We found 104 results that contain "community engagement"
Posted on: #iteachmsu
Posted by
about 2 years ago
Hello!
The MSU Department of Police and Public Safety is hosting a Community Cool Down event outside of the STEM Teaching and Learning Facility this Thursday, August 3rd, 2023 from 11:00am to 2:00pm. The event is open to all students, faculty, and staff and the goal is to provide a safe space and opportunity for the Spartan community to get energized ahead of the fall semester. There will be a DJ, yard games, cool treats, and more. We hope to see you there!
The MSU Department of Police and Public Safety is hosting a Community Cool Down event outside of the STEM Teaching and Learning Facility this Thursday, August 3rd, 2023 from 11:00am to 2:00pm. The event is open to all students, faculty, and staff and the goal is to provide a safe space and opportunity for the Spartan community to get energized ahead of the fall semester. There will be a DJ, yard games, cool treats, and more. We hope to see you there!
Pedagogical Design
Posted on: #iteachmsu
Posted by
about 5 years ago
How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
Posted on: Innovators and ODBaLLs
Posted by
almost 3 years ago
Virtual Community and Collaboration | 2-minute poll: https://forms.office.com/r/ZgQwUg3gSH
How are you using technology to build and sustain virtual communities, at MSU and beyond MSU?
I'm asking because I have really struggled to answer this for my own grad students and colleagues, I'm frustrated with insufficient answers from MSU IT, and I don't have time to experiment with every tool out there! This question is about connecting and collaborating beyond the level of an individual class. Do you just rely on email and maybe a shared folder somewhere? Do you use Teams with colleagues? Do you have a Team or other online group for all the students in your program? How do you connect with alumni? Do you have social media channels, groups, etc.? Do you use a platform to collaborate with colleagues at other institutions?
The poll has 3 brief questions. Results will appear as word clouds for now but may be re-built into a poll with multi-select items or upvoting-downvoting functions.
Response summary link: https://forms.office.com/Pages/AnalysisPage.aspx?AnalyzerToken=D35cYgPKBhFIQ8WM71D7vaLjW5lmmRrg&id=MHEXIi9k2UGSEXQjetVofdg3qWdeLPRJhhXmv5kR_yJUN0hFQkNWQVRWWk5DSTBRRVZHSzZFTzVRRC4u
How are you using technology to build and sustain virtual communities, at MSU and beyond MSU?
I'm asking because I have really struggled to answer this for my own grad students and colleagues, I'm frustrated with insufficient answers from MSU IT, and I don't have time to experiment with every tool out there! This question is about connecting and collaborating beyond the level of an individual class. Do you just rely on email and maybe a shared folder somewhere? Do you use Teams with colleagues? Do you have a Team or other online group for all the students in your program? How do you connect with alumni? Do you have social media channels, groups, etc.? Do you use a platform to collaborate with colleagues at other institutions?
The poll has 3 brief questions. Results will appear as word clouds for now but may be re-built into a poll with multi-select items or upvoting-downvoting functions.
Response summary link: https://forms.office.com/Pages/AnalysisPage.aspx?AnalyzerToken=D35cYgPKBhFIQ8WM71D7vaLjW5lmmRrg&id=MHEXIi9k2UGSEXQjetVofdg3qWdeLPRJhhXmv5kR_yJUN0hFQkNWQVRWWk5DSTBRRVZHSzZFTzVRRC4u
Posted on: 2024 Spring Conference on Teaching and Learning
Posted by
over 1 year ago
Posted on: #iteachmsu
Posted by
over 4 years ago
What tools or strategies do you use to help your students feel a sense of community and belonging?
Pedagogical Design
Posted on: #iteachmsu
Posted by
over 4 years ago
How are you finding your own community and building your sense of belonging?
Navigating Context
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?
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