We found 976 results that contain "student wellness"
Posted on: #iteachmsu
NAVIGATING CONTEXT
Recommended teaching, learning, and student success resources
Thank you for helping our students achieve their goals; recommendations include:
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Authored by:
Educators Empowering Student Success Committee (part of t...
Posted on: #iteachmsu
Recommended teaching, learning, and student success resources
Thank you for helping our students achieve their goals; recommendat...
Authored by:
NAVIGATING CONTEXT
Friday, Jul 29, 2022
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Teaching to Who and Where Students Are: Being Mindful of Student Identity
In our Spring 2015 blog post, we discussed anti-oppressive classrooms (learning environments where all forms of oppression are actively and intentionally challenged) and the importance of considering instructor identity (specifically that how you employ your identity can empower and/or oppress students). We use the word anti-oppression because it specifically targets unjust treatment in learning environments. We may often think of an example of oppression in the classroom as a blatant act, such as a student using overtly racist language. However, when you think of oppression in the classroom we want you to include subtle forms of oppression in your definition – such as students interrupting one another. We introduced a 4-step process of self-reflection on your identity, which we put forth as necessary to create and maintain anti-oppressive learning environments. For this blog, we want to continue the journey on inclusive, anti-oppressive learning environments, but with a focus on student identities.
Continuing to Teach Inclusively
Let’s begin with a brief thought experiment. Take a second to view the two photos above. Starting with the photo on the left, ask yourself how you view the students in this class? Do you view them as a homogenous group? A diverse group? As a note, we are intentionally not defining these two terms here to enable you to work through this thought experiment using your own conceptualizations of homogenous and diverse. Next, think about how you would teach this class. Would your approach (curriculum, chosen pedagogy, assessment methods, other) to teaching the class on the left differ from your approach to teaching the class pictured on the right?
In this blog, we will think about the reciprocal nature of student identities and classroom learning environments. ? In doing so, we will promote the idea that we must be mindful of all student identities (both that which is visible and that which is not) in order to create and maintain learning environments that are anti-oppressive. For instance, if you view students as homogenous, you may repeatedly use certain teaching methods or make certain assumptions which reinforce systems of power in your classroom (thus creating an oppressive learning environment). But in seeing students as a diverse group, teachers can begin to diversify their assumptions about learning and develop a repertoire of anti-oppressive teaching methods that can optimize the learning of all students.
Why Student Identity is Important: A Conversation with the Data
Does identity in the classroom matter to students? In our conversation with a second year undergraduate female in the sciences at MSU, the answer was overwhelmingly, “yes.” She was able to provide us with a useful perspective, as identity is very rarely an object of study or discussion in the typical science class. As someone who conceptualizes identity as,“Who you see yourself as[…], how you feel about yourself, and where you think you fit in the world,” she told us that identity was rarely overtly talked about in her classes. When asked whether she thought identity mattered in the typical science classroom at MSU, she said, “…no. You’re much more of a number or a student ID to them than you are a person.” However, when asked whether she wished identity was overtly addressed, she replied, “Yes, definitely…I wish that you were able to build relationships and express who you were[…] I feel like when you’re just being talked at, the professor doesn’t understand who you are as a person and they don’t understand where you’re coming from, like what you’re good at, what you’re not good at.” She also reported that she thought identity “most definitely” matters for a life as a scientist and future scholar. As the conversation came to a close, she added that when identity is directly addressed in the classroom, you get to know fellow classmates and the instructor better, and that with increased awareness and understanding of the identities present in the classroom, different viewpoints and experiences were respected, leading to decreased prejudice.
It became clear as we spoke to the student that intentionally addressing identity in the classroom isn’t just an epistemological position that we hold as instructors – students also really want identity to be explicitly addressed and recognized and not be something that is rendered invisible in the classroom.
We learned that purposefully and directly addressing identity in the classroom can:
increase student engagement and improve student performance
build community
accommodate student learning preferences
actively engage all social identity statuses (such as gender, ethnicity, disability, etc.)
and help members of the learning environment overcome prejudice
We found the insight of the student’s perspective on identity to be a pleasant surprise, but we were also astonished by the depth of her insight into how intentionally addressing identity can impact a learning environment, particularly given that she is not asked to think about identity in the classes she describes as typical of her major.
