We found 117 results that contain "color blindness"
Posted on: #iteachmsu
Accessibility: Color Contrast Resources
Curious if the color in a graphic or text has enough contrast to be accessible to those with low vision or color blindness? If so, there are a few free online resources to help you out.The WCAG Color Contrast Checker, which you can use directly on their website or bookmark it, and the TPGI Colour Contrast Analyzer, which can be downloaded, are fairly easy to use. For either one, just use the "eyedropper" tool to grab a color from a document, webpage, etc. and it will provide you with the color contrast ratio and "pass" or "fail" results. Additionally, WAVE is a web accessibility evaluation tool in which you enter the website that you are interested in testing and it will locate any color contrast errors, in addition to other accessibility measures.If you have full color vision and would like to see for yourself how a website looks to someone who is colorblind, then try Coblis or Let's Get Color Blind. Let's Get Color Blind is a browser extension for Chrome or Firefox. It simulates reduced sensitivity to green, red, or blue for an entire webpage. If you are interested in testing a specific image, then try Coblis (The Color Blindness Simulator), which simulates reduced sensitivity and blindness for green, red, or blue as well as full-color blindness. I discovered these resources from Guide to Digital Accessibility (Ed. Mancilla & Frey, 2023, ISBN-13: 978-1-64267-453-8). Learn more about color contrast from MSU's Digital Accessibility.Feature Image: "Eight Ishihara Charts for Testing Colour Blindness" by Fae licensed under CC BY 4.0 DEED.
Authored by: Andrea Bierema
Posted on: Teaching Toolkit Ta...
Respecting Blind Spartans: Giving Directions
Professors generally provide students with building names and room numbers for their classrooms, offices, and relevant resources on campus, but how can they make these locations more accessible to students, especially those who are blind or visually impaired? In short, referencing noticeable landmarks and changes in environment go a long way! This card will provide some tips on how to provide clear directions to students, and where to put them so they are easy to access.
Tips for giving clear directions
Mention landmarks (a fountain that is always running, brick pavers by the entrance, a change in terrain, steps, a bridge, etc.)
Mention if the building of the location is near a popular structures (south of Bomont Tower, next to The Union, west of Wells hall).
Specify where to find the wheelchair accessible entrance.
Describe where the classroom is located within the building (across from the elevator, on the left past the drinking fountain).
Where to make these directions viewable
As a hyperlink in the syllabus.
On D2L.
In an email or conversation if discussing a meeting with a student who might benefit.
Tips for giving clear directions
Mention landmarks (a fountain that is always running, brick pavers by the entrance, a change in terrain, steps, a bridge, etc.)
Mention if the building of the location is near a popular structures (south of Bomont Tower, next to The Union, west of Wells hall).
Specify where to find the wheelchair accessible entrance.
Describe where the classroom is located within the building (across from the elevator, on the left past the drinking fountain).
Where to make these directions viewable
As a hyperlink in the syllabus.
On D2L.
In an email or conversation if discussing a meeting with a student who might benefit.
Authored by: Jessica Lemond
Pedagogical Design
Posted on: #iteachmsu
Biology of Skin Color: Assignment Example
In ISB202, Spring Semester 2020, the first high-impact assessment is applying nature of science and scientific literacy concepts to a case study on the biology of skin color. The worksheet and corresponding answers are included below. The full grading rubric can be found by clicking the attachment.
Part 1: The Investigation
1. Consider the research question: “Is there a connection in the intensity of UV radiation and skin color?” What type of study did they perform to investigate this question (observational study, modeling study, or experiment)?
Modeling or observational study are acceptable answers.
2. Explain some of the key components of the study that explain your choice for question #1. Make sure to include specific components (e.g., if there is a control and experimental group, then what were they? If not, then how do you know?). Answer in 2-3 sentences.
Modeling: maps are models showing distribution of skin color and UV radiation
Observational: collected data and did not have a control and experimental group- would not make sense with this research question to do an experiment
3. Evaluate the study’s methods. For instance, what kinds of things were held constant (for example, when we compared different models of the tube activity, each model developer had access to the same materials)? What was the sample size and did it use replicates? Consider different factors that we discussed during Week 2. Evaluate the methods; do not just create a list. Answer in 3-4 sentences.
