We found 23 results that contain "#final exam"

Final exam info for courses offering an exam
You may offer a final exam in your course during the semester's exam period, which is held following the last week of classes. Final exams are typically scheduled for the same day, time period, and room as the scheduled course, if possible. According to the MSU Code of Teaching Responsibility, course instructors must include the date and location of any final examination in the syllabus.

You can locate your course's final exam details on the MSU Office of the Registrar website https://reg.msu.edu, either under "Final Exams" within the Instructor Systems menu of the Faculty & Staff section or in the Schedule of Classes entry under the Enrollment & Registration section. Once logged in to Instructor Systems, you can select the semester and course to see your final exam details, as well as a link to correct any errors.

The Instructor Systems will also show you the names of any students with an exam conflict and/or who have three or more exams on the same day. You can encourage students in either situation to contact the Academic Student Affairs Office in their college for help managing conflicts or arranging for an alternate time; the MSU exam policy states that a student can't be required to take more than two exams in one day.

The full MSU final exam policy can be found here, with further details for scheduling exams in classes with different modalities, requesting a different room, the expectation that instructors will be accessible to students via office hours, and other aspects of exam week.
https://reg.msu.edu/roinfo/calendar/finalexam.aspx

Spotlight Magazine Final Report

Finally getting around to doing something here on iteachmsu and thought I'd share a brief whiteboard animation that I put together in May-June of this year. I use these as part of my weekly online modules for the various (now asynchronous online) IAH courses I teach. Here's the link: https://www.youtube.com/watch?v=nHudDcUaxB0

Stokes and I are finalizing our agenda for our meeting this Friday, and in order to prevent this from being a 3-hour meeting, we're winnowing down my attempts to ask the wordiest questions possible. I couldn't bear to cut the question below entirely though, so I'm posting it here to see if it sparks any asynchronous discussion!
- GJS


Towards the end of Ch. 2, Museus, Griffin, and Quaye note that “calls for the elimination of cultural centers and organizations in order to create more opportunities for engagement across difference and fewer options for self-segregation do not acknowledge the important positive role that these organizations play in the lives of Students of Color. In fact, given the positive outcomes stemming from student participation and leadership in culturally-based organizations, institutions must begin or continue to support their goals and efforts” (28).

MSU has recently been in the news for plans to construct a freestanding multicultural center to expand the footprint of spaces currently provided in the MSU Union. (We may also recall that MSU made national headlines for closing its 90-year-old women’s lounge in 2016, under various external pressures.) [Links to both stories below]

How do you see events like these contributing to the climate/culture on MSU's campus?

What would it look like to advocate for or act on these topics responsibly from our positions?

https://www.fox47news.com/neighborhoods/msu-campus/michigan-state-university-looks-at-building-freestanding-multicultural-center

https://www.insidehighered.com/news/2016/08/08/michigan-state-sets-debate-eliminating-womens-lounge-student-union

This article was shared in an academic group I'm a part of on a social networking site... it's framing is within the Canadian Higher Education setting, but the message about student mental health is relevant for all.

Here are a couple of thoughts from the article worth sharing if you can't take the time to read the entire piece:
"To fully understand the present crisis, one has to appreciate a fundamental and often overlooked fact: higher education is not what it used to be. Not only do we have a more diverse student body with equally diverse psychiatric needs, we also have an academic culture that has changed profoundly in the past six decades, making the university experience more stressful than it once was. The classic liberal conception of postsecondary institutions as places where young people take a kind of sabbatical from life—read the great books, engage in endless debates, and learn to see themselves as citizens—has given way to a new model, more narrowly vocational in focus."

"By prioritizing high achievers, Henderson argues, universities are selecting not only for diligent candidates but also for those who view scholastic success as central to their identities. For such students, a bad grade can be destabilizing. When that grade appears on an exam worth 80 percent of a final course mark, or when it comes from a harried teaching assistant who doesn’t offer in-depth feedback, students can feel like they are losing a game whose rules were never explained. Imagine being told all your life that you are ahead of the pack and that you must stay there, both to secure a stable future and to get a return on the investments that family members or granting agencies have made on your behalf. Then, imagine falling behind, for reasons you don’t understand, at the precise moment when staying on top feels more critical than ever before. Furthermore, imagine that you are contending with profound loneliness, past trauma, and financial insecurity, all while working a part-time job with the usual mix of erratic hours."

