We found 173 results that contain "social justice"

Jennifer Knowles is the academic advisor for the Construction Management and Urban and Regional Planning undergraduate programs in the School of Planning, Design and Construction. According to the SPDC website, "The School of Planning, Design and Construction (SPDC) is jointly administered by the College of Agriculture and Natural Resources (CANR) and the College of Social Science (CSS) at Michigan State University. It consists of four separately accredited programs: Construction Management, Interior Design, Landscape Architecture and Urban & Regional Planning, as well as the National Charrette Institute, a training, outreach and research unit." They serve 326 undergraduate and 50 graduate learners with four majors, eight degrees, and two non-credit professional certificate programs. 
 
According to Spartan, Najma Muhammad, Jennifer is a great educator! 
"Hearing adviser horror studies coming into college I was worried, and took a lot of planning into my own hands. However, after meeting my adviser I no longer had that worry. Kindhearted, empathetic, loving, caring, efficient, and dedicated are just a few words to describe her. She goes above and beyond to assist students. She works through hardship and maintains a balance of professionalism and camaraderie with her students that can be hard to find. I thank her for all of her work as an adviser, a friend, a mother, a daughter, a wife, a supervisor, and all the hats she balances while still managing to be herself. She is warmth, she is a light, and she is more than I could have ever asked for. Thank you." 
 
To recognize a Spartan Educator who has made an impact on your life, click "Thank an Educator" 

Topic Area: Information Session
Presented By: Erica Shifflet-Chila, Gary Anderson, Gretchen Sheneman
Abstract:
This session will detail a pilot program used by The School of Social Work to begin studying the use of Virtual Reality as a supplement to current methods of child welfare training for both students and currently practicing professionals. Recruiting, orienting, training and retaining a competent workforce in the field of child welfare is serious business. Social workers, and other child welfare professionals, are responsible for investigating reports of child abuse and neglect, assessing the safety and well-being of children, and potentially removing children from their parents temporarily or permanently. Creating and supporting a workforce able to make good decisions requires careful training and that is the challenge. Training professionals typically relies on classroom teaching methods or shadowing veteran workers in the course of their work in the community. Classroom role-playing and case discussions lacks authenticity and shadowing provides limited exposure to family circumstances and minimal responsibility for assessing family strengths and risks. Immersive scenarios delivered through virtual reality technology introduces the powerful learning environment lacking in the traditional training room and provides an intense and realistic experience that can be explored beyond job shadowing. So, MSU School of Social Work invested in a pilot program: licensing virtual reality equipment and an actor-staged immersive home visit for training purposes. The goal for this round-table session is to offer an introduction to this learning tool, and lead discussion on how this technology could be incorporated into other fields.
Session Resources: VR as a Teaching Tool (PowerPoint)

Learning Objectives

Define a transparent Purpose
Describe the importance of the “purpose” section and its relation to motivation and engagement.
Identify whether the transparency of a purpose statement is weak or strong

Introduction
This is part 2 of a 5 part series of articles on Transparent Assignment Design (Part 1: TAD). The first component of the Transparent Assignment Design (TAD) framework has to do with the Purpose. The purpose explains “the why” to the learner. 
The Significance of Transparency in Purpose
"Why am I learning this?" "What is the point of this?" "How is this going to help me in the long run?" "Is this just busy work?" "How am I going to use this in the future?"
These are common questions learners ask themselves, their peers, and even instructors when they don't understand why they are being asked to complete a course assignment or activity. The purpose of an assignment may be crystal clear to an instructor, but students who are new to the content and skills need a direct connection to its relevance clearly stated in order to see its importance. As a former Instructional Designer and current Engagement and Assessment Consultant, I have reviewed hundreds of assignments and the purpose of an assignment is often the key element that is missing. But why is it so important? 
As a former Psychology instructor and attention researcher, I can attest that people are more engaged in activities (stay on task longer, less distractible, and demonstrate more grit when working through difficult exercises) when they understand the relevance of the activity to their personal goals. Engagement and motivation are enhanced when learners grasp what will be gained by completing the assignment.
Psychology research classifies motivation into two main types: "Extrinsic Motivation" and "Intrinsic Motivation."

Extrinsic Motivation involves tangible rewards for engaging with the activity, such as points, prizes, money, and grades. While it is fast-acting, it tends to burn out quickly.
Intrinsic Motivation relates to how people personally feel about the activity, such as social engagement, enjoyment, meaningfulness, and relevance to long-term goals. It is harder to generate artificially but has a longer, more sustained effect when it is achieved.