This student’s viewpoint, though one in a student body of over 50,000, also echoes the literature on student identity in the classroom. It has been reported, for instance, that students who had a firm understanding of their identities had higher self-esteem and lower levels of depression (A. Elion, K. Wang, R. Slaney, and B. French, 2012); stronger academic performances, such as higher GPA’s (T. Chavous, D. Hilkene Bernat, K.Schmeelk-Cone, C. Caldwell, L. Kohn-Wood and M. Zimmerman, 2003); and a reduction in negative social attitudes, such as sexism (K. Case, 2007). While these studies showed the benefits of actively engaging student identity in the classroom, they focused on one aspect of identity, such as race. If we commit to developing an anti-oppressive classroom and address all student identities, then imagine how great the potential outcomes could be.
Let’s return to our thought experiment and to the words homogenousand diverse. When we look at the picture on the left, we may think that group of students is homogenous because we view that group as having one identity, such as race (i.e. “All my students are white, therefore they constitute a homogenous group”). Comparatively, if we look at the picture on the right, we may view that group as diverse because we see that group as having different types of one identity, such as race (i.e. “Not all of my students are white, therefore they constitute a diverse group”). However, if we move beyond thinking of identity as representing one aspect of self, but rather all, we will come to realize that all groups of students in every learning environment are necessarily diverse due to the fact that they are made up of infinitely complex individuals, each of whom will differ on at least one individual difference/aspect. Thus, in order to develop anti-oppressive learning environments, we must define concepts like homogeneityand diversity as related to all identities and not one.
Reflecting on Student Identity
Now that we’ve thought about why students’ identities are important in the classroom, we can begin the process of reflecting on students’ identities. To help you start the journey, we provide four questions to engage you in intentional thought towards becoming mindful of your students’ identities. After each question, take time to think about what strategies you could use in your classroom, lab, etc. We offer a couple of potential strategies that could be utilized in developing an anti-oppressive learning environment.
Four Questions to Begin the Journey
(1) Are you aware of all student identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?
Answering this question is the first step toward a non-oppressive classroom in that you become aware of the student identity statuses so that you can begin to understand their meaning and how they intersect.
Suggestions:
Administer a survey before the start of the term (where you could, for instance, allow students the opportunity to share about their cultural background, make you aware of preferred nicknames or pronouns, etc.)
Have students record how they pronounce their names for a pre-semester D2L assignment
(2) Have you acknowledged/do you understand what student identities mean to students?
Answering this question allows you to understand who students are, so that you can begin to address the privileges (or lack thereof) associated with student identity statuses.
Suggestions:
Establish discussion guidelines with communication norms and expectations
Facilitate discussions and assignments that allow students to relate course material to their experiences.
(3) Have you accepted the privileges (or lack thereof) that comes with student identities?
Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting student identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that students can embody their identities in a true and authentic way.
Suggestions:
Recognize unfair treatment when it surfaces
Have open and honest dialogue with the students regarding privilege and oppression
(4) Do you actively engage student identities within your teaching?
How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted all student identity statuses, you must critically consider what actions you can take to address privilege (or lack thereof) in the classroom.
Suggestions:
Provide a variety of course material, references, and examples that reflects all of the student identities.
Use Identity-specific or targeted activities, like the Class Race.
For more strategies, see our workshop slides on the Inside Teaching website (coming soon!).
We are all works in progress
Teaching to who and where your students are is an essential part to anti-oppressive learning environments. Committing to this endeavor, however, takes constant reflection and revision. We hope this blog will help you begin the process.
Additional Resources
Barber, S. A., Ricker-Wilson, C. Kumashiro, K. K., Wong, P. L., and Richardson, E. (2004). Preparing teachers for anti-oppressive education: International movements. Teacher Education 15(3), 257-275.
Case, K. (2007). Raising Male Privilege Awareness and Reducing Sexism: An Evaluation of Diversity Courses. Psychology of Women Quarterly. 31:426
Chavous,T. Hilkene Bernat, D., Schmeelk-Cone, K., Caldwell, C., Kohn-Wood, L., and Zimmerman, M. (2003) Racial Identity and Academic Attainment among African American Adolescents. Child Development. Vol. 74, No. 4 (Jul. – Aug., 2003), pp. 1076-1090
Elion, A., Wang,K., Slaney, R., and French, H. (2012). “Perfectionism in African American Students: Relationship to Racial Identity, GPA, Self-Esteem, and Depression.” Cultural Diversity and Ethnic Minority Psychology18(2):118-127.
Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-53. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.proquest.com.proxy2.cl.msu.edu/docview/214114515?accountid=12598
Okun, B. F., Fried, J., and Okun, M. L. (1999). Understanding diversity: a learning-as-practice primer. Pacific Grove: Brooks/Cole Publishing Company.
Spradlin, L. K., & Parsons, R. D. (2008). Diversity matters: Understanding diversity in schools. Belmont, CA: Thomson Wadsworth.
Teaching Inclusively. (2005). Mathew L. Ouellett (Ed.). New Forums Press: Stillwater, OK.
We’d like to know: Where are you on this identity journey? What have you done to engage student identities in the classroom? Share your experiences (both successes and challenges) with us in the comments section below or engage with the discussion on Twitter by tweeting @InsideTeaching with the hashtag #iteachmsu.
Originally posted at “Inside Teaching MSU” (site no longer live): Mo, S. & Shellgren, M.. Teaching to Who and Where Students Are: Being Mindful of Student Identity. inside teaching.grad.msu.edu
Continuing to Teach Inclusively
Let’s begin with a brief thought experiment. Take a second to view the two photos above. Starting with the photo on the left, ask yourself how you view the students in this class? Do you view them as a homogenous group? A diverse group? As a note, we are intentionally not defining these two terms here to enable you to work through this thought experiment using your own conceptualizations of homogenous and diverse. Next, think about how you would teach this class. Would your approach (curriculum, chosen pedagogy, assessment methods, other) to teaching the class on the left differ from your approach to teaching the class pictured on the right?
In this blog, we will think about the reciprocal nature of student identities and classroom learning environments. ? In doing so, we will promote the idea that we must be mindful of all student identities (both that which is visible and that which is not) in order to create and maintain learning environments that are anti-oppressive. For instance, if you view students as homogenous, you may repeatedly use certain teaching methods or make certain assumptions which reinforce systems of power in your classroom (thus creating an oppressive learning environment). But in seeing students as a diverse group, teachers can begin to diversify their assumptions about learning and develop a repertoire of anti-oppressive teaching methods that can optimize the learning of all students.
Why Student Identity is Important: A Conversation with the Data
Does identity in the classroom matter to students? In our conversation with a second year undergraduate female in the sciences at MSU, the answer was overwhelmingly, “yes.” She was able to provide us with a useful perspective, as identity is very rarely an object of study or discussion in the typical science class. As someone who conceptualizes identity as,“Who you see yourself as[…], how you feel about yourself, and where you think you fit in the world,” she told us that identity was rarely overtly talked about in her classes. When asked whether she thought identity mattered in the typical science classroom at MSU, she said, “…no. You’re much more of a number or a student ID to them than you are a person.” However, when asked whether she wished identity was overtly addressed, she replied, “Yes, definitely…I wish that you were able to build relationships and express who you were[…] I feel like when you’re just being talked at, the professor doesn’t understand who you are as a person and they don’t understand where you’re coming from, like what you’re good at, what you’re not good at.” She also reported that she thought identity “most definitely” matters for a life as a scientist and future scholar. As the conversation came to a close, she added that when identity is directly addressed in the classroom, you get to know fellow classmates and the instructor better, and that with increased awareness and understanding of the identities present in the classroom, different viewpoints and experiences were respected, leading to decreased prejudice.
It became clear as we spoke to the student that intentionally addressing identity in the classroom isn’t just an epistemological position that we hold as instructors – students also really want identity to be explicitly addressed and recognized and not be something that is rendered invisible in the classroom.
We learned that purposefully and directly addressing identity in the classroom can:
increase student engagement and improve student performance
build community
accommodate student learning preferences
actively engage all social identity statuses (such as gender, ethnicity, disability, etc.)
and help members of the learning environment overcome prejudice
We found the insight of the student’s perspective on identity to be a pleasant surprise, but we were also astonished by the depth of her insight into how intentionally addressing identity can impact a learning environment, particularly given that she is not asked to think about identity in the classes she describes as typical of her major.
