators everywhere were thrown into disarray by the mass onset of the Covid-19 virus, related lockdowns, and interruptions to normal student-instructor interactions. 
At Michigan State University, we scrambled throughout the summer to prepare for the 2020-2021AY and reconfigure existing courses for online delivery.  
Yet reasonably well developed and presented online courses alone have not enough for students to succeed.  Even in the face of MSU’s push for empathy and understanding, students have demonstrated that they require additional help making the leap from traditional face-to-face to online learning. 
Instructors are well-placed to assist students in an ongoing way as they make this challenging transition.   
Without much additional work, we can support and encourage our students with weekly reminders that exhibit kind words, cues, prompts, signposts pointing the way forward, and calls to action. 
We can foster improved student engagement, learning, and success despite the challenging, new environment in which we operate. 
We can guide students through their many weekly activities with roadmaps to help them navigate course intricacies more easily 
We can provide students with ample opportunity for new ways of learning, thinking, knowing, and the acquisition of 21st century skills. 
In short, faculty teaching online courses occupy an ideal position to prepare students to operate more efficiently and productively in the real world after graduation since remote work and collaboration online is expected to increase markedly as society speeds further along into the 21st century. 

Develop Supporting Communications 

Beside online syllabi, course modules with seem to be clear directions, etc. students need reminders to keep an asynchronous online general education course in mind, on the rails, and moving forward.   
Routine, consistent supporting communications to students from the instructor help to minimize student confusion. 
Send reminders on the same day each week for the coming week. 
Include headers in all course documents, and email signatures, listing a few ‘how to succeed in this course’ tips. 
Share same supporting communication to weekly modules in LMS.  
Students benefit from supporting communication that guide them through the activities for a given week during the semester. 
When students see supporting communications routinely and predictably, they are more likely to remember and act on it. 

Provide Weekly Guidelines 

Through supporting communication, provide additional prompts, directions, clarifications, and reminders to students.  Let’s call these weekly reminders “guidelines.”. 
Emphasize steps students can take to achieve success in the course.  
Keep guidelines fairly short and to the point to avoid information overload. 
Include the week, your name, course name, and number at top of guidelines as both an advance organizer and to help guidelines standout in students’ email inboxes. 
Provide students with concise ‘roadmaps’ in these guidelines making it easy to plan and carry out their coursework each week. 
Conclude guidelines with a call to action for students to complete course-related activities, much like a TV or online commercial, or an old fashioned print ad. 
Think of weekly guidelines as marketing communications that have a higher purpose than just promotion however.  
Share same guidelines at top of weekly online modules in LMS, so students can access them in more than one place.  

Include Key Course Policy Reminders 

Students will not remember all course policies, and expectations outlined in our syllabi.  Some might conveniently “forget.”   
Provide gentle reminders from week to week.  
Assist students by including important course information as part of the guidelines sent each week.  
Remind students of key course policies, expectations, and their responsibilities as members of the course. 
One possible segue way might be,  “For students who have chosen to remain in this course, the expectation is. . .” 
Remind students that we are in a university setting, they are adults, and to avoid letting themselves fall through the cracks. 
Invite students to seek help or clarification from the instructor if they or their student learning team need it. 

Foster Civil Interaction 

We have asked students to make a huge leap into uncharted waters.  They are frustrated and possibly fearful. 
Many are not used to online learning, self-reflection, thinking on their feet, problem solving, or working cohesively with others.  
Many already exhibit an entitled, customer service mindset. 
Make expectations for civil interaction clear with a concise statement in online syllabi, modules, and weekly guidelines.   
Model civility with polite decorum and kindness to reduce potential problems with disgruntled students. 
Be respectful and civil in your synchronous, asynchronous, or email interaction with students.  Listen without interrupting. 
Avoid terse replies, even to naïve questions! 
Use the student’s name in verbal or email replies. 
Reduce the potential for unpleasant episodes by opening all email replies with “Thank you for your email,” and conclude them with “Best/Kind Regards. . .”   
Be the adult in the room and show patience, patience, patience! 
Here are vital teachable moments that allow us to help shape students for collegial and productive working lives following graduation. 
Civil interaction is challenging given the various pressures and constraints under which all of us, faculty and students, must operate, but it is an important part of facilitating continued student engagement and success in our online courses.  

Remind Students of the Skills They Cultivate 

Besides the specific subject matter of the course, remind students in weekly guidelines that they are also cultivating real world expertise.   
‘21st century skills, ’ a term used by Christopher J. Dede, John Richards  and others in The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy (2020), enable a smooth transition into the globalized digital economy after graduation.   
Remind students that they are refining relevant skills in:  
Deeper (critical) thinking  
Collaboration and collegiality  
Personal and agency and proactive engagement.  
Effective planning and organization  
Time management.   
Intellectually openness and mental agility.   
Learning from mistakes.   
Accountability and ownership 
Self-Awareness  
Attention to detail  
Timely and Frequent Communication with Your Team  
Creative problem-solving  
Development of high quality work 
Consistency  
On-time delivery of assignments and projects. 
Self-regulation 
Frequent practice of skills like these during weekly course-related activities better prepares students for long term employability through an anticipated six decades of working life in a rapidly changing world. 

Establish Consistent Guideline Format 
Below is a possible format for the weekly guidelines I propose: 

A recurring header in your weekly that lists easy steps students can take to ensure their own success in course.  
Begin with an advance organizer that identifies right away the week, semester, and dates the guidelines are for. 
Follow with a friendly greeting and focusing statement in a brief paragraph. 
Highlight any due dates in yellow below the greeting below greeting and focusing statement. 
Include two-three concise paragraphs that enumerate and outline individual assignments or team projects for the week. 
Provide brief directions for how (and when) to ask questions or seek clarification. 
Furnish technical assistance contact information for students who experience challenges uploading assignments or team projects. 
Remind students gently about the collaborative course design and expectations for students enrolled in the course. 
Mention to students of the need to keep course policies and expectations in mind as they complete their work. 
Highlight the big picture skills students practice each week besides the specific subject matter of the course, and how those skills are relevant to their lives after graduation. 
Finish with a closing salutation that is a bit less formal and includes good wishes for students’ continued safety and well-being. 

Conclusion 

The approach outlined here has emerged, crystalized, and evolved over two semesters in the interest of ensuring student success in asynchronous online IAH courses. 
While these observations are preliminary at this point, most students in the six courses taught during 2020-2021 have met the challenges facing them, completed their individual and collaborative coursework, and met or exceeded rubric expectations.  
 Anticipated student problems and drama either have not materialized, or have been minimal. 
Early impressions suggest that supporting communications like these are helpful to students when it comes to navigating online courses more easily and completing related tasks. 
Weekly supporting communications, presented as brief guidelines, might also be useful in the context in synchronous online, hybrid, and hy-flex as well as traditional face-to-face courses when it comes to helping students navigate and complete coursework in less confused, more systematic way. 
Future plans include refining the weekly guidelines further and possibly assessing their effectiveness through a small study. 

This article suggests different strategies for supporting English language learners in your classroom. While written for a K-12 audience, many of its conclusions are applicable to college instructors as well, especially those around making instruction more visual and including more group work.

What's next to learn? If you're interested in more teaching and pedagogy, try the "Developing Teaching Skills" playlist.
 
If you're interested in more resources about interacting with different people in graduate school, try the "Working with Your Committee" playlist or the "Building Professional Networks" playlist.
 
If you want to consider a totally different facet of grad life, try the "Creating a Wellness Plan" playlist or the "Identifying Career Goals" playlist.