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This week, we are featuring Jennifer “Jeno” Rivera, who up until the start of 2023 has been an associate professor in the Department of Community Sustainability and the director of the Bailey Scholars Program. Starting Jan. 1, 2023, Jeno will serve as Michigan State University’s new director for the Institute for Agricultural Technology (IAT. Jeno was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator initiative) regularly!
Read more about Jeno’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses! 

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?  
Educate 
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
I believe educators carry the responsibility to educate others. This could be done by teaching; providing interactive experiences, resources, stories; modeling; mentoring; etc. My ideas have not changed that much overtime. Many moons ago I would have just said “teach” without much thought to multiple ways of learning.
Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I have a unique role on campus that I created to foster my interests and develop my strengths. I am the director of the CANR Liberty Hyde Bailey Scholars Program where I get to explore self-directed integrated learning. I am faculty in the CANR department of Community Sustainability and an instructor in the RCAH where I educate others about community engagement. I like to play in the spaces where art and agriculture come together by focusing on the human and social dimensions of AFNR.I believe a lot of these problems can be solved by developing lifelong learners who are educated to create solutions.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
A challenge I face is helping students take ownership of their learning and develop a purpose to guide their learning experiences. I have a lot of students who are the “tell me what to do so I can pass your class” students. I hope that by the end of the semester they have developed some of the skill set to determine what they need to do to be successful and to continue learning to align to their purpose (and not align to a job or degree). This is super challenging (but a fun challenge). 
What are practices you utilize that help you feel successful as an educator?
Checking in- I frequently check in with my learners to make sure that they learning experience is going well for all. I also check in with myself. If I feel that I have developed a lesson that is not meeting the learning goals in the way that I had envisions- I question this. I ask why? and how?  a lot. I also reflect on learning by learning with and from my colleagues. I am now shy to seek out guidance from my peers when something is not going well. I think we can all improve.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
What faculty can do to enhance student success. This is a missed opportunity to meet the student success goals set established in goals such as the MSU 2030 Strategic Plan. If we think about who students interact with the most during the day, it is their professors. There is so much that we do (or don’t do) that can affect students’ success. However, we are provided little guidance on how to best do this (beyond making a more inclusive syllabus and learning goals). Think about whole student development- academic success is just one piece of a large picture and should not be the only focus.
What are you looking forward to (or excited to be a part of) next semester?
I am transitioning. I think we all need the opportunity to grow and develop so I am transitioning to a position that will let me do just that. I am hoping that I will develop better skills and abilities to be an effective administrator of educational experiences. Sometime when we stay in something too comfortable we miss opportunities to change and create something new.

Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!

Click here to open the video in a new window and watch it at https://mediaspace.msu.edu


Michigan State University named Brightspace by Desire2Learn as its centrally supported Learning Management System (LMS) in July 2012. Since then, Brightspace (generally shortened to D2L here on campus) provides the platform and tools for online and web enhanced student experiences. This video gives you a quick overview of not only the D2L platform and built-in accessibility helper Spartan Ally, but also other academic services and technologies available on campus. You'll also meet a team of academic technology support folks who can help you as you learn to leverage MSU-provided digital tools in your teaching. 

Timeline of video

Introductions
1:40 - D2L Overview
31:00 - Spartan Ally
44:48 - MSU Core Academic Technologies Overview
1:10:05 - Getting Help
1:17:05 - Assessment Services Overview
1:19:11 - Q&A Fun Part 2


 

The Center for Teaching and Learning Innovation aims to support educators across MSU's ecosystem with a "library" of student-facing surveys for collecting formative feedback, checking in with learners, and setting the tone for your learning experience. Google Forms can be used to design anonymous surveys, providing long-form or multiple-choice questions, basic Likert-scale answer keys, and basic statistical data. CTLI Student Feedback (google drive folder) offers pre-made forms to reduce barriers to educator use. Additional information about putting these forms into practice can be found on iteach.msu.edu. Existing forms for duplication currently include:

mid-semester feedback
post-crisis check-in 
pre-semester technology and access
group agreements (for in-class group work)*
pre-semester accessibility needs/preferences
weekly student check-ins (example 1 and 2)

*not anonymous  
CTLI’s survey templates require some edits and modification.
Users of the Google Form are asked to Copy the Google Form to their own Google Drive (while logged in with their MSU credentials) so that the form and collected data is owned by the user. 
Instructions for copying a Google Form from the "survey library":

Right click on the CTLI Google Form you’d like to send to your students. Click Make a Copy.
Open your copy of the Google Form and review the instructions embedded in the Google Form itself. Please review the survey headers and descriptions in their entirety. The Google survey templates are built in a way that the instructor can quickly and easily update the information to individualize it to their course.
When you have completed your edits, click the Send button in the right-hand corner of the Google Form. To maintain anonymity, please ensure that the “Automatically collect respondent's Michigan State University email address” checkbox is unchecked.

