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Posted on: #iteachmsu
NAVIGATING CONTEXT
Global Spartan Stories: International Students in the Pandemic
Through different class communications, the presenter collected MSU international students' reflections on their study and life in the pandemic and tries to reveal a glimpse of their remote learning in global contexts through a documentary report. To many international students, studying in the pandemic was just like riding a roller coaster: a great expectation of study abroad at the beginning, then disappointment as it had been changed into online classes, and then excitement again with interesting findings on Zoom class. This, however, was often followed by mid-term exhaustion after a few weeks' struggle with study pressure and time differences. First, online classes offered great convenience and mobility. Many international students could now enjoy a nice family reunion while taking online classes. When attending Zoom lectures, many international students were nervous and worried about their English. Therefore, remote teaching of international students often requires much more patience and understanding.Many students also liked the self-paced learning offered by asynchronous classes. Still, many times the class would be reduced to a routine of watching class videos and finishing follow-up quizzes.In 2020, MSU collaborated with Fudan University in Shanghai to offer some local classes during the pandemic. Though students could only take online classes from Fudan, they still enjoyed some of the classes and different activities/events organized by MSU students' association. In this way, they got to know each other better and became more familiar with MSU courses and culture.To access a PDF of the "Global Spartan Stories: International Students in the Pandemic" poster, click here.Description of the Poster :
Global Spartan Stories: International Students in the Pandemic
Xinqiang Li
Writing, Rhetoric and American Cultures
Why MSU
“My father studied at MSU 30 years ago. And surprisingly I’ve been assigned to the same dormitory building as my father’s!” – a student from Korea
“I have many friends studying here and dreamed one day I could see the beautiful snow at MSU. Because of the recent chaos, my parents worried about my future study in the US and tried to persuade me to transfer to Singapore, but I eventually chose MSU for its higher quality of education.” – a student from China
“My older brother studied at MSU and he suggested me apply to this school. He gave me a lot of advice on how to apply for scholarship (from my country) for studying abroad.” – a student from UAE
“I attended high school here in Michigan and really enjoyed the football games at MSU. Actually, it was my American host mother who drove me to campus when I moved in, as she was concerned about my safety in the pandemic.” – a student from China
Taking online classes
Zoom in – Classes on Zoom
First contact – in English
For the very first time Hua (pseudonym) clicked into Zoom class, rehearsing in her mind the self-introduction she previously wrote: “My name is…”. To many international students like Hua, this was their first time to take overseas class online. They were nervous, worried about their English expression and often kept silent until the teacher asked them to answer questions. Luckily, many times the instructors showed patience and understanding to such situation and tried to accommodate the international students in the online space.
Breakout room and groupwork
Groupwork might sometimes be a challenge, too. Coming from different cultural and educational background, many international students might still need time to adapt to different groupwork. There were inspiring conversations in Zoom Breakout rooms, but there were also awkward 15 minutes of silence before the instructor pulled them back to the main room.
On the other hand, there were happy collaborations in online class. International students often found their American classmates “friendly” and “helpful”, offering to input discussion summaries on Google doc. and never hesitating to shout out “Good job!” when their international partners finished their presentations. This was one of the sweetest cultural experiences the international students had enjoyed, even in an online space.
Camera on and off
One of the advantages of Zoom class at MSU is students were allowed to turn off their camera during the class. Such flexibility added more home comfort to the “learning-at-home” format and enhanced the learning effects. More importantly, this way international students would suffer less language difficulties and Zoom fatigue, and concentrate more on the instructor’s English speech. This actually provided one special advantage which could hardly be achieved in a traditional classroom. Admittedly, this might sometimes lead to abuse of the freedom, with students swiping cell phone or sleeping behind the camera. Still, it turned out there were few students drifting away from my class behind the black screens, and I was fine with students taking class in pajamas or drinking coffee behind the camera, if only this could make themselves at home and help to improve their learning.
Zoom inspiration and fatigueThe exciting moment on Zoom was when students from countries, despite the time difference, insisted on participating in the class and sharing their cultures, exchanging different perspectives and building constructive relationship online.
“Every class having a similar format, such as sharing a power-point presentation, and lecturing on the side, has gotten to be quite tiring. From hearing and looking at the same thing every day, I have lost interest in a lot of my classes.”