This student’s viewpoint, though one in a student body of over 50,000, also echoes the literature on student identity in the classroom. It has been reported, for instance, that students who had a firm understanding of their identities had higher self-esteem and lower levels of depression (A. Elion, K. Wang, R. Slaney, and B. French, 2012); stronger academic performances, such as higher GPA’s (T. Chavous, D. Hilkene Bernat, K.Schmeelk-Cone, C. Caldwell, L. Kohn-Wood and M. Zimmerman, 2003); and a reduction in negative social attitudes, such as sexism (K. Case, 2007). While these studies showed the benefits of actively engaging student identity in the classroom, they focused on one aspect of identity, such as race. If we commit to developing an anti-oppressive classroom and address all student identities, then imagine how great the potential outcomes could be.
Let’s return to our thought experiment and to the words homogenousand diverse. When we look at the picture on the left, we may think that group of students is homogenous because we view that group as having one identity, such as race (i.e. “All my students are white, therefore they constitute a homogenous group”). Comparatively, if we look at the picture on the right, we may view that group as diverse because we see that group as having different types of one identity, such as race (i.e. “Not all of my students are white, therefore they constitute a diverse group”). However, if we move beyond thinking of identity as representing one aspect of self, but rather all, we will come to realize that all groups of students in every learning environment are necessarily diverse due to the fact that they are made up of infinitely complex individuals, each of whom will differ on at least one individual difference/aspect. Thus, in order to develop anti-oppressive learning environments, we must define concepts like homogeneityand diversity as related to all identities and not one.
Reflecting on Student Identity
Now that we’ve thought about why students’ identities are important in the classroom, we can begin the process of reflecting on students’ identities. To help you start the journey, we provide four questions to engage you in intentional thought towards becoming mindful of your students’ identities. After each question, take time to think about what strategies you could use in your classroom, lab, etc. We offer a couple of potential strategies that could be utilized in developing an anti-oppressive learning environment.
Four Questions to Begin the Journey
(1) Are you aware of all student identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?
Answering this question is the first step toward a non-oppressive classroom in that you become aware of the student identity statuses so that you can begin to understand their meaning and how they intersect.
Suggestions:
Administer a survey before the start of the term (where you could, for instance, allow students the opportunity to share about their cultural background, make you aware of preferred nicknames or pronouns, etc.)
Have students record how they pronounce their names for a pre-semester D2L assignment
(2) Have you acknowledged/do you understand what student identities mean to students?
Answering this question allows you to understand who students are, so that you can begin to address the privileges (or lack thereof) associated with student identity statuses.
Suggestions:
Establish discussion guidelines with communication norms and expectations
Facilitate discussions and assignments that allow students to relate course material to their experiences.
(3) Have you accepted the privileges (or lack thereof) that comes with student identities?
Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting student identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that students can embody their identities in a true and authentic way.
Suggestions:
Recognize unfair treatment when it surfaces
Have open and honest dialogue with the students regarding privilege and oppression
(4) Do you actively engage student identities within your teaching?
How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted all student identity statuses, you must critically consider what actions you can take to address privilege (or lack thereof) in the classroom.
Suggestions:
Provide a variety of course material, references, and examples that reflects all of the student identities.
Use Identity-specific or targeted activities, like the Class Race.
For more strategies, see our workshop slides on the Inside Teaching website (coming soon!).
We are all works in progress
Teaching to who and where your students are is an essential part to anti-oppressive learning environments. Committing to this endeavor, however, takes constant reflection and revision. We hope this blog will help you begin the process.
Additional Resources
Barber, S. A., Ricker-Wilson, C. Kumashiro, K. K., Wong, P. L., and Richardson, E. (2004). Preparing teachers for anti-oppressive education: International movements. Teacher Education 15(3), 257-275.
Case, K. (2007). Raising Male Privilege Awareness and Reducing Sexism: An Evaluation of Diversity Courses. Psychology of Women Quarterly. 31:426
Chavous,T. Hilkene Bernat, D., Schmeelk-Cone, K., Caldwell, C., Kohn-Wood, L., and Zimmerman, M. (2003) Racial Identity and Academic Attainment among African American Adolescents. Child Development. Vol. 74, No. 4 (Jul. – Aug., 2003), pp. 1076-1090
Elion, A., Wang,K., Slaney, R., and French, H. (2012). “Perfectionism in African American Students: Relationship to Racial Identity, GPA, Self-Esteem, and Depression.” Cultural Diversity and Ethnic Minority Psychology18(2):118-127.
Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-53. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.proquest.com.proxy2.cl.msu.edu/docview/214114515?accountid=12598
Okun, B. F., Fried, J., and Okun, M. L. (1999). Understanding diversity: a learning-as-practice primer. Pacific Grove: Brooks/Cole Publishing Company.
