We found 13 results that contain "justice"

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!

In the leadup to today's roundtable, our panelists mentioned that we should have had a social justice playlist prepared as background music for our discussion. And, in that spirit, I'll just pose this question to the group: What songs would you insist on including in such a playlist?

Microaggressions often have macro impacts - How do we address microaggressions in the classroom? What is our role as an educator when these happen in our classroom? What do we do when we are the aggressor?

Exciting News! #iteachmsu is thrilled to introduce our latest category: ‘Justice and Belonging’! We want to hear from YOU! Share your ideas and help make MSU a place where everyone feels at home.

VIRTUAL Conference on Higher Education Values, Identity, Belonging and Purpose and Call for Proposals: https://seswps.umkc.edu/conference/index.html

Several people asked for links to the resources from workshops we mentioned from last year, so I've linked to the iteach pages we made for those workshops below. It's probably easiest to go to the Playlists section for every link to access the material for each workshop quickly.

Masking Matters (teaching in and to masks; 9/24/21): https://iteach.msu.edu/groups/masking-matters/feeds

Social Justice Pedagogy Roundtable (11/12/21): https://iteach.msu.edu/groups/social-justice-pedagogy-roundtable/feeds

Trauma-Informed Pedagogy Workshop (01/28/22): https://iteach.msu.edu/groups/trauma-informed-pedagogy-workshop/feeds

I'll work on migrating all this content into this CISAH group shortly (once I finish some course prep for next Wednesday!).

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.

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