Though many students will be initially extrinsically motivated to complete an assignment (for its grade), learners are more likely to demonstrate more effort and submit a higher caliber deliverable when the assignment can tap into their intrinsic motivation. A well-written Purpose statement can assist in fostering intrinsic motivation.
When we explain the purpose of an assignment to learners, it is essential to address both the short-term benefits (e.g., practicing applying specific knowledge and skills) and the long-term benefits (e.g., preparing for future professions). By doing so, we help students see the immediate value and future relevance of their efforts, fostering both extrinsic and intrinsic motivation.

Watch:


Examples:
Weak Purpose Statement:
Assignment: Analyze a data set and write a report on your findings.
Purpose Statement: This assignment will help you understand data analysis.
Explanation: This purpose statement is too vague and does not explain why understanding data analysis is important or how it will benefit the students in the short or long term. It lacks specificity and fails to connect the assignment to the students' broader goals or interests.
Strong Purpose Statement:
Assignment: Analyze a data set and write a report on your findings.
Purpose Statement: This assignment aims to enhance your ability to analyze real-world data using commonly used statistical methods. By completing this task, you will develop critical skills in data interpretation, statistical software proficiency, and report writing. These skills are essential for advanced coursework in statistics and highly valued in various professional fields, including business analytics, public health, and social sciences.
Explanation: This purpose statement clearly articulates the benefits of the assignment, both in the short term (developing data interpretation and statistical software skills) and in the long term (preparing for advanced coursework and professional fields). It connects the task to the students' academic and professional goals, making the relevance of the assignment explicit.

Resources: 
Note: This is article 2 of a 5-part series on Transparent Assignments.

 Quick Guide to Transparent Assignments (CTLI:MSU)

How to Connect Online
 
Access to high-speed internet is critical for remote instruction and online classes. Because of varied locations of learners- some students may be on-campus and in the East Lansing area where others might be at their primary residences where internet capabilities are outside of the university’s control- it is important that educators understand how to get connected to the internet. If you or any of your students are unable to access the internet at any time, refer to the information below.
Last Modified: March 27, 2020
Accessing Internet On-Campus or in the Surrounding Area
There are two locations on campus open to students to use for internet access.

The MSU Union located at 49 Abbot Road from 8 a.m. to 8 p.m. daily
Brody Square is open from 8 a.m. to 8 p.m.

If you are staying on-campus or in the Lansing/East Lansing area and have any internet problems, contact:
MSU campus

MSU IT Service Desk: 517-432-6200 or 1-844-678-6200

Lansing/East Lansing area

Spartan-Net: 1-866-386-7778
Xfinity: 1-800-934-6489
AT&T: 1-833-732-2243

 
Accessing Internet Away from Campus
If you don't have access to internet at your primary residence, consider these tips:
1) Use Your Internet Service Provider's Hotspots
One simple way to find Wi-Fi away from home is to use your home provider. For example, if you’re a Comcast user, you will have access to Xfinity Wi-Fi networks when traveling. For most ISP networks, check their Wi-Fi page on the main site or download their hotspot app. Find a hotspot by entering an address or form of location. Then connect to your ISP’s available hotspots.
Helpful ISP hotspot pages:

AT&T
Xfinity
T-Mobile
Spectrum
Frontier WiFi

2) Use Your Phone as a Hotspot
This is also known as tethering. Some carriers have restrictions on how much data can be used for tethering or charged for using the feature, so be sure to check with your provider.
Common wireless service providers:

Verizon: 1-800-922-0204
AT&T: 1-800-288-2020
Sprint: 1-844-764-8359
T-Mobile: 1-800-937-8997

 
Discounted Internet Packages
Below are resources for learning more about discounted internet packages from some of the major providers. These links are provided for informational use when deciding on an appropriate solution for you.
EveryoneOn: EveryoneOn is a national nonprofit that creates social and economic opportunities by connecting everyone to the internet. Visit their website to learn more.
Comcast: Comcast runs programs that bring the cost of the Internet down for students depending on their eligibility. Learn more by visitng the Comcast/Xfinity student page and their Internet Essentials website.
Charter/Spectrum: Spectrum provides free Internet access to qualifying homes with students. Learn more about their programs and find out if Spectrum is available in your area. Visit their website to learn more.
AT&T: Through their Access program, AT&T makes Internet access available to qualifying homes. Learn more about this program on their website.
WOW: WOW is one of the providers participating in Lifeline, an income or government assistance based program that provides low-cost Internet service. Learn how to apply.
 