Spradlin, L. K., & Parsons, R. D. (2008). Diversity matters: Understanding diversity in schools. Belmont, CA: Thomson Wadsworth.
Teaching Inclusively. (2005). Mathew L. Ouellett (Ed.). New Forums Press: Stillwater, OK.
We’d like to know: Where are you on this identity journey? What have you done to engage student identities in the classroom? Share your experiences (both successes and challenges) with us in the comments section below or engage with the discussion on Twitter by tweeting @InsideTeaching with the hashtag #iteachmsu.
Originally posted at “Inside Teaching MSU” (site no longer live): Mo, S. & Shellgren, M.. Teaching to Who and Where Students Are: Being Mindful of Student Identity. inside teaching.grad.msu.edu
Posted by:
Maddie Shellgren
Posted on: #iteachmsu
Teaching to Who and Where Students Are: Being Mindful of Student Identity
In our Spring 2015 blog post, we discussed anti-oppressive cla...
Posted by:
PEDAGOGICAL DESIGN
Friday, Nov 2, 2018
Posted on: #iteachmsu
Asking Students to TurnItIn
What is TurnItIn?
TurnItIn is a service that allows universities to uphold academic integrity by giving instructors the opportunity to offer feedback on student assignments and detect possible issues of plagiarism.
How can TurnItIn be used for instruction?
Despite its reputation as a deterrent to plagiarism, TurnItIn can also help instructors in assisting students in their understanding of proper citations and the correct formatting for their writing. Instructors have the ability to control various aspects of TurnItIn and how it is used for evaluating student assignments.
How do I access TurnItIn?
Instructors can access TurnItIn via D2L when creating assignments. Under the “Evaluation and Feedback” tab, choose “TurnItIn Integration”. From there, instructors can choose how they want to evaluate student assignments.
Where can I find more information about TurnItIn?
D2L’s help site has a page featuring how to get started with TurnItIn.
TurnItIn is a service that allows universities to uphold academic integrity by giving instructors the opportunity to offer feedback on student assignments and detect possible issues of plagiarism.
How can TurnItIn be used for instruction?
Despite its reputation as a deterrent to plagiarism, TurnItIn can also help instructors in assisting students in their understanding of proper citations and the correct formatting for their writing. Instructors have the ability to control various aspects of TurnItIn and how it is used for evaluating student assignments.
How do I access TurnItIn?
Instructors can access TurnItIn via D2L when creating assignments. Under the “Evaluation and Feedback” tab, choose “TurnItIn Integration”. From there, instructors can choose how they want to evaluate student assignments.
Where can I find more information about TurnItIn?
D2L’s help site has a page featuring how to get started with TurnItIn.
Authored by:
Cierra Presberry
Posted on: #iteachmsu
Asking Students to TurnItIn
What is TurnItIn?
TurnItIn is a service that a...
TurnItIn is a service that a...
Authored by:
Tuesday, Oct 20, 2020
Posted on: #iteachmsu
Engaging Students with iClicker
What is iClicker?
iClicker is a student response system that allows instructors to incorporate interactive and engaging aspects of teaching and learning into their lessons. Students can participate using actual clicker remotes, or their own devices (such as phones, tablets, and laptops) via the iClicker Reef application.
What is the difference between iClicker Cloud and iClicker Reef?
iClicker Cloud is the portion of the tool that allows for instructors to set up courses and assessments. ICloud Reef is for student responses and can be accessed via different devices as long as students have internet access.
Why is iClicker important?
With iClicker, instructors can engage students throughout instruction, whether face-to-face or remote. As instructors have the opportunity to incorporate activities like polls and quizzes directly into their lessons, iClicker can be used for both formative and summative assessment. This tool also allows assessments to be graded and transferred to learning management systems such as D2L.
How do I access iClicker?
iClicker is FREE for all MSU students and instructors. The application can be downloaded here.
Where can I find more information about iClicker?
The Academic Service Technology Catalog has guidance for instructors and students on iClicker.
iClicker is a student response system that allows instructors to incorporate interactive and engaging aspects of teaching and learning into their lessons. Students can participate using actual clicker remotes, or their own devices (such as phones, tablets, and laptops) via the iClicker Reef application.