Answers will vary, such as constants being using similar tools for measuring skin color and UV radiation
4. After they created the two maps (one for UV exposure and one for skin color), what was the resulting conclusion? Make sure to consider this part of the study and not the entire video.
Correlation between skin color and UV radiation (they may make a causal statement, which is also used in the video)
Answer should be the causes of this correlation (such as folate and vitamin D)
5. Describe a general pattern in the maps (i.e., the data) that support the conclusion that you described for question #4. Then explain two specific examples that support it.
The general pattern of darker skin in areas with more UV radiation and they will need two specific examples; they might describe higher elevations also correlating with darker skin (and more UV radiation)
6. After viewing the entire video, what kinds of questions do you have? Develop one testable, scientific research question that extends the research (no just replicate it).
Answer varies but should be testable and not just ethical questions- it is fine if the question is a natural science or social science question.
Part 2: Data Analysis
7. The graph below summarizes the age at which people are diagnosed with melanoma, the most serious form of skin cancer. Consider the claims made throughout the video. Does this graph support or refute a claim in the video? Complete “a” and “b” below to answer this question.
A. Describe the relevant claim in one sentence:
Darker skin (may also mention eumelanin) is selected for to protect folate, an important vitamin for preventing birth defects; it is not selected for to prevent skin cancer
B. Do the data in the graph support or refute the claim? Explain your reasoning in 2-3 sentences.
Majority of people get skin cancer after 45 years of age, which is after reproductive years- natural selection cannot act after reproductive years because it does not affect the probability of getting genes to the next generation.
Part 3: Controversies
8. Describe one scientific controversy mentioned in the video- either current or resolved. Describe the specific evidence and define “scientific controversy” within your explanation. Answer in 3-5 sentences.
The main controversy that students may describe is why dark skin was selected for. Originally thought it was due to protect against skin cancer, which evidence does support that those with darker skin are less likely to develop skin cancer. However, new evidence suggests that it is to protect folate after it was showed to be important in preventing birth defects and can be damaged by UV radiation.
The controversy must be a scientific controversy, not an ethical one.
Part 1: The Investigation
1. Consider the research question: “Is there a connection in the intensity of UV radiation and skin color?” What type of study did they perform to investigate this question (observational study, modeling study, or experiment)?
Modeling or observational study are acceptable answers.
2. Explain some of the key components of the study that explain your choice for question #1. Make sure to include specific components (e.g., if there is a control and experimental group, then what were they? If not, then how do you know?). Answer in 2-3 sentences.
Modeling: maps are models showing distribution of skin color and UV radiation
Observational: collected data and did not have a control and experimental group- would not make sense with this research question to do an experiment
3. Evaluate the study’s methods. For instance, what kinds of things were held constant (for example, when we compared different models of the tube activity, each model developer had access to the same materials)? What was the sample size and did it use replicates? Consider different factors that we discussed during Week 2. Evaluate the methods; do not just create a list. Answer in 3-4 sentences.
Answers will vary, such as constants being using similar tools for measuring skin color and UV radiation
4. After they created the two maps (one for UV exposure and one for skin color), what was the resulting conclusion? Make sure to consider this part of the study and not the entire video.
Correlation between skin color and UV radiation (they may make a causal statement, which is also used in the video)
Answer should be the causes of this correlation (such as folate and vitamin D)
5. Describe a general pattern in the maps (i.e., the data) that support the conclusion that you described for question #4. Then explain two specific examples that support it.
The general pattern of darker skin in areas with more UV radiation and they will need two specific examples; they might describe higher elevations also correlating with darker skin (and more UV radiation)
6. After viewing the entire video, what kinds of questions do you have? Develop one testable, scientific research question that extends the research (no just replicate it).
Answer varies but should be testable and not just ethical questions- it is fine if the question is a natural science or social science question.
Part 2: Data Analysis
7. The graph below summarizes the age at which people are diagnosed with melanoma, the most serious form of skin cancer. Consider the claims made throughout the video. Does this graph support or refute a claim in the video? Complete “a” and “b” below to answer this question.
A. Describe the relevant claim in one sentence:
Darker skin (may also mention eumelanin) is selected for to protect folate, an important vitamin for preventing birth defects; it is not selected for to prevent skin cancer
B. Do the data in the graph support or refute the claim? Explain your reasoning in 2-3 sentences.
Majority of people get skin cancer after 45 years of age, which is after reproductive years- natural selection cannot act after reproductive years because it does not affect the probability of getting genes to the next generation.
