We found 31 results that contain "connect"
Posted on: #iteachmsu
Posted by
almost 4 years ago
Did you know? Connection is critical - find people and information.
Whether you are a new educator or a seasoned contributor there is always something to discover at MSU. Chat with us about resources, groups, ways to connect, and things to explore. Share your own helpful information or ask for ideas.
Whether you are a new educator or a seasoned contributor there is always something to discover at MSU. Chat with us about resources, groups, ways to connect, and things to explore. Share your own helpful information or ask for ideas.
Navigating Context
Posted on: #iteachmsu
Posted by
almost 4 years ago
Summer Issawi - Howdy folks! Summer Issawi here and today, Erica Venton and I will be hosting an AMA (Ask Me Anything) on Campus Resources & Getting Connected. I am a learning experience designer with the Hub and know how challenging it can be when navigating this large university. Please ask any questions you might have. We are here to help!
Navigating Context
Posted on: #iteachmsu
Posted by
over 2 years ago
"Reflect & Connect: Navigating Life and Work Effectively in Challenging Times" by MSU's Employee Assistance Program (EAP) offers self-care strategies (such as a 3-breath reset) as well as components of emotional wellness at work. Check out the 2-page PDF attached to learn more!
Posted on: #iteachmsu
Posted by
over 6 years ago
How do you connect with other colleagues using iteach?
Posted on: #iteachmsu
Posted by
about 1 year ago
#iteachmsu is better with you, so be sure to log in so you can save your faves, add comments to posts and articles, and make connections! Share, connect, grow!
Navigating Context
Posted on: CISAH
Posted by
over 3 years ago
Hope this is the right place to share this:
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
Pedagogical Design
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: 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