Zoom out - online classes in general
To many international students, studying in the pandemic was just like riding a roller coaster: a great expectation when getting admitted to MSU, then disappointment as it switched to online class, and then the excitement came back when they met people from different countries online while enjoying home comfort. This, however, was often followed by a mid-term burnout after a few weeks’ struggle with study pressure and time differences.
“After a few weeks, my enthusiasm waned and didn’t care about my class anymore. Since the class was recorded, I can always watch the recordings. That gave me an excuse for not paying attention to the class.”
Time difference
“Due to different time zones, I start my first class at 10 pm. If I have a class at 4 AM, I try to sleep 2 or 3 hours before the first-class starts. I usually set an alarm 15 minutes before the class starts. Waking up, I take some water, and this helps me to stay awake at 4 AM and concentrate on the class.”
“At 3am I woke up all of a sudden, and sadly found I’ve missed the CAS 110 class at 12 am. Then, I fell asleep again…”
Time difference posed many challenges to international students. Luckily, most classes offered the advantage of having class sessions recorded, which is “a useful resource for all students, not just those attending asynchronously” (Gannon). On the other hand, there were also many enthusiastic international students who expected and enjoyed the intimacy of the overseas class and insisted on participating in the synchronous lectures (instead of watching the class recordings) even when it was 3, 4am in their home countries.
Bonuses of online class
Online class offered more convenience and mobility. Now students didn’t have to get up early and wait for the bus in the cold winter morning. Even though they sometimes had to take class late at night, they could at least enjoy the delicious midnight snacks made by their moms. Despite the inconveniences of class time, they could now celebrate different festivals with their families, which was unimaginable when they studied in the US.
“In order to celebrate the Spring Festival with my family, I tried to finish all my homework on New Year’s Eve. Even though I had to leave the dinner party earlier for another online class, I was excited when hearing my American professor greet us with “Happy New Year” in the class.” In the meantime, their friends staying at MSU admired their photos of family reunion and festival celebration. These friends, however, had their own way of celebration, enjoying the spacious hall of the dormitory building, and sometimes cooking together with friends. When they missed home, their moms were always available on video chat asking about their life in the US.
The Fudan program
In 2020, MSU collaborated with different partner schools around the world to offer more classes during the pandemic. The collaboration with Fudan University in Shanghai was one of the major programs. Fudan is a well-known university in China (“it’s just like Stanford University in China”, as one student said) and Shanghai is such a vibrant cosmopolitan city. Therefore, this program had attracted many Chinese students. However, it was a pity that they could not visit the campus of Fudan as the program offered only online classes. Despite the disadvantages, many students still enjoyed some classes, and they could speak Chinese freely in the class, which was an added bonus. Even in Shanghai the MSU students could still participate in different activities/events organized by MSU students’ association, and in this way, they got to know each other better and became more familiar with MSU courses and culture.
Acknowledgments
Thank WRA 1004 classes for their contribution. All the materials come from in-class discussions and writing practices.
References
Gannon, K. (2020, October 26). Advice: Our hyflex experiment: What's worked and what hasn’t.
MSU Alumni Office (2021, April 28). Global Day of Service, Spartans Will!
Global Spartan Stories: International Students in the Pandemic
Xinqiang Li
Writing, Rhetoric and American Cultures
Why MSU
“My father studied at MSU 30 years ago. And surprisingly I’ve been assigned to the same dormitory building as my father’s!” – a student from Korea
“I have many friends studying here and dreamed one day I could see the beautiful snow at MSU. Because of the recent chaos, my parents worried about my future study in the US and tried to persuade me to transfer to Singapore, but I eventually chose MSU for its higher quality of education.” – a student from China
“My older brother studied at MSU and he suggested me apply to this school. He gave me a lot of advice on how to apply for scholarship (from my country) for studying abroad.” – a student from UAE
“I attended high school here in Michigan and really enjoyed the football games at MSU. Actually, it was my American host mother who drove me to campus when I moved in, as she was concerned about my safety in the pandemic.” – a student from China
Taking online classes
Zoom in – Classes on Zoom
First contact – in English
For the very first time Hua (pseudonym) clicked into Zoom class, rehearsing in her mind the self-introduction she previously wrote: “My name is…”. To many international students like Hua, this was their first time to take overseas class online. They were nervous, worried about their English expression and often kept silent until the teacher asked them to answer questions. Luckily, many times the instructors showed patience and understanding to such situation and tried to accommodate the international students in the online space.
