We found 258 results that contain "third party services"

Greetings everyone! My name is Rashad Muhammad. I am a Learning Experience Designer in the Hub for Innovation in Learning and Technology. As we begin the new year, I am excited to step into the role of the project manager for the Catalyst Innovation Program. Catalyst Innovation Program was designed to incentivize the MSU community to develop creative and innovative student learning experiences by funding projects that encourage discovery and experimentation. 
In this spirit, it is with great enthusiasm that I present this year’s 2019-2020 Catalyst Innovation Program recipients:

Alice Lynn McMichaelHistoryExperiential Environments: Modeling the Past for Embodied Learning
Allison EdenDepartment of CommunicationScreen-based versus immersive virtual training platforms for improving public speaking
Andrea BieremaCenter for Integrative Studies in General ScienceCreating Open-Sourced H5P Adaptive Learning Modules
Ashley HewlettAsc Provost For Undergraduate EducationNew Student Orientation Online Experience
Brad WIlcuts, Daniel TregoDepartment of Theatre/ Al Academic And Information Tech SupportSocial Dancing and Culture meets Extended Reality
Dean AslamElectrical And Computer EngineeringFlipped STEM Learning Using Smartphones and Hands-On FBEI (Functionalized Bricks with Embedded Intelligence) Modules
Jennifer DunnDepartment of ManagementPilot Use of Qualtrics 360 Tool to Provide Multi-Rater Feedback to Students
Jeno RiveraCollege of Agriculture and Natural Resources Office of Academic Student Affairs and Institute of Agricultural TechnologyJamming together: Educational technologies to enhance collaborative learning
John PaskusMI Natural Features InventoryIncreasing Student Engagement via Teamwork, Collaboration, and Real World Connections 
Judy WalgrenSchool of JournalismHarnessing the Power of Immersive Media With MSU’s School of Journalism Students
Michelle GrimmMechanical EngineeringInteractive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis 
Nick Lepeschkin-NoelIT Services – Advanced Academic and Research TechnologyRemaking the Future – An Education Focused Simulation Framework  
Quentin TylerSchool of Planning, Construction and Design and Office of Diversity, Equity and Inclusion in the College of Agriculture and Natural Resources collaboration.Bridging Student Learning in Diversity, Equity and Inclusion Through Virtual Reality
Rachel Morris and Michelle RussellBiomedical Laboratory Diagnostics ProgramUtilizing Genome Mutation Analysis Software to Enhance Student Learning, Preparation, and Engagement in Molecular Diagnostics 
Saul Beceiro-NovoBiomedical-Physical SciencesCurriculum reform for ISP209L
Zachary NealPsychologyBuilding a Social Simulation Makerspace

This year we increased the total number of winners from 10 to 16. Each proposal was double-blind peer-reviewed. Thirty-five applications were received, each seeking to improve the learning experience at MSU for and with students. 
Jeff Grabill, Associate Provost for Teaching, Learning, and Technology said “As we iterate toward a more explicit story about MSU’s digital learning future, it seems necessary to provide as many opportunities as possible for faculty and students to experiment, invent, make, and learn. This program is one of our small bets to create space for faculty and to see what happens.”
MSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt – “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen.”
As the year progresses, we will share out stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU community. If you missed this application cycle, the next opportunity will be available in the Fall of 2020. Get your ideas ready!

Leadership Fellows

2018-2019: David Hernandez Escobar & Olivia Chesniak
2019-2020: Hamid Karimi
2020-2022: Chelsie Boodoo

