We found 37 results that contain "communication"
Posted on: MSU Online & Remote...
Implementation of Remote Teaching
To implement your new plans and modifications, your considerations should be given to six key focus areas: Communication, Assessment, Assignments and Activities, Lecture, Participation & Engagement, and Library Resources. Content on each of these areas can be found in this playlist.
PEDAGOGICAL DESIGN
Posted on: MSU Online & Remote...
Communication and Remote Teaching
Communication
As we transition to remote instruction, communicate with your students right away and often. Even if you don’t have a plan in place for your course, communicate with your students as soon as it’s clear that your course will need remote delivery. Be clear with them that changes are coming and what your expectations are for near term engagement with the course. Communication is best done with courses by using the Instructor Systems tool on the Registrar’s website, or by using the Email function of D2L.
As we transition to remote instruction, communicate with your students right away and often. Even if you don’t have a plan in place for your course, communicate with your students as soon as it’s clear that your course will need remote delivery. Be clear with them that changes are coming and what your expectations are for near term engagement with the course. Communication is best done with courses by using the Instructor Systems tool on the Registrar’s website, or by using the Email function of D2L.
Posted by: Makena Neal
Pedagogical Design
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
Navigating Context
Posted on: #iteachmsu
Affirming Ways to Communicate
Affirming Ways To Communicate:
Be present
Reflect back to the person what is being said. Use their words, not yours.
Begin where they are, not where you want them to be.
Be curious and open to what they are trying to say.
Notice what they are saying and what they are not.
Emotionally relate to how they are feeling.
Notice how you are feeling. Be honest and authentic.
Try to understand how their past affects who they are and how those experiences affect their relationship with you.
Stay in the room even if you are scared, or feeling angry, or hurt.
Here are some processing questions you can use:
“What angered you about what happened?”
“What hurts you about what happened?”
“What’s familiar about what happened?”
“What makes it unsafe for you here and what would make it safer?
David M. Graham, PhD, LPCS, NCCCounselor/ Coordinator for Inclusion and Diversity Outreach Davidson College
Be present
Reflect back to the person what is being said. Use their words, not yours.
Begin where they are, not where you want them to be.
Be curious and open to what they are trying to say.
Notice what they are saying and what they are not.
Emotionally relate to how they are feeling.
Notice how you are feeling. Be honest and authentic.
Try to understand how their past affects who they are and how those experiences affect their relationship with you.
Stay in the room even if you are scared, or feeling angry, or hurt.
Here are some processing questions you can use:
“What angered you about what happened?”
“What hurts you about what happened?”
“What’s familiar about what happened?”
“What makes it unsafe for you here and what would make it safer?
David M. Graham, PhD, LPCS, NCCCounselor/ Coordinator for Inclusion and Diversity Outreach Davidson College
Authored by: David M. Graham
Navigating Context
Posted on: MSU Online & Remote...
Remote Communication with Students Quick Guide
Click the image above to access a PDF of the Quick Guide. Remote Communication With Your Students
This quick guide provides an introduction to communicating with your students as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Michigan State University has shifted to remote teaching, which means your course will be moving to a digital environment. Remote teaching is a way to continue instruction when face-to-face meetings are disrupted and you are not able to meet in person. When planning for remote teaching, it’s important to develop a communication plan for helping students transition to a remote environment.
Modify
It is important that you develop a communication plan for maintaining ongoing contact with your students about the course. Consider the following:
Clarify your modified expectations and course elements:
When your class will meet. Schedule any virtual sessions during the time your course already meets. This guarantees that students have the availability.
How you will deliver content (e.g. Zoom, recorded lectures, etc.).
How students will engage with one another.
How students will be assessed moving forward.
Changes to assignments.
Tell students how they can contact you and how soon they can expect a reply from you.
Consider using the D2L announcements and discussion board tools to push out course-level communications.
Even if you have not yet finalized all the changes to your course, it is important to send a message to your students so they know how to reach you. To get started, here is a sample email you might send:
Dear [insert course name here] students,
I’m writing to let you know that the University is implementing a remote teaching strategy in response to the novel coronavirus. What this means for you is that we will not be meeting at our normal class location. Instead, we will meet online at the same time our class normally meets. However, I will be hosting the class through Zoom. We will also be using our D2L course site to deliver and collect materials for the class. To access the course, go to https://d2l.msu.edu/. Once you log in with your NetID and password, you should see our course listed under “My Courses”.
