We found 120 results that contain "classroom engagement"
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: Making learning fun with H5P
Posted by
almost 2 years ago
H5P.com has updates to The Chase, their live engagement content type. It combines familiar options from Kahoot and Quizlet and you can turn several existing H5P activity types into a live engagement opportunity for review! Those include Accordion, Drag and Drop, Drag The Words, Fill in The Blanks, Image, Image Hotspots, Image Slider, Mark The Words, Multiple Choice, Text, True/False Question, and Video.! https://msu.h5p.com/announcements/1
Posted on: #iteachmsu
Posted by
almost 4 years ago
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
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
Navigating Context
Posted on: Reading Group for Student Engagement and Success
Posted by
over 3 years ago
A belated Happy (Happier?) 2022 everyone. Please join us at 11am this Friday morning (January 21st) for another session on how we might better motivate and engage our students in their college and university coursework. Here is the Zoom meeting information:
Topic: 2021-2022 Reading Group for Student Engagement and Success.
Time: This is a recurring meeting Meet anytime
Join Zoom Meeting
https://msu.zoom.us/j/95148307886
Meeting ID: 951 4830 7886
Passcode: 432210
Hope to see you there!
Stokes and Garth
Topic: 2021-2022 Reading Group for Student Engagement and Success.
Time: This is a recurring meeting Meet anytime
Join Zoom Meeting
https://msu.zoom.us/j/95148307886
Meeting ID: 951 4830 7886
Passcode: 432210
Hope to see you there!
Stokes and Garth
Pedagogical Design
Posted on: Teaching Toolkit Tailgate
Posted by
about 5 years ago
SHANNON - I'm sure there have been lots of talks around this but I'm hoping you can share an overview of the key considerations for student rights in the online class environment? I'm thinking of things like zoom video requirements, synchronous engagement, etc.).
Navigating Context
Posted on: #iteachmsu
Posted by
over 4 years ago
Please visit and complete this Google Form prior to engaging with additional "Teaching Multilingual Learners" content - https://docs.google.com/forms/d/1b45sKRY05W33BA-FS1kdaoCOKlNvk2Wefti6JfqtLPA/viewform?edit_requested=true
This post is a part of the pre-content in the "A Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" Playlist.
https://iteach.msu.edu/pathways/248/playlist
This post is a part of the pre-content in the "A Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" Playlist.
https://iteach.msu.edu/pathways/248/playlist
Pedagogical Design
Posted on: #iteachmsu
Posted by
over 3 years ago
I wrote this attached article to share my top 9 tips about online teaching for an audience of History & Philosophy of Science educators. It's called "You Can Teach Online! Designing effective and engaging online courses." It features the SOIRÉE "magic table" by Rachel Barnard. It was published in the Canadian Society for HPS' Communiqué newsletter in Autumn 2020 (p.42-44).