We found 104 results that contain "community engagement"

Digital Collaborative Learning 2.0 - Faculty Learning Community 2023-24

This FLC has a group on #iteachmsu and meets about every three weeks. https://iteach.msu.edu/groups/digital-collaborative-learning-for-the-21st-century-2022-2023-learning-community/feeds

The organizers, Stokes Schwartz in CAL-IAH and Marohang Limbu in CAL-WRAC, are editing a special issue of the Journal of Global Literacies, Technologies, and Emerging Pedagogies. Great list of resources on the page announcing the special issue.
https://jogltep.com/duplicated-published-issues-61/digital-collaborative-learning-initiatives-dei-critical-thinking-and-cultivation-of-next-generation-skills/

What are the ethical considerations behind grading "participation" in the classroom? How do we track participation & translate it into a numeric grade?

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?

The more educators can treat students as professional learners by providing them with reliable, timely, and accurate information about their progress in a course, the more likely it is that students will persist, thrive, and ultimately succeed in their educational journey.

The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.

An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box

Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.

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

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.

We got H5P installed on the D2L Test Server. It feels like progress is on the way.

Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.

This series is still ongoing! The schedule and links to RSVP can be found in the upload below!