Part 3: Controversies
8. Describe one scientific controversy mentioned in the video- either current or resolved. Describe the specific evidence and define “scientific controversy” within your explanation. Answer in 3-5 sentences.
The main controversy that students may describe is why dark skin was selected for. Originally thought it was due to protect against skin cancer, which evidence does support that those with darker skin are less likely to develop skin cancer. However, new evidence suggests that it is to protect folate after it was showed to be important in preventing birth defects and can be damaged by UV radiation.
The controversy must be a scientific controversy, not an ethical one.
Authored by: Andrea Bierema
Assessing Learning
Posted on: Teaching Toolkit Ta...
Respecting Blind Spartans: Interacting In and After Class
For many students, it can be very anxiety-provoking to approach a professor with a question or comment. When trying to be welcoming to students, keep in mind the following in order to include blind students as well.
In class discussions
When calling on a blind student with their hand raised, call on them by their name.
If you do not yet know their name, you can substitute with a description of their location in the room (in the front row, near the left of the room).
Avoid referring to them with a physical description, as your description has the potential to offend someone, and may also apply to others in the room, creating confusion.
If you are passing the microphone around, inform the student that you are bringing them the microphone so they don’t start talking before you are ready.
Talking before or after class
Greet the student by name as they approach you.
Substitute with a general greeting if you don’t yet know the student’s name.
If you see that the student attempting to figure out where you are (pausing and listening, etc.), greet the student and specify where you are in relation to them.
“Hello, I’m a little more to your right.”
In class discussions
When calling on a blind student with their hand raised, call on them by their name.
If you do not yet know their name, you can substitute with a description of their location in the room (in the front row, near the left of the room).
Avoid referring to them with a physical description, as your description has the potential to offend someone, and may also apply to others in the room, creating confusion.
If you are passing the microphone around, inform the student that you are bringing them the microphone so they don’t start talking before you are ready.
Talking before or after class
Greet the student by name as they approach you.
Substitute with a general greeting if you don’t yet know the student’s name.
If you see that the student attempting to figure out where you are (pausing and listening, etc.), greet the student and specify where you are in relation to them.
“Hello, I’m a little more to your right.”
Authored by: Jessica Lemond
Pedagogical Design
Posted on: #iteachmsu
Catalyst Innovation Program 2019 – 2020 Recipients
Greetings everyone! My name is Rashad Muhammad. I am a Learning Experience Designer in the Hub for Innovation in Learning and Technology. As we begin the new year, I am excited to step into the role of the project manager for the Catalyst Innovation Program. Catalyst Innovation Program was designed to incentivize the MSU community to develop creative and innovative student learning experiences by funding projects that encourage discovery and experimentation.
In this spirit, it is with great enthusiasm that I present this year’s 2019-2020 Catalyst Innovation Program recipients:
Alice Lynn McMichaelHistoryExperiential Environments: Modeling the Past for Embodied Learning
Allison EdenDepartment of CommunicationScreen-based versus immersive virtual training platforms for improving public speaking
Andrea BieremaCenter for Integrative Studies in General ScienceCreating Open-Sourced H5P Adaptive Learning Modules
Ashley HewlettAsc Provost For Undergraduate EducationNew Student Orientation Online Experience
Brad WIlcuts, Daniel TregoDepartment of Theatre/ Al Academic And Information Tech SupportSocial Dancing and Culture meets Extended Reality
Dean AslamElectrical And Computer EngineeringFlipped STEM Learning Using Smartphones and Hands-On FBEI (Functionalized Bricks with Embedded Intelligence) Modules
Jennifer DunnDepartment of ManagementPilot Use of Qualtrics 360 Tool to Provide Multi-Rater Feedback to Students
Jeno RiveraCollege of Agriculture and Natural Resources Office of Academic Student Affairs and Institute of Agricultural TechnologyJamming together: Educational technologies to enhance collaborative learning
John PaskusMI Natural Features InventoryIncreasing Student Engagement via Teamwork, Collaboration, and Real World Connections
Judy WalgrenSchool of JournalismHarnessing the Power of Immersive Media With MSU’s School of Journalism Students
Michelle GrimmMechanical EngineeringInteractive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis
Nick Lepeschkin-NoelIT Services – Advanced Academic and Research TechnologyRemaking the Future – An Education Focused Simulation Framework
Quentin TylerSchool of Planning, Construction and Design and Office of Diversity, Equity and Inclusion in the College of Agriculture and Natural Resources collaboration.Bridging Student Learning in Diversity, Equity and Inclusion Through Virtual Reality
Rachel Morris and Michelle RussellBiomedical Laboratory Diagnostics ProgramUtilizing Genome Mutation Analysis Software to Enhance Student Learning, Preparation, and Engagement in Molecular Diagnostics
Saul Beceiro-NovoBiomedical-Physical SciencesCurriculum reform for ISP209L
Zachary NealPsychologyBuilding a Social Simulation Makerspace
This year we increased the total number of winners from 10 to 16. Each proposal was double-blind peer-reviewed. Thirty-five applications were received, each seeking to improve the learning experience at MSU for and with students.
