We found 224 results that contain "student wellness"

As we approach February 13th, advising leadership has shared that students have the option to request a grief absence, allowing them to take necessary time away during the week of February 13th. Please guide students to reach out to their academic advisors for further details. The advising unit leads will then coordinate with the student and their instructors, providing further information regarding the approved grief absence request. Additional details regarding MSU's grief absence policy can be found here: https://reg.msu.edu/roinfo/notices/griefabsence.aspx

ASK ME ANYTHING STARTS TODAY WITH Cheryl Caesar - Teaching Multilingual Students
Cheryl lived in Paris, Tuscany and Sligo for 25 years, earned her doctorate in comparative literature at the Sorbonne and taught literature and phonetics. She publishes poetry in the U.S., Germany, India, Bangladesh, Yemen and Zimbabwe, and last year she won third prize in the Singapore Poetry Contest for her poem on global warming. My chapbook Flatman: Poems of Protest in the Trump Era is available from Amazon.

I chose the topic of “Teaching Multilingual Students” because I have experience teaching EFL in Europe and ESL here, to first-year writing students. I am especially interested in using linguistic and cultural diversity as a pedagogical asset in the classroom

TO PARTICIPATE
Please use this box to ask your questions using the following format: HOST NAME, [question/comments]. Hosts will share their responses via comments on your post.

Hi Ungraders,

Thanks to all who were able to attend our 4/4 session and greetings to those who weren't able to. I wanted to post the questions that were indicated as "follow up needed" as folks left the space last week so we can continue the conversation, sharing, and support. In no particular they are:
1. How to encourage/increase undergrad/student readiness?
2. How do we ensure ungrading doesn't reproduce grade inequities?
3. How do you set students up to manage self-direction?
4. How to negotiate internal and external ecosystems - jobs?
5. How can we keep the atmosphere competitive even with ungrading?

I hope folks can simmer on these and share reflections, ideas, and resources as they come up. Also, I hope folks can add more questions, ideas, and resources.

~Brittany

Have just finished putting the final touches on the first episode in a new podcast series -- created using Audacity and AnchorFM -- that is intended to support the learning of students in my face-to-face, hybrid, and online courses from Fall 2022. . . WSTKS-FM Worldwide: Podcasts for Digital Collaborative Learning in the 21st Century. Here is a link for anyone who might find this of interest: https://www.youtube.com/watch?v=01UohhFXXCI

Additional interesting apps for creating podcasts that are worth exploring further include:

RiversideFM -- https://riverside.fm/

Soundtrap -- https://www.soundtrap.com/

Headliner -- https://make.headliner.app/create

How to Start a Podcsat -- https://www.thepodcasthost.com/planning/how-to-start-a-podcast/

New Ed Tech Classroom YouTube Channel (Lots of cools stuff, including information on creating podcasts for and by students -- https://www.youtube.com/channel/UCd6vizTYlSgpR6zJ8j5KiyA

Stokes and I are finalizing our agenda for our meeting this Friday, and in order to prevent this from being a 3-hour meeting, we're winnowing down my attempts to ask the wordiest questions possible. I couldn't bear to cut the question below entirely though, so I'm posting it here to see if it sparks any asynchronous discussion!
- GJS


Towards the end of Ch. 2, Museus, Griffin, and Quaye note that “calls for the elimination of cultural centers and organizations in order to create more opportunities for engagement across difference and fewer options for self-segregation do not acknowledge the important positive role that these organizations play in the lives of Students of Color. In fact, given the positive outcomes stemming from student participation and leadership in culturally-based organizations, institutions must begin or continue to support their goals and efforts” (28).

MSU has recently been in the news for plans to construct a freestanding multicultural center to expand the footprint of spaces currently provided in the MSU Union. (We may also recall that MSU made national headlines for closing its 90-year-old women’s lounge in 2016, under various external pressures.) [Links to both stories below]

How do you see events like these contributing to the climate/culture on MSU's campus?

What would it look like to advocate for or act on these topics responsibly from our positions?

https://www.fox47news.com/neighborhoods/msu-campus/michigan-state-university-looks-at-building-freestanding-multicultural-center

https://www.insidehighered.com/news/2016/08/08/michigan-state-sets-debate-eliminating-womens-lounge-student-union

The WOCI and the English Department will be co-hosting a workshop on trauma-informed classroom techniques for graduate students on Tuesday, February 28th at 1pm via Zoom. This is a follow up to the discussion that was held on February 17th (Feminist strategies for teaching during a crisis). All are welcome. Dr. LeConté Dill, who will be facilitating the workshop, will be paying particular attention to how womxn of color navigate teaching in the days and weeks following a traumatic event. This workshop aims to provide a space for graduate student instructors to learn how to show up for their students with a politics of care and a particular sensitivity to what students have just been through here at MSU. A flyer is attached for your review. Please share broadly.

Register for the workshop here or using the following link:

https://msu.zoom.us/meeting/register/tJMod-yhrzgrGtH-58qoyfRfyVv4Og-


Please email Dr. Delia Fernandez-Jones (dmf@msu.edu) and Dr. Kristin Mahoney (mahone95@msu.ed) with any questions.

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?

On an AI-related note, I just finished a 10-minute podcast episode for my current batch of students entitled "if You're Gonna Use AI. . ." Here's the link if you're interested in how I'm encouraging/advising my students to proceed, albeit with caution and care: https://www.youtube.com/watch?v=KfzCrhR6HWI