Breakout room and groupwork
Groupwork might sometimes be a challenge, too. Coming from different cultural and educational background, many international students might still need time to adapt to different groupwork. There were inspiring conversations in Zoom Breakout rooms, but there were also awkward 15 minutes of silence before the instructor pulled them back to the main room.
On the other hand, there were happy collaborations in online class. International students often found their American classmates “friendly” and “helpful”, offering to input discussion summaries on Google doc. and never hesitating to shout out “Good job!” when their international partners finished their presentations. This was one of the sweetest cultural experiences the international students had enjoyed, even in an online space.
Camera on and off
One of the advantages of Zoom class at MSU is students were allowed to turn off their camera during the class. Such flexibility added more home comfort to the “learning-at-home” format and enhanced the learning effects. More importantly, this way international students would suffer less language difficulties and Zoom fatigue, and concentrate more on the instructor’s English speech. This actually provided one special advantage which could hardly be achieved in a traditional classroom. Admittedly, this might sometimes lead to abuse of the freedom, with students swiping cell phone or sleeping behind the camera. Still, it turned out there were few students drifting away from my class behind the black screens, and I was fine with students taking class in pajamas or drinking coffee behind the camera, if only this could make themselves at home and help to improve their learning.
Zoom inspiration and fatigueThe exciting moment on Zoom was when students from countries, despite the time difference, insisted on participating in the class and sharing their cultures, exchanging different perspectives and building constructive relationship online.
“Every class having a similar format, such as sharing a power-point presentation, and lecturing on the side, has gotten to be quite tiring. From hearing and looking at the same thing every day, I have lost interest in a lot of my classes.”
Zoom out - online classes in general
To many international students, studying in the pandemic was just like riding a roller coaster: a great expectation when getting admitted to MSU, then disappointment as it switched to online class, and then the excitement came back when they met people from different countries online while enjoying home comfort. This, however, was often followed by a mid-term burnout after a few weeks’ struggle with study pressure and time differences.
“After a few weeks, my enthusiasm waned and didn’t care about my class anymore. Since the class was recorded, I can always watch the recordings. That gave me an excuse for not paying attention to the class.”
Time difference
“Due to different time zones, I start my first class at 10 pm. If I have a class at 4 AM, I try to sleep 2 or 3 hours before the first-class starts. I usually set an alarm 15 minutes before the class starts. Waking up, I take some water, and this helps me to stay awake at 4 AM and concentrate on the class.”
“At 3am I woke up all of a sudden, and sadly found I’ve missed the CAS 110 class at 12 am. Then, I fell asleep again…”
Time difference posed many challenges to international students. Luckily, most classes offered the advantage of having class sessions recorded, which is “a useful resource for all students, not just those attending asynchronously” (Gannon). On the other hand, there were also many enthusiastic international students who expected and enjoyed the intimacy of the overseas class and insisted on participating in the synchronous lectures (instead of watching the class recordings) even when it was 3, 4am in their home countries.
Bonuses of online class
Online class offered more convenience and mobility. Now students didn’t have to get up early and wait for the bus in the cold winter morning. Even though they sometimes had to take class late at night, they could at least enjoy the delicious midnight snacks made by their moms. Despite the inconveniences of class time, they could now celebrate different festivals with their families, which was unimaginable when they studied in the US.
“In order to celebrate the Spring Festival with my family, I tried to finish all my homework on New Year’s Eve. Even though I had to leave the dinner party earlier for another online class, I was excited when hearing my American professor greet us with “Happy New Year” in the class.” In the meantime, their friends staying at MSU admired their photos of family reunion and festival celebration. These friends, however, had their own way of celebration, enjoying the spacious hall of the dormitory building, and sometimes cooking together with friends. When they missed home, their moms were always available on video chat asking about their life in the US.