Jeff Grabill, Associate Provost for Teaching, Learning, and Technology said “As we iterate toward a more explicit story about MSU’s digital learning future, it seems necessary to provide as many opportunities as possible for faculty and students to experiment, invent, make, and learn. This program is one of our small bets to create space for faculty and to see what happens.”
MSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt – “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen.”
As the year progresses, we will share out stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU community. If you missed this application cycle, the next opportunity will be available in the Fall of 2020. Get your ideas ready!
In this spirit, it is with great enthusiasm that I present this year’s 2019-2020 Catalyst Innovation Program recipients:
Alice Lynn McMichaelHistoryExperiential Environments: Modeling the Past for Embodied Learning
Allison EdenDepartment of CommunicationScreen-based versus immersive virtual training platforms for improving public speaking
Andrea BieremaCenter for Integrative Studies in General ScienceCreating Open-Sourced H5P Adaptive Learning Modules
Ashley HewlettAsc Provost For Undergraduate EducationNew Student Orientation Online Experience
Brad WIlcuts, Daniel TregoDepartment of Theatre/ Al Academic And Information Tech SupportSocial Dancing and Culture meets Extended Reality
Dean AslamElectrical And Computer EngineeringFlipped STEM Learning Using Smartphones and Hands-On FBEI (Functionalized Bricks with Embedded Intelligence) Modules
Jennifer DunnDepartment of ManagementPilot Use of Qualtrics 360 Tool to Provide Multi-Rater Feedback to Students
Jeno RiveraCollege of Agriculture and Natural Resources Office of Academic Student Affairs and Institute of Agricultural TechnologyJamming together: Educational technologies to enhance collaborative learning
John PaskusMI Natural Features InventoryIncreasing Student Engagement via Teamwork, Collaboration, and Real World Connections
Judy WalgrenSchool of JournalismHarnessing the Power of Immersive Media With MSU’s School of Journalism Students
Michelle GrimmMechanical EngineeringInteractive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis
Nick Lepeschkin-NoelIT Services – Advanced Academic and Research TechnologyRemaking the Future – An Education Focused Simulation Framework
Quentin TylerSchool of Planning, Construction and Design and Office of Diversity, Equity and Inclusion in the College of Agriculture and Natural Resources collaboration.Bridging Student Learning in Diversity, Equity and Inclusion Through Virtual Reality
Rachel Morris and Michelle RussellBiomedical Laboratory Diagnostics ProgramUtilizing Genome Mutation Analysis Software to Enhance Student Learning, Preparation, and Engagement in Molecular Diagnostics
Saul Beceiro-NovoBiomedical-Physical SciencesCurriculum reform for ISP209L
Zachary NealPsychologyBuilding a Social Simulation Makerspace
This year we increased the total number of winners from 10 to 16. Each proposal was double-blind peer-reviewed. Thirty-five applications were received, each seeking to improve the learning experience at MSU for and with students.
Jeff Grabill, Associate Provost for Teaching, Learning, and Technology said “As we iterate toward a more explicit story about MSU’s digital learning future, it seems necessary to provide as many opportunities as possible for faculty and students to experiment, invent, make, and learn. This program is one of our small bets to create space for faculty and to see what happens.”
MSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt – “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen.”
