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There is an interesting piece this morning on Faculty Focus about how we might combat Imposter Syndrome in academia. Both among faculty AND among students from historically marginalized groups. Here is the link for those who might like to take a look:

https://www.facultyfocus.com/articles/philosophy-of-teaching/combating-imposter-syndrome-in-academia/

There is an interesting piece this morning on Faculty Focus about how we might combat Imposter Syndrome in academia. Both among faculty AND among students from historically marginalized groups. Here is the link for those who might like to take a look:

https://www.facultyfocus.com/articles/philosophy-of-teaching/combating-imposter-syndrome-in-academia/

In the leadup to today's roundtable, our panelists mentioned that we should have had a social justice playlist prepared as background music for our discussion. And, in that spirit, I'll just pose this question to the group: What songs would you insist on including in such a playlist?

In the leadup to today's roundtable, our panelists mentioned that we should have had a social justice playlist prepared as background music for our discussion. And, in that spirit, I'll just pose this question to the group: What songs would you insist on including in such a playlist?

Hello again everyone! Here are some talking points to think about in the run up our 10am meeting tomorrow (Friday, November 05, 2021).

Recurring Zoom Link: 951 4830 7886
Passcode 432210


Student Engagement in Higher Education, ch. 2-3

Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]

1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously t...

Hello again everyone! Here are some talking points to think about in the run up our 10am meeting tomorrow (Friday, November 05, 2021).

Recurring Zoom Link: 951 4830 7886
Passcode 432210


Student Engagement in Higher Education, ch. 2-3

Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]

1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]

2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?

3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?

4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?

5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?


Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]

1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?

2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?

3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?

4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?

Career Education Lesson Plans: Seeking career-related content to help students connect their classroom knowledge to career pathways? The Career Services Network has developed several detailed lesson plans and course modules for faculty use for virtual and in-person classes. Each lesson plan hosted on D2L includes learning outcomes, resource materials, learning assessments, and supplemental course activities. To request access to these course materials, please email Kristi Coleman, Directo...

Career Education Lesson Plans: Seeking career-related content to help students connect their classroom knowledge to career pathways? The Career Services Network has developed several detailed lesson plans and course modules for faculty use for virtual and in-person classes. Each lesson plan hosted on D2L includes learning outcomes, resource materials, learning assessments, and supplemental course activities. To request access to these course materials, please email Kristi Coleman, Director of Network Partnerships and Career Education at colem239@msu.edu.

View current listing of Fall 2021 MSU Career Fairs. Please encourage students to participate in these exploratory career and employer networking events. Also a full listing of fairs, events, professional development workshops, and on-campus employer programs are available on our website at https://careernetwork.msu.edu/events/?ctag%5B0%5D=career-events&ctag%5B%5D=career-fairs

View current listing of Fall 2021 MSU Career Fairs. Please encourage students to participate in these exploratory career and employer networking events. Also a full listing of fairs, events, professional development workshops, and on-campus employer programs are available on our website at https://careernetwork.msu.edu/events/?ctag%5B0%5D=career-events&ctag%5B%5D=career-fairs

Check it out! One of MSUE's own was recognized as a Featured Educator here on the #iteachmsu Commons. Way to go Jackie Martin!

https://iteach.msu.edu/iteachmsu/groups/doing-the-work-featured-educators/stories/763

Check it out! One of MSUE's own was recognized as a Featured Educator here on the #iteachmsu Commons. Way to go Jackie Martin!

https://iteach.msu.edu/iteachmsu/groups/doing-the-work-featured-educators/stories/763

Here is a slide deck build off the "Seven C's" of Social Change (Komives, S. & Wagner, W., 2016) for the 2019 Graduate School Leadership Academy, which used the Social Change Model as a foundation. These slides are a basic introduction to the terms!

Here is a slide deck build off the "Seven C's" of Social Change (Komives, S. & Wagner, W., 2016) for the 2019 Graduate School Leadership Academy, which used the Social Change Model as a foundation. These slides are a basic introduction to the terms!