Public Wi-Fi: How to Stay Safe
If you choose to use public Wi-Fi, consider taking these appropriate steps to protect yourself:

Keep antivirus installed and up to date
Use a VPN
Be skeptical if it’s too easy to connect (ex. no agreement page)
Only browse on HTTPS websites
Refrain from accessing confidential data (ex. bank account)
Avoid performing online transactions
Verify popular Wi-Fi networks are correct (ex. Starbucks WiFi vs. Free Starbucks WiFi)
Always make sure paid Wi-Fi is legitimate and use a third-party payment system
Cover your keyboard when entering any passwords or credentials
If the connection is slow, it could be due to the device rerouting to the hacker’s access point

Eduroam
If you are near a college campus that is not MSU, you may be able to use your MSU credentials to access Wi-Fi via eduroam, which is a world-wide roaming access service developed for the international research and education community. Visit https://www.eduroam.org/where/ to find a map of global locations and learn how to use this resource. If you choose to use this resource and visit a location where eduroam may be available to you, it is important that you ensure that this location is safe and you are able to maintain social distancing.
Eduroam is a wireless network access service that allows global Wi-Fi compatibility between academic institutions and organizations. Students, researchers, staff, and faculty from a participating institution can access the wireless networks of any other participating institution by using their home institution’s credentials.
This means that visitors to MSU have easy access to Wi-Fi while on campus, and the MSU community has easy access when visiting other institutions across the world!
The process for connecting to Eduroam varies between devices. See below to learn how to connect yours:

Connecting to Eduroam for Windows: https://go.msu.edu/EduWin
Connecting to Eduroam for Mac: https://go.msu.edu/EduMac
Connecting to Eduroam for Android: https://go.msu.edu/EduAnd
Connection to Eduroam for iOS: https://go.msu.edu/EduiOS

 
Campus VPN
A virtual private network allows remote devices to connect to MSU's network as if they were located on campus. MSU's VPN is called F5 BIG-IP Edge. Most students will not need to use the VPN to access the MSU network and systems.
Here are some popular sites and applications that do not require the VPN:

D2L Zoom
Spartan 365 (Microsoft) Suite

OneDrive
Outlook
Word
Excel
PowerPoint
Teams


Google Suite
Qualtrics
EBS
All MSU sites, including:

Student Info (stuinfo.msu.edu)
Office of the Registrar (reg.msu.edu)



VPN Access for Students
If you use an application that requires the Campus VPN, also known as F5 BIG-IP Edge, log into new.vpn.msu.edu using your MSU NetID. Some colleges may have their own VPN for specific applications (e.g. Engineering).
If you need help, refer to the these instructions or contact the IT Service Desk at ithelp@msu.edu, 517-432-6200, or chat.
Note: Some internet service providers, personal networks, and countries may restrict or block VPN access. If you are located outside of the US, please be sure your government permits VPN use.

As teachers or students, we each enter the classroom with expectations and norms that have been cultivated by the communities and cultures from which we come. As in many social spaces shared by people with diverse identities and backgrounds, it takes explicit effort to ensure that equity and inclusion are truly guiding principles for interactions in the classroom. These are important considerations for all educators; in your reflections and preparations for classroom instruction, interactions with graduate teaching assistants and advisees, and even in many engagments with other educators.CLASSROOM DYNAMICS

Be aware of power attached to social roles and power attached to social identities. Unequal power manifests in the classroom, for one, due to the differing social roles of instructor and student. Instructors exercise power in designing courses, leading class discussions or activities, deciding grades, and offering mentorship and connection to resources for student support and development. 
Acknowledge and counter bias in the classroom. In the classroom, bias shows up implicitly and explicitly by way of course materials, classroom discussions, grading, evaluations, and more.When critically examining your course or classroom for bias, you may consider explicit and unacknowledge norms and expectations, financial burden of your course, representation in your syllabus (reading materials, cases, scenarios etc.), weight of class participation in grades, and other class policies. 
Recognize and counter stereotype threat and lift. Stereotype threat is a phenomenon in which certain groups’ academic performance is negatively impacted due to increased vigilance about possibly confirming existing stereotypes. It's important to respect each of your students as individual learners and encourage a growth mindset in the classroom. This means normalizing mistakes and failures, emphasizing the value of challenge, and offering students a variety of ways to demonstrate their learning. 

