We found 48 results that contain "theory"

What is Labster? 
Labster is a simulation library that provides over 150 virtual science labs. Instructors can choose specific simulations to download and install within their D2L course free of charge. Simulations consist of an interactive lab activity in which students learn and apply their understanding of important STEM topics within the context of a virtual lab. Quiz questions are interspersed throughout many of the simulations to help students link their understanding of theory to the lab activity they are performing. 
 
Who might consider using Labster? 
If you are a STEM instructor, Labster could be a useful tool to enhance teaching and learning within your science course. These virtual labs can be used as standalone units, or they can be used as supplemental activities to reinforce important concepts or lab techniques. The Labster simulation catalog includes lab experiences for 21 course packages such as Chemistry, Physics, Food Science and nutrition, Engineering, Biology, Safety, Biotechnology, and others. If you would like to try out Labster, please contact the MSU IT Service Desk at ithelp@msu.edu to get access to the Labster simulations.  
 
Why use Labster? 
Well-designed lab experiences are a key part of student learning within STEM fields. While virtual labs can never replicate real-world lab experiences, simulation-based labs can enhance student learning because they provide students important opportunities for them to put their knowledge to use and engage in important scientific practices (e.g. developing models, constructing explanations, and arguing using data and evidence). For example, simulation-based learning environments have been shown to improve student learning, motivation and, self-efficacy within medical education (Makransky et. al., 2016).  
 
How to use Labster? 
Simulations are uploaded onto D2L and students can access virtual labs directly through the simulation link within D2L. Instructors can impersonate the Demo Student within their D2L course and complete the simulation to get the same experience that their students would have when engaging in the virtual lab. To promote student exploration and engagement with the simulation (as opposed to students focusing their attention on the correctness of their answers to quiz questions), we recommend using the simulation quizzes as a low-stakes formative assessment. 
 
Where to find out more information on Labster? 
If you would like to find out more information about Labster, please see the links below: 

General information about Labster
List of available Labster simulations 
Labster resources page 
Labster help page 

Stories/Feedback 
We would love to hear from you about your experiences with Labster. How was the installation process? How are you using the Labster quizzes in your class? What are your students’ perceptions of Labster and their experiences with the simulations? If you would like to share some of your Labster stories (frustrations, joys, surprises) or need more information about Labster, contact the MSU IT Service Desk at ithelp@msu.edu. 
 
References 
Makransky, G., Bonde, M.T., Wulff, J.S. et al. Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC Med Educ 16, 98 (2016). https://doi.org/10.1186/s12909-016-0620-6 

Nomar sought to create a course that would cover all of the practical bases for his field of study, Power Electronics. Nomar identified a significant gap between the theory covered in his university courses and the implementation of course material in professional settings. He took leadership in organizing a course that would help remedy this gap. 
 
Final Report: https://iteach.msu.edu/posts/preview_attachments?post_id=1487 

Title: Relevance of computation in introductory physics courses for life science majorsPresenter: Nick IvanovDate: May 11th, 2023Time: 11:30 am - 12:30 pm Format: Paper PresentationClick here to registerDescription:A large majority of undergraduate students taking introductory physics are life science majors. Most of these students have little to no experience with computational modelling. Yet computational modelling is increasingly viewed as an important part of physics education and its use in physics courses has been growing. In this exploratory study, we investigate how students, particularly life science majors, perceive the relevance of computational modelling in an introductory physics course for life science (IPLS) at Michigan State University. The class integrates computational modelling activities with the use of VPython in Glowscript. Using Bronfenbrenner’s ecological systems theory as a framework for relevance, we investigate the impact of such a curriculum on students’ sense of relevance towards physics and computational modelling.

Your Pedagogical Practices. 
In the previous step, the reader was asked to consider what various teaching methods they use. The combination of those used and the reasons why they’re implemented essentially compose ones teaching pedagogy. Your teaching pedagogy should encompass the theories, practices, principles, and core values that you use to guide student learning. As opposed to teaching methods, your teaching pedagogy is unique to you and constructed by your specific values as opposed to being merely strategies you employ.
In essence, it would be reductive to describe your teaching pedagogy by a broad name, while you may mostly agree with one person, perceptions of the various methods and named pedagogies are never quite the same. Nevertheless, attempts to categorize them are helpful in the sense they give individuals a base point to begin crafting their own growing pedagogies.
 
This section does not exist to instruct you on how to form your own pedagogies, but to instead consider how your pedagogy is worked into your syllabus, what benefits your pedagogy offers the students of your course and are your methods and strategies towards teaching supported through up-to-date research. This step understandably involves the most homework on the part of the reader. To develop your teaching pedagogy and ensure you are using up-to-date teaching practices it’s encouraged that you:
 

Occasionally read peer-reviewed journals on teaching:

Journal of Teaching Education
Teaching in Higher Education
Journal of College Student Development
There may be ones specific to your own field:

Journal for Research in Mathematics Education
Journal of Research in Reading
Etc.




Attend Professional Developments offered by your institution.

Most schools offer these kinds of opportunities every year. Sometimes they are designed as training for new educators, but it can always be helpful to get involved.


Discuss your current thoughts on education with colleagues.

You’re a member of a department and have several other instructors working alongside you who also work with students. Rely on their knowledge and experience as well as your own to create ideas and thoughts relating to teaching.



 
Use your syllabus as a way to express your teaching pedagogy, making it clear to those who read it explicitly what your values as an educator are and how you set out to accomplish them.
 