What is the difference between iClicker Cloud and iClicker Reef?
iClicker Cloud is the portion of the tool that allows for instructors to set up courses and assessments. ICloud Reef is for student responses and can be accessed via different devices as long as students have internet access.
Why is iClicker important?
With iClicker, instructors can engage students throughout instruction, whether face-to-face or remote. As instructors have the opportunity to incorporate activities like polls and quizzes directly into their lessons, iClicker can be used for both formative and summative assessment. This tool also allows assessments to be graded and transferred to learning management systems such as D2L.
How do I access iClicker?
iClicker is FREE for all MSU students and instructors. The application can be downloaded here.
Where can I find more information about iClicker?
The Academic Service Technology Catalog has guidance for instructors and students on iClicker.
Authored by:
Cierra Presberry
Posted on: #iteachmsu
Engaging Students with iClicker
What is iClicker?
iClicker is a student response system that ...
iClicker is a student response system that ...
Authored by:
Tuesday, Oct 20, 2020
Posted on: The MSU Graduate Leadership Institute
NAVIGATING CONTEXT
Graduate Student Safety Week
Brief Project Description I conducted a field safety week for graduate students in the College of Natural Resources. Students come into the department with different levels of comfort in forested environments, and this training was designed to serve as a risk mitigation intervention and to give all students the basic skills they need to conduct fieldwork safely. The trainings included:
Field Safety Week Schedule
June 21-25
Monday, June 21: Auto safety day
-Afternoon session: Hitching and backing a trailer w/ Bas Kimlinger, Michigan State Capital Facilities Team Member
-Evening session: Safety concerns for field researchers from underrepresented backgrounds, CANR DEI Office
Tuesday, June 22: Know before you go day
-Morning session: Overview of field safety equipment w/ Alex White, MSU Forestry PhD student
-Afternoon session: Snakes of Michigan w/ Brianna Mims, M.S., Ecology and Evolutionary Biology
Wednesday, June 23: Wilderness First Aid Certification
-All day w/ Great Lakes EMS Academy
Thursday, June 24: Wilderness First Aid Certification
-All day w/ Great Lakes EMS Academy
Friday, June 25: In case of emergency day
-Morning session: Land navigation w/ Kasey Wilson, MSU GIS Professional
-Afternoon session: Self-defense w/ Officer Melvin, Lansing PD
Reflection
Who did you work with (college administrators, key stakeholders, offices on campus, etc.) and what was their role in your project?
I worked with Lauren Noel, Kelly Millenbaugh, and Laura Bix. Lauren supported me with logistics and registration. She helped me reserve a meeting room for the event and built a registration page. Kelly Millenbaugh committed funds to pay for the wilderness first aid training. Laura Bix supported project development. We’re still working together to make safety week happen again next summer. I also worked with the CANR Diversity Office to develop a training on the unique safety concerns faced by researchers from underrepresented backgrounds. I worked with individual presenters to develop and schedule sessions that met the needs of graduate student researchers.
How did you manage relationships with key stakeholders in your college to achieve your project goals?
I managed the relationships by setting up regular meetings on zoom and seeking input from these stakeholders. I kept them updated as I developed the project.
What has been the impact of your project? Who was your target audience and what difference did your project make for them?
My target audience was graduate students in natural resources. My project made them feel safer in the field. The students I spoke to did not have any formal safety training and were grateful for the opportunity. In my post event survey, student expressed an interest in participating in the training again. I hope that the training will help reduce injuries in the field. I intend to continue working on this project to develop more of a culture of field safety in the department.
If someone were to continue your work in the future, what advice would you have for them?
I would suggest that the person meet in person with students to get input on the types of training that they need. I had a zoom meeting with students but we couldn’t meet in person because of COVID. I would also suggests using the great resources that the university has and involving faculty and staff from the college. Everyone I worked with was excited to help and was very supportive of the project. With campus being open again, I think there are more opportunities to involve additional stakeholders. I would also suggest working on everything as early as possible. That helps to reduce stress and make the event go smoothly.
How did this work contribute to your personal leadership development?
This project gave me a chance to work with fellow graduate students to create a program that was helpful to them. I sought their input on the types of programming that they needed to be safer in the field. Doing this project involved working with peers, faculty members, and administrators. Working with faculty and staff gave me a chance to present ideas for improving the department. That was an important aspect, because I wanted to be respectful and gracious while also suggesting changes.