For the Group Contract Form, anonymity is unnecessary. 


Select the link or the HTML embed link as options to send your survey. Please note that sending the survey via email will deanonymize the survey. 


Please direct questions on process or access to Makena Neal. 
Photo by Philip Strong on Unsplash

The Collaborative Learning Center supports student success in a variety of ways. Some examples are through our academic success skills workshops, where we teach students how to use the "six strategies of effective learning" in their studies, and through our peer educator training program, where we help peer educators develop more comprehensive techniques to support students both in and out of the classroom. This poster describes the various CLC programs that support student success.

To access a PDF of the "How the Collaborative Learning Center Supports Student Success" poster, click here.
Description of the Poster
HOW THE COLLABORATIVE LEARNING CENTER SUPPORTS STUDENT SUCCESS 
Sam Drake, Jessica Deforest, Sara Morales, Ariel Arnold 
Academic Success Skills Workshops 
Through a variety of workshops and structured study sessions, the CLC can help you get on the path to academic success. Students will learn to set goals, use their time more efficiently, and become better learners. Additionally, students will expand their range of study strategies and learn to analyze course content and assessments in order not just to improve grades, but also to heighten understanding, intellectual development, and long term retention. 
Comments From Students 
“I would recommend this resource to a fellow colleague because I personally came back with a lot of helpful tips that I feel will help me succeed and why wouldn’t I want that for a friend.” – UGS 110 Student 
“I would recommend this resource to a friend because it helped me realize the actual extent of my procrastination, and how that is affecting me. Even now I am getting this worksheet done very quickly after the session and not waiting until later, having to struggle to figure out what was said in the presentation.” – UGS 110 Student 
I would recommend this resource to anyone who is struggling in note taking strategies and processing information in lectures. This was extremely helpful for me, and I think that it would be great for anyone to take! I do not think that there is an instance where I would not recommend this to a friend, because even if you like the note taking strategies that you use, this workshop 
Peer Educator Training  
The CLC provides training and professional development opportunities that are developed to enhance Peer Educators’ skills in supporting their fellow students. Training and professional development opportunities are grounded in research and best practices. Sessions include pedagogy, socio-emotional skills, and university policy and procedures. 
Comments from Students 
I thought this was a great session that should be presented to a wider audience! I think empathy is something that everyone could use a little practice with from time to time – Peer Educator Training Participant 
I really liked the chat back feature. It seems more effective in articulating a response than being asked the same question in person. I liked that the presentation included engaging videos. The polls really helped to express our opinions. The content of the presentation was clear, and I learned a lot. – Peer Educator Training Participant 
Student Interests and Support Survey (SISS) 
The Spartan Interests and Support Survey (SISS) is a university-wide initiative designed to assess how we can best support incoming students. This assessment measures several "non-academic" factors that have been proven to connect to college success. Scores from the assessment will be used to proactively refer students to campus resources and to help us as a university understand what we can do in the future to best support our students. Variables measured are .Positive Self-Concept – Realistic Self-Appraisal, Long Range Goals, Availability Of A Strong Support Person, Non-Traditional Learning, Demonstrated Community Service, Strong Leadership Experience, Navigating the System of Racism (or other “isms”) 
1 in 4: The number of students who indicated that they would most like a job that involves working with people 
15%  The percentage of incoming students who indicated that they did not have a clear plan for their future. 
 
 
This diagram shows the 3 areas in which the CLC supports student success: Academic Success Skills workshops, Students Success Assessment, and Peer Educator Training.  