Over the next few days, I will keep you informed about how our course experience will change. Know for now that we are planning to move forward with the course, and please be patient while we get things shifted for this new mode. I will be back in touch soon with more details.
Best,
[Insert your name]
Implement
As your initial form of communication with students, it is important to inform your class often about course changes and expectations. To send emails, you have several options:
D2L email classlist function
The Instructor Systems email tool from the Registrar’s website
Spartan Mail for individual and small group communications
Additional Help
For additional help and support, please check out the other Remote Teaching articles here, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
This quick guide provides an introduction to communicating with your students as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Michigan State University has shifted to remote teaching, which means your course will be moving to a digital environment. Remote teaching is a way to continue instruction when face-to-face meetings are disrupted and you are not able to meet in person. When planning for remote teaching, it’s important to develop a communication plan for helping students transition to a remote environment.
Modify
It is important that you develop a communication plan for maintaining ongoing contact with your students about the course. Consider the following:
Clarify your modified expectations and course elements:
When your class will meet. Schedule any virtual sessions during the time your course already meets. This guarantees that students have the availability.
How you will deliver content (e.g. Zoom, recorded lectures, etc.).
How students will engage with one another.
How students will be assessed moving forward.
Changes to assignments.
Tell students how they can contact you and how soon they can expect a reply from you.
Consider using the D2L announcements and discussion board tools to push out course-level communications.
Even if you have not yet finalized all the changes to your course, it is important to send a message to your students so they know how to reach you. To get started, here is a sample email you might send:
Dear [insert course name here] students,
I’m writing to let you know that the University is implementing a remote teaching strategy in response to the novel coronavirus. What this means for you is that we will not be meeting at our normal class location. Instead, we will meet online at the same time our class normally meets. However, I will be hosting the class through Zoom. We will also be using our D2L course site to deliver and collect materials for the class. To access the course, go to https://d2l.msu.edu/. Once you log in with your NetID and password, you should see our course listed under “My Courses”.
Over the next few days, I will keep you informed about how our course experience will change. Know for now that we are planning to move forward with the course, and please be patient while we get things shifted for this new mode. I will be back in touch soon with more details.
Best,
[Insert your name]
Implement
As your initial form of communication with students, it is important to inform your class often about course changes and expectations. To send emails, you have several options:
D2L email classlist function
The Instructor Systems email tool from the Registrar’s website
Spartan Mail for individual and small group communications
Additional Help
For additional help and support, please check out the other Remote Teaching articles here, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
Authored by: 4.0 International (CC by 4.0)
Navigating Context
Posted on: GenAI & Education
Develop and actively communicate your course-level generative AI policy
1. Consider how AI technology might compel you to revise your course assignments, quizzes, and tests to avoid encouraging unethical or dishonest use of generative AI. 2. Develop and integrate a generative AI policy throughout the course resources:
Provide clear definitions, expectations, and repercussions of what will happen if students violate the policy.
Explain the standards of academic integrity in the course, especially as related to use of AI technologies, and review the Integrity of Scholarship and Grades Policy.
Be clear about what types of AI are acceptable and what versions of the technology students can use or not use.
Put this policy into D2L and any assignment instructions consistently.
3. Discuss these expectations when talking about course policies at the beginning of the course and remind students about them as you discuss course assignments:
Take time to explain to students the pros and cons of generative AI technologies relative to your course.
Explain the development of your policy and make clear the values, ethics, and philosophies underpinning its development.
Explain the repercussions of not following the course policy and submit an Academic Dishonesty Report if needed.
4. If you want to integrate AI in the classroom as an allowed or required resource:
Consult with MSU IT guidance about recommendations for use and adoption of generative AI technology, including guidelines for keeping you and your data safe.
Determine if MSU already has access to the tools you desire for free, and if not available through MSU, consider the cost and availability of the resources you will allow or require, and go through MSU's procurement process.
If you want to require students to use an AI technology that comes with a cost, put the resource into the scheduling system as you would a textbook, so students know that is an anticipated cost to them.
Photo by Alexander Sinn on Unsplash
Provide clear definitions, expectations, and repercussions of what will happen if students violate the policy.
Explain the standards of academic integrity in the course, especially as related to use of AI technologies, and review the Integrity of Scholarship and Grades Policy.
Be clear about what types of AI are acceptable and what versions of the technology students can use or not use.
