We found 6 results that contain "behavioral intervention"
Posted on: #iteachmsu
Posted by
8 months ago
Disruptive Students - This was an assumed issue just for K-12 settings. However, we have the current events and issues impact students at all levels in different ways. This is an older resource that helps to identify specific disruptive behavior types and offers some strategies for dealing with them.
attached here and accessible at:
https://resources.finalsite.net/images/v1590876479/northwestmsedu/mrlaokp6aqomejlcpd2f/copingwith7disruptivepersonalitytypes.pdf link
attached here and accessible at:
https://resources.finalsite.net/images/v1590876479/northwestmsedu/mrlaokp6aqomejlcpd2f/copingwith7disruptivepersonalitytypes.pdf link
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
Stumbled across a recent piece on Faculty Focus that provides a very handy starting point for how we might better engage our students emotionally, behaviorally, and cognitively. Here's the link for those who might like to take a closer look: https://www.facultyfocus.com/articles/online-education/online-student-engagement/student-engagement-strategies-how-to-encourage-behavioral-emotional-and-cognitive-engagement-in-your-course/
Pedagogical Design
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
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?
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?
Disciplinary Content
Posted on: #iteachmsu
Posted by
over 1 year ago
Use AI to generate rubrics.
To create a rubric for just about anything, I find Chat GPT to be very useful. I use iterations of the following prompts, with specifics for each rubric I need to generate:
"In table form create a rubric with four cut-points ranging from "Not Present" to "Exemplary." There should be XXX number of categories: Category 1, Category 2, Category 3, etc... Leave a column on the left for notes or comments.
Typically, using that prompt as a starting point will lead Chat GPT to creating a workable first draft of a rubric.
ChatGPT provided some other things to consider as you prepare your prompt or modify the results:
"1. Define Clear Objectives: Start by providing the AI with specific objectives or outcomes that the rubric is intended to measure. This could include skills, knowledge, behaviors, or attitudes relevant to the task or subject matter.
2. Input Criteria and Levels of Performance: Give the AI detailed descriptions of the criteria you want to assess, along with different levels of performance (e.g., Excellent, Good, Fair, Poor). Ensure that these descriptions are clear and distinct to guide the AI in creating nuanced and differentiated levels.
3. Incorporate Examples and Standards: To enhance the rubric, include examples of exemplary work or specific standards you expect. This helps the AI to understand the context and quality you're seeking, allowing it to generate more accurate and useful content.
4. Refine and Customize: Once the AI provides a draft, review and refine it to ensure it aligns with your educational goals and standards. Personalize the rubric to the specific needs of your course or assignment, making adjustments based on your expertise and experience."
To create a rubric for just about anything, I find Chat GPT to be very useful. I use iterations of the following prompts, with specifics for each rubric I need to generate:
"In table form create a rubric with four cut-points ranging from "Not Present" to "Exemplary." There should be XXX number of categories: Category 1, Category 2, Category 3, etc... Leave a column on the left for notes or comments.
Typically, using that prompt as a starting point will lead Chat GPT to creating a workable first draft of a rubric.
ChatGPT provided some other things to consider as you prepare your prompt or modify the results:
"1. Define Clear Objectives: Start by providing the AI with specific objectives or outcomes that the rubric is intended to measure. This could include skills, knowledge, behaviors, or attitudes relevant to the task or subject matter.
2. Input Criteria and Levels of Performance: Give the AI detailed descriptions of the criteria you want to assess, along with different levels of performance (e.g., Excellent, Good, Fair, Poor). Ensure that these descriptions are clear and distinct to guide the AI in creating nuanced and differentiated levels.
3. Incorporate Examples and Standards: To enhance the rubric, include examples of exemplary work or specific standards you expect. This helps the AI to understand the context and quality you're seeking, allowing it to generate more accurate and useful content.
4. Refine and Customize: Once the AI provides a draft, review and refine it to ensure it aligns with your educational goals and standards. Personalize the rubric to the specific needs of your course or assignment, making adjustments based on your expertise and experience."
Pedagogical Design
Posted on: #iteachmsu
Posted by
8 months ago
The University of Waterloo's Center for Faculty Excellence has shared some interesting approaches for engaging students who are disruptive to your classroom learning environments:
1. Ask the students if they have a question. Sometimes talking during class is legitimate; students have missed a key definition or number and need clarification from someone sitting nearby.
2. Move closer to the disruptive students. Your proximity may signal to them that they are interrupting the class.
3. Make a general statement to the class about the disruption. If you do not feel comfortable singling people out, you can indicate to the class in general that the disruption level is too high and remind them of the ground rules you set on day one.
4. Use an active learning activity. Try a think-pair-share where you have students turn to the person next to them to discuss a problem or question. This will break up the flow of the class and help to re-capture students’ attention. It will also give you an opportunity to approach the disruptive students and discuss your concern with them.
5. Ask those who consistently disrupt the class to see you after class. This will give you an opportunity to air your concerns outside of class and indicate your displeasure with the students’ behavior without embarrassing them in front of the class.
