We found 20 results that contain "training"
Posted on: #iteachmsu
Posted by
over 2 years ago
Returning to the Classroom After a Tragedy: A 7-step Approach to Starting Class Again
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
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.
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
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.
Posted on: #iteachmsu
Posted by
over 2 years ago
"This study investigated the role of resilience and gratitude in the relationship between trauma exposure, posttraumatic stress (PTS), and posttraumatic growth (PTG) following the campus shooting at Seattle Pacific University. The prevalence of community traumatic events such as school shootings has increased dramatically in the last decade. However, a significant number of individuals report positive changes such as enhanced appreciation for life, suggesting that some people are able to convert adverse experiences into personal growth. The purpose of this study was to understand characteristics about trauma and protective characteristics that contribute to PTG."
Vieselmeyer, J., Holguin, J. & Mezulis, A (2017). The role of resilience and gratitude in posttraumatic stress and growth following a campus shooting, Psychological Trauma: Theory, Research, Practice, and Policy, 9(1), 62-69.
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.
Vieselmeyer, J., Holguin, J. & Mezulis, A (2017). The role of resilience and gratitude in posttraumatic stress and growth following a campus shooting, Psychological Trauma: Theory, Research, Practice, and Policy, 9(1), 62-69.
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.
Posted on: GenAI & Education
Posted by
9 months ago
AI Commons Bulletin 12/16/2024
Human-curated news about generative AI for Teaching and Learning in Higher Education.
💚 New CTLI Resource for Using AI in Courses
Very practical introduction to AI at MSU. Details for accessing MSU’s licensed Co-Pilot. Step-by-step instructions on using AI for:
1. Writing emails to students.
2. Summarizing your course videos.
3. Designing lesson rubrics.
4. Forming learning objectives.
Learn More: http://bit.ly/SLXD_07
🏹 Open AI targeting K-12 Educators
Can Higher Ed be far behind? At the very least, increased use in K-12 will shape our incoming students. Topics in the new Open AI free online course: What is ChatGPt and how does it work, ways to use ChatGPT in teaching, best practices for responsible AI in a school setting.
Learn More: https://www.commonsense.org/education/training/chatgpt-k12-foundations
💚 ChatGPT for Natural Course Design
MSU educators explore how using ChatGPT enhances course design by improving structure, aligning objectives, and generating engaging content. Key challenges include content inconsistencies and a steep learning curve, highlighting the need for AI literacy to maximize its potential while managing risks.
Learn More: Kumar, J. A., Zhuang, M., & Thomas, S. (2024). ChatGPT for natural sciences course design: Insights from a strengths, weaknesses, opportunities, and threats analysis. Natural Sciences Education, 53, e70003. https://acsess.onlinelibrary.wiley.com/doi/10.1002/nse2.70003
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”).
Human-curated news about generative AI for Teaching and Learning in Higher Education.
💚 New CTLI Resource for Using AI in Courses
Very practical introduction to AI at MSU. Details for accessing MSU’s licensed Co-Pilot. Step-by-step instructions on using AI for:
1. Writing emails to students.
2. Summarizing your course videos.
3. Designing lesson rubrics.
4. Forming learning objectives.
Learn More: http://bit.ly/SLXD_07
🏹 Open AI targeting K-12 Educators
Can Higher Ed be far behind? At the very least, increased use in K-12 will shape our incoming students. Topics in the new Open AI free online course: What is ChatGPt and how does it work, ways to use ChatGPT in teaching, best practices for responsible AI in a school setting.
Learn More: https://www.commonsense.org/education/training/chatgpt-k12-foundations
💚 ChatGPT for Natural Course Design
MSU educators explore how using ChatGPT enhances course design by improving structure, aligning objectives, and generating engaging content. Key challenges include content inconsistencies and a steep learning curve, highlighting the need for AI literacy to maximize its potential while managing risks.
Learn More: Kumar, J. A., Zhuang, M., & Thomas, S. (2024). ChatGPT for natural sciences course design: Insights from a strengths, weaknesses, opportunities, and threats analysis. Natural Sciences Education, 53, e70003. https://acsess.onlinelibrary.wiley.com/doi/10.1002/nse2.70003
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”).
Posted on: Ungrading (a CoP)
Posted by
over 2 years ago
Multiple stories and sentiments were generously shared by 4/4 Beyond Buzzwords: Ungrading workshop participants (thank you for your vulnerability and candor) about the varied ways in which students react to, and make assumption / inferences about their instructors, after the employment of ungrading and ungrading-inspired practices.
This article (linked below) "Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors" By Chavella Pittman and Thomas J. Tobin in The Chronicle of Higher Education on FEBRUARY 7, 2022 will likely be of interest to you. Starting out by recognizing / acknowledging the power held by some identities (core, chosen, and given) but not by others, complicates the idea that all educators have the same "power and authority" to give up/share to increase learners' sense of ownership and agency in the classroom. ""What if you have neither the institutional authority (a full-time or tenure-track job) nor the dominant-culture identity (by virtue of your race, gender, and/or ability) that usually go hand in hand with being treated as a respected, powerful presence in the college classroom?... In urging faculty members to adopt inclusive teaching practices, we need to start asking if they actually can — and at what cost, " say Pittman and Tobin.
Take-aways shared in this piece include:
1. Understand that your classroom choices may unintentionally affect or undercut a colleague
2. Discuss in your department the issue of bias in students' rating of teaching
3. Respect the variability among your colleagues, as well as among your students
4. Find trained help
"Share your stories, experiences, and thought processes as you negotiate your instructor role in the classroom..." iteach.msu.edu is one space where we can continue to help "normalize the conversation about instructor identity and status as a necessary element in the adoption of inclusive design and teaching practices".
https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors
This article (linked below) "Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors" By Chavella Pittman and Thomas J. Tobin in The Chronicle of Higher Education on FEBRUARY 7, 2022 will likely be of interest to you. Starting out by recognizing / acknowledging the power held by some identities (core, chosen, and given) but not by others, complicates the idea that all educators have the same "power and authority" to give up/share to increase learners' sense of ownership and agency in the classroom. ""What if you have neither the institutional authority (a full-time or tenure-track job) nor the dominant-culture identity (by virtue of your race, gender, and/or ability) that usually go hand in hand with being treated as a respected, powerful presence in the college classroom?... In urging faculty members to adopt inclusive teaching practices, we need to start asking if they actually can — and at what cost, " say Pittman and Tobin.
Take-aways shared in this piece include:
1. Understand that your classroom choices may unintentionally affect or undercut a colleague
2. Discuss in your department the issue of bias in students' rating of teaching
3. Respect the variability among your colleagues, as well as among your students
4. Find trained help
"Share your stories, experiences, and thought processes as you negotiate your instructor role in the classroom..." iteach.msu.edu is one space where we can continue to help "normalize the conversation about instructor identity and status as a necessary element in the adoption of inclusive design and teaching practices".
https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors
Pedagogical Design