Welcome to the Webinar Hosting module, where we'll dive into the world of online presentations! Here, you'll pick up tips and tricks on how to keep your audience hooked and your sessions interactive. Whether you're a pro or just starting out, this module will give you the tools to rock your webinars and keep your viewers coming back for more. Let's get ready to make some online magic happen!
What You'll Learn:

Captivating Your Audience: First impressions matter! Learn how to grab your audience's attention from the get-go with compelling introductions and engaging visuals. We'll explore techniques for crafting catchy titles, designing eye-catching slides, and using storytelling to hook your viewers.
Interactive Sessions: Keep your audience engaged and involved throughout your webinar with interactive elements. Discover how to incorporate polls, Q&A sessions, and live chats to foster participation and create a dynamic learning environment. We'll also cover techniques for managing audience questions and feedback effectively.
Managing Technical Challenges: Let's face it – technical issues can happen to the best of us. Learn how to troubleshoot common problems like audio or video glitches, screen sharing issues, and internet connectivity issues with grace and ease. We'll also discuss backup plans and contingency measures to ensure smooth sailing during your webinar.
Building Confidence: Hosting a webinar can be nerve-wracking, especially if you're new to the game. We'll share tips and techniques to boost your confidence and banish those pre-webinar jitters. From practicing your presentation to mastering your delivery, you'll learn how to exude confidence and command the virtual stage.
Post-Webinar Engagement: The conversation doesn't end when the webinar does! Discover strategies for keeping the momentum going after your session wraps up. We'll explore follow-up emails, surveys, and social media engagement to foster continued interaction and build a community around your content.

Why It Matters:
In today's digital age, webinars have become a powerful tool for education, marketing, and communication. Whether you're hosting a training session, promoting a product, or sharing your expertise with the world, effective webinar hosting skills are essential for success. By mastering the art of engaging online presentations, you'll not only captivate your audience but also establish yourself as a trusted authority in your field.
IDEAInterview or record a guest speaker from afar. Global Health and the International programs often have Zoom / Teams recordings of people in other places. The records are OK at best because of the environment that the host is in. If this were available the quality of these opportunities would be better. This was edited with Camtasia, but the output would have been better if the host was in the HushPod.
Ready to Get Started?
Whether you're looking to enhance your professional skills, expand your audience reach, or simply connect with others in a virtual setting, the Webinar Hosting module in our HushPod Recording Studio has something for everyone. So grab your favorite mug of coffee, cozy up to your computer, and let's dive into the exciting world of webinar hosting together. Get ready to inspire, educate, and engage – one webinar at a time!
 
--> Module 3: Screen Recording

This week, we are featuring Dr. Dustin De Felice, Associate Professor and Director of MSU’s English Language Center. Dr. De Felice was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Dustin’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? 
One word = Language. I added my CV and resume into a WordCloud generator (https://www.jasondavies.com/wordcloud/) and both generations put that word in the center. I believe that it reflects my focus in my teaching, learning, and supporting. 



