We found 976 results that contain "student wellness"

Topic Area: Pandemic Pivot
Presented by: Ashley Maloff, Jennifer Montague
Abstract:
This presentation will discuss how the Resource Center for Persons with Disabilities (RCPD) adapted services to support students with disabilities when classes became remote due to COVID-19. We will provide information on common accessibility issues for students, both pre-COVID and now, and discuss the critical role faculty play in the student accommodation process. We will review the process for registering with the RCPD and the steps taken to determine reasonable accommodations. We will cover what is a reasonable accommodation and how to communicate with students about VISA accommodations.The presentation will also provide an overview of the innovative services offered by the RCPD to meet student needs during the pandemic. We will discuss the collective efforts of the RCPD staff to respond to student requests for more connection. These programs include peer mentoring, community building, and an enhanced program for incoming freshmen with disabilities.

Title: MSU Libraries: Partners in Student SuccessPresenter: Andrea McMillan; Leah Morin (Libraries); Ben Oberdick (Libraries)Format: Welcome to My Classroom



Click here to view on MediaSpaceDescription:MSU Libraries strives to be both welcoming and inclusive in our physical spaces, as well as thoughtful, affirming and supportive of our students’ information literacy and research needs. To this end, the Information Literacy unit has been involved in hosting orientation workshops for a number of student success programs including TRIO, MRULE-ICA and SROP. The unit also regularly provides workshops for students in first-year writing classes or freshmen seminars. Join us, three librarians from the Information Literacy unit, as we share our impressions of student research anxiety and uncertainty and the importance of affirming their foundations of existing knowledge. Then participate in abbreviated versions of our workshops in “evaluating sources using the SIFT method” and “finding sources using the Libraries’ website.” Consider how your own students might benefit from similar instruction and a closer relationship with their MSU Libraries.

The University of Pennsylvania provides resources for graduate and postdoctoral students regarding careers.

In the beginning, there was a graduate-student-led effort called Inside Teaching MSU (ITMSU) that originated out of the MSU Graduate School. ITMSU was an effort dedicated to promoting teaching excellence through conversation and sharing practices for graduate teaching assistants. The goal also was to create a platform for individuals to share their experience and best practices across disciplinary and institutional silos. 
ITMSU used three primary social software platforms to build digital community around teaching and learning: microblogs (Twitter), Facebook, and a university hosted blog. Through its user-generated blog, ITMSU also aimed to challenge the conventional ideas of who is an educator and where learning takes place. Any member of the institutional community was encouraged to submit an idea related to teaching and learning for the blog and educators across levels and roles took up this opportunity. This is also where the hashtag “#iteachmsu” was born and continues to this day to be not only a way to digitally tag post and build community, but also serves as a rally cry of sorts. Users who post with the hashtag are stating “I teach MSU”. 
On such a large campus, it can be difficult to fully recognize and leverage the MSU community’s teaching and learning contributions, especially when so much of our institution is decentralized - leaving colleges, departments, and units to manage their own educator development. After seeing the success of the ITMSU effort, other institutional partners joined in collaboration to strategize how an initiative like ITMSU could be launched institutionally to better align educator professional development across roles on campus, create a space to amplify the great work already happening to support student success on campus, and help individuals connect with one another. The result is the #iteachmsu Commons at iteach.msu.edu. 
The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. The site has been in development led by a team of administrators, staff, graduate students, and undergraduate students with regular feedback and insights provided by a similarly diverse Advisory Group of staff, students, and faculty. This is congruent with ITMSU’s original aim to challenge traditional conceptions around who teaches. The founding partners of the #iteachmsu Commons, Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, Teaching Assistants, Undergraduate Learning Assistants, instructional designers, academic advisors, librarians, coaches, et al.) helps learning happen at MSU. 
The site is now live, so if you contribute to the teaching and learning, and thus student success, mission of Michigan State University we hope you consider joining the community at iteach.msu.edu. To do so, visit iteach.msu.edu and click the “Log in” button in the upper right-hand corner. Use your MSU netID to log on with Single Sign-On. Now you have full access to contribute to the Commons! Build your bio. Share updates, questions, and celebrations via posts. Add to articles with your practical insights or scholarly work. Connect with others! Right now, anyone can visit the Commons and consume content, but only members of the MSU community with a netID can log in and contribute at this time.

Spartan Code of Honor (link)
Integrity Matters Video from Dean of Students
Types of Academic Misconduct
Collaboration: What You Need to Know
What is an Academic Dishonest Report
How to Contest an ADR
Inside Higher Ed Article on Integrity

Although the title may be somewhat excessive, this recent (July 22, 2020) article discusses ways to stop cheating in online courses.

