We found 105 results that contain "2016-2017"
Posted on: The MSU Graduate Le...
The Pub Club Group 2016-2017
"We are exploring holding weekly gatherings to discuss science and improve our skills in the horticulture department, modeling our efforts after the Pub Club, which is a weekly forum for students, postdocs and professors to discuss science breakthroughs, generate and exchange ideas and solve problems." -Marissa Benzle & Danve Castroverde
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1477
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1477
Authored by: Marisa Benzle and Christian Danve M. Castroverde
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Posted on: The MSU Graduate Le...
Using Leadership to Grow the Physiology Graduate Student Council (PSL GSC) Group 2016-2017
Hillary's project sought to develop a peer mentoring system for students in the Department of Physiology.
"I would like the Physiology Graduate Student Council (PSL GSC) to build a sense of community between Physiology grad students and faculty in by addressing student needs and providing opportunities for students to engage with each other." -Hillary Woodworth
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1475
"I would like the Physiology Graduate Student Council (PSL GSC) to build a sense of community between Physiology grad students and faculty in by addressing student needs and providing opportunities for students to engage with each other." -Hillary Woodworth
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1475
Authored by: Hillary Woodworth
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Posted on: #iteachmsu
"Inner Leader" Group 2015-2016
This group developed a unique approach to personal leadership development by breaking down the Four Pillars Model and each taking a pillar (personal, relational, functional, or contextual leadership) to apply to their own personal leadership development. This project was impactful on the Institute since these members demonstrated the value of vulnerability in leadership by applying these principles to their professional and personal lives. Further, this project represents an insightful and successful application of the Four Pillars Model, a leadership framework developed by the Leadership Institute.
Resources:
Developing our "inner leader" presentation
Resources:
Developing our "inner leader" presentation
Authored by: Grace Chee, Robert Logan, Maggie Louks, Tayo Moss, Krystin Stiefel, and Breanne Washington
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Posted on: The MSU Graduate Le...
Books for Africa Drive
"I would like to conduct a book drive at local middle schools, libraries and other places within MSU and the greater Lansing area for schools in East Africa." -Susan-Rose Maingi
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1479
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1479
Authored by: Susanna Maingi
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Posted on: The MSU Graduate Le...
Increasing Recognition of Graduate Student Needs Assessment in CANR
Kyle built upon the work of the first Fellow in CANR, Zach, by combining his survey results with feedback he elicited from leaders in nine of CANR’s GSOs and determining that greater coordination and a GSO handbook was needed. In addition to developing these projects, Kyle gave a presentation to CANR graduate program directors and worked on increasing the presence of GSLW programs within college leadership.
Authored by: Kyle McCarthy
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Posted on: The MSU Graduate Le...
Labor & Employee Relations Association Group
"As president of the MSU Chapter of LERA (Labor and Employee Relations Association), I would like to develop a stronger presence and solidify our niche for adding value to our program. LERA is the newest and most under-represented GSO in our program. By identifying unique ways to leverage our resources, we should be able to establish LERA as a quality organization that enhances the quality of our program." -Jason Kerschke
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1485
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1485
Authored by: Jason Kerschke
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Posted on: The MSU Graduate Le...
Graduate Science Communications Tool
"We want to create a science communication tool to serve the MSU community. It would provide graduate students with a platform to be able to share their research findings aside from technical manuscripts." -Paige Filice, Sanjana Mukherjee & Anne Scott
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1482
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1482
Authored by: Paige Filice, Sanjana Mukherjee & Anne Scott
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Posted on: The MSU Graduate Le...
Surveying the Landscape of the College of SocSci Grad Student Programs
As the first Social Science Fellow, Jacob’s project focused on surveying the landscape of the College of Social Science in order to gather information on departmental procedures, college structure, and identify possible intervention points in which to enhance the graduate student experience. This included creating an organizational chart, analyzing results from a graduate student survey, and developing a database on departments, graduate programs, and GSOs in the College of Social Science.
Authored by: Jack Bradburn
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Posted on: #iteachmsu
Using Leadership to Grow the Physiology Graduate Student Council (PSL GSC) Group 2016-2017
Posted by: Emma Dodd
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Posted on: The MSU Graduate Le...
Graduate Science Communications Tool Group 2016-2017
Posted by: Emma Dodd
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Posted on: The MSU Graduate Le...
Labor & Employee Relations Association Group
Posted by: Emma Dodd
Navigating Context
Posted on: Reading Group for S...
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Reading Group for S...
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) a Digital Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) an Interactive E-Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Takk skal dere ha!
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) a Digital Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) an Interactive E-Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Takk skal dere ha!
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Reading Group for S...
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
- 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
Posted by: Garth J Sabo
Navigating Context