(Large Classes: Limiting the Chaos. Centre for Teaching Excellence, University of Waterloo)
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/large-classes-limiting-chaos link
1. Ask the students if they have a question. Sometimes talking during class is legitimate; students have missed a key definition or number and need clarification from someone sitting nearby.
2. Move closer to the disruptive students. Your proximity may signal to them that they are interrupting the class.
3. Make a general statement to the class about the disruption. If you do not feel comfortable singling people out, you can indicate to the class in general that the disruption level is too high and remind them of the ground rules you set on day one.
4. Use an active learning activity. Try a think-pair-share where you have students turn to the person next to them to discuss a problem or question. This will break up the flow of the class and help to re-capture students’ attention. It will also give you an opportunity to approach the disruptive students and discuss your concern with them.
5. Ask those who consistently disrupt the class to see you after class. This will give you an opportunity to air your concerns outside of class and indicate your displeasure with the students’ behavior without embarrassing them in front of the class.
(Large Classes: Limiting the Chaos. Centre for Teaching Excellence, University of Waterloo)
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/large-classes-limiting-chaos link
Pedagogical Design
Posted on: GenAI & Education
Posted by
8 months ago
AI Commons Bulletin 1/13/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
😮 Word of the Day: “AI-giarism”
“The unethical practice of using artificial intelligence technologies, particularly generative language models, to generate content that is plagiarized either from original human-authored work or directly from AI-generated content, without appropriate acknowledgement of the original sources or AI’s contribution.” (Chan, 2024)
Learn More: https://doi.org/10.1007/s10639-024-13151-7
💚 H-Net Hosts 2025 AI Symposium: Fear, Faith, and Praxis: Artificial Intelligence in the Humanities and Social Sciences
This year’s theme, “Fear, Faith, and Praxis: Artificial Intelligence, Humanities, and Social Sciences,” focuses on student-centered approaches to the use of AI in pedagogical practice and reassessing previous assumptions about AI. This two-day event will be held on MSU’s campus on Feb 20-21, 2025, and available via live stream on the H-Net Commons.
Learn More: https://networks.h-net.org/2025-ai-symposium
💬 Try This: Use AI to Make Peer Feedback More Effective
Use this prompt: ‘‘I teach a university class where students work on teams for the semester. You are my assistant, who is going to help me provide formative feedback to my students. I collect peer comments periodically throughout out the semester, and I would like you to summarize the comments into a performance feedback review in a way that is constructive and actionable. Additionally, the students assess themselves and I would like you to compare their responses to the peer feedback. The output should be in the form of a letter, and please exclude anything that is inappropriate for the workplace.’’ [If there are less than 2 comments for a student, please provide generic feedback only.]
Learn More: https://www.ijee.ie/1atestissues/Vol40-5/02_ijee4488.pdf
🫥 AI’s That Can Read Your Student’s Emotions
Google wants its AI bots to read emotions. Critics point out the dangers from misclassifying user behaviors. AND recent research suggests the science of “universal emotions” is culturally biased.
Learn More: https://techcrunch.com/2024/12/05/google-says-its-new-open-models-can-identify-emotions-and-that-has-experts-worried/
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”).
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.
😮 Word of the Day: “AI-giarism”
“The unethical practice of using artificial intelligence technologies, particularly generative language models, to generate content that is plagiarized either from original human-authored work or directly from AI-generated content, without appropriate acknowledgement of the original sources or AI’s contribution.” (Chan, 2024)
Learn More: https://doi.org/10.1007/s10639-024-13151-7
💚 H-Net Hosts 2025 AI Symposium: Fear, Faith, and Praxis: Artificial Intelligence in the Humanities and Social Sciences
This year’s theme, “Fear, Faith, and Praxis: Artificial Intelligence, Humanities, and Social Sciences,” focuses on student-centered approaches to the use of AI in pedagogical practice and reassessing previous assumptions about AI. This two-day event will be held on MSU’s campus on Feb 20-21, 2025, and available via live stream on the H-Net Commons.
Learn More: https://networks.h-net.org/2025-ai-symposium
💬 Try This: Use AI to Make Peer Feedback More Effective
Use this prompt: ‘‘I teach a university class where students work on teams for the semester. You are my assistant, who is going to help me provide formative feedback to my students. I collect peer comments periodically throughout out the semester, and I would like you to summarize the comments into a performance feedback review in a way that is constructive and actionable. Additionally, the students assess themselves and I would like you to compare their responses to the peer feedback. The output should be in the form of a letter, and please exclude anything that is inappropriate for the workplace.’’ [If there are less than 2 comments for a student, please provide generic feedback only.]
Learn More: https://www.ijee.ie/1atestissues/Vol40-5/02_ijee4488.pdf
🫥 AI’s That Can Read Your Student’s Emotions
Google wants its AI bots to read emotions. Critics point out the dangers from misclassifying user behaviors. AND recent research suggests the science of “universal emotions” is culturally biased.
Learn More: https://techcrunch.com/2024/12/05/google-says-its-new-open-models-can-identify-emotions-and-that-has-experts-worried/
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”).
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”).