"Such stressors can lead to sleep disruption, irregular eating, and substance abuse—all of which correlate with mental illness—or they can trigger preexisting psychiatric conditions. They can deplete reserves of neurochemicals, like dopamine and serotonin, needed to sustain a sense of well-being, or they can flood the brain and body with cortisol, the stress hormone, which, in excess, can push people into near-constant states of anxiety, making it difficult to conceptualize daily challenges in a proportionate or healthy way. They can also lead to identity confusion and an acute sense of shame."

Inside the Mental Health Crisis Facing College and University Students by Simon Lewsen : https://thewalrus.ca/inside-the-mental-health-crisis-facing-college-and-university-students/?fbclid=IwAR12PokSFpCrBo1NmtpNYoGEohKf3csYHQc9X8LwFAdNPTtBF_zIRbEqwhs

Check out my highlights on what I learned from Gary Roloff from Fisheries & Wildlife:

𝟏 critical thinking, synthesis of ideas & information, acquisition of contextual knowledge, and informed judgment results in empowered, confident decision making in students

✌🏽 teaching philosophies change over time. focusing on contextual knowledge teaches “clear answers” which is not the same as making informed arguments and decisions using that knowledge

💡connecting students to local and agency partners is a highlight for students & builds professional networks

🌪challenges: "if we fail to recognize and adjust our content and delivery to appeal to diverse learning styles we are not being fair"

🔥hot take: changing from testing structures📝 to oral exams🎤 provides an opportunity for students to demonstrate knowledge and explain answers. More time consuming, but the payoff is worth it

#iteachmsu #educatorstories #thankaneducator
Check out the full article: https://iteach.msu.edu/iteachmsu/groups/doing-the-work-featured-educators/stories/1471

If we are completely honest with ourselves, many students come into our courses lacking basic planning and organization skills. Even when armed with a syllabus, course schedule, or online course modules, many still have difficulty planning for and carrying out weekly assignments and/or projects by designated due dates.

To assist them, I suggest that we include due dates for assignments, projects, quizzes and exams not just in our syllabi or online course modules, but that we should also include what I call an 'Important Due Dates' tab in the D2L pages we set up for our courses. Likewise, I suggest we do so whether we teach in a traditional face to face setting, hybrid, or online.

A quarter century of teaching undergraduates leads me to conclude that few consult the syllabus (or online modules) in more than a cursory way after Week One. More generally, when people have to search for something, they are less likely to find it. So, be sure to drag your 'Important Due Dates' tab to the very top of all other tabs on the left side of your D2L course content page, making it as easy as possible for students to find.

They will then be able to access all of the dates for assignments, projects, quizzes, or exams in one place without the need to wade through denser, text heavy syllabi, course schedules, or weekly course modules. At a glance, they can find what they need to know and prepare accordingly.

Given the various challenges so many young people seem to face in 2021, why not make things as easy as we can for the students in our courses?

Registration is now open for the Basic Needs Educator Training, which will be held in-person on Tuesday, April 2nd from 9:30AM-11:30AM. This training aims to equip MSU advisors and instructors with knowledge and skills to identify and support students who are having difficulty in meeting one or more basic needs. The training will cover how to navigate these sensitive situations with compassion, respect boundaries, and connect students with campus and community resources.

Participants will also have an opportunity to put together finals week thriving kits to take back to their spaces and share with students. A wishlist has been created if you are interested in donating items for the finals week thriving kits. All items not used for the thriving kits will be donated to divisions on campus that stock free self-care items and toiletries for students, including the Student Parent Resource Center. Items are linked to Amazon but do not have to be purchased from this site.

Upon successful completion of the Basic Needs Educator Training, attendees will receive a digital certificate of completion.

Recommended Prerequisite: Attend or watch all recordings from the four Basic Needs Series presentations. All session recordings can be found on iteachmsu: https://iteach.msu.edu/pathways/437/playlist

Register here for the Basic Needs Educator Training: https://bookings.lib.msu.edu/calendar/CTLI/BasicEducatorTraining

Space is limited, please sign-up soon if interested!