David Hernandez Escobar (2018-2019)As one of the first College of Engineering Leadership Fellows, David worked with Assistant Dean for Graduate Student Services, Dr. Katy Colbry, to develop a needs assessment survey to identify the concerns of graduate students in the College of Engineering. The assessment collected over 100 responses, included open-answer personal reflections from graduate students and ideas on effective actions that could be taken to strengthen the graduate student community within the College of Engineering. Jacob also focused on his own leadership development by collaborating with other Fellows as a strong, cross-disciplinary team who attended professional development sessions together and discussed program communication, building buy-in, and a variety of other topics.
Olivia Chesniak (2018-2019)Olivia’s Fellowship focused on bringing together graduate student organizations focused on women in STEM with the goal of sharing resources, networking, and providing peer mentorship. Olivia’s relationship-building efforts reinforced a cosponsored event among her connections in the College of Natural Science, the College of Engineering, and the College of Agriculture and Natural Resources. During the Spring semester, Olivia worked with Lydia Weiss to develop, advertise, and facilitate discussion sessions for graduate students following the Academic Womens Forum, known as the gradAWF. The Academic Womens Forum has been a valuable and unique space for women in the university to connect with fellow faculty, staff, and administrators. However, the lack of space for graduate students was reflected in unsteady attendance. Olivia was able to work across the university to create a space for graduate student women and ensure its promotion within her College.
Hamid Karimi (2019-2020)Hamid worked with Assistant Dean Dr. Katy Colbry and engaged with stakeholders across the College to identify the need for professional development sessions regarding graduate students' knowledge of and preparedness for the job market following the completion of their degrees. Hamid also explored how to build DEI awareness within the lab setting and promote the benefits of diverse teams in STEM.
Chelsie Boodoo (2020-2022)Chelsie organized the MSU SciComm Conveyance Conference, a virtual science communications conference that brought experts and students from various disciplines together to discuss scicomm practices and the role of science in today’s society. The conference offered an incredible twenty-two sessions including workshops, lectures, networking opportunities, and social events. Sessions included Science, Equity, and Advocacy in the Nuclear Weapons Field, Science vs. Journalistic Writing, Podcast Kickstarter, Creating Effective Data Visualizations, and Building Trust in Scientists, among others. Through her program, students were able to gather valuable information on the science communication field and experts were given the opportunity to connect with peers and provide advice to the next generation. Chelsie led a team through the difficulties of hosting a virtual conference and the process of learning skills related to event planning, public relations, marketing, grant-writing, and innovative-technology use. In her second year as a Fellow, Chelsie worked on developing a Science Art Tool Kit to help graduate students in the science field to communicate about their research using the arts. Her goal was to equip scientists to utilize physical and digital art to more effectively convey data and information. Her tool kit has a wide array of practical examples and resources.

The MiSTEM Network’s Greater West Michigan Region recently completed a pilot with Grand Valley State University for the Career ExplorationMap and is now scaling the project up to the entire state. "The goal of the Career Exploration StoryMap is to help educators and students make more real-world career connections in their communities as well as provide a visual resource for students to locate businesses in STEM fields that offer high-wage and high-demand jobs. In addition to items such as apprenticeships and internships, the map can be viewed by individual industry clusters like agriculture, construction, energy, finance, healthcare, IT, manufacturing, and transportation. Although the map is very user friendly, the website does include directions.
The MiSTEM StoryMap aggregates data available from AtoZdatabases in MeL and uses it to build a tool that will help students and adult community members quickly filter, sort, and analyze data in STEM industries by county. Essentially, the interactive map answers the following questions:

Where are the businesses in my community?
What industry has the most growth?
What are the hot jobs in my area?
What growth do businesses project?

The information presented not only communicates the physical locations of business partners and industry clusters in Michigan, but it also helps students identify trends, patterns and opportunities to make better career decisions, which aligns with the guidelines in the Michigan Career Development Model. The MiSTEM StoryMap can also assist adults in preparing for higher education, credentialing, and the workforce.
Whether it’s genealogy research, test preparation, accessing eBooks, finding the perfect article, or the ability to aggregate data, the eResources in MeL provide much support to all Michiganders." - Ann Kaskinen, MeL Engagement Specialist with the Midwest Collaborative for Library Services

Leadership Fellows

2015-2016: Zach Frenzel
2016-2017: Kyle McCarthy
2017-2020: Tracy Melvin
2019-2021: Clara Graucob
2020-2021: Alex White
2021-2022: Liz Stebbins