Put this policy into D2L and any assignment instructions consistently.
3. Discuss these expectations when talking about course policies at the beginning of the course and remind students about them as you discuss course assignments:
Take time to explain to students the pros and cons of generative AI technologies relative to your course.
Explain the development of your policy and make clear the values, ethics, and philosophies underpinning its development.
Explain the repercussions of not following the course policy and submit an Academic Dishonesty Report if needed.
4. If you want to integrate AI in the classroom as an allowed or required resource:
Consult with MSU IT guidance about recommendations for use and adoption of generative AI technology, including guidelines for keeping you and your data safe.
Determine if MSU already has access to the tools you desire for free, and if not available through MSU, consider the cost and availability of the resources you will allow or require, and go through MSU's procurement process.
If you want to require students to use an AI technology that comes with a cost, put the resource into the scheduling system as you would a textbook, so students know that is an anticipated cost to them.
Photo by Alexander Sinn on Unsplash
Posted by: Makena Neal
Posted on: #iteachmsu
What is Microsoft Teams? Microsoft Teams is a communication and collaboration tool which is part of the Microsoft Office365 suite of software applications. In one team workspace, the tool allows for real time collaborative work through chat, as well as file sharing. Other Teams features include calling, asynchronous chat and threaded conversations, meetings, and synchronous video conferencing for up to 250 attendees in a private Teams meeting.
Who might consider using Teams? Microsoft Teams might be ideal for instructors and students interested in having one workspace that allows sharing work, editing content collaboratively, storing and sharing files, instant chatting, setting up meetings, and video conferencing!
Why use Teams? There are several reasons why you could choose to use Microsoft Teams. It is a useful tool for organizing content in a collaborative and engaging workspace for either a few individuals or large groups. Teams can be used across multiple devices. It is a free mobile application which students can communicate with regardless of location, without giving out personal contact details. Teams is a great alternative to other synchronous video conferencing tools which might not be available in some countries.
How to use Teams? For teaching and learning with Teams, instructors can request a class team in D2L, set up a Team for a class and then create channels within the team. Channels can be around groups or specific topics. The online tutorial on how to use Microsoft Teams for remote and online learning is a great resource for learning more about Teams.
Where to access Teams? With an MSU net ID, Teams can be accessed by going to spartan365.msu.edu and logging in with your MSU credentials. To learn more about all the features and functions of the tool, the Microsoft Team homepage is a great resource.
Stories/Feedback? We would love to hear from you about your experiences with Microsoft Teams. How are you using Teams in your class? What are your students’ perceptions of Teams and experiences so far? If you would like to share some of your Teams stories (frustrations, joys, surprises) or need more information about Teams, contact the MSU IT Service Desk at ithelp@msu.edu.
Microsoft Teams: The communication and collaboration tool
What is Microsoft Teams? Microsoft Teams is a communication and collaboration tool which is part of the Microsoft Office365 suite of software applications. In one team workspace, the tool allows for real time collaborative work through chat, as well as file sharing. Other Teams features include calling, asynchronous chat and threaded conversations, meetings, and synchronous video conferencing for up to 250 attendees in a private Teams meeting.
Who might consider using Teams? Microsoft Teams might be ideal for instructors and students interested in having one workspace that allows sharing work, editing content collaboratively, storing and sharing files, instant chatting, setting up meetings, and video conferencing!
Why use Teams? There are several reasons why you could choose to use Microsoft Teams. It is a useful tool for organizing content in a collaborative and engaging workspace for either a few individuals or large groups. Teams can be used across multiple devices. It is a free mobile application which students can communicate with regardless of location, without giving out personal contact details. Teams is a great alternative to other synchronous video conferencing tools which might not be available in some countries.
How to use Teams? For teaching and learning with Teams, instructors can request a class team in D2L, set up a Team for a class and then create channels within the team. Channels can be around groups or specific topics. The online tutorial on how to use Microsoft Teams for remote and online learning is a great resource for learning more about Teams.
Where to access Teams? With an MSU net ID, Teams can be accessed by going to spartan365.msu.edu and logging in with your MSU credentials. To learn more about all the features and functions of the tool, the Microsoft Team homepage is a great resource.
Stories/Feedback? We would love to hear from you about your experiences with Microsoft Teams. How are you using Teams in your class? What are your students’ perceptions of Teams and experiences so far? If you would like to share some of your Teams stories (frustrations, joys, surprises) or need more information about Teams, contact the MSU IT Service Desk at ithelp@msu.edu.