Field Safety Week Schedule
June 21-25
Monday, June 21: Auto safety day
-Afternoon session: Hitching and backing a trailer w/ Bas Kimlinger, Michigan State Capital Facilities Team Member
-Evening session: Safety concerns for field researchers from underrepresented backgrounds, CANR DEI Office
Tuesday, June 22: Know before you go day
-Morning session: Overview of field safety equipment w/ Alex White, MSU Forestry PhD student
-Afternoon session: Snakes of Michigan w/ Brianna Mims, M.S., Ecology and Evolutionary Biology
Wednesday, June 23: Wilderness First Aid Certification
-All day w/ Great Lakes EMS Academy
Thursday, June 24: Wilderness First Aid Certification
-All day w/ Great Lakes EMS Academy
Friday, June 25: In case of emergency day
-Morning session: Land navigation w/ Kasey Wilson, MSU GIS Professional
-Afternoon session: Self-defense w/ Officer Melvin, Lansing PD
Reflection
Who did you work with (college administrators, key stakeholders, offices on campus, etc.) and what was their role in your project?
I worked with Lauren Noel, Kelly Millenbaugh, and Laura Bix. Lauren supported me with logistics and registration. She helped me reserve a meeting room for the event and built a registration page. Kelly Millenbaugh committed funds to pay for the wilderness first aid training. Laura Bix supported project development. We’re still working together to make safety week happen again next summer. I also worked with the CANR Diversity Office to develop a training on the unique safety concerns faced by researchers from underrepresented backgrounds. I worked with individual presenters to develop and schedule sessions that met the needs of graduate student researchers.
How did you manage relationships with key stakeholders in your college to achieve your project goals?
I managed the relationships by setting up regular meetings on zoom and seeking input from these stakeholders. I kept them updated as I developed the project.
What has been the impact of your project? Who was your target audience and what difference did your project make for them?
My target audience was graduate students in natural resources. My project made them feel safer in the field. The students I spoke to did not have any formal safety training and were grateful for the opportunity. In my post event survey, student expressed an interest in participating in the training again. I hope that the training will help reduce injuries in the field. I intend to continue working on this project to develop more of a culture of field safety in the department.
If someone were to continue your work in the future, what advice would you have for them?
I would suggest that the person meet in person with students to get input on the types of training that they need. I had a zoom meeting with students but we couldn’t meet in person because of COVID. I would also suggests using the great resources that the university has and involving faculty and staff from the college. Everyone I worked with was excited to help and was very supportive of the project. With campus being open again, I think there are more opportunities to involve additional stakeholders. I would also suggest working on everything as early as possible. That helps to reduce stress and make the event go smoothly.
How did this work contribute to your personal leadership development?
This project gave me a chance to work with fellow graduate students to create a program that was helpful to them. I sought their input on the types of programming that they needed to be safer in the field. Doing this project involved working with peers, faculty members, and administrators. Working with faculty and staff gave me a chance to present ideas for improving the department. That was an important aspect, because I wanted to be respectful and gracious while also suggesting changes.
Authored by:
Alex White
Posted on: The MSU Graduate Leadership Institute
Graduate Student Safety Week
Brief Project Description I conducted a field safety week for...
Authored by:
NAVIGATING CONTEXT
Monday, Oct 11, 2021
Posted on: #iteachmsu
JUSTICE AND BELONGING
First generation college students
First Generation
TRIO Student Support Services Program For first-generation college students who meet certain income criteria and for students with documented disabilities
Athletes
Student Athlete Support
International Students
Office of International Students and Scholars
English Language Center For international students needing to improve their English language skills before beginning their academic course work
Teaching Multilingual Students: Challenges and Strategies
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
FAME (Fostering Academics, Mentoring Excellence)
Graduate Students
Graduate Student Life and Wellbeing
Student Veterans
Student Veterans Resource Center
Student Parents
Student Parent Resource Center
TRIO Student Support Services Program For first-generation college students who meet certain income criteria and for students with documented disabilities
Athletes
Student Athlete Support
International Students
Office of International Students and Scholars
English Language Center For international students needing to improve their English language skills before beginning their academic course work
Teaching Multilingual Students: Challenges and Strategies
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
FAME (Fostering Academics, Mentoring Excellence)
Graduate Students
Graduate Student Life and Wellbeing
Student Veterans
Student Veterans Resource Center
Student Parents
Student Parent Resource Center
Authored by:
Educators Empowering Student Success Committee (part of t...