EARLY IN THE TERM

Introduce yourself to your class. Tell them about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Genuinely convey your enthusiasm for the field and the subject; sharing your "why" for teaching in an authentic way. If you are comfortable doing so, introduce yourself so that your students know more than your name and contact information (e.g., outside interests, family, academic history, personal experiences). Centering yourself as a whole-human can set the tone for students doing the same. 
Give students an opportunity to meet each other. Ask students to divide themselves into groups of three to five and introduce themselves. Or go around the room and ask all students to respond to one question, such as “What’s the one thing you really want to learn from this course?” or “What aspect of the course seems most appealing to you?”
Invite students to fill out an introduction card. Suggest that they indicate their name, year in school, major field of study, goals in the course, career plans, and so on.
Learn students’ names. By learning and using your students’ names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students’ names also tells them that you are interested in them as individuals. Did you know 
Divide students into small groups. Give groups a small task, such as a brainstorming exercise, then place responses on the board for discussion and interpretation. These groups can change over time, regardless setting group agreements should be an established practice. CTLI has a student-facing survey library that includes a group agreement form. Learn more on accessing this library here.
Encourage students to actively support one another. Help them connect with at one or two other students in the class whom they can contact about missed classes, homework assignments, study groups and so on. You might also use the learning management system to create an online discussion forum where students can respond to each other's queries.  

THROUGHOUT THE TERM

Let students know that they are not faces in an anonymous audience. In large courses, students often think that their classroom behaviour (eating, talking, sleeping, arriving late, etc.) goes unnoticed. Remind students that you and their classmates are aware of -- and affected by -- their behaviour. 
If your class has extra seating space, ask students to refrain from sitting in certain rows of the classroom. For example, if you teach in a room that has rowed seating, ask students to sit in rows 1, 2, 4, 5, 7, 8 and so on so that you can walk through the audience where there is an empty row.
Recognize students’ extracurricular accomplishments. Read your campus newspaper, scan the dean’s list, pay attention to undergraduate awards and honours, and let students know that you are aware of their achievements.
Listen to students with warmth and respect. Give them your full attention. Be personable and approachable – remember the positive power of a smile.
Validate all comments and questions, even those that might seem irrelevant.
Welcome criticism and receive it with an open mind. Model for your students how you would like them to reflect on the feedback that you will be providing to them. 
When you don’t know something, ask your students for help. For example, during class, ask someone with a laptop to do a Google search for a fact or piece of information that pertains to class discussion. 
Be inclusive. Use gender-inclusive language and when giving examples make them culturally diverse.
Capitalize on outside events or situations, as appropriate. Relate major world events or events on campus both to your class and to the fabric of your students’ lives outside the classroom.
Arrive early and chat with students. Ask how the course is going. Are they enjoying the readings? Is there anything they want you to include in lectures?
Seek out students who are doing poorly in the course. Write “See me during my office hours” on all exams graded C- or below to provide individualized feedback.
Acknowledge students who are doing well in the course. Write “Good job! See me after class” on all exams graded A- or above. Take a moment after class to compliment students who are excelling.
Schedule topics for office hours. If students are reluctant to come, periodically schedule a “help session” on a particular topic rather than a free-form office hour.
Talk about questions students have asked in previous terms. Mention specific questions former students have asked and explain why they were excellent questions. This lets students know that you take their questions seriously and that their questions will contribute to the course in the future.
When feasible, give students a choice in the type of assignments they can do. For example, rather than assigning a traditional essay, give them the option of making a podcast, analysing a case study, giving a poster presentation, and so on. 
Consider providing options for how the final grade will be calculated. For example,  individual students can decide that the midterm will be worth 25% and a major project worth 35% -- or vice versa. 
Listen attentively to all questions and answer them directly. If you will cover the answer during the remainder of the lecture, acknowledge the aptness of the question, ask the student to remember it, and answer the question directly when you arrive at that subject.
Try to empathize with beginners. Remember that not all of your students are as highly motivated and interested in the discipline as you were when you were a student. Slow down when explaining complex ideas, and acknowledge the difficulty and importance of certain concepts or operations. Try to recall your first encounter with a concept – what examples, strategies, or techniques clarified it for you? 
When a student seems disgruntled with some aspect of the course, approach him or her in a supportive way and discuss the feelings, experiences, and perceptions that are contributing to the issue.
Celebrate student or class accomplishments. Instigate a round of applause, give congratulations, share cookies! 