The Fudan program
In 2020, MSU collaborated with different partner schools around the world to offer more classes during the pandemic. The collaboration with Fudan University in Shanghai was one of the major programs. Fudan is a well-known university in China (“it’s just like Stanford University in China”, as one student said) and Shanghai is such a vibrant cosmopolitan city. Therefore, this program had attracted many Chinese students. However, it was a pity that they could not visit the campus of Fudan as the program offered only online classes. Despite the disadvantages, many students still enjoyed some classes, and they could speak Chinese freely in the class, which was an added bonus. Even in Shanghai the MSU students could still participate in different activities/events organized by MSU students’ association, and in this way, they got to know each other better and became more familiar with MSU courses and culture.
Acknowledgments
Thank WRA 1004 classes for their contribution. All the materials come from in-class discussions and writing practices.
References
Gannon, K. (2020, October 26). Advice: Our hyflex experiment: What's worked and what hasn’t.
MSU Alumni Office (2021, April 28). Global Day of Service, Spartans Will!
Authored by:
Xinqiang Li
Posted on: #iteachmsu
Global Spartan Stories: International Students in the Pandemic
Through different class communications, the presenter collected MSU...
Authored by:
NAVIGATING CONTEXT
Monday, May 3, 2021
Posted on: #iteachmsu
Virtual Research Geriatric Fellowship for Unmatched Medical Graduates
With COVID19 pandemic most, if not all, research activities placed on hold in 2020. The need for remote teaching and working was obvious. The increase number of older adults in the US and world wide place geriatric medicine as a priority in addressing health need in the near future. According to Association of American Medical Colleges [AAMC] there is increasing number of medical graduates who do not match to any residency program in the US. We started a virtual research fellowship in geriatric medicine as a tool to empower some of those unmatched medical graduates in Michigan state and other areas using funds provided by The Pearl J. Aldrich Endowment in Gerontology/Michigan State University. One of the goals of this fellowship is to train these graduates to know the basic steps of any research work and how to use the tools available in any research environment. We hope that these students understand the methodology of identifying a problem that faces older adults, and then carry the required steps to address and solve such problem in a systematic way. Currently we have four teams, who are involved in different research projects. We have submitted 10 abstracts to 2 different meetings, and so far 6 were accepted for oral presentation. We targeted The American Geriatrics Society (AGS) and AMDA – The Society for Post-Acute and Long-Term Care Medicine. Some of the topics address include COVID19 and its impact on the elderly. During this session our team will share our experience.
To access a PDF of the "Virtual Research Geriatric Fellowship for Unmatched Medical Graduates" poster, click here.Description of the PosterTitle: Virtual Geriatric Research Fellowship
Author: Nadir Abdelrahman, MD, CMD
Geriatric Division, Dept of Family Medicine, MSU
Introduction:
Between 2020 and 2030, the number of older adults is projected to increase by almost 18 million 1.
The Association of American Medical Colleges expects that an additional 42,600 to 121,300 doctors will be needed by 2030 2.
There is a huge need for geriatric-trained health care providers 3.
Each year, there are more than 8 thousand Unmatched medical graduates [UMGs] in the US. Most of them are international medical graduates.
Aim:
The aim of this fellowship is to empower UMGs by improving their knowledge, skills, and experiences in geriatric medicine.
Curriculum Development:
This curriculum was developed based on Entering Research course.
The primary goals of this fellowship are to create a supportive learning environment to introduce UMGs to the culture of research and to teach them valuable skills needed to become effective researchers.
The fellowship was designed to help medical graduates find a research mentor, explore the culture of research, write a research project proposal, and begin doing research.
They informally share their research experiences and learn about the diversity of experiences available through their peers.
Through virtual meetings, research basics, communication skills and common geriatric principles were reviewed.
Early discussions included current pandemic topics ranging from COVID19 incidence, hospitalization and mortality to prevention and vaccination.
The content of these discussions came from the students, and their engagement in the weekly, 2-hour-long meetings.
The course facilitator provided a framework for the discussions, relevant background reading materials, and structured assignments designed to help students develop positive relationships with their research mentors, define themselves as a member of the research community, and understand and communicate their research.
Description of Curriculum
The following tasks were identified for this program
Recognize the research ethics principles.
Select a research topic.
Identify research question(s).