What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
I believe I can best assess student understanding through the use of a variety of classroom tasks and assignments that build from and into each other. I rely very heavily on projects that give students the chance to engage in conversations, observations or interactions with language learning situations and language learners. I also believe in autonomous learning and the benefits students receive from working through material at their own pace. As such, I have been offering my courses in hybrid forms with some interactions in the classroom balanced with other interactions asynchronously. Within my classroom, I shy away from lecturing for more than twenty minutes and within those twenty minute blocks, I incorporate video, audio, or other multimedia files along with practical examples that I will ask the students to complete in small groups. I like to design packets of activities that encourage my students to learn the material while demonstrating their current level of understanding at the same time.
All of this direction comes from my earliest experiences with languages and language teaching. I remember being drawn to the English language from an early age. I was fascinated by dialects and accents, and I was especially taken by comedians, rappers and great orators and their abilities to make the English language entertain, inspire and provoke. However, it didn’t take me too long to realize I wasn’t drawn to the English language per se, but to all languages. I began taking courses in linguistics, education, humanities and sociology to help me better understand the world-at-large. Early in my career, I started teaching English as Second Language in Chicago, and I found the experience exhilarating. There I was midway through my B.A. and I was teaching three hour classes every morning and every night four times a week. I worked in a rundown building with no A/C in the summer and half-working space heaters in the winter. The classes were full of immigrants from all over Latin America and most of my classes had 35-55 students in them. Of course there were no textbooks, no curriculum or even a plan for that matter, but I loved the challenge. I loved every moment of trying to help these motivated adults learn something about English, about the city and about the U.S. I think that the challenge is what keeps me going. I sincerely enjoying working with students on succeeding at whatever tasks they have in front of them, and I especially enjoy doing so when it involves language of all kinds.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
My educational setting includes the English Language Center as my primary home with multiple affiliations in or with graduate programs, undergraduate courses, service-oriented centers, and student-centered activities. I have a much smaller teaching load than I used to now that I spend most of my time in administration, but I specifically asked to maintain a teaching load because of how much I draw from my teaching. In fact, I don’t know how I would get through each semester without having the opportunity to work alongside students and their learning. 
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
MSU is a big and sometimes confusing place. I see opportunities in my teaching as a way of making MSU a place where students can succeed. I strive to provide my students with a welcoming environment whereby their learning becomes one of many ways of helping them reach their long-term goals. I try to provide opportunities through my courses and daily interactions to educational experiences that will help shape students’ futures. I also strive to be someone the students are very comfortable approaching with questions and/or advice. This approach includes ensuring I am accessible and open for meetings as needed. Within my courses, I work to conscientiously provide my students with an interesting variety of tasks to help keep them curious, satisfied, and motivated.
What are practices you utilize that help you feel successful as an educator?
I am very interested in student success, so I often utilize a 2-week module schedule, which helps make tasks more manageable and less stressful than a 1-week module format. Many students have told me the additional week gives them enough time to understand readings and complete tasks without rushing, which leads to better quality submissions. I believe student success requires creativity and flexibility, so I design classes that give lots of new ways to integrate ideas into students’ lives. I intentionally design course activities and readings with a focus on practicality. I also strive to be very responsive and available to answer questions/concerns from students. Many students have told me that my timely comments and grading are very helpful to them. In my courses, I seek out extra resources based on student interest and need. That kind of searching often leads to flexibility in applying the course content to best serve the students. Because communication is a key component of the practices that help me feel successful, many students have commented on how they really enjoy the open communication between the students and me.  I hope to let everyone focus on their interests and pull out what will be useful for them in their personal and professional lives. Part of that hope includes taking the time to get to know my students’ interests. Lastly, I always have modules up ahead of time, which really helps students plan their time. 
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU? 
It has been a difficult few years with so many national and international events that I would like to hear more about keeping or reinvigorating the joy and passion in our teaching and learning. I often meet with students and faculty 1-to-1, and I have to say there are so many good ideas and perspectives to inspire and share.
What are you looking forward to (or excited to be a part of) next semester?
Now that my role is more administration than teaching, I look forward to learning more about what the faculty around me are doing in their classrooms. Of course, I get the pleasure of supporting their teaching, and I’m constantly amazed at the creativity I see in the faculty around me. I suppose the main reason I so enjoy learning about what the faculty are doing in their courses is because that level of creativity just brings out the best in our students. Watching our students learn, grow, and get closer to any and all their goals is just a rewarding endeavor.  



Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!

According to the article "Writing Measurable Outcomes for Students from SOIREE"
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 (verb-based)
Assessment methods
Student performance criteria

To write your learning objectives consider:What will students know or be able to do at the end of the course – knowledge, skills, thoughts & ideas? (consider Bloom's Taxonomy)Also, keep active vs. passive learning and their retention rates in mind. While the Learning Pyramid's specific percentages have been debunked, the general gist remains:Based on the objectives you've outlined and the strategies for teaching you have decided to employ, you'll next want to consider how your outcomes will be measured/achieved. In the well-designed course, the learning objectives serve to guide and direct the other various course components. The selected assessments will measure the learning objectives. Learning activities will promote mastery of the objectives. All these things working together is COURSE ALIGNMENT!According to QualityMatters, "all critical course components: learning objectives, assessments, activities, instructional resources and materials, learner engagement and interaction, learner support and even course technologies - work together to ensure that students achieve the desired learning outcomes. Access these resources in greater detail, and more, from the University of Maryland School of Social work IDEA Knowledgebase!Also, check out this Course Alignment Worksheet from Johns Hopkins Bloomberg School of Public Health Teaching and Learning Center!Photo by Jonny Gios on Unsplash