Thank you to colleagues in university educator development at the Derek Bok Center for Teaching and Learning at Harvard University, the Center for Teaching Excellence at the University of Waterloo, and others for their materials that informed or were adapted into this resource. 
Resources

Eble, K. E. (1988). The Craft of Teaching: A Guide to Mastering the Profession and Art. 2nd Edition. San Francisco: Jossey-Bass Publishers.
Forsyth, D. R, & McMillan, J. H. (1991). Practical Proposals for Motivating Students. In Menges, R. J., & Svinicki, M. D., eds. College Teaching: From Theory to Practice. New Directions in Teaching and Learning, No.45. San Francisco: Jossey-Bass Publishers, p.53-65.
Gross Davis, B. (2009). Tools for Teaching, 2nd Edition. San Francisco: Jossey-Bass Publishers.
Ralph, E. G. (1998). Motivating Teaching in Higher Education: A Manual for Faculty Development. Stillwater, Oklahoma: New Forums Press, Inc.
Wlodkowski, R. J. (1978). Motivation and Teaching: A Practical Guide. Washington, D.C.: National Education Association.
Fostering Student Morale and Confidence. Centre for Teaching Excellence, University of Waterloo

Photo by Towfiqu barbhuiya on Unsplash

The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Education. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Alexandra Lee: Alexandra’s research focuses on the social-psychological processes underpinning achievement motivation specifically implicit theories of intelligence, competence beliefs, and achievement goals. She has taught in the K-12 setting and in a variety of cultural contexts, prior to coming to MSU (in Thailand, Singapore, rural Mississippi, and Denver, CO). As is currently the instructor of record for TE 150 (Reflections on Learning). Alexandra shared her teaching expertise and enthusiasm at a recent Lunch and Learn session with Graduate Teaching Assistants at MSU. Those in attendance really enjoyed learning from her and her expertise. We hope to have Alexandra share more of her great work in the teaching space for all those interested in teaching.
 
Lori Bruner: For always having my back! For being patient and flexible when I was diagnosed with arthritis. For teaching me how to be organized and new technology tricks. For being a great leader and mentor to other graduate and undergraduate students! Thank you for being there and helping me with teaching tasks when I needed it the most!
 
Eliana Castro: In addition to being an incredible, brilliant scholar and a devoted, compassionate teacher educator, Eliana Castro is a generous, contributing citizen in our Department. She provides invaluable service in myriad ways: mentoring other doctoral students, serving on a search committee for a new social studies colleague, helping to recruit incoming doctoral students, among many other ways. She is also a warm, kind person of whom we are all so proud. Thank you, Eliana!
 
Marilyn Amey: I cannot say enough positive things about Dr. Amey. After taking one of her doctoral courses as a part of my PhD electives, I asked Marilyn to be the chair of my dissertation committee (and while the HALE department is filled with talented educators - I feel this was one of the best decisions of my doctoral career). Not only is Marilyn competent in her field and extremely knowledgeable, she is a fantastic educator who creates spaces where learning happens in multiple directions. She is kind, compassionate, and thoughtful - all things she demonstrates as my committee advisor and as a departmental leader. There are few people who have recognized and accommodated me as a "whole person" (with things in my life outside of school), and I will feel forever indebted to her for that. MSU needs more faculty, administrators, and educators like Dr. Marilyn Amey!
 
Courtney Kosloski: Courtney truly has "the backs" of the graduate students in the HALE Department. Every time I interact with her she is professional and kind in helping answer questions and connect me with relevant resources. She keeps students' best interests in mind and takes it upon herself to reach out when better supports can be accessed. She's a wonderful person, and an asset to HALE and MSU. 
 
Mallory Weiner: Mallory is my co-instructor in ANR 310.  This class is unique in that our students come in with a blank syllabus and they create one from scratch, deciding what they want to learn, how they want to learn, and how they want to assess their learning.  Mallory has been instrumental in supporting the learning of our students by preparing them to become self-directed learners with the capacity to practice democratic decision making.  It isn't easy for a student who is a peer to the students in her class to take on the responsibility of instructor, but Mallory wears the crown with ease.  She is an excellent communicator, the ideal partner who doesn't hesitate to take action when necessary, and a supportive co-learner.  I'm proud to know that she will be educating the next generation of learners in K12 classrooms beginning next year.
 