Describe various types of study designs.
Select appropriate study design.
Define study population.
Take an appropriate study sample.
Enumerate various study variables.
Discern various types of errors, including bias.
Identify confounding factors.
Select and use appropriate measurement tools.
Prepare for data management.
Set a work plan with time, budget, and a plan for dissemination.
Results of Implementation
A total of 6 Virtual posters were accepted in 2 national conferences: American Medical Director Association/The Society for Post-Acute and Long-Term Care (PALTC21: 2 virtual posters) and American Geriatrics Society (AGS21: 4 virtual posters).
Eight of the fellows were matched into residency programs starting July 2021.
Discussion
This virtual research fellowship in geriatric medicine is considered unique and innovative as there is an immediate need for geriatric-trained health care providers.
The conceptual framework allows training program directors to identify and select appropriate activities to use with their trainees based on need and career stage.
Activities were designed to teach UMGs principles of research, research design, and critical evaluation of results while also giving them practice with the real-world experience of creating and presenting posters in virtual environment.
This fellowship achieved its goals using online tools.
In the coming year, we hope to expand this concept, and establish it as a model for implementation at other institutions.
Figure 1.
The four-box model
Disclosure
The author has no conflict of interest to disclose.
This fellowship is supported by:
The Pearl J. Aldrich Endowment in Aging
Demographic Changes and Aging Population – RHIhub Aging https://www.ruralhealthinfo.org/toolkits/aging/1/demographics
Healthcare Suers When Medical School Graduates Don’t Match https://www.insightintodiversity.com/healthcare-suffers-when-medical-school-graduates-dont-match/
Record number of unmatched medical graduates. CMAJ 2017 May 29;189:E758-9. doi: 10.1503/cmaj.1095432
Hersey, P., & Blanchard, K. (1969). Management of organizational behaviour: Utilizing human resources. Upper Saddle River, NJ: Prentice-Hall.
Tasks and Team approach
Fellows were grouped into teams.
Different tasks were assigned to each fellow.
Teams leaders encouraged individual fellows
Projects identified and project leaders assured completion of each Poster.
Fellows learned the basics of literature review, statistical analysis (using SPSS) and reference management (e.g EndNote)
Situational leadership skills and teams were incorporated using the four-box model 4 (See Figure 1)
References
https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1009&context=nursingposters
https://slideplayer.com/slide/6319238/
https://www.mghihp.edu/poster-presentations-age-zoom
To access a PDF of the "Virtual Research Geriatric Fellowship for Unmatched Medical Graduates" poster, click here.Description of the PosterTitle: Virtual Geriatric Research Fellowship
Author: Nadir Abdelrahman, MD, CMD
Geriatric Division, Dept of Family Medicine, MSU
Introduction:
Between 2020 and 2030, the number of older adults is projected to increase by almost 18 million 1.
The Association of American Medical Colleges expects that an additional 42,600 to 121,300 doctors will be needed by 2030 2.
There is a huge need for geriatric-trained health care providers 3.
Each year, there are more than 8 thousand Unmatched medical graduates [UMGs] in the US. Most of them are international medical graduates.
Aim:
The aim of this fellowship is to empower UMGs by improving their knowledge, skills, and experiences in geriatric medicine.
Curriculum Development:
This curriculum was developed based on Entering Research course.
The primary goals of this fellowship are to create a supportive learning environment to introduce UMGs to the culture of research and to teach them valuable skills needed to become effective researchers.
The fellowship was designed to help medical graduates find a research mentor, explore the culture of research, write a research project proposal, and begin doing research.
They informally share their research experiences and learn about the diversity of experiences available through their peers.
Through virtual meetings, research basics, communication skills and common geriatric principles were reviewed.
Early discussions included current pandemic topics ranging from COVID19 incidence, hospitalization and mortality to prevention and vaccination.
The content of these discussions came from the students, and their engagement in the weekly, 2-hour-long meetings.
The course facilitator provided a framework for the discussions, relevant background reading materials, and structured assignments designed to help students develop positive relationships with their research mentors, define themselves as a member of the research community, and understand and communicate their research.
Description of Curriculum
The following tasks were identified for this program
Recognize the research ethics principles.
Select a research topic.
Identify research question(s).