If you read the article on backward design, you might already have a list of inspiration to develop your learning outcomes for your course. To help you draft refined outcomes for your learners, let's dive into student learning outcomes! 
Learning Outcomes
Learning outcomes help students (and us!) to know what students will be able to demonstrate in knowledge, skills, and values upon completing a module or course. Clear outcomes provide the foundation for evaluating the effectiveness of teaching and learning. 
There are three essential components of a measurable learning outcome:

Student learning behaviors
Assessment methods
Student performance criteria

Student Learning Behaviors
Focus on student behavior by using specific action verbs that are observable. This should focus on what the student will be able to demonstrate. This is the student-facing side of the objectives so that students know what their goals are for the module or course to self-reflect and track their own progress towards goals. Examples include:

Students will be able to identify and apply Universal Design for Learning (UDL) Guidelines to their current teaching context.
Students will be able to evaluate and create accessible content.
Students will be able to organize a course's structure using backward design.

To help you identify measurable verbs, you can reference this Bloom's Taxonomy Action Verbs resource.
Assessment Methods
Select appropriate assessment methods. You will likely consider multiple assessment methods. You should select the method that allows you to best determine the extent to which the stated learning outcome is achieved. We recommend employing a variety of qualitative and quantitative methods. 
Example assessment methods:

Exit slips
Multimedia projects
Quizzes
Lab reports
Presentations
Essay
Tests
Practicum/internship feedback from field instructor or employer
Discussions
Student-produced videos
State, national, and international standardized assessments for licensing, etc.

You will learn more about assessment opportunities and practices on Day 3. For now, you might consider browsing this list from Iowa State University.
Student Performance Criteria
Select and clearly communicate the criteria that students will be evaluated with. Performance criteria express specific and measurable terms that are acceptable in your course. Here are a few examples of criteria for success based on a few standard assessment methods:

Scoring rubric: All students will score an average of 8.5/10. None will score less than 7.0. 
Survey: 85% of students surveyed will demonstrate an increase in their understanding of UDL. 
Test:75% of all students will score at or above the average across sections of the course. No more than 25% will score lower than one standard deviation from the section average.

Putting it all Together
Once we've identified the three essential components for the learning outcome, we can piece it together for our records and to guide our assessment of teaching and learning taking place in our course. Here is one example of how this might look:

Module objective (what the student sees): Students will be able to organize a course's structure using backward design.
Add in the assessment method: By the end of the SOIREE program, students will produce an organized course map for at least one unit using backward design. 
Add in the performance criteria: By the end of the SOIREE program, students will produce an organized course map for at least one unit using backward design and 100% of students will complete all categories for that unit in the template provided.

If you're writing measurable learning outcomes for the first time, it can be tricky to get into the swing of things. Arizona State University has developed an Objectives Builder Tool that can assist you in developing your skills.
 
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick

Hamid worked closely with Dr. Katy Colbry in envisioning professional development within the College to discuss options for the job market. After engaging with stakeholders from across the College, this was revealed as a specific need (in that many Graduate Students felt under-supported in their knowledge of and development for the job market, particularly in knowing what possible options might be).

So you've built a mid-semester feedback instrument for your course. What's next?
Explain to students why you are collecting anonymous feedback in the middle of the semester. 
Provide an overview of the process, including when it will take place, how you plan to use the feedback, and when you will share results with the class.
Share advice on how students can give constructive feedback, such as describe, evaluate, and suggest (the instrument itself enables all three).You can share the survey in the body of a message to students (via e-mail, d2l, or other previously determined mode of course communication).
Here is some sample language you could include in a message (feel free to copy/paste or adapt):
In an effort to make sure our class is providing a valuable learning experience for you and your classmates, I’ll be sending out a “mid-semester feedback” survey. This is your opportunity to anonymously share your thoughts on what is working in class and what could be better. No identifying information is collected as a part of the survey and the results are shared with me as a single dataset. I will not be able to identify individual student identities. Your feedback will help me  to design and facilitate this course in a way that is meaningful for you. If there are things I could change to make the course more effective I want to know. I’ll use this feedback to inform the remainder of the semester. Thank you in advance for your participation.
 
You could also choose to build in 10 minutes of time at the start of one of your synchronous course sessions (if applicable) for students to complete the survey. Tip: build this time in at the start of class to avoid feedback being based solely on that day’s activities.
Always be sure to thank your students for participating in the process of improving the class and remember course feedback should always be anonymous!