Austin Wellette-Hunsucker: Austin regularly goes above and beyond his duties as a graduate teaching assistant. Not only does he provide tremendous support to the instructor, but he is always willing to go the extra mile for the students. I appreciate his time and effort with the students and the course, and am thankful for his assistance this semester.
 
Taren Going: Taren worked with me as a TA for my TE 407 course. As a 5 credit course, the work is demanding - there are 5 hours of lab per week and 3 hours of seminar. Taren showed tireless dedication to students' success in the course. Her primary responsibilities were to support students' work in their labs, but she often attended seminar to help her understand the core ideas of TE 407 and support students' learning from the lab. She also regularly sought feedback on her performance as a TA because of her genuine concern for students' learning. I could trust Taren to seek help when she needed it. Taren inspires others to work hard and be their best, and I am so grateful she gave so much of her talents and energy to this course.
 
Juan Mascorro-Guerrero: I appreciate Juan because he is our graduate advisor for culturas de las razas unidas outside of helping us with our roles on e board he always offers to help us with applications for scholarships, finding internships, or just provides us a space to talk. Juan is an assistant community director in Wilson Hall , he has a busy schedule but never fails to provide support and help those around him. Juan is the true definition of Latino/Latinx Excellence.
 
Terry Edwards: Terry Edwards is the rock that anchors the TE department. I thanked her last year but that is not enough, not nearly enough for all that she does in the department. Over this semester, Terry has helped me and several other doctoral students in numerous ways. She is always making sure that the doctoral students are thriving--physically and mentally. She ensures to talk to everyone and showers us with affirmations, love, and praise. I am grateful for Terry and also recognize that she does a lot of the emotional and physical work of supporting doctoral students. Terry's commitment is not merely about her role but a much deeper commitment, a commitment that is about creating a space that is welcoming to all and one where everyone feels seen and heard. She has helped me track down packages that are lost. She brought a sewing machine off craigslist because some of us wanted to use it for our work. She plays a crucial role in organizing a department potluck. She is always advocating for us. And no matter what issue you are facing, Terry will do her best to help you find a solution. We are so grateful for Terry and everything she does for us. 
 
Olivia Furman: I (Naseeb) entered into community with Olivia through WOCI, which she co-leads. Last Fall, Olivia worked with an MSU alumnus, Shakara Tyler, to promote a nature centered self-care program, where folx were able to engage in forest walks, soil meditation, and herbal foraging. As a first-year Ph.D. student, I have tremendously valued Olivia’s commitment to addressing the isolation graduate students often experience through holistic wellness practices. Most notably, Olivia has modeled for me how to leverage research to support the wellness of communities our inquiry is based upon. For example, I had the opportunity to engage in an educational research methods course with Olivia this past fall. Despite the overwhelming valuation of quantitative methods in educational inquiry, Olivia drew upon bell hooks, Audre Lorde, the Combahee River Collective and other Black womxn feminisms, as well as her professional experiences with K-12 teaching, to weave together arts-based research methods with Black feminist epistemologies to explore how Black girls experience schooling. She was met with subtle, and sometimes direct, resistance from the course peers who failed to see the transformative and community-based nature of her methodological position. Despite this, she actively pursued her arts-based research agenda, refusing to spend time justifying her methodological decisions and instead carried out her efforts with integrity and creativity. As a non-Black WOC, I have valued Olivia’s leadership example in leveraging the critical practices of wellness found in Black and Brown communities (e.g. quilts, knitting, and ceramics) to reform teaching and learning practices at MSU.
 
Kristi Lowrie: Kristi is an integral part of the TE department and has supported doctoral students tirelessly! She has been pivotal in me having a successful semester. Kristi is always willing to help and goes above and beyond to find resources/solutions. Several times when I walked into her office with a challenge/issue she would drop everything else and help me figure things out. I appreciate Kristi and her relentless support for doctoral students in the program. Thank you, Kristi! 
 