Describe various types of study designs.
Select appropriate study design.
Define study population.
Take an appropriate study sample.
Enumerate various study variables.
Discern various types of errors, including bias.
Identify confounding factors.
Select and use appropriate measurement tools.
Prepare for data management.
Set a work plan with time, budget, and a plan for dissemination.
Results of Implementation
A total of 6 Virtual posters were accepted in 2 national conferences: American Medical Director Association/The Society for Post-Acute and Long-Term Care (PALTC21: 2 virtual posters) and American Geriatrics Society (AGS21: 4 virtual posters).
Eight of the fellows were matched into residency programs starting July 2021.
Discussion
This virtual research fellowship in geriatric medicine is considered unique and innovative as there is an immediate need for geriatric-trained health care providers.
The conceptual framework allows training program directors to identify and select appropriate activities to use with their trainees based on need and career stage.
Activities were designed to teach UMGs principles of research, research design, and critical evaluation of results while also giving them practice with the real-world experience of creating and presenting posters in virtual environment.
This fellowship achieved its goals using online tools.
In the coming year, we hope to expand this concept, and establish it as a model for implementation at other institutions.
Figure 1.
The four-box model
Disclosure
The author has no conflict of interest to disclose.
This fellowship is supported by:
The Pearl J. Aldrich Endowment in Aging
Demographic Changes and Aging Population – RHIhub Aging https://www.ruralhealthinfo.org/toolkits/aging/1/demographics
Healthcare Suers When Medical School Graduates Don’t Match https://www.insightintodiversity.com/healthcare-suffers-when-medical-school-graduates-dont-match/
Record number of unmatched medical graduates. CMAJ 2017 May 29;189:E758-9. doi: 10.1503/cmaj.1095432
Hersey, P., & Blanchard, K. (1969). Management of organizational behaviour: Utilizing human resources. Upper Saddle River, NJ: Prentice-Hall.
Tasks and Team approach
Fellows were grouped into teams.
Different tasks were assigned to each fellow.
Teams leaders encouraged individual fellows
Projects identified and project leaders assured completion of each Poster.
Fellows learned the basics of literature review, statistical analysis (using SPSS) and reference management (e.g EndNote)
Situational leadership skills and teams were incorporated using the four-box model 4 (See Figure 1)
References
https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1009&context=nursingposters
https://slideplayer.com/slide/6319238/
https://www.mghihp.edu/poster-presentations-age-zoom
Authored by:
Nadir Abdelrahman, Sumi Dey
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
ISS Innovation: Documentary Storytelling as Engaged Learning in General Education
Michigan State University was an early leader adopter of an integrative studies approach to undergraduate general education. Unfortunately, this program has experienced structural changes that resulted in a significant increase in class sizes for ISS classes in particular. As a result, instruction in these classes has become largely didactic, and in many classes, student assessment is primarily measured through high-stakes, multiple-choice exams. For so many MSU students, this passive pedagogical approach leaves them disengaged and disinterested. The question remains: How can ISS faculty facilitate engaged and project-based interdisciplinary curriculum with the current scale of their large-format classes? It is in this context and around these challenges that this project takes shape, and with the support of a Hub Faculty Fellowship in 2020-2021, we set out to bring innovation to ISS. Over the course of three semesters and amidst mandated remote online learning, our instructional team designed and implemented a meaningful, engaged, interdisciplinary, and team-based research project into an ISS general education course (with enrollments of 300 students) on the broad topic of Material Culture Studies. For the course project, students were required to explore a complex integrative research topic of their choice related to Material Culture Studies. Their research developed within weekly benchmark steps and culminated in the production of a short documentary film over their chosen topic. All student films were then showcased in an end-of-semester virtual student film festival. The course project design and the student outcomes and experiences with this project are the focus of our presentation. Our research proposal team includes the ISS professor of the class, two teaching assistants (both who completed the film project as students in SS20), and three participant students (all who created films in FS20). Together with our various positionalities, we propose to present the findings of this innovative ISS pedagogical research in the form of an academic poster—a common format to present preliminary findings of a research project that is still in progress. Additionally, we will embed into our poster a link to our team-produced short film that documents this guiding course project in engaged digital storytelling within an ISS general education course. We hope this film will demonstrate that we are pedagogically practicing what we preach to our students.To access a PDF of the "ISS Innovation: Documentary Storytelling as Engaged Learning in General Education" poster, click here. Please note: This poster contains embedded videos that are accessible via the PDF or below.
