We found 55 results that contain "communities"

A few links that have to do with community building and student experience in our program. We also use Teams and SharePoint a lot. ;) Sharing because I'm hoping others will reciprocate!

Graduation and Commencement page: https://maflt.cal.msu.edu/commencement/
Alumni page recently updated to tell alumni how to connect with us and to link to their portfolios better: https://maflt.cal.msu.edu/alumni/
Events page, with a link to the post about our biweekly (fortnightly?) virtual Midweek Meetups, which are open and outward-facing now rather than students only. The rest of the page is out of date: https://maflt.cal.msu.edu/maflt-events.

FREE Webinar: Publishing as a Practitioner

Are you interested in publishing but not sure where to get started? Join us for this interactive session to learn more about the research and publishing process, hear how other practitioners navigate engagement in scholarship, and engage with a community of practitioners passionate about publishing. There will be opportunities to ask questions, discuss areas of expertise, and identify available resources. We also hope that participants will use this webinar to form writing groups or find accountability partners.

Register for this FREE webinar here: https://myacpa.member365.org/public/event/details/6c58e7493279687e8398a688b6ab40615760cacc/1

The ‘Digital Collaborative Learning for the 21st Century’ learning community will meet at 11am this Friday Morning (April 07, 2023) to discuss our plans moving forward with the planned special issue of The Journal of Global Literacies, Technologies, and Emerging Pedagogies (JOGLTEP). We also plan to run this learning community for the 2022-2023 academic year. Tell a friend!

In the meantime, we hope to see you this Friday morning and apologize for this reminder coming so late.

Kind Regards,

Stokes and Marohang

Join Zoom Meeting
https://msu.zoom.us/j/94545089588

Meeting ID: 945 4508 9588
Passcode: 851121

MSU's Office of Inclusion and Intercultural Initiatives hosts "Learn at Lunch"!

Held monthly during the academic year, the Learn at Lunch series presents informal seminars on a variety of topics related to inclusion, social justice and equity. Everyone is welcome to bring their lunch and join the conversation.

The Learn at Lunch series is sponsored in collaboration with the Academic Advancement Network, the Office of the Associate Provost for Undergraduate Education, the Graduate School and MSU Libraries. The sessions bring important topics related to inclusive teaching to the campus community, with a focus on presenting best practices and fostering dialogue in an effort to build inclusive communities.

Check-in here for the schedule as more opportunities to Learn at Lunch are scheduled:
https://inclusion.msu.edu/education/learn-at-lunch.html

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

Hello again everyone,

Namaskar/Sewaro!

We, Stokes and Marohang, invite you to join our “Digital Collaborative Learning for the 21st Century 2.0 Learning Community” on 10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM

We look forward to continuing the discussion of the use of digital and cloud-based tools in our work with students across all modalities, as well as the challenges and opportunities that digital collaborative practices afford both students and instructors. We are interested in exploring links between digital collaborative learning and diversity, equity, and inclusion (DEI) pedagogy, and how generative artificial intelligence (AI) might play a role these activities and aims.

Our meeting is via Zoom, and you can find the recurring link and passcode below. To assist everyone with their planning, our meetings for Fall 2023 are scheduled for the following dates and times:

10-11am on Friday, October 13, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, December 01, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM

Our Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121

Look forward to seeing you all this coming Friday, November 10, 2023 (10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM).

Best regards,

Marohang & Stokes

Our Spring Conference on teaching and learning was focused on the guiding philosophy of our Teaching Center: Engaging and Equitable Education for All. This philosophy not only guides our center's educational development and pedagogical strategies but also reflects our commitment to creating learning environments where every student feels valued and empowered. Indeed, it's at the core of MSU’s mission to ensure that all students can succeed, and the work educators do is central in the pursuit of that mission.

The conference was a day not just to celebrate successes in the classroom, but also to offer sincere thanks for the work Spartan educators do to make MSU a place of deep and meaningful learning. Educators are well aware of the powerful role gratitude plays in higher ed. Gratitude is not just about saying 'thank you.' It is about acknowledging the hard work and passion of everyone involved in the educational endeavor—recognizing that each contribution, no matter how small it might seem, enriches our students’ collective experience and understanding.

