We found 13 results that contain "#career #careerfairs #studentsuccess"
Posted on: #iteachmsu
Posted by
almost 4 years ago
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
Posted on: #iteachmsu
Posted by
almost 4 years ago
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.
Disciplinary Content
Posted on: #iteachmsu
Posted by
about 3 years ago
Applications are now open for the AT&T Excellence in Teaching with Technology Awards, which recognize effective uses of instructional technology to support student success in credit-bearing courses at MSU. Faculty, instructors, and teaching assistants can submit applications starting Sept. 1 through Oct. 28.
More info: https://attawards.msu.edu/
More info: https://attawards.msu.edu/
Posted on: #iteachmsu
Posted by
over 5 years ago
MSU is a big place
Student success is number one-
teaching and learning
we must prioritize!
Educators are rock stars,
helping with this mission,
They need a place to share their work, and connect with their colleagues!
Share and grow, share and grow
Share, connect, and grow!
O' how great to have a site, for us to do all three!
Wishing you peaceful holidays and a happy new year from #iteachmsu!
Student success is number one-
teaching and learning
we must prioritize!
Educators are rock stars,
helping with this mission,
They need a place to share their work, and connect with their colleagues!
Share and grow, share and grow
Share, connect, and grow!
O' how great to have a site, for us to do all three!
Wishing you peaceful holidays and a happy new year from #iteachmsu!
Disciplinary Content
Posted on: #iteachmsu
Posted by
over 1 year ago
Hello Colleagues,
I’m writing to inform you that the MSU Libraries' Open Educational Resources Award Program call for applications for the academic year 2023-2024 opens today.
Now in its 5th year, the OER Award Program provides financial incentives and support to instructors interested in adopting, adapting, or creating OER as an alternative to traditional learning materials to advance our goals of affordability, access, equity, and student success.
Please visit https://libguides.lib.msu.edu/oer/award or consult the attached Call for Proposals to learn more about the application categories, eligibility, participation requirements, timelines, and criteria for evaluation. Application forms are available at https://libguides.lib.msu.edu/oer/award, and the deadline for submission is February 12, 2024.
The OER Advisory Committee will meet to review applications, and successful awardees will be notified on March 1, 2024.
Please feel free to share this information with interested colleagues.
Sincerely,
Linda
I’m writing to inform you that the MSU Libraries' Open Educational Resources Award Program call for applications for the academic year 2023-2024 opens today.
Now in its 5th year, the OER Award Program provides financial incentives and support to instructors interested in adopting, adapting, or creating OER as an alternative to traditional learning materials to advance our goals of affordability, access, equity, and student success.
Please visit https://libguides.lib.msu.edu/oer/award or consult the attached Call for Proposals to learn more about the application categories, eligibility, participation requirements, timelines, and criteria for evaluation. Application forms are available at https://libguides.lib.msu.edu/oer/award, and the deadline for submission is February 12, 2024.
The OER Advisory Committee will meet to review applications, and successful awardees will be notified on March 1, 2024.
Please feel free to share this information with interested colleagues.
Sincerely,
Linda
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
Chapter 5: Notes and questions
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)
Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)
Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Pedagogical Design
Posted on: GenAI & Education
Posted by
7 months ago
AI Commons Bulletin 2/3/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
👀 Get an Inside Look at How Students Use a Course Tutor
Social Science educators at Eötvös Loránd University (Hungary) found their simple chatbot for learning statistics boosted critical thinking and active learning for some students, who strongly supported its use.
Learn More: https://www.ksh.hu/statszemle_archive/en/2024/2024_02/2024_02_003.pdf
🔮 The Use of AI Isn’t Enough on Its Own to Predict Student Performance
AI’s impact on learning sparks both hype and warnings, with evidence supporting both views. This balance is likely to persist through the next academic year.
Learn More: https://journals.sta.uwi.edu/ojs/index.php/qef/article/view/9338
🎓 DOE’s AI Recommendations for Postsecondary Education
Establish transparent policies
Create/expand infrastructure to support AI
Rigorously test and evaluate AI-driven tools, supports, and services
Forge partnerships with industry, nonprofit, and other HE institutions
Review and update program offerings to address the growing impact of AI on future careers
Learn More: https://tech.ed.gov/ai-postsecondary/
👀 Soon Students Can Let ChatGPT “See” Their Screen
Expect this to have a big impact on teaching and learning practices. Some of the possible ways an AI could assist a student:
- Walk through a multi-step assignment
- Tutor how to use a software application
- Provide feedback as the student sketches out an answer
- Craft an answer to an instructor's question during a synchronous online course
Learn More: https://www.youtube.com/watch?v=NIQDnWlwYyQ
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Human-curated news about generative AI for Teaching and Learning in Higher Education.
👀 Get an Inside Look at How Students Use a Course Tutor
Social Science educators at Eötvös Loránd University (Hungary) found their simple chatbot for learning statistics boosted critical thinking and active learning for some students, who strongly supported its use.
Learn More: https://www.ksh.hu/statszemle_archive/en/2024/2024_02/2024_02_003.pdf
🔮 The Use of AI Isn’t Enough on Its Own to Predict Student Performance
AI’s impact on learning sparks both hype and warnings, with evidence supporting both views. This balance is likely to persist through the next academic year.
Learn More: https://journals.sta.uwi.edu/ojs/index.php/qef/article/view/9338
🎓 DOE’s AI Recommendations for Postsecondary Education
Establish transparent policies
Create/expand infrastructure to support AI
Rigorously test and evaluate AI-driven tools, supports, and services
Forge partnerships with industry, nonprofit, and other HE institutions
Review and update program offerings to address the growing impact of AI on future careers
Learn More: https://tech.ed.gov/ai-postsecondary/
👀 Soon Students Can Let ChatGPT “See” Their Screen
Expect this to have a big impact on teaching and learning practices. Some of the possible ways an AI could assist a student:
- Walk through a multi-step assignment
- Tutor how to use a software application
- Provide feedback as the student sketches out an answer
- Craft an answer to an instructor's question during a synchronous online course
Learn More: https://www.youtube.com/watch?v=NIQDnWlwYyQ
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).