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This is a PowerPoint that was shared during an assessment workshop in the summer of 2020 by Dr. Nicola Imbracsio. 

Title: The Power of Education Abroad: Lessons from Sustainable Community Development in TanzaniaPresenters: Jonathan Choti (Department of Linguistics, Languages, and Cultures/CAL)Format: Paper PresentationDate: May 11th, 2023Time: 10:00 am - 11:15 amClick here to viewDescription:Many college students are participating in study abroad programs during their undergraduate studies. The Institute for International Education estimated that 240,000 college students studied abroad in 2006/2007. Kim & Goldstein (2005) established that female students participate in study abroad more frequently than males. Besides, research shows that undergraduate students who study abroad become globally engaged in a variety of ways later. These findings underline the importance of education abroad programs in terms of curricula, pedagogy, student and faculty experiences, outcomes as well as benefits and challenges. This talk will provide more insights about study abroad programs. I will share my six-year experience directing a six-week summer education abroad program known as “Sustainable Community Development in Tanzania”. This talk focuses on the curriculum, pedagogy, benefits, and challenges of the program. This program offers students an opportunity to have a community-engaged and cross-cultural learning experience, learn Swahili, have a home-stay experience, participate in multi-disciplinary experiential research teams, room with Tanzanian students, and work with Tanzanian faculty and locals to address urgent issues in the community. Travelling to a foreign country and experiencing a distant culture while earning academic credits are inherent values of this program. Students develop appreciation for a new culture and critical thinking and other cognitive skills, improve their interpersonal and communication skills, and establish enduring relationships. Consequently, they exhibit a deep sense of intercultural empathy and understanding, participate in the Peace Corp Program, join international and non-profit organizations, and become global citizens, full with global values and engagement patterns.

This power point gives an overview of the Packback discussion platform for instructors at MSU. 

I asked Copilot to compare two actions: 'Get files' and 'Get files (properties only."  Here is the reponse:
In Power Automate, the ‘Get Files’ and ‘Get Files (Properties Only)’ actions are used to retrieve files from SharePoint libraries, but they serve different purposes:


Get Files: This action retrieves both the properties and the content of the files. If you want to work with the actual content of the file (for example, read a text file, process an Excel file, etc.), you would use this action1.


Get Files (Properties Only): This action retrieves only the properties of the files, not their content12. It’s useful when you need information about the file (like who created it, when it was last modified, etc.) but don’t need to work with the file’s content. If you want to get the file contents later, you can add a “Get file content” step and use the “File identifier” property returned by this action to get the contents of the file1.


So, the choice between ‘Get Files’ and ‘Get Files (Properties Only)’ depends on whether you need the file’s content or just its properties. If you’re unsure, starting with ‘Get Files (Properties Only)’ can be more efficient, as it uses less data and can be faster, especially when working with large files or large numbers of files3.

I asked Copilot to explain the shut-off policy for untriggered flows. It also provided some work-arounds, which I haven't tried. If you have used such work arounds, or use another, please share!
In Power Automate, if a flow has not been executed or triggered for 90 days, it is automatically turned off1. You will receive a warning email that the flow will be deactivated in 30 days1. If the flow remains inactive, it will be turned off and you will receive another email notifying you that it has been deactivated1.
However, there are ways to prevent this automatic deactivation. One method is to create a flow that checks if your flows are turned off and if so, turns them back on2. Another method is to create a flow that turns off and then turns on your flows every 30 days1. This resets the 90-day inactivity timer and prevents your flows from being automatically turned off due to lack of use1.
Please note that these are workarounds and may not be the most elegant solutions. It’s always a good idea to monitor your flows and ensure they are active as needed. If a flow is turned off, you can manually turn it back on3.

This week, we are featuring Alexis Black, Assistant Professor in the Department of Theatre.  Alexis was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Alexis’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses!