Posted on: #iteachmsu
First generation college students
First Generation
TRIO Student Support Services Program For first-g...
TRIO Student Support Services Program For first-g...
Authored by:
JUSTICE AND BELONGING
Tuesday, Jul 30, 2024
Posted on: The MSU Graduate Leadership Institute
NAVIGATING CONTEXT
Mental Health Surveys for International Students
Final Report: https://iteach.msu.edu/posts/preview_attachments?post_id=1495
Authored by:
Jianyang Mei
Posted on: The MSU Graduate Leadership Institute
Mental Health Surveys for International Students
Final Report: https://iteach.msu.edu/posts/preview_attachments?post...
Authored by:
NAVIGATING CONTEXT
Monday, Feb 22, 2021
Posted on: IT - Educational Technology
Fall 2024 Educational Technology Student Workshops
MSU IT presents a series of Zoom webinars helping new students utilize the educational technology tools encountered in classes at MSU. The following sessions cover D2L Brightspace, Zoom, Microsoft Office 365, using generative AI as a college student, and more!
Navigating Your MSU Courses: D2L Brightspace Basics for Students
August 13, 2024, 11 a.m. - 12 p.m., Virtual
Presented by Rhonda Kessling and Sarah Freye, Instructional Technology and Development, MSU IT
Register on Zoom
Join us for an engaging workshop designed especially for students who are new to D2L Brightspace, our primary platform for digital learning. Master the essential skills you will need to succeed in your classes at MSU. MSU IT staff will equip you with a thorough understanding of D2L Brightspace to set you up for success. We look forward to seeing you there!
MSU Tech Essentials: A Guide to Course Technology Tools for Students
August 14, 2024, 1 p.m. - 2 p.m., Virtual
Presented by Lisa Batchelder and Sarah Freye, Instructional Technology and Development, MSU IT
Register on Zoom
This informational webinar will introduce and demonstrate technology commonly used in classes at MSU, including D2L Brightspace, Microsoft Office 365, Google Apps, Kaltura MediaSpace, and more. We will also share resources for quick and easy access to tech support for students.
AI: A Student’s Guide
August 15, 2024, 11 a.m. - 12 p.m., Virtual
Presented by Sarah Freye and Rhonda Kessling, Instructional Technology and Development, MSU IT
Register on Zoom
This webinar will empower students to use generative AI effectively and responsibly during their college career. We will explore how AI can be a partner in various academic tasks for planning, collaboration, writing, and editing. We will also cover how using AI fits into university expectations about academic integrity, as well as cover examples of how instructors include AI policies in their syllabi. This virtual event will end with a question-and-answer session. Join us to unlock the potential of AI to elevate your academic experience!
Navigating Your MSU Courses: D2L Brightspace Basics for Students
August 13, 2024, 11 a.m. - 12 p.m., Virtual
Presented by Rhonda Kessling and Sarah Freye, Instructional Technology and Development, MSU IT
Register on Zoom
Join us for an engaging workshop designed especially for students who are new to D2L Brightspace, our primary platform for digital learning. Master the essential skills you will need to succeed in your classes at MSU. MSU IT staff will equip you with a thorough understanding of D2L Brightspace to set you up for success. We look forward to seeing you there!
MSU Tech Essentials: A Guide to Course Technology Tools for Students
August 14, 2024, 1 p.m. - 2 p.m., Virtual
Presented by Lisa Batchelder and Sarah Freye, Instructional Technology and Development, MSU IT
Register on Zoom
This informational webinar will introduce and demonstrate technology commonly used in classes at MSU, including D2L Brightspace, Microsoft Office 365, Google Apps, Kaltura MediaSpace, and more. We will also share resources for quick and easy access to tech support for students.
AI: A Student’s Guide
August 15, 2024, 11 a.m. - 12 p.m., Virtual
Presented by Sarah Freye and Rhonda Kessling, Instructional Technology and Development, MSU IT
Register on Zoom
This webinar will empower students to use generative AI effectively and responsibly during their college career. We will explore how AI can be a partner in various academic tasks for planning, collaboration, writing, and editing. We will also cover how using AI fits into university expectations about academic integrity, as well as cover examples of how instructors include AI policies in their syllabi. This virtual event will end with a question-and-answer session. Join us to unlock the potential of AI to elevate your academic experience!
Posted by:
Lindsay Tigue