We found 17 results that contain "american heart association"

Know of student's graduating this spring in need of CPR/AED for an upcoming job? The Learning and Assessment Center offers AHA Heartsaver/CPR/AED Courses.

These courses are intended for those who have a duty to respond to a first aid or cardiac emergency because of job responsibilities or regulatory requirements such as public safety officers, teachers, child care providers and those dealing with environmental, chemical and mechanical hazards.

This course covers management of illness and injuries during the first minutes until professional help arrives.

Check out:
HONORING THE WHOLE STUDENT: Developing Space for Native American Students in STEM by Supporting Complex Identities
by Dr. Christie M. Poitra, Dr. Angela Kolonich, Dr. Wendy F. Smythe and Dr. Quentin Tyler ( The Native American Institute at Michigan State University)

Resource attached!

Poitra, C., Kolonich, A., Smythe, W. & Tyler, Q. (2020). Honoring the Whole Student: Developing Space for Native American Students in STEM by Supporting Complex Identities. East Lansing, MI: Native American Institute.

"Many people experience a traumatic event during their lifetime. Over the course of the last few years, reports of mass violence and shootings have plagued the news. Although people are resilient and often bounce back after difficult times, these events nearly always interrupt our sense of order and safety. The impact often extends to individuals who live far outside of the affected area with no personal connections to the event. This is especially true when the event is human caused with the intent of harming others. The following resources are taken from the American Counseling Association (ACA) to cope with the aftermath of a shooting."

You can access "Coping in the Aftermath of a Shooting" shared with MSU by Lyra Health via the 1-page PDF attached below.

The Office of the University Ombudsperson would like to invite faculty and staff to a special webinar about the ombuds office and its history in honor of Ombuds Day!

Ombuds Day was established in 2018 by the American Bar Association to “improve public awareness of ombuds, to connect ombuds in their respective communities, and to encourage greater use of ombuds programs and services”. Michigan State University has a rich history in ombuds practice as the longest continuously operating ombuds office at any college or university in the United States.

In this webinar, you will learn:

• A brief history of ombuds practice internationally
• The history of MSU’s Office of the University Ombudsperson and how it functions
• When and how you might engage with the staff of the ombuds office

When: Thursday, October 12th, 2023, at 1:00pm

To Register: https://msu.co1.qualtrics.com/jfe/form/SV_e2tcyYxEv0z9mOW

For more information about our office, you may also visit our website at https://ombud.msu.edu/ and for more information about the ABA’s Ombuds Day, please visit: https://abaombudsday.wordpress.com/about-ombuds-day/.

If you have questions about our office, the webinar, or Ombuds Day, please email us at ombud@msu.edu.

Best Wishes,
Shannon Lynn Burton, Ph.D.
University Ombudsperson

Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom
By Asao B. Inoue
Copy edited by Don Donahue. Designed by Mike Palmquist.

In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.

Access FULL TEXT in attachment
Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2019.0216.0
Accessed via https://wac.colostate.edu/books/perspectives/labor/?fbclid=IwAR1ZJWZbLYuAU4aQhQ9xlBiIzbX60bGg_VGQwwnZImFUnofX1L5Il2Ec53w

Wonderful writeup about the Pig Project, a Spartan Studios course I got to facilitate last fall. This experiential, interdisciplinary course involved students taking responsibility for and raising piglets at the MSU Student Organic Farm. Author Greg Teachout interviewed me and the primary instructors Laurie Thorp and Dale Rozeboom (from the overall 5-member teaching team) and really got to the heart of this course. https://undergrad.msu.edu/news/view/id/432

If ever you have utilized a collaborative approach in your courses, you might be familiar with the following. Sometime just after the middle of the semester, a student contacts you complaining about various problems and/or people within their team during the first nine or ten weeks of the term. Typically, it is clear from the language of such emails that these young adults want someone else to step in and address the litany of issues described. Yet a large part of student-centered learning is providing young minds with the tools necessary to help them navigate our courses with a reasonable amount of success as well as the skills necessary for our students to address any related interpersonal challenges. For many undergraduates in 2022, learning to manage the latter, in particular, is one area where guidance is often necessary. Here is the language I now use to provide helpful suggestions that keep students in the driver's seat without helicoptering in to the rescue myself:


Thank you for your email X. Your frustration is certainly understandable. The issue(s) you describe are something that the entire team should address together in order to determine a concrete and efficient way forward. Communication, problem solving, conflict resolution, and revision of team work habits or processes are all part of effective collaboration.

With that in mind, take a proactive approach to the points outlined in your email. That means ALL of you should collaborate to identify the exact problems hindering the team. A passive ‘wait and see’ approach will not change the situation. Neither will a round of strident text messages or email back and forth between team members. What will help is for all team members to prioritize a meeting in real time plus their direct involvement in making concrete decisions to improve the dynamic and move ahead in the most efficient way possible.

Whether your team meets online or face to face, have an honest yet civil discussion to determine and implement the changes team members deem necessary. This is not easy, but it is vital for improving the situation. Positive change in a team setting comes through strategic, organized, and well-executed plans with specific goals identified and carried out in an orderly manner.

Beginning this sort of conversation might feel uncomfortable, but it is necessary. Contact your other team members right away. Arrange a meeting in real time to pinpoint and address the ongoing issues within the team. Brief explainer videos, part of each course module, provide tips for effective collaboration, but here are three for review that are most relevant:

https://www.youtube.com/watch?v=UDX61xCHN74&t=58s

https://www.youtube.com/watch?v=BghSivQlhVY

https://www.youtube.com/watch?v=OIuTi83L0vE


It is also beneficial for the entire team to revisit its list of values developed early in the semester plus the specific member roles determined at that point. These tasks were part of Week Three team activities when weekly collaboration began. Likewise, have a look again at your collective responses to questions on the team assessment worksheets, part of the collaborative work for Week Six and Week 11. On those, your team took stock of its processes and work habits followng completion of Project #1 and Project #2. Your team also identified collective steps it could take to improve collaboration as part of that work.

Keep in mind that active collaboration to address team issues is solid practice for life in the globalized digital economy of the 21st century where 'teams' are the norm. In most fields now, no single person is responsible for project research, development, and completion. Cohesive teamwork is the name of the game.

Careful attention to the guidance above will help your team have a productive discussion, pull together, and move forward more effectively in the time remaining this semester. Your student learning team is in the driver’s seat and has the power to do this.

Kind Regards,

Prof. Y



Keep in mind that the intent is to guide and empower young adults in navigating their own lives. The language offered above might be too forthright for some, but it gets to the heart of the matter and communicates to students that their interpersonal issues are something they must learn to handle now if they have not already done so. After all, the adult world following graduation is not that far off, and we do our students no favors by taking care of their problems for them.

The language presented works for individual queries but can also be sent to the entire student learning team as a reminder with appropriate changes made. If this idea sounds like something you might like to try yourself, feel free to tailor the reply above to your own needs.

Keshner, Andrew. 2020. Some Americans are more likely to socially distance and wear face masks than others — here’s why.