Authored by: Chiwimbo P. Mwika
Posted on: #iteachmsu Educator...
College of Communication Arts & Sciences 2021 #iteachmsu Educator Award Recipients
The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Communication Arts and Sciences. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Andrew Corner: I just wanted to thank you for helping me become a better student. I learned so much about what I want to do when I graduate and after having you be my professor in soon to be 4 classes I feel so blessed. You pushed me to take chances and be myself regardless of what others think. I remember crying in your office hours the 2nd week of school the first time I had you as my professor because I did an assignment wrong and had never had the criticism I needed. You told me, "I can tell you are a good student, but just because you got a bad grade on one assignment does not mean it's the end of the world." I used to think it was over when something like this would happen, but, like the real world, you have to take criticism and not everyone is going to love your ideas. That's how advertising works. I later 4.0 that class. I met my best friend Jack in your class and have to say I feel like you planned it. haha jk. Thank you for putting up with Jack and I and our annoying selves. We will truly miss you.
Sara Grady: Sara has been an outstanding collaborator on an NIH R01 research proposal. She helped with budgeting, preparation of the many forms, and drafted and revised important and substantive text that contributed to the completion of the 100+ pages, all the while learning the NIH submission process and proposal writing style in real time. Most importantly were her contributions as a thought partner and researcher. Thanks Sara!
David Ford: David has demonstrated outstanding work ethics, discipline and endurance through the doctoral program. He has made lasting impact on several research projects, demonstrated excellence developing and solo-teaching 3 courses, while remaining scholarly productive and executing a successful dissertation project through the limitations imposed by the pandemic. He is the most wonderful human being, always ready to step out of his way to help others. Kudos!
Kate Shabet: Kate has served as an excellent role model and mentor to the undergraduate students in my lab. Specifically, she helped guide the students in completing the project and disseminating the work through poster presentations at the state level and MSU UURAF, and more recently helped the research team submit an abstract to a national professional conference. As a graduate student, the undergraduates on the project looked up to Kate, learned from her experience, and remained calm as deadlines approached.
Gisele Souza Neuls: On behalf of the Convergence team, I'd like to thank Gisele for her courage to start a Ph.D. program during such turbulent times. We acknowledge the many challenges she is facing as a student who started in the spring semester and is currently not living in the US. Despite these challenges, Gisele quickly became a critical member of our team, assisting with both research and project management. Gisele cares about journalism and has a deep connection with the communities impacted by the problem our research is trying to address. We look forward to meeting her in person very soon!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Andrew Corner: I just wanted to thank you for helping me become a better student. I learned so much about what I want to do when I graduate and after having you be my professor in soon to be 4 classes I feel so blessed. You pushed me to take chances and be myself regardless of what others think. I remember crying in your office hours the 2nd week of school the first time I had you as my professor because I did an assignment wrong and had never had the criticism I needed. You told me, "I can tell you are a good student, but just because you got a bad grade on one assignment does not mean it's the end of the world." I used to think it was over when something like this would happen, but, like the real world, you have to take criticism and not everyone is going to love your ideas. That's how advertising works. I later 4.0 that class. I met my best friend Jack in your class and have to say I feel like you planned it. haha jk. Thank you for putting up with Jack and I and our annoying selves. We will truly miss you.
Sara Grady: Sara has been an outstanding collaborator on an NIH R01 research proposal. She helped with budgeting, preparation of the many forms, and drafted and revised important and substantive text that contributed to the completion of the 100+ pages, all the while learning the NIH submission process and proposal writing style in real time. Most importantly were her contributions as a thought partner and researcher. Thanks Sara!
David Ford: David has demonstrated outstanding work ethics, discipline and endurance through the doctoral program. He has made lasting impact on several research projects, demonstrated excellence developing and solo-teaching 3 courses, while remaining scholarly productive and executing a successful dissertation project through the limitations imposed by the pandemic. He is the most wonderful human being, always ready to step out of his way to help others. Kudos!
Kate Shabet: Kate has served as an excellent role model and mentor to the undergraduate students in my lab. Specifically, she helped guide the students in completing the project and disseminating the work through poster presentations at the state level and MSU UURAF, and more recently helped the research team submit an abstract to a national professional conference. As a graduate student, the undergraduates on the project looked up to Kate, learned from her experience, and