We found 976 results that contain "student wellness"

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Defining Engagement
“Student engagement” is a popular term for describing optimal responses from students to their experiences in higher education: participating in class, using campus support services, and ultimately staying in school to finish a college degree. That’s why, for example, the National Survey of Student Engagement (NSSE) looks at a spectrum of “educationally purposeful activities” inside and outside of the classroom as they assess levels of student engagement across higher ed. Since we are most focused on what student engagement looks like in a classroom, we’ll dive in here, but also acknowledge that other forms of student engagement are important and very much connected to one another along a spectrum.
 
For the sake of our work in the classroom, we’ve found Great School Partnership’s Edglossary definition of student engagement most helpful: “the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” Here we get a picture of students wanting to learn what is important in our disciplines and classes, successfully completing our course, and eventually completing a degree. But, as you can imagine, this classroom engagement looks different based upon your discipline, class, and overall learning outcomes. It also hinges on the relationships you build with students, between students, and in how you facilitate authentic opportunities for all of you to engage with the questions and challenges that actually drive your discipline.
 
(Re)defining Engagement in Your Class
Since we teach and learn across a variety of disciplines, with a variety of learning outcomes and discipline-driving questions, student engagement can take many forms. While there may be some similarities, engagement in an English class may look different than in a Science class, since our disciplines use different lens on the world and value making claims and meaning in different ways. We assess learning differently too. To begin the process of thinking about what student engagement does or could look like in your class, here are some questions to consider:

What are the key questions and challenges driving you and the work in your discipline? Why/how might students care about these questions and challenges with you?
What does a student, fully engaged in what matters in your discipline, and on their way to meeting the learning outcomes in your course, look like? What do they know? What do they do? How do you hope they’ll get there?
What multiple form(s) does/could “attention, curiosity, interest, optimism, and passion” take in relation to what matters to students and your discipline? How could learning activities best facilitate this engagement? How will you know if these learning activities are facilitating this engagement?
Overall, how do you already teach in ways that support optimal student engagement with your discipline and class? In what areas do you want to grow?

These questions are starting points for you in beginning to identify key aspects of student engagement. These questions also begin to help you recognize what you’re already doing towards optimal student engagement as well as areas where you may want to grow. Hopefully, these questions raise awareness that leads to the student engagement you hope for towards your learning outcomes and overall success for students in and beyond your course.

 
What is CATME? 
Teamwork and group projects are an important part of student learning. CATME is a web-based assessment tool that can be used to create more effective teams. There are two main tools within CATME that can be used to enhance teamwork: the CATME Team-Maker Survey and the CATME Peer Evaluation Survey. These pedagogical tools can be used to create more compatible teams based on demographic data and to gather feedback on student’s experience working in teams. 
 
CATME Team-Maker Survey
CATME Team-Maker Survey is a web-based tool you can use to assign students to teams based on important demographic information. Creating teams is a simple process in which the instructor identifies which characteristics (e.g. leadership style, age, major, schedule availability) they want to organize their teams around. Students complete a short survey and then the instructor can use the CATME program to quickly make teams based on student’s overall compatibility. Creating groups of a students with similar demographic information has the potential to improve and enhance teamwork. 
 
CATME Peer Evaluation Survey
CATME Peer Evaluation Survey is a web-based tool that can be used to gather feedback on how well teams are working together. This feedback is collected from a short survey in which students rate themselves and their team members on how well each person contributed to a group project. This is a quantitative survey in which students rank each person in their group from 1-5 for various types of group contributions, such as contributing to teamwork, interacting with their teammates, keeping the team on track, expecting quality work, and having knowledge/skills. Once completed, the instructor is provided with a snapshot of how well each team worked together. This feedback can be used as a useful pedagogical tool to better understand and address any issues students may have when working in teams. 
 
Where can I find more information? 

Overview of CATME 
Request instructor access to get started using CATME 
Instructor help resources  

It is Graduate Student Appreciation Week, and we would like to highlight the many roles of our graduate and professional students. This week we will recognize one outstanding Graduate Teaching Assistant/Educator every day on #iteachmsu. 
Megan Walsh teaching in 2019Megan Walsh stands out as a MSU Graduate Teaching Assistant. Megan applies pedagogical approaches that promote student agency. Megan keeps students’ attention by changing their focal points. She’s like a highly organized traffic cop. She physically and mentally divides her lessons into clear, logical sequences. Each purposeful transition results in refreshed student mental states. Students could not help but be fully engaged in her fast-paced environment. It was like watching a seasoned sports coach getting team members to run different, complicated plays really well. I was very fortunate to have had Meagan as a student. She is a rising teacher-star!  Thank you for being an excellent educator, Megan! Department/Program: The Department of Linguistics & Germanic, Slavic, Asian and African Languages, The Master of Arts in Teaching English to Speakers of Other Languages (TESOL) Program

This video was made by Key Chimrak, Apichaya Thaneerat (Plagrim) and Juhua Huang (Hayden). The team presented their work at the MSU Diversity Research Showcase in January 2021.This video is a part of the main content in the "Approaches to translingual pedagogy" Playlist [link]. After watching this video, please consider the reflection prompt below and respond in the article comments, then continue on to the next article in the playlist.

Please scroll down to the comments below to respond to the question below by clicking “reply”! 

The MSU Student Parent Resource Center provides useful information and programs to members of the MSU community who balance work, education, and family.

UNC - Chapel Hill's Writing Center offers resources for teaching and supporting English language learners in a college classroom.

Final Report: https://iteach.msu.edu/posts/preview_attachments?post_id=1497 

The Students' Opinion of Courses and Teaching system allows MSU faculty to access anonymous student feedback organized by semester.