The title of this poster is: ISS Innovation: Documentary Storytelling as Engaged Learning in General Education.
This poster contains several sections. The first section outlines the research problem and purpose and provides a brief literature review on the topic. This section ends with the articulation of the guiding research question.
The second section is a table that describes the research methods and data collection choices for the project. This is followed by the third section that provides a detailed iconic logic model of the data analysis scheme for the research project.
The fourth section presents selected findings from the project. There are three major findings presented, and accompanying each of the findings is a short YouTube video/film that was produced by the research team to give the viewers a comprehensive picture of the guiding course ISS project that this pedagogical research investigates.
ISS Innovation: Active and Engaged Learning
Culturally Responsive CurriculumMotivating Creative Risk Taking
There are links to the associated film festival that showcases the documentary films that MSU students in the ISS class produced as their guiding course projects. The poster has a brief conclusion section and a references section.
The title of this poster is: ISS Innovation: Documentary Storytelling as Engaged Learning in General Education.
This poster contains several sections. The first section outlines the research problem and purpose and provides a brief literature review on the topic. This section ends with the articulation of the guiding research question.
The second section is a table that describes the research methods and data collection choices for the project. This is followed by the third section that provides a detailed iconic logic model of the data analysis scheme for the research project.
The fourth section presents selected findings from the project. There are three major findings presented, and accompanying each of the findings is a short YouTube video/film that was produced by the research team to give the viewers a comprehensive picture of the guiding course ISS project that this pedagogical research investigates.
ISS Innovation: Active and Engaged Learning
Culturally Responsive CurriculumMotivating Creative Risk Taking
There are links to the associated film festival that showcases the documentary films that MSU students in the ISS class produced as their guiding course projects. The poster has a brief conclusion section and a references section.
Authored by:
Eddie Boucher, Katarina Keeley, Taylor Quillinan, Naomi J...
Posted on: #iteachmsu
ISS Innovation: Documentary Storytelling as Engaged Learning in General Education
Michigan State University was an early leader adopter of an integra...
Authored by:
PEDAGOGICAL DESIGN
Monday, Apr 26, 2021
Posted on: Educator Stories
PEDAGOGICAL DESIGN
Norman Scheel's Educator Story
This week, we are featuring Norman Scheel, a Research Associate in MSU’s Department of Radiology Cognitive Imaging Research Center. Norman 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 Norman’s 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? Share with me what this word/quality looks like in your practice? (Have your ideas on this changed over time? If so, how?)
The word would be “rewarding”. For me, teaching and learning is a two-way street and no matter in which direction you are driving, it is always an investment in the future and there is always traffic in both ways. Above all, I want to set up my students for success. As a teacher, I see myself as a conductor to help my students achieve their personal goals and as a role model who possibly has a substantial influence on the future of my students. So, seeing my students excel is highly rewarding, but I am also learning so much from my students, every day, which is also immensely rewarding.
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 am now in the final stages of my postdoc in the Radiology Department of Michigan State University and am currently applying for Assistant Professor positions. Together with Prof. David Zhu I supervise and mentor the graduate students in our lab as well as students that rotate through it. I also mentor and advise students remotely for their bachelor’s and master's theses at my home University of Lübeck, Germany where I did my Ph.D. in Computer Science and Computational Neuroscience. In my research, I work interdisciplinary with many different universities, e. g. Vanderbilt University, University of Texas, John Hopkins University, or the Max Planck Institute Tübingen, Germany, on a variety of research questions. With my collaborators at these institutions, there are always students working on joint projects where it is natural to mutually teach skills important for the project’s success but also in the personal interest of the students.
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?
My German Diploma in Informatics taught me the importance of multidimensional learning, or as Aristotle said, “the whole is greater than the sum of its parts”. Over the last few years, I saw a trend that students are taught highly specific topics, without relating these to a “grand scheme”. Integrating information from multiple perspectives gives cross-references to other related topics and courses. This integration facilitates the ability to abstract learned information and helps to apply it in a more holistic way of connecting “the bigger picture”. For clarity, the content in my lectures is presented in a way that is illustrative rather than abstract, so that students are able to grasp the content and put it into relation to what they have learned before. I always try to highlight cross-references as much as possible, so that students see past the boundaries of final exams.