With COVID19 pandemic most, if not all, research activities placed on hold in 2020. The need for remote teaching and working was obvious. The increase number of older adults in the US and world wide place geriatric medicine as a priority in addressing health need in the near future. According to Association of American Medical Colleges [AAMC] there is increasing number of medical graduates who do not match to any residency program in the US. We started a virtual research fellowship in geriatric medicine as a tool to empower some of those unmatched medical graduates in Michigan state and other areas using funds provided by The Pearl J. Aldrich Endowment in Gerontology/Michigan State University. One of the goals of this fellowship is to train these graduates to know the basic steps of any research work and how to use the tools available in any research environment. We hope that these students understand the methodology of identifying a problem that faces older adults, and then carry the required steps to address and solve such problem in a systematic way. Currently we have four teams, who are involved in different research projects. We have submitted 10 abstracts to 2 different meetings, and so far 6 were accepted for oral presentation. We targeted The American Geriatrics Society (AGS) and AMDA – The Society for Post-Acute and Long-Term Care Medicine. Some of the topics address include COVID19 and its impact on the elderly. During this session our team will share our experience.
To access a PDF of the "Virtual Research Geriatric Fellowship for Unmatched Medical Graduates" poster, click here.Description of the PosterTitle: Virtual Geriatric Research Fellowship 
Author: Nadir Abdelrahman, MD, CMD 
Geriatric Division,  Dept of Family Medicine, MSU 
Introduction:
Between 2020 and 2030, the number of older adults is projected to increase by almost 18 million 1. 
The Association of American Medical Colleges expects that an additional 42,600 to 121,300 doctors will be needed by 2030 2.  
There is a huge need for geriatric-trained health care providers 3. 
Each year, there are more than 8 thousand Unmatched medical graduates [UMGs] in the US. Most of them are international medical graduates.  
Aim: 
The aim of this fellowship is to empower UMGs by improving their knowledge, skills, and experiences in geriatric medicine.  
Curriculum Development: 
This curriculum was developed based on Entering Research course.  
The primary goals of this fellowship are to create a supportive learning environment to introduce UMGs to the culture of research and to teach them valuable skills needed to become effective researchers. 
The fellowship was designed to help medical graduates find a research mentor, explore the culture of research, write a research project proposal, and begin doing research.  
They informally share their research experiences and learn about the diversity of experiences available through their peers. 
Through virtual meetings, research basics, communication skills and common geriatric principles were reviewed.  
Early discussions included current pandemic topics ranging from COVID19 incidence, hospitalization and mortality to prevention and vaccination. 
The content of these discussions came from the students, and their engagement in the weekly, 2-hour-long meetings.  
The course facilitator provided a framework for the discussions, relevant background reading materials, and structured assignments designed to help students develop positive relationships with their research mentors, define themselves as a member of the research community, and understand and communicate their research.  
Description of Curriculum 
The following tasks were identified for this program 

Recognize the research ethics principles.
Select a research topic.
Identify research question(s).
Describe various types of study designs.
Select appropriate study design.
Define study population.
Take an appropriate study sample.
Enumerate various study variables.
Discern various types of errors, including bias.
Identify confounding factors.
Select and use appropriate measurement tools.
Prepare for data management.
Set a work plan with time, budget, and a plan for dissemination. 

Results of Implementation 
A total of 6 Virtual posters were accepted in 2 national conferences:  American Medical Director Association/The Society for Post-Acute and Long-Term Care (PALTC21: 2 virtual posters) and American Geriatrics Society (AGS21: 4 virtual posters). 
Eight of the fellows were matched into residency programs starting July 2021. 
Discussion 
This virtual research fellowship in geriatric medicine is considered unique and innovative as there is an immediate need for geriatric-trained health care providers.  
The conceptual framework allows training program directors to identify and select appropriate activities to use with their trainees based on need and career stage. 
Activities were designed to teach UMGs principles of research, research design, and critical evaluation of results while also giving them practice with the real-world experience of creating and presenting posters in virtual environment.  
This fellowship achieved its goals using online tools. 
In the coming year, we hope to expand this concept, and establish it as a model for implementation at other institutions. 
 Figure 1. 
The four-box model 
 Disclosure 
The author has no conflict of interest to disclose. 
This fellowship is supported by:  
The Pearl J. Aldrich Endowment in Aging  
Demographic Changes and Aging Population – RHIhub Aging https://www.ruralhealthinfo.org/toolkits/aging/1/demographics 
Healthcare Suers When Medical School Graduates Don’t Match https://www.insightintodiversity.com/healthcare-suffers-when-medical-school-graduates-dont-match/  
Record number of unmatched medical graduates. CMAJ 2017 May 29;189:E758-9. doi: 10.1503/cmaj.1095432 
Hersey, P., & Blanchard, K. (1969). Management of organizational behaviour: Utilizing human resources. Upper Saddle River, NJ: Prentice-Hall. 
 Tasks and Team approach 
Fellows were grouped into teams. 
Different tasks were assigned to each fellow. 
Teams leaders encouraged individual fellows 
Projects identified and project leaders assured completion of each Poster.  
 Fellows learned the basics of literature review, statistical analysis (using SPSS) and reference management (e.g EndNote) 
 Situational leadership skills and teams were incorporated using the four-box model 4 (See Figure 1) 
 References 
https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1009&context=nursingposters 
https://slideplayer.com/slide/6319238/ 
https://www.mghihp.edu/poster-presentations-age-zoom