I’ve seen that enrichment play out in my own family over the past four years. Just last weekend my son graduated from James Madison College. His growth as a writer, a thinker, a critic, and a leader has been remarkable to watch. His college experience was defined by all the things that make MSU so great – football games, RSOs, dorm food, parking tickets, an unforgettable study abroad experience, wicked winter walks between Wells Hall and Case. But ask him today what stood out the most and he’d without question say it was in the classroom where he changed the most. His experience is typical of so many of the 6,200 students that walked across stages all last weekend. They leave here more prepared to thrive and lead because of what MSU’s educators gave them day in and day out in class. And it’s because of those thousands of changed lives that it’s so important to pause on occasion to thank educators.

CTLI’s “Thank an Educator” initiative, which launched 2018, exemplifies the ethos of gratitude that I hope to elevate in the Teaching Center. Since it's inception over 900 educators have received notes of gratitude for the excellent work they do. They all are testaments to the varied ways in which education can impact the lives of the members of the Spartan community. I encourage you to click the Thank and Educator link to the left or visit https://iteach.msu.edu/home/thank_an_educator so you can thank an educator yourself!

At the Teaching Center we celebrate and recognize the diverse array of educators across roles on our campus; each one plays a crucial role in shaping the vibrant educational ecosystem at MSU. At CTLI, our definition of educator is broad and inclusive. We believe that everyone here contributes to our teaching and learning mission. From the lab supervisor engaging with students in hands-on research to the campus tour guide sharing the Spartan spirit with prospective students to the veteran professor delivering that inspiring lecture, you are all educators in the fullest sense. The interactions educators foster and the knowledge they share underscore our “Spartans Will” ethos—demonstrating determination, resilience, and a commitment to excellence.

Hello again everyone! Our reading group on Student Engagement and Success is slated to meat for 90 minutes this Friday morning (October 22nd) at 10am. Hope to see you then. For your convenience, here are the questions we'll discuss (or use as jumping off points) related to Chapter One in our book Student Engagement in Higher Education, Third Edition:

Questions on Pendakur, Quaye, and Harper (Ch. 1)

1) What is your view of Pendakur, Quaye, and Harper’s assertion that U.S. higher education, in general, is obligated to do more to foster student engagement within and beyond the classroom? What might be some practical challenges to do that?

2) In the Preface, Pendakur, Quaye, and Harper suggest that there is something temporally specific about the crisis of engagement they and their contributors describe. How would you describe engagement as a timely matter? In other words - what shape(s) does the issue of engagement take in 2021?

3) At the micro level (within our own teaching, advising, or other close work with students), how might we address the issue? What are some concrete steps we might take?

4) Describe your reaction(s) to the approach advocated at the bottom of p. 6, “Faculty and student affairs educators must foster the conditions to enable diverse populations of students to be engaged, persist, and thrive.” Where do you see difficulties with that aim? How might you nevertheless integrate that goal into your own practices? What might you change or adapt?

5) What makes PQH’s intersectional and anti-deficit lens appealing for this type of research? In particular, how do you respond to the book’s organizational reliance upon identity-based systems of oppression (which, we should note, we’ve proposed to use as an organizing principle for our discussions as well)?

6) What are some concrete ways we might be more intentional in our teaching/advising practices or other close work with students when it comes to cultivating their engagement. How do we help them to help themselves?

7) Pendakur, Quaye, and Harper discuss Tinto’s assertion that academic (and social) communities are key to student engagement, performance, and retention (4-5). What is your own view? How might the use of academic communities (student learning teams) nevertheless present challenges of one kind or another? What might be some concrete steps we could take to ease or avoid potential issues?

8) Near the end of Chapter One, Pendakur, Quaye, and Harper acknowledge that “Linking theory and practice is not simple” (12). Realistically, how might we achieve at least some of what they call for? How could we maximize results -- “the amount of time and effort students put into their [Gen. Ed. or Prereq.] studies” -- without completely redesigning our courses and component classes/modules?

9) In the “Distinguishing Educationally Purposeful Engagement” section, PQH mention the National Survey of Student Engagement (NSSE), which has collected data on ten engagement indicators for approx. 4,000,000 college students since 2000. What, if any, familiarity do you have with the NSSE, and how do you respond to their engagement indicators (subcategorized under Academic Challenge, Learning with Peers, Experiences with Faculty, Campus Environment) and High-Impact Practices (service learning, study abroad, research with faculty, internships)?

10) PQH deride the so-called “magical thinking” philosophy that undergirds much traditional scholarship of engagement and insist, instead, that “educators must facilitate structured opportunities for these dialogues to transpire” (8). What experience have you had with this type of facilitation? How did it seem to benefit the students involved?

11) For your own courses, what would you prioritize when it comes to fostering greater student engagement? How might you create or improve conditions that could facilitate that?