We found 104 results that contain "community engagement"
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
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?
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?
Pedagogical Design
Posted on: #iteachmsu
Posted by
almost 2 years ago
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
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
Navigating Context
Posted on: #iteachmsu
Posted by
over 4 years ago
The Academic Advancement Network (AAN) works with all faculty, academic staff, and academic administrators at Michigan State University as they join the university, establish professional trajectories, and move through various stages of review, promotion, and growth. AAN offers many opportunities for Educators to grow in their professional development and meet one another. Check out more information here: https://aan.msu.edu/events/
Navigating Context
Posted on: GenAI & Education
Posted by
almost 2 years ago
just another dave… ‘learning consumes failure & poops out success’
Assessing Learning
Posted on: #iteachmsu
Posted by
over 6 years ago
Recommendations for using a Catchbox in a classroom https://docs.google.com/document/d/1pYCtDxuQlSbU76S8L7qEKPhzwJQSecZRod2YOq6GKgk/edit?usp=sharing
Posted on: #iteachmsu
Posted by
almost 4 years ago
20+ years ago when I began teaching as a graduate assistant, I was was spoiled when it came to student motivation and engagement.
At UW-Madison, I taught several freshman writing and discussion sections that were part of two huge undergraduate Scandinavian literature courses (several hundred students each) with a newly instituted writing component. Many, though not all, of the students were what we call, in second language pedagogy, heritage learners from primarily Norwegian, Swedish, and Danish backgrounds along with a few whose ancestors came from Iceland or Finland, which meant that their motivation and performance was reasonably good to high. In short, most were interested, engaged, and did the work to a reasonable standard.
The same was true a few years later at The University of Minnesota. where I was responsible for planning, developing, and teaching numerous sections of Beginning Norwegian 1001 and 1002 five days a week. Again, mostly heritage learners, so my job was easier than it might otherwise have been.
Here at MSU, I teach numerous IAH courses, once F2F, now asynchronous online. A few seem excited and engage well, but many, or even most, do not. It is a hoop they need to jump through, and many choose a particular course based not on their interest but on how well it fits their schedule.
Given that particular mindset, student motivation and engagement can be thin on the ground sometimes! So, these are two related points, along with how they relate to student success, that I come back to again and again in my reading and related thought behind what I do and how I do it.
Today, I came across a concise webpage on 'The Role of Motivation in Learning' from The Education Hub in New Zealand. Here is the link for people who might like to take a look:
https://theeducationhub.org.nz/motivation/
At UW-Madison, I taught several freshman writing and discussion sections that were part of two huge undergraduate Scandinavian literature courses (several hundred students each) with a newly instituted writing component. Many, though not all, of the students were what we call, in second language pedagogy, heritage learners from primarily Norwegian, Swedish, and Danish backgrounds along with a few whose ancestors came from Iceland or Finland, which meant that their motivation and performance was reasonably good to high. In short, most were interested, engaged, and did the work to a reasonable standard.
The same was true a few years later at The University of Minnesota. where I was responsible for planning, developing, and teaching numerous sections of Beginning Norwegian 1001 and 1002 five days a week. Again, mostly heritage learners, so my job was easier than it might otherwise have been.
Here at MSU, I teach numerous IAH courses, once F2F, now asynchronous online. A few seem excited and engage well, but many, or even most, do not. It is a hoop they need to jump through, and many choose a particular course based not on their interest but on how well it fits their schedule.
Given that particular mindset, student motivation and engagement can be thin on the ground sometimes! So, these are two related points, along with how they relate to student success, that I come back to again and again in my reading and related thought behind what I do and how I do it.
Today, I came across a concise webpage on 'The Role of Motivation in Learning' from The Education Hub in New Zealand. Here is the link for people who might like to take a look:
https://theeducationhub.org.nz/motivation/
Pedagogical Design
Posted on: Reading Group for Student Engagement and Success
Posted by
over 3 years ago
Another interesting piece on Faculty Focus this morning that provides additional tips for [motivating] and engaging our students in class. I hope to try a few of these next fall when I return to the (hybrid) classroom. Hope you might find these tips useful in your own journey to motivate and engage undergrads.
Kind Regards,
Stokes
https://www.facultyfocus.com/articles/effective-teaching-strategies/engaging-students-at-a-deeper-level/?st=FFdaily%3Bsc%3DFF220330%3Butm_term%3DFF220330
Kind Regards,
Stokes
https://www.facultyfocus.com/articles/effective-teaching-strategies/engaging-students-at-a-deeper-level/?st=FFdaily%3Bsc%3DFF220330%3Butm_term%3DFF220330
Pedagogical Design
Posted on: #iteachmsu
Posted by
about 3 years ago
It's July 5th everyone, and no rest for the wicked I suppose. I've been thinking about student engagement once again the last week or so and came across these interesting short pieces on YouTube by John Spencer:
Shift from Engaging to Empowering Learners -- https://www.youtube.com/watch?v=BYBJQ5rIFjA
10 Ways to Empower Students with Choice -- https://www.youtube.com/watch?v=L08wNizulOY
We might use some of the ideas Spencer presents here to revise our approach to motivating and engaging our students. An interesting point to mull over during the dog days of summer.
Shift from Engaging to Empowering Learners -- https://www.youtube.com/watch?v=BYBJQ5rIFjA
10 Ways to Empower Students with Choice -- https://www.youtube.com/watch?v=L08wNizulOY
We might use some of the ideas Spencer presents here to revise our approach to motivating and engaging our students. An interesting point to mull over during the dog days of summer.
Pedagogical Design