As the year progresses, we will share out stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU community. If you missed this application cycle, the next opportunity will be available in the Fall of 2020. Get your ideas ready!
Authored by: Rashad Muhammad
Pedagogical Design
Posted on: #iteachmsu
Multimodal Blended Events Handbook — Closing Notes (Part 13 of 14)
In closing, here are a few additional tips to help optimize your efforts:
Be proactive. Engaging in early and consistent planning phases will help streamline your operation and will give you more time to address any unexpected needs or challenges that arise.
Meet throughout the year. Building on the call to proactivity, regularly connecting with your team can prove invaluable to making your event its absolute best. Whether you meet bi-monthly or quarterly, frequent engagement can help you avoid falling into “knee-jerk” strategy mode.
Commit to earning trust. Many develop solutions and hold events with a “field of dreams” mindset. In other words, such people believe “If you hold the event, people will come.” Embracing the WIIFM (what’s in it for me) mindset, from the perspective of your attendees, should help you to structure an event that addresses their needs, goals, concerns, and motivations. This empathic approach, presented sincerely, will foster trust and help you to achieve high levels of success.
Embrace the power of TEAM. When we have a passion for something, it’s possible to unknowingly enter a mode of operation where we’re trying to do to much on our own. When we’re in this state, it’s very easy to become blinded by what we’re accomplishing, while actually short-changing ourselves (and, in turn, the prospective beneficiaries). Considering that same factor, imagine what you could accomplish with 4, 5, or 10 others with the same drive, passion, energy, and desire to help and support the goals of others. When we connect with like- minded individuals, we can accomplish much more than we can alone. This should encourage us to excel at team-building AND avoid the temptation to become a “lone ranger.” The institution and the attendees will both benefit more.
Be proactive. Engaging in early and consistent planning phases will help streamline your operation and will give you more time to address any unexpected needs or challenges that arise.
Meet throughout the year. Building on the call to proactivity, regularly connecting with your team can prove invaluable to making your event its absolute best. Whether you meet bi-monthly or quarterly, frequent engagement can help you avoid falling into “knee-jerk” strategy mode.
Commit to earning trust. Many develop solutions and hold events with a “field of dreams” mindset. In other words, such people believe “If you hold the event, people will come.” Embracing the WIIFM (what’s in it for me) mindset, from the perspective of your attendees, should help you to structure an event that addresses their needs, goals, concerns, and motivations. This empathic approach, presented sincerely, will foster trust and help you to achieve high levels of success.
Embrace the power of TEAM. When we have a passion for something, it’s possible to unknowingly enter a mode of operation where we’re trying to do to much on our own. When we’re in this state, it’s very easy to become blinded by what we’re accomplishing, while actually short-changing ourselves (and, in turn, the prospective beneficiaries). Considering that same factor, imagine what you could accomplish with 4, 5, or 10 others with the same drive, passion, energy, and desire to help and support the goals of others. When we connect with like- minded individuals, we can accomplish much more than we can alone. This should encourage us to excel at team-building AND avoid the temptation to become a “lone ranger.” The institution and the attendees will both benefit more.
Authored by: Darren Hood
Posted on: #iteachmsu
Crowdmark: Deliver and Grade Assessments
What is Crowdmark?
Crowdmark is an online collaborative grading and analytics platform that helps educators assess student work. The platform allows for easy distribution and collection of student assignments, offers tools for team grading with rubrics, and streamlines the process for providing rich feedback to students.
How does Crowdmark improve the assessment experience?
Crowdmark allows instructors to deliver assignments and exams to students online with a due date and time limit, if desired. Students complete the assessment digitally or scan their handwritten work (as an image or PDF) and upload their completed work using a computer or mobile phone for evaluation on Crowdmark.
Graders can make annotations on the pages, add comments including hyperlinks, embedded images, mathematical and chemical notations, and attach scores according to a grading scheme/rubric. After evaluation is complete, the graded assessments can be electronically returned to students with the click of a button. Crowdmark also provides tools for visualizing student performance and the data can be exported in a convenient format.
Crowdmark is now integrated with MSU’s instance of D2L Brightspace. This integration provides features such as roster synchronization, team synchronization, and the ability to export grades from Crowdmark into the D2L gradebook.
What limitations or alternatives should I consider?