Zach Frenzel (2015-2016)Zach Frenzel not only served as the first Agriculture & Natural Resources Leadership Fellow, he was selected to be the first ever Fellow after participating in the 2014 Leadership Academy. Zach conducted several needs assessment in the College, finding that graduate students in several departments did not feel their home departments were a cohesive as it related to research, scholarship, and sense of community.  He used the results of those assessments to inform his work strengthening the community of graduate students in CANR by hosting department-specific events to facilitate inter-departmental connections. Zach also worked closely with Graduate Student Organizations (GSOs) and departments on leadership frameworks, enabling both groups to state that they felt Zach helped them make significant progress towards becoming a more unified team.
Kyle McCarthy (2016-2017)Zach’s work to facilitate communication and collaboration among the GSOs, departments, and stakeholders that shape graduate students’ lives within the college served as an inspiration for Zach’s successor, Kyle McCarthy, the 2016-2017 CANR Leadership Fellow. Kyle leveraged results from the survey that Zach distributed to GSO leadership as well as his connections with leaders from nine of CANRs GSOs to identify the need for a CANR-specific GSO handbook to facilitate greater collaboration & engagement among the groups. Kyle ended his Fellowship by giving a presentation about his findings and the handbook draft he and other CANR leaders developed to the graduate program directors.
Tracy Melvin (2016-2020) | Coordinator (2020-2021)Zach and Kyle’s diligent work building relationships within the college and with the Institute laid the foundation for Tracy Melvin to organize CANR Rising in 2018, an event where Tracy brought in a panel of respected CANR faculty and administrators to vulnerably share their lived experiences with overcoming failure. Her event had a significant impact on both the graduate students involved, who commonly suffer from Imposter Syndrome and feel that failure is not an option, as well as on the presenting faculty members, who reported that the process of sharing helped them better understand their past experiences and shifted their ways of thinking about failure. Though Tracy’s second CANR Rising was unfortunately cancelled due to COVID-19, she was determined to not let her work with the Institute come to an end. She was brought on as a Co-Coordinator of the Leadership Institute from 2020-2021 and was instrumental in reshaping the Fellowship’s curriculum and structure.
Clara Graucob (2019-2021)Tracy’s success with the CANR Rising event during the 2017-2018 helped secure funding for an additional Agriculture and Natural Resources Leadership Fellow, Clara Graucob. As an international student from Germany, Clara recognized the lack of congruence between the resources provided to international grad students by the Graduate School and the Office of International Students and Scholars (OISS). After distributing a survey to international graduate students in 2019 regarding the accessibility and publicity of resources intended to ease their transition into the American education system, Clara leveraged iteach.msu, a collaborative educational resource-sharing platform developed by Institute Co-Coordinator Makena Neal. Clara’s playlist, “Resources for new Spartans,” serves as a one-stop-shop for resources to help new Spartans transition into life at MSU, addressing topics such as housing, grocery shopping, social activities, nature/outdoor activities, postal services, health care, insurance, mental health, IM sports teams, navigating campus, and many others. The dedication, thoughtfulness, and drive evident in Clara’s work and her approach to leadership enabled her to develop connections with Office of International Students and Scholars and secure an assistantship, through which she will continue supporting international grad students at MSU.
Alex White (2020-2021)Alex White conducted a Field Safety Week for graduate students who enter the program with different levels of comfort in forested environments. Alex designed the training to serve as a risk mitigation intervention that would prepare students with the basic skills needed to conduct field work safely. The trainings included hitching and backing a trailer, safety concerns for field researchers from underrepresented backgrounds, overview of safety equipment, snakes of Michigan, land navigation, and self-defense. The field safety week also included the opportunity to get a Wilderness First Aid Certification with the Great Lakes EMS Academy. Alex worked with Lauren Noel, Kelly Millenbaugh, Laura Bix, and CANR Diversity Office to organize logistics, secure funding, and recruit speakers. In a post-event survey, participating grad students said the training made them feel safer in the field and expressed an interest in participating in the training again. Alex continues to promote a culture of field safety in the department as she completes her program.
Liz Stebbins (2021-2022)Liz was interested in finding ways to connect graduate students, old and new, to community resources within and external to MSU. She worked with College of Education Fellow, Sarah Galvin, to create plans for a “Community Orientation” to help get new graduate students engaged in their local community. They connected with the Center for Community Engaged Learning and the Office for Public Engagement and Scholarship, as well as several Lansing and East Lansing-area organizations. They made plans for an involvement fair that they hoped to launch in the Fall of 2022 where they would invite members of the community to come meet interested graduate students.

Click on the image above to access a PDF file of the Quick GuideRemote Lectures
This quick guide provides an introduction to lecturing as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Remote lecturing can work as an alternative to delivering lectures in large, lecture-driven courses. Lectures can be created and offered using a combination of Office 365 (PowerPoint),  Zoom, MediaSpace, and D2L. Planning for remote teaching involves creating a workflow for transitioning your course and setting up and utilizing the necessary technology for recording your remote lecture to then share with students.
Modify
When modifying lectures for remote learning, you’ll use Office 365 (PowerPoint),  Zoom, MediaSpace, and D2L to approximate the in-class lecture experience. These modifications involve scheduling your lecture as a Zoom Webinar, communicating with students about this scheduled webinar, and then creating a “Virtual Classroom” module in D2L to hold your lecture.
Schedule Your Lecture as a Zoom Webinar that automatically records

Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left-navigation
Click the Schedule Webinar button
Complete the Schedule a Webinar page with the following settings:
Topic: Enter course your name
Description: This is the dedicated location for virtual classroom
Recurring Webinar: Check
Recurrence: No fixed time
Registration: Uncheck
Webinar options:

Q&A: Check
Enable Practice Session: Check
Record webinar automatically on local computer: Check

Click on the Schedule button
Click in the Link to Join the Webinar field to copy link to clipboard

Let students know about your lecture

Post invitation or link to D2L Announcement
Email classlist a copy of the invitation in D2L

3.     Create a dedicated Virtual Classroom module
Create a dedicated Virtual Classroom module

Add a module in your D2L course to serve as a dedicated “Virtual Classroom.” This module will contain the link for the dedicated Zoom session
Click the Upload /Create drop-down menu
Select Create a Link

Complete the New Link window

Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check



Implement
When it’s time for your lecture, you’ll run your slideshow/presentation as you would with an in-person lecture. This time, though, you’ll share your presentation screen in the Zoom Webinar that you set up, record your screen, and then upload that recording to Kaltura MediaSpace to then share with your students later.
Run Slideshow/Presentation

Open your PowerPoint Presentation
Click on the Slide Show tab, from the Ribbon bar
Click on the From Beginning icon

 
Tip: Running your presentation before beginning your Zoom session will make the presentation immediately available from the Share screen.
Start Webinar

Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left navigation
Locate your previously scheduled webinar and press the Start button to initiate the session
Click the Share icon and select Screen. This will ensure everything on your screen is visible during the broadcast

 
Tip: If you have dual monitors you will need to decide which screen will broadcast your presentation.
Stop Webinar/ Render Video

The session will record automatically. When you are done simply press the Stop button
The recording will begin rendering after you press the End Meeting > End Meeting for All button

 
Tip: Render time is proportional to length of session. Please expect to take 3-5 minutes to render your lecture.
 
Upload Video

Log into MediaSpace: https://mediaspace.msu.edu/
Click on the Add New button
Choose a file to upload
Navigate to: \\Documents\ Zoom\[Session Name + TimeStamp]\zoom_0.mp4
Double click on the file to upload to MediaSpace
As it is uploading, scroll lower on the page, enter a name for the video, and click the Unlisted option and hit Save

Share link with students

Click on the Go to media link at the bottom of the page
Under the video there is a tab called Share, click on it
Copy the link it gives you to the Media Page and post that in D2L

In your D2L course, click on the Content tab
Click on the “Add a module…” field located in the left-navigation
Type Recorded Lectures and press enter
In the module, click the Upload/create button and choose the Create a link option
Paste the link you copied from MediaSpace

Complete the New Link window

Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check




Additional Help
For additional help and support, please check out the other remote teaching articles on iteahc.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
 
Attribution 4.0 International (CC BY 4.0)

The context of today... Pandemic + Social Justice Crisis 
this means.. Greater Inequity in the Classroom such as:

access to adequate technology
financial impacts
health and safety concerns
emotional impacts

in turn impacting: belonging, ability to focus, balancing responsibilities, etc.



We are all feeling the weight of inconsistency and uncertainty. We must acknowledge what this means for our students, and particularly our students who hold marginalized identities.  What is "diversity, equity, and inclusion"?

Diversity is a characteristic of a group of people where differences exist on one or more relevant dimensions

this means respecting and valuing people’s differences and treating them with the appropriate respect and dignity.




Equity is the quality of being fair and impartial

meaning everyone has the opportunity to be successful




Inclusion is a measure of culture that enables diversity to thrive


making sure people feel comfortable being themselves in the space, their identity is honored, they feel like they belong and do not have to assimilate in order to achieve this




Why should I care about DEI? The impact of belonging is linked to increased persistence, student satisfaction, and well-being. In our context, a student’s sense of belonging is related to improved retention, graduation rates, etc. 

building belonging how?