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? 
Inspiration!
What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
I love inspiring theatre students and instilling confidence by finding their sense of play, and I love empowering individuals to use their unique voices to share whatever inspires them. I love finding new practices through my research and creative activities, and bringing these practices to the classroom to re-inspire these artists who are the future of our profession. I believe learning and growing are an ongoing process that includes always taking in what is around us—which is literally what it is to “inspire”— to breathe in.  As students, teachers and artists we must be taking in and absorbing as much as we can, and be truly present to how each new inspiration changes us and our art. What each student does with each moment of inspiration is unique, and that individuality and creativity in turn inspires me right back! 
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I work in the Theatre Department at Michigan State University with our talented and driven cohort of MFA-candidate Artist-Educators, and our amazing undergraduate theatre students. I am extremely proud to work alongside so many collaborative, compassionate and innovative artists, students and educators.  
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I have found the understandable rise of anxiety and depression a challenge for students to pair with often emotionally vulnerable work in the theatrical classroom. I have experienced more success in supporting students in this area due to focus on self-care and closure practices I have gained through professional trainings and research, and incorporating more playful, creative ways into the work has been beneficial as well. I discovered that telling the story of an emotion through physical movements (rather than creating a psychological connection) can be incredibly freeing for students in relation to mental and emotional health. Our bodies are truly instruments for storytelling in this profession; Incorporating powerful ways to keep our instruments confidently and safely “tuned,” and finding skills to use our instruments both fully and with care, can help to nurture the resilient and empowered actors of tomorrow.  
What are practices you utilize that help you feel successful as an educator?
I practice mindful communicative practices that encourage presence, active listening and support of individuality, such as conversations about boundaries before physical touch, check-ins, ensemble-building exercises, discussions on the relationship between comfort and growth as an artist, and projects that encourage empathy through collaborative creation. I find continuing to work professionally artist and remaining a student myself through ongoing professional trainings in my area of expertise to lead to many of my successes as an educator—immersing myself in contemporary practices and productions keeps a connection for my students to the theatre of today and tomorrow.  I also find an intentional emphasis on ownership over their work and their process as artists to be a successful way to hand off the reigns on their work—I am an introductory guide, but they must forge their own path.  If they can leave the classroom with a toolkit they can both use and individualize, I feel I have been a successful educator.
What are you looking forward to (or excited to be a part of) next semester?
In Fall 2022 I will be teaching the graduate MFA students about extreme physical storytelling, including staged violence and staged intimacy. It’s vital to foster consent-forward and trauma-informed educators and artists to join the workforce in the theatre industry, and especially at the graduate level in the department of theatre as our MFA students are training both as artists and educators. 


Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!

Changing Beliefs
Stories have the power to persuade. Let's look at advertisements, which sometimes follow a story-like narrative structure. Researchers Quesenberry and Coolsen (2014) asked the public to rate 108 Superbowl commercials from the 2010 and 2011 Superbowls. They then coded the commercials to designate if they followed a dramatic structure or not. I think you already guessed that overall, commercials that were stories were favored over those that were not. 
 
Advertisers want to persuade you. Stories help them to achieve this.
 
And what is more powerful than changing someone's mind?
 
How about letting someone believe the conclusion you want them to come to is their own? 
Stories allow us to communicate and give advice indirectly. They allow the listener to come to their own conclusions- conclusions that the storyteller has the power to guide them to. We can sell our ideas through stories. They also tap into emotions, which even for the most logical person, play a big part in our decision-making.
 
You can read about how gratitude is important as a motivator at work. But numbers and statistics won't have the same impact as a story about the impact of gratitude, such as the story below.



 
For more information on this idea of stories for persuasion and real-life examples of how stories can change behavior, see the Harvard Business Review's article, "How to Tell a Great Story."

 

 
Changing Behaviors



What scares you more? Be honest. 








Jaws?




Highway accidents?







 
 
 
 
 
 


Created with PollMaker
 
In 1975, a movie changed the way an entire generation viewed swimming in the ocean. Do you ever think about sharks when you are swimming in the ocean? I do. Most people do. Yet in 2018 there was only one fatal shark attack in the United States (University of Florida, 2019). In contrast, about 40,000 died in car crashes  (National Safety Council, 2019). Would so many people be scared of swimming in the ocean without the legendary Jaws series? Probably not.
 
Dr. Joanne Cantor of the University of Wisconsin, Madison, has studied fear reactions from media. She asked students to write about media-produced fright reaction. Movies like Poltergeist and Jaws were at the top of the list for what created a fright reaction. Fiction. Stories that are not very believable.
 