What are practices you utilize that help you feel successful as an educator?
The most important I think is to find a way to effectively communicate. As my teaching is typically in a small group or individual setting, I am able to tailor my teaching directly to the needs of my students. This helps tremendously in finding ways to communicate expectations between my students and me.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
It would be amazing to have a central place on the platform, where educators could advertise potential master’s or bachelor’s theses, or rotation projects, or vice versa, students could advertise that they are on the look-out for these projects, with a few skills that they have, to see if there might be a fit. In my time here at MSU, it has been very difficult to find mid-level academic hands, especially interdisciplinary ones. The lack of or at least problematic communication between different parts of the University makes local collaboration very difficult.
What are you looking forward to (or excited to be a part of) next semester?
I am excited for a few of my students to get the chance to present at scientific conferences. It is always such a rewarding experience and always such a big push for motivation and new ideas.
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!
Read more about Norman’s 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? Share with me what this word/quality looks like in your practice? (Have your ideas on this changed over time? If so, how?)
The word would be “rewarding”. For me, teaching and learning is a two-way street and no matter in which direction you are driving, it is always an investment in the future and there is always traffic in both ways. Above all, I want to set up my students for success. As a teacher, I see myself as a conductor to help my students achieve their personal goals and as a role model who possibly has a substantial influence on the future of my students. So, seeing my students excel is highly rewarding, but I am also learning so much from my students, every day, which is also immensely rewarding.
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 am now in the final stages of my postdoc in the Radiology Department of Michigan State University and am currently applying for Assistant Professor positions. Together with Prof. David Zhu I supervise and mentor the graduate students in our lab as well as students that rotate through it. I also mentor and advise students remotely for their bachelor’s and master's theses at my home University of Lübeck, Germany where I did my Ph.D. in Computer Science and Computational Neuroscience. In my research, I work interdisciplinary with many different universities, e. g. Vanderbilt University, University of Texas, John Hopkins University, or the Max Planck Institute Tübingen, Germany, on a variety of research questions. With my collaborators at these institutions, there are always students working on joint projects where it is natural to mutually teach skills important for the project’s success but also in the personal interest of the students.
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?
My German Diploma in Informatics taught me the importance of multidimensional learning, or as Aristotle said, “the whole is greater than the sum of its parts”. Over the last few years, I saw a trend that students are taught highly specific topics, without relating these to a “grand scheme”. Integrating information from multiple perspectives gives cross-references to other related topics and courses. This integration facilitates the ability to abstract learned information and helps to apply it in a more holistic way of connecting “the bigger picture”. For clarity, the content in my lectures is presented in a way that is illustrative rather than abstract, so that students are able to grasp the content and put it into relation to what they have learned before. I always try to highlight cross-references as much as possible, so that students see past the boundaries of final exams.
What are practices you utilize that help you feel successful as an educator?
The most important I think is to find a way to effectively communicate. As my teaching is typically in a small group or individual setting, I am able to tailor my teaching directly to the needs of my students. This helps tremendously in finding ways to communicate expectations between my students and me.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
It would be amazing to have a central place on the platform, where educators could advertise potential master’s or bachelor’s theses, or rotation projects, or vice versa, students could advertise that they are on the look-out for these projects, with a few skills that they have, to see if there might be a fit. In my time here at MSU, it has been very difficult to find mid-level academic hands, especially interdisciplinary ones. The lack of or at least problematic communication between different parts of the University makes local collaboration very difficult.
What are you looking forward to (or excited to be a part of) next semester?
I am excited for a few of my students to get the chance to present at scientific conferences. It is always such a rewarding experience and always such a big push for motivation and new ideas.
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!
Posted by:
Makena Neal
Posted on: Educator Stories
Norman Scheel's Educator Story
This week, we are featuring Norman Scheel, a Research Associate in ...
Posted by:
PEDAGOGICAL DESIGN
Monday, Nov 7, 2022