 
Something is missing…
The intention behind this guide is to help craft a working/functional syllabus and use popular opinions of what a syllabus is used for as a metric for how well it is written. There is simply too much about teaching to summarize in a single guide. To that end, you may have teaching techniques, ideas, methods, concepts, activities, etc. that are not touched upon or discussed here. Perhaps there have been things written here that do not apply to you/your class or that you disagree with.
 
That view is welcome.
 
Engaging with this activity to that degree is essentially the point of the activity itself. Pushing you to consider what is valuable as an instructor and how to use the syllabus to help achieve those goals. The syllabus is a humble and often overlooked tool, but also one of the most universal. To this end, if you have anything to contribute that hasn’t been mentioned here that you value…
 
Include it in the syllabus.

Topic Area: Information Session
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic

Teaching for Equity in Treacherous Times
In over half of US states legislators have introduced bills that would limit or prevent DEI-related curriculum and programming in higher education. There are additional legislative threats to the rights of LGBTQIA2S+ individuals in education. Movements to restrict college and university instructors’ academic freedom are permeating state legislatures, boards of higher education, and boards of trustees. Although postsecondary education in Michigan is not currently facing anti-DEI legislation the time is right for understanding why and how equity and inclusion should be central to our work as educators at MSU. This talk will offer context for understanding the stakes we face and what is at stake for our institutions and students, as well as strategies for moving forward within a national and state context divided on our rights and responsibilities to teach in ways that advance diversity, equity, inclusion, and belonging in higher education.



Click here to view on MediaSpace
Kris Renn
Kristen A. Renn, PhD, is the Mildred B. Erickson Distinguished Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research at Michigan State University. With her background in student affairs administration and commitment to equitable opportunities and outcomes, Dr. Renn’s focuses her research on the learning, development, and success of minoritized students in higher education. She is author or co-author of nine books about higher education, including Student Development in College: Theory, Research, and Practice and College Students in the United States: Characteristics, Experiences, and Outcomes. She is Michigan State University’s Liaison to the University Innovation Alliance and co-Principal Investigator on several grants related to increasing success for low-income and underrepresented students.

Title: Recognizing Burnout and Mapping Your Stress ResponsePresenter: Lisa Laughman (Health4U)Format: WorkshopDate: May 11th, 2023Time: 11:30 am - 12:30 pmClick here to viewDescription:Using a live poll on experiences of burnout, Lisa Laughman, Coordinator of the MSU Spartan Resilience Training Program, will talk about ways educators can map their stress response. Lisa's insights will include offering samples of practical grounding skills.  Over the past 30 years, Lisa has worked with others to craft the Spartan Resilience Training Model, a model which braids together social justice education and social emotional learning. The model incorporates core principles of healthy human functioning with several evidence-based theories to help people build capacity for emotional resilience, psychological flexibility, empathy, shame-resilience, self-compassion, mindfulness, courage building, and value-guided action. In this session, Lisa will also share the news about Mindful State website (coming soon) as a way for educators to bring mindfulness practices into their class rooms.  

Photo by Austin Distel on Unsplash
 
No matter what courses you teach, you have probably found yourself in a situation where you are looking for better ways to express a complicated idea or complex phenomenon. Whether it be the theory of evolution, the inner-workings of a human mind, or how an internal combustion engine works, we have found ourselves in a position where we are thinking, “Hmm…how can I best explain this?” Out of many things we care about — when it comes to our students — one of the most critical challenges is to teach with clarity, without opening new doors for misconceptions, and without increasing their cognitive load. Engaging with multimodality is one approach to accomplishing this.
 
Multimodal?
The word multimodal means multiple modes of representation. In other words, using more than one mode of representation to convey the same idea. For example, written text or alphabetic text is one mode of representation. But, it is only one mode. There are obviously more. Some scholars have defined five modes of representation as important to teaching. These are written text, aural, visual, spatial, and gestural (Anstey & Bull, 2010). Each of these modes has its own affordances and constraints. Alphabetic texts are great at sending a message across, but they can also lead to multiple interpretations or ambiguity at times, and lead to further misconceptions. Visuals, which we all knowingly or unknowingly use in our instruction, are better at giving a sense of size, color, space, etc. When looking at a picture, you do not have to start from left to right or top to bottom. You are free to explore the space as you “read” the image. The rules are obviously different. What is even better is that using two or more of these modes of representation together can enrich our understanding of a topic as they can be designed to act as complementary to each other.
 
Beginning Your Multimodal Journey
No matter how complex or simple-looking the concepts we teach, we need to look beyond the use of traditional alphabetic texts. We need to understand it is natural for students to ask for the look and feel of concepts, even especially when we are dealing with the more abstract. Students can use multimodal texts to get an overall understanding of the topic and create a picture of how things work in their heads. By limiting ourselves to alphabetic texts, we make it harder for students to fathom some of the topics we may take for granted. If you are interested in integrating multimodal texts in your classrooms, I recommend searching for copyright free content that is easily available online. For instance, for images, you can start with Creative Commons search, and for sounds, I recommend Incompetech. Using these, you also choose to make videos using YouTube’s free video editor. Giphy.com is also a fun resource to create GIFs from existing videos. 
 
Let us start thinking beyond traditional texts, and find new ways to including multimodal texts in our instruction. As we wrap up this semester and begin to think about designing our curriculum for the next semester, I urge you to consider the following questions:

What are some of the most complicated topics to teach next semester?
How can I best explain these topics to my students?
What modes of representation would allow me to capture the essence of these topics and make them easier to understand without losing their complexity?
Out of the five modes of representation shared here, which ones will be the most essential?
Finally, can I spare 15 minutes to play with creating these multimodal texts for my class?