Positive interactions with diverse peers
Peer mentoring, staff care & support
Attention to campus climate

read "How Colleges Can Cultivate Students’ Sense of Belonging" by Becki Supiano from The Chronicle of Higher Education for more

Take some time to reflect on your educator identity. What groups are you a part of? What identities do you think about most often? How about those you think about the least? Why might you think more about some of your group identities than others? What experiences lead you to think about the identities that are most salient for you? Which of these identities show up most often when you teach? Least often?
Source: Borkoski, C., Prosser, S.K., (2020) Engaging faculty in service-learning: opportunities and barriers to promoting our public mission. Tert Educ Manag 26, 39–55.
Cover Photo by Sam Balye on Unsplash

click the image above to access a PDF file of the quick guideRemote Participation and Student Engagement
 
This document provides an introduction to maintaining student engagement as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In planning how you will continue to engage students in your course, remember that interaction can occur between the student and you, the student and other students, and the student and the course materials. 
Modify
When modifying in-class activities to a remote offering, you can start by cataloguing all of the ways people typically interact in your classroom. This list can then be used to identify particular digital strategies or technologies for adapting your current approach and translating your methods to an online space. For example, you might draft a table like the one below:
 




Interactions
Class Activity


Modify


Implement




Teacher to students:
During lecture, I ask questions to check student understanding.


Ask a poll question in a live Zoom session or D2L discussion forum whereas students respond to a prompt.


How to create a poll in Zoom:
https://support.zoom.us/hc/en-us/articles/203749865-Polling-for-Webinars
 
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm




Student to material:
We watch and discuss a video.


Share a link with students in a variety of ways - i.e. post the link in a D2L discussion forum along with questions for response. 


How to create a link in D2L:  https://resources.depaul.edu/teaching-commons/teaching-guides/technology/desire2learn/tools/content/Pages/creating-links.aspx




Student to students:
I facilitate a classroom discussion and students respond to the prompt.


Create breakout rooms in a live Zoom session or a D2L discussion forum.


How to make and manage Zoom Breakout rooms:  https://support.zoom.us/hc/en-us/articles/206476313-Managing-Video-Breakout-Rooms
 
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm




Student to students:
I put students in small groups for more active discussions.


Create breakout rooms in a live Zoom session or D2L discussion forum whereas students respond to a prompt.


How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm




Teacher to student:
I hold office hours to meet 1:1 with my students.


Utilize a Zoom link or connect with students via telephone.


How to operate a telephone: https://tech.msu.edu/network/telecommunications/
 




Implement
The above are just a few options for participation and engagement so as to mirror similar approaches utilized in your classroom. Remember to start small and stick to the tools you’re comfortable with.
Additional Help
For additional help and support, please check out other remote teaching articles on iteach.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
 
 
Attribution 4.0 International (CC BY 4.0)
 
 
 
 
 
 
 
 

This week, we are featuring Dr. Kathy Hadley, Assistant Professor in the Department of Writing, Rhetoric, and American Cultures (WRAC).  Kathy 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 Dr. Hadley’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? What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
Now more than ever, empathy is essential to being an educator.  I teach first-year writing in the Department of Writing, Rhetoric, and American Cultures.  My courses are highly interactive, but students struggle to learn when they’re overly stressed, anxious, or generally preoccupied.  Early in the pandemic I participated in a great deal of training for best practices in online-teaching.  What struck me was the emphasis not just on educational technology but on being a genuine caring presence for students and doing everything we can to help them, whether that means connecting them with university resources or simply being there for them.  We also need to remember how much they’ve lost over the past couple of years and how those loses still resonate.  I am fortunate to work in a department that recognizes these concerns and to teach a curriculum that encourages self-reflection. Teachers need to be flexible and understanding as students find their way back. 
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?
One particular challenge is keeping students focused on their learning in a time of great stress, as I noted above.  Academically, best practices include keeping students oriented to course plans and expectations; this can be as simple as frequent reminders about what we’re doing next and why it matters.  More generally, best practices include a wholistic approach to students’ well-being in ways that help them move forward and succeed in the course rather than getting lost or drifting away. 
What are practices you utilize that help you feel successful as an educator?
Over the past two years, especially, I’ve benefited greatly from the many resources available through WRAC, the College of Arts and Letters, and the university.  Many of these resources are geared toward professional development, but there’s been a strong through-line of ensuring compassionate and empathic teaching practices.  I am especially grateful to my WRAC colleagues and administrators for their collegiality and their extraordinary efforts on behalf of faculty and students through workshops, shared resources, and check-in sessions.  I also rely, as always, on the MSU Library’s first-year writing teaching librarians and on making sure students are aware of the resources they have through the MSU Neighborhood Centers; the Writing Center; the English Language Lab; the Resource Center for Persons with Disabilities; and Counseling and Psychiatric Services.

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!