We found 20 results that contain "training"

IBM is offering the MSU community a suite of online courses that take participants through a comprehensive design thinking journey. The introductory offering, The Practitioner Course, is an interactive overview of the fundamentals of human centered-design concepts. Thanks to a collaboration with MSU’s Hub for Innovation in Learning and Technology, MSU students, faculty, and staff can enroll in IBM’s Practitioner Course at no cost and learn the principles that make design thinking different from other problem solving approaches: https://msuhub.medium.com/ibm-offers-free-design-thinking-training-to-msu-community-5187dc69180

Have you heard about MSU’s Office of Institutional Diversity and Inclusion?

"The knowledge and skills necessary to navigate an increasingly diverse campus and interconnected world are substantial. The Office for Institutional Diversity and Inclusion and its partners equip faculty, staff members and students with a variety of tools and resources necessary to be welcoming and inclusive of our diverse campus community through workshops, seminars, and trainings."

Submit education requests for IDI services, including educator consultations, on this Google form (https://forms.gle/acniZ9ThopU4cUhdA) or email (inclusion@msu.edu). If you have questions about education programs offered by the Office for Institutional Diversity and Inclusion or need to request a time-sensitive response please contact Dr. Patti Stewart at ps@msu.edu.

"Posttraumatic Stress Among Students After the Shootings at Virginia Tech" (Hughes et al., 2011) provides a discussion of findings from a cross-sectional survey of Virginia Tech students the summer/fall following the April 16, 2007 shooting of 49 students and faculty using the Trauma Screening Questionnaire to assess PTSD symptoms. The 9-page PDF article from Volume 3, Number 4, of Psychological Trauma: Theory, Research, Practice, and Policy is attached below.

This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.

AI Commons Bulletin 2/17/2025

📰 Chronicle of Higher Ed Launches AI Chatbot
The Chronicle of Higher Education has rolled out an AI-powered chatbot to help users navigate its vast archives and answer common higher ed questions. While details on its training data and accuracy are limited, this marks another step in AI’s growing role in academic media.

Learn More: https://www.chronicle.com/chron-faq

📕 New Book on AI and HE explores The Good, the Bad, and the Ugly
The good: AI is here to stay, so let’s make it work for students.
The bad: Convenience comes at the cost of deeper intellectual labor.
The ugly: AI risks shaping a culture of compliance—where decisions are guided by systems without consciousness or accountability.

Learn More: Pulk, K., & Koris, R. (Eds.). (2025). Generative AI in Higher Education. Cheltenham, UK: Edward Elgar Publishing.

❓ If You Teach AI Literacy, Don’t Forget to Assess the RAG as Well as the LLM
When LLMs use retrieval augmented generation (RAG), they can give more trustworthy responses. What does that mean? Ni and colleagues (2025) evaluate rages, using NIST’s list of essentials:
Reliability
Privacy
Explainability
Fairness
Accountability
Safety
Learn More: https://doi.org/10.4337/9781035326020

🤖 On the Horizon: More and More Automated Instruction, Less Faculty?
We should think critically before it’s too late. A study found students using an AI course tutor performed as well and were as satisfied as those in instructor-led courses. As publishers integrate AI tutors, instructors may rely on them more, reducing direct teaching.

Learn More: Chun et al (2025). A Comparative Analysis of On-Device AI-Driven, Self-Regulated Learning and Traditional Pedagogy in University Health Sciences Education. Applied Sciences, 15(4), Article 4.

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”).

"The recent shooting has been an extremely frightening experience, and the days, weeks, and months following can be very stressful. How long it will take to cope depends a lot on what individuals experienced during and after the shooting, including whether they experienced physical injury, involvement in a police investigation, worry about the safety of family and friends, and loss of loved ones. In the aftermath, it’s often difficult to figure out where to begin. Over time, many people will return to normal routines. We also know that for some people this will be more of a struggle. You may need to know if what you’re experiencing is a common reaction to these types of events. Reactions generally diminish with time, but knowing about them can help you to be supportive of both yourself and others you know affected by the shooting."

The National Child Traumatic Stress Network shares an overview of what students could be experiencing (including but not limited to posttraumatic stress reactions, grief reactions, depression, and physical symptoms) as well as physical, emotional, and social ways to enhance coping in "College Students: Coping after the Recent Shooting".

This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.

AI Commons Bulletin 2/10/2025

🚨 CSU Launches “AI Commons” – Sound Familiar?

The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?

Learn More: https://genai.calstate.edu/

🔍Tracking AI Policies in Higher Ed

Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.

Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe

📚 AI Submissions Outperform Students in Recent Study

A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.

Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules

⚞ Blurry Lines in AI and Assessment

A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.

Learn More: https://doi.org/10.1080/02602938.2025.2456207

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”).

Hey everyone, we have a CEIG grant to develop resources and training around helping trainers be aware and educated of best practiced related to creating and facilitating educational materials and programs. I'd love to get ideas from anyone in this group on what has been successful, what are pain points, etc. This was inspired by this document, which is a sort of starting place of this project. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events

Basic but useful info on writing AI prompts, Also see attached from a Training Mag webinar by Garima Gupta.
https://arthademos.s3.us-east-2.amazonaws.com/speak-AI-fluently/index.html#/lessons/vIoAw061pst3uibXbIx1KC9Uo4COTKLY