Sheila Orr: In her first year, Sheila has contributed extensively not only to the improvement of secondary mathematics methods courses in teacher education but also to the success of my NSF UTEMPT project. In only a few short months "on the job," Sheila conducted independent analyses of new data for the project and took the lead in presenting this data at a national conference in Pheonix in February. She also went beyond in her role to shadow TE 407, the first mathematics methods course for prospective secondary mathematics teachers (PSTs), by taking the lead in several sessions to help PSTs try out new mathematics teaching practices. I continue to be impressed not only by her passion and drive for learning to teach future teachers, but also by her engagement with improving MSU's coursework, in concert with innovations supported by the UTEMPT project, to better support PSTs' learning.
 
Teacher Education Undergraduate Staff: The undergraduate students working for the TE department are integral to the success of doctoral students. We are deeply appreciative of their hardwork and support. They are always willing to support us with crucial tasks--supplies, scans, photocopies, etc. Even though several of the students are not in the TE program, they go above and beyond to understand the needs of doctoral students and willing to support us. I have also learned a great deal from each of them about their respective fields and appreciate how they brighten up the department with their indomitable spirit! Thank you all for your work. 
 
Dr. Amey’s HALE Graduate Students: Students with whom I work most closely are all adult learners with very complex lives during these difficult times. They are eldercare providers, researchers whose studies have been totally interrupted as they neared completion of dissertations, those hoping for employment next year on and off campus now on hold due to hiring chills and freezes, those who have to find ways to focus on class while becoming homeschool teachers, and those who have put up my constantly shifting schedule of an academic administrator. Yet, they continue to show up to meet with me on zoom and email, inspire through their insights and leadership in these challenging times, find ways to bolster each other in virtual writing groups, and make it clear that postsecondary education will be in good hands. They remind me why I wanted to be a faculty member and are my motivation every day. Thank you isn't enough to each of them.
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 be directed to a form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

 
Using Storytelling to Share the Universal Experience (in this case: resilience after failure)
 
Storytelling is powerful. Studies show that we retain information and experience better when presented to us in the form of a story. Are you a person that has empathy, do you care about raising people up? Those are special leadership qualities! Storytelling spaces are sacred and magical – and if conditions are right, it can feel like opening a portal of transcendence around your collective humanity. How should you go about doing it? Here are some tips from an event called CANR Rising – a storytelling session put on by me, a graduate student, and told by a set of high-level administrators and deans to graduate students and above in our college. It was, in fact, a temporary rift in time where we came together as a community of support – and deans became just “regular” people, albeit tremendously inspiring through their vulnerable courage.

Ask yourself: Why? What?

Do you have a group of people that could benefit from experiential learning, and learning from each other? Do you have a universal experiential theme that speaks towards bringing out your inner humanity – like resilience, rising from failure, work-life resilience, empathy? Are folks around you stuck in silos where they don’t share their inner lives at all, and life seems plastic?
Do you, as a facilitator feel comfortable getting vulnerable with these people? Are you qualified to facilitate this event? Are your speakers vulnerable in ways they might not be fully aware of?

Our population for CANR Rising was graduate students, post docs, faculty, administrators and staff in the college. We kept it closed to undergraduates and people outside the college to maintain our sense of community. These boundaries are fluid.
When planning an event with graduate-student speakers in 2020, we contacted the MSU counseling center about having a trained counselor on site, and having that counselor participate in how storytelling can be therapeutic and ways to keep it healthy for the storyteller.


Ask yourself: Who?

You need to recruit a set of speakers. These folks are the backbone of your event – their ability to both tell stories and be vulnerable is critical. You don’t want a jokester, you don’t want someone who will be inappropriate for your audience, and you don’t want someone who tells a story but leaves a wall protecting their vulnerability.
Unless you are a social unicorn that has lived within your community of interest for a long time – you are probably bad at knowing who would be a good speaker. You’ll need to find a unicorn to help you feel out potential speakers. This would be someone who knows people well, and really understands your cause from a. above. This person would probably be a good storyteller.
Ask the appropriate people – i.e. not people who could be marginalized if they are vulnerable at your event. We asked higher level administrators to speak at our event, because there was no power dynamic above them to affect their job. This is something to think about with vulnerability.
Ask in the appropriate way, make sure that you convey exactly what the event is about, the seriousness of it, and the difficulty of it. Tell them they have creative control as long as they are appropriate. Make it very clear that they can back out at any time, and to really think about it before responding.


Ask yourself: Where and How long?

Usually a 2 hour event is about as long as folks can take. We did 1.5 hours with food afterwards. We had some great food catered in from the Wilson Talent Center, Culinary Hospitality Vocational Program in Mason High School.
Choose an intimate setting that can hold enough people. We chose to have our event in a room that was shaped like an arena, as our theme was resilience – as described by Theodore Roosevelt’s famous quote, popularized in part by Brene Brown’s work (check her out).