The grading rubrics and comment library make grading more consistent and efficient, however, the assessments are primarily graded manually. For auto-graded questions, you may want to consider using the MSU Scoring Office tool, WebAssess™ Assessment Solutions, in Digital Desk or D2L Quizzes. Gradescope is another alternative similar to Crowdmark.
Where do I start if I want to use it?
See Accessing Crowdmark through D2L, navigate to the Crowdmark sign-in page and select Michigan State University.
Where can I find more information?
MSU D2L Help:
Getting Started with Crowdmark
Crowdmark Documentation:
Introduction to Crowdmark
Getting Started for Instructors
D2L and Crowdmark
Crowdmark support
Crowdmark is an online collaborative grading and analytics platform that helps educators assess student work. The platform allows for easy distribution and collection of student assignments, offers tools for team grading with rubrics, and streamlines the process for providing rich feedback to students.
How does Crowdmark improve the assessment experience?
Crowdmark allows instructors to deliver assignments and exams to students online with a due date and time limit, if desired. Students complete the assessment digitally or scan their handwritten work (as an image or PDF) and upload their completed work using a computer or mobile phone for evaluation on Crowdmark.
Graders can make annotations on the pages, add comments including hyperlinks, embedded images, mathematical and chemical notations, and attach scores according to a grading scheme/rubric. After evaluation is complete, the graded assessments can be electronically returned to students with the click of a button. Crowdmark also provides tools for visualizing student performance and the data can be exported in a convenient format.
Crowdmark is now integrated with MSU’s instance of D2L Brightspace. This integration provides features such as roster synchronization, team synchronization, and the ability to export grades from Crowdmark into the D2L gradebook.
What limitations or alternatives should I consider?
The grading rubrics and comment library make grading more consistent and efficient, however, the assessments are primarily graded manually. For auto-graded questions, you may want to consider using the MSU Scoring Office tool, WebAssess™ Assessment Solutions, in Digital Desk or D2L Quizzes. Gradescope is another alternative similar to Crowdmark.
Where do I start if I want to use it?
See Accessing Crowdmark through D2L, navigate to the Crowdmark sign-in page and select Michigan State University.
Where can I find more information?
MSU D2L Help:
Getting Started with Crowdmark
Crowdmark Documentation:
Introduction to Crowdmark
Getting Started for Instructors
D2L and Crowdmark
Crowdmark support
Authored by: Susan Halick
Assessing Learning
Posted on: #iteachmsu
Call For Proposals! 2021 Spring Conference on Teaching, Learning, and Student Success
The focus of this year's conference is on Lessons Learned and New Experiences from 2020. The work over the last year counts!
The committee seeks submissions that highlight how teaching, learning, and student success work pivoted to the online environment and supported students in and out of the classroom. We are especially interested in the lessons learned and the new experiences gained from the many challenges presented during the year of 2020.
The committee invites proposals from all groups or individuals within the MSU community engaged in teaching, learning, and student success.
PROPOSAL DEADLINE: Monday, February 22, 2021
Proposals for the Spring Conference on Teaching, Learning and Student Success are due Monday, February 22, 2021 at 5 p.m. Everyone will be notified regarding acceptance of proposals by March 15, 2021.
Suggested topics include:
Accessibility
Advising
Assessment
Collaborations
Data analytics
Inclusion
Initiatives and programs that impact student success
Learning experiences outside the classroom
Online education
Pedagogy
Online student support
Student experiences/voices
Student success at the macro level
Student support for environmental, cultural, and political strife
Trauma-aware teaching
Submit a proposal today!
The 2021 Spring Conference on Teaching, Learning, and Student Success is hosted by the Academic Advancement Network, the Associate Provost for Undergraduate Education, and the Hub for Innovation in Learning and Technology. You can learn more about this year’s event here.
The committee seeks submissions that highlight how teaching, learning, and student success work pivoted to the online environment and supported students in and out of the classroom. We are especially interested in the lessons learned and the new experiences gained from the many challenges presented during the year of 2020.
The committee invites proposals from all groups or individuals within the MSU community engaged in teaching, learning, and student success.
PROPOSAL DEADLINE: Monday, February 22, 2021
Proposals for the Spring Conference on Teaching, Learning and Student Success are due Monday, February 22, 2021 at 5 p.m. Everyone will be notified regarding acceptance of proposals by March 15, 2021.
