We found 28 results that contain "reflection"

Included are the slides for building a teaching dossier

In what ways can mindfulness practices (reflective writing, noting) be integrated in student and instructor experiences across campus?

"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!

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.

Everyone develops their own way of planning and mapping out a new course, but here is what has emerged for me during the last several years:

Week 1 -- Introductory Course Documents and Orientation

Week 2 -- Reading/Viewing A OR Reading/Viewing B
Individual Reflection #1 Submitted
Student Learning Teams Posted to D2L

Week 3 -- Reading/Viewing A OR Reading Viewing B
SLT Collaboration Begins
Individual Reflection #2 Submitted

Week 4 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #3 Submitted

Week 5 -- SLT Project #1 (Powtoon Animated Newscast Article Review OR YouTube Podcast)

Week 6 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #4 Submitted

Week 7 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #5 Submitted

Week 8 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #6 Submitted

Week 9 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #7 Submitted

Week 10 -- SLT Project #2 (Readers’ Guide Flipbook OR Infographic)

Week 11 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #8 Submitted

Week 12 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #9 Submitted

Week 13 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #10 Submitted

Week 14 -- SLT Project #3 (E-Poster OR Digital Scrapbook)

Week 15 -- Individual Semester Reflection Submitted by 11:59pm Friday



I am using this semester planning worksheet to nail things down (Finally!) for two new IAH courses that I'll teach in the spring. The first course is on modern Scandinavian and Nordic authors that begins with canonical dead white guys from the late 19th century (Ibsen and Strindberg), moves through the 20th century, and finishes with 21st century queer, indigenous Greenlandic writer Niviaq Korneliussen. Basically it takes students from the rise of modern drama and symbolism through High Modernism, Postmodernism, and into the post-postmodern as manifested in Scandinavian and Nordic literature. The second such course will feature global cinema directed by and/or about contemporary women and the issues they face around the world. Related readings will come from feminist film theory and texts on intersectionality. Everything from Laura Mulvey to Kimberle Crenshaw in other words.

Here is a very handy guide, based on Bloom's Taxonomy, for helping students think about their coursework: https://www.teachthought.com/learning/metacognitive-prompts-to-help-students-reflect-on-their-learning/

In my planned weekly feedback (copy and paste) to students on their 10 short written reflections (low-risk), I include a prompt based on questions developed by The Foundation for Critical Thinking, and one based on these metacognitive prompts shared through the link above.

My intent is twofold:

1) To get students to look again at their work and foster further thought about what they have written on the specific course material for a given week;

2) To encourage students to think about their approach to coursework and concrete steps they can take to improve their learning.


We'll see how well this works. "Kryss fingrane!" (cross your fingers) as they say in Norway.

In a conscious attempt during the last two or three years to include high impact teaching practices as part of the courses I teach here at MSU, I have my students write reflections on their individual assignments each week, team reflections for their three collaborative projects, and an individual semester reflection during Week 15. Here are the guidelines I provide each week to help individual students (or student learning teams) craft their reflections:

Guidelines for Writing an Effective Reflection and Self-Critique
For your team-based project reflection that is part of this assignment – or individually written semester reflection -- develop and refine two FULL pages in which you discuss the following:
• For you introduction, describe the project in general and your respective activities associated with it.
• Briefly describe the projects, process and skills you will talk about.
• Explain three aspects of the project that your team members found most enjoyable and why.
• Explain three processes used for the project described above. Describe how the processes were challenging and rewarding for your team members.
• What are one or possibly two things you might change about your contribution to the project in question. Why?
• Explain three skills your various team members gained or improved upon during the 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.
• If there was a problem of some kind, how might you handle it more proactively next time around?
• 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 other members of your team, assignments, the course, the instructor, or previous grades. Your team should reflect on its work habits, processes, and related choices made.


In addition to the guidelines above, I have also embedded a brief video from Essay Pro into each weekly course module, which includes additional explanation and examples of what reflective essays are and how to write them. Here is the link for those who might be interested: https://www.youtube.com/watch?v=UH5W0iaayRo

AI Commons Bulletin 2/26/2025

🆚 AI in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.

Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.

🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”

Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).

🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting

Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).

🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.

Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.

Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).