Coach your speakers

Meet with your speakers on their terms, but at least once, in person, to make sure that their story aligns with the goals of the event, will be appropriate, and to lend your support. This is a huge ask for your speakers – be encouraging and overcommunicate with them, send them reminders. They should not have to worry about anything but showing up and being themselves. Give your speakers creative control of their stories! Ask them how much time the will need. Our storytellers were comfortable with 15 to 20 minutes.


Advertise

Ask your college (months ahead of time) to help create fliers to be sent on appropriate list servs and on campus. See if your community has appropriate social media outlets to share your event. We put fliers up in every building, on every floor, for our entire college, shared via social media, and sent out repeatedly 1 month, 1 week, and 1 day before – but this did not seem like enough advertising. I would have added another email.
Consider recording the event as an artifact – making sure you have permission from speakers if you choose to do it.


Prepare opening and closing remarks

How will you introduce the session? Make sure your remarks tie the whole thing together, and really share the purpose of this unique event.


Prepare your room

Find and reserve a spot for your event 6 months in advance.
Make sure you have a microphone, and ability for speakers to use slides if they prefer.


Enjoy the event and wonderful space you have created!

Moderating the Meeting

Passwords are on by default for all MSU Zoom meetings.

Do not post these passwords on public websites or social media. Also note, that if you share your meeting room link with the password embedded on public websites or social media, unwanted individuals could still get in. In this case, enabling the waiting room serves as a second layer of security in that you (or a moderator) can admit only those you wish to allow to participate.
Check your participant list during the meeting.


When necessary, talk about confidential data, but do not directly share it. Your connection is only encrypted between you and the service provider.
If security concerns exist, consider:

Disabling File Transfer
Hiding Telephone Numbers
Visit https://support.zoom.us/hc/en-us/articles/115005759423 for instruction


Enable Virtual Backgrounds
The moderator’s role is to help maintain control of the virtual room by interjecting as needed.
Be patient with individuals serving this role as they may need to adjust talking points during pauses and transitions, guide discussions, remind speakers to repeat questions from attendees before answering them, and/or call on people who are quiet throughout the meeting to be sure everyone has an opportunity to voice their thoughts.
Consider installing the Zoom plugin for Microsoft Outlook. This allows for a more convenient way to schedule Zoom meetings via your email.
Try to keep your meetings under one hour if possible. If your meeting is going to be longer than an hour, please consider taking a short break so that everyone can stretch or take a moment to focus back in on the call.
Consider captioning options, if available. If you have difficulty hearing or members of your group do, consider incorporating closed captioning to enhance the experience and make it easier to keep up with the conversation. In some applications, captioning can also provide a record of the meeting, so it’s easier to pay attention without taking as many notes.
To report poor behavior or abuse during an online meeting, send concerns to the MSU IT Service Desk at ithelp@msu.edu.

 
Preparing for the Meeting

Make sure you have a strong Internet connection.
Consider the use of a headset for better audio quality.
Make sure you have proper lighting.
Position yourself in the center of the webcam.
Keep your background professional and distraction-free.
Dress appropriately for your meetings. While we may be working in an online environment, it is still important to wear appropriate attire when in a meeting.
Come prepared. A Zoom meeting is like any other meeting. It is still important to prepare as you would in-person.

 
During the Meeting

Mute your mic as soon as you join a call and whenever you are not speaking.
If your audio is spotty, consider turning your video off if it is enabled.
Use your spacebar to unmute your microphone when you want to talk in Zoom.

Click your profile, then click settings
Click the audio tab
Check the option “Press and hold SPACE key to temporarily unmute yourself.”


Maintain eye contact with the webcam.
Turn your video off if you are doing something that may distract other people on your call.
Keep movement to a minimum.
Avoid eating.
Be courteous and considerate of those attending.
Act and talk as you would at work.
Try not to multi-task.
Take advantage of the chat feature to ask a question when someone else is speaking.
Raise your hand in the camera, use “raise hand” features or send a message using the chat or other messaging tool (Teams, Zoom, etc.) to indicate you would like to speak.

 
For additional best practices, check out this Zoom Blog: https://blog.zoom.us/wordpress/2020/03/04/best-practices-for-hosting-a-digital-event/