Jaws was #1 for kids who saw it before age 13. Remember, she was looking at the impact of more than just movies; she was looking at mass media in general. But for 91% of her subjects, fictional sources were the source of their most terrifying memories. Stories have power. They stick with us. They can change our behavior.

Sources:
Cantor, J. (2004). "I'll never have a clown in my house"--why movie horror lives on. Poetics Today, 25(2), 283-304.
 
Quesenberry, K. A., & Coolsen, M. K. (2014). WHAT MAKES A SUPER BOWL AD SUPER? FIVE-ACT DRAMATIC FORM AFFECTS CONSUMER SUPER BOWL ADVERTISING RATINGS. Journal of Marketing Theory and Practice, 22(4), 437-454. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1566309050?accountid=12598

An article in Harvard Health Publishing, a digital publication from Harvard Medical School, states “With gratitude, people acknowledge the goodness in their lives. In the process, people usually recognize that the source of that goodness lies at least partially outside themselves. As a result, being grateful also helps people connect to something larger than themselves as individuals — whether to other people, nature, or a higher power” (2021, para. 2). According to positive psychology research, gratitude is associated with:

greater happiness and increased positive emotions
improved health
reduced stress
better sleep
coping with adversity 
emotional resilience
strong relationship building
harder working employees

Julie Welch, MD, and Kari Lemme, MD 's shared, in Indiana University's School of Medicine blog Emergency Medicine LeadER, "Taking time to acknowledge the goodness in life is important during times of crisis as it allows a person to shift their perspective, calm fear and anxiety, and maintain a positive outlook in an uncertain situation". Combined with Chester Elton's- co-author of Leading with Gratitude- interview with Forbes, where he states, "When there is so much disruption it is easy to focus constantly on the negative...The issue can be that with the focus always on the negative you wear people out. There is a need to continue to focus on a lot of good things going on as well, to give your people hope and encouragement. Nothing does that better than simple acts of gratitude" make a compelling case for practicing gratitude during times of crisis. All this isn't to say, we should buck-up and move on. Toxic positivity is real, and that's not what we want to promote. Robert Emmons, PhD, psychology professor at UC Davis and author of Gratitude Works!- shared with Berkeley's Greater Good Magazine, "In the face of demoralization, gratitude has the power to energize. In the face of brokenness, gratitude has the power to heal. In the face of despair, gratitude has the power to bring hope. In other words, gratitude can help us cope with hard times." Emmons points out that there is a critical difference between feeling grateful and being grateful... that we cannot force ourselves to feel any specific way, but that being grateful as a practice is a choice. "When disaster strikes, gratitude provides a perspective from which we can view life in its entirety and not be overwhelmed by temporary circumstances." The research Emmons conducted for his book, shows the effort that is required to achieve a perspective of gratitude (especially in the face of crisis or tragedy) is worth it. "Trials and suffering can actually refine and deepen gratefulness if we allow them to show us not to take things for granted... Consciously cultivating an attitude of gratitude builds up a sort of psychological immune system that can cushion us when we fall." says Emmons. Two key considerations for working towards a perspective of gratitude during and in the aftermath of difficult times that Emmons highlights are "Remember the bad" and "Reframing disaster".MSU and our global Spartan community, have been faced with shocking and unsettling challenges over the past handful of years. Throughout these moments in our collective history, there have been Spartans who stepped up, showed great care, and contributed to our ecosystem in ways that allowed MSU to continue meeting it's mission "to advance knowledge and transform lives by providing outstanding undergraduate, graduate and professional education; conducting research of the highest caliber; and advancing outreach, engagement and economic activities."  Join us in the simple act of saying thank you to individuals in MSU's wide educator community (anyone who contributes to the teaching and learning, student success, and/or outreach components of MSU's mission) for the impacts they've had durring these difficult times. Sharing gratitude through #iteachmsu's Thank an Educator initiative only takes a few minutes, but can make a huge impact.  Research also shows that a recipient of gratitude and thankfulness will be more generous and helpful to others. By sharing gratitude with your colleagues and peers, you create a ripple of acknowledgement and appreciation that permeates Michigan State University.Cover image adaped from a photo from Jessica Lewis on Unsplash.