Suggested topics include:
Accessibility
Advising
Assessment
Collaborations
Data analytics
Inclusion
Initiatives and programs that impact student success
Learning experiences outside the classroom
Online education
Pedagogy
Online student support
Student experiences/voices
Student success at the macro level
Student support for environmental, cultural, and political strife
Trauma-aware teaching
Submit a proposal today!
The 2021 Spring Conference on Teaching, Learning, and Student Success is hosted by the Academic Advancement Network, the Associate Provost for Undergraduate Education, and the Hub for Innovation in Learning and Technology. You can learn more about this year’s event here.
Posted by: Kelly Mazurkiewicz
Navigating Context
Posted on: #iteachmsu
Video lecture panel was great, but should have emphasized the importance of checking color contrast, you don't know if you might have a color blind student. Tools like contrastchecker.com let you see if your content is still readable without color.
Posted by: Carla Hearn-Willard
Pedagogical Design
Posted on: #iteachmsu
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.
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.
Posted by: Rashad Muhammad
Navigating Context
Posted on: Reading Group for S...
Hello again everyone! Here are some talking points to think about in the run up our 10am meeting tomorrow (Friday, November 05, 2021).
Recurring Zoom Link: 951 4830 7886
Passcode 432210
Student Engagement in Higher Education, ch. 2-3
Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]
1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]
2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?
3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?
4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?
5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?
Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]
1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?
2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?
3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?
4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?
Recurring Zoom Link: 951 4830 7886
Passcode 432210
Student Engagement in Higher Education, ch. 2-3
Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]
1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]
2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?
3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?
4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?
5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?
Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]
1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?
2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?
3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?
4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?
Posted by: Stokes Schwartz
Disciplinary Content
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
Posted on: Help and Support Group
iteachmsu Commons Release Notes V1.6.1
We worked on accessibility updates related to the following WCAG standards:
1.4.11 Non-Text Contrast (AA)
1.4.12 Text Spacing (AA)
1.4.13 Content on Hover or Focus (AA)
2.5.1 Pointer Gestures (A)
2.5.3 Label in Name (A)
2.5.5 Target Size (AAA)
Post tag searching
○ User can view tags in search results.
● Accessibility updates
○ Issues fixed related to the 1.4.13 Content on Hover or Focus
(AA)
■ Applied in Group details page, connections, changes
on Browse and Home pages, playlist creating pages,
primer creating pages, saved and Assignment pages
■ Issues fixed related to Links in user preferences
changed to dark colors on Home login page.
■ Focus and clickable actions and color changes when
hovered over.
■ Icon color changes with text when links hovered
○ 2.5.1 Pointer Gestures (A)
■ Applied to group creation page, Playlist creation
pages, primer creation and profile editing pages
■ Hoverable actions on cards and buttons to focus on a
specific item
We worked on accessibility updates related to the following WCAG standards:
1.4.11 Non-Text Contrast (AA)
1.4.12 Text Spacing (AA)
1.4.13 Content on Hover or Focus (AA)
2.5.1 Pointer Gestures (A)
2.5.3 Label in Name (A)
2.5.5 Target Size (AAA)
Post tag searching
○ User can view tags in search results.
● Accessibility updates
○ Issues fixed related to the 1.4.13 Content on Hover or Focus
(AA)
■ Applied in Group details page, connections, changes
on Browse and Home pages, playlist creating pages,
primer creating pages, saved and Assignment pages
■ Issues fixed related to Links in user preferences
changed to dark colors on Home login page.
■ Focus and clickable actions and color changes when
hovered over.
■ Icon color changes with text when links hovered
○ 2.5.1 Pointer Gestures (A)
■ Applied to group creation page, Playlist creation
pages, primer creation and profile editing pages
■ Hoverable actions on cards and buttons to focus on a
specific item
Posted by: Rashad Muhammad
Pedagogical Design
Host: MSU Libraries
Learn QGIS: Making a color shaded map in QGIS (Online)
Learn the basics of QGIS, the free open-source geospatial software—this workshop will demonstrate how to make a choropleth (color shaded) map and place graduated symbols representing data on it, load shape-files and .csv table files into QGIS, join data to spatial information and edit features. No experience with QGIS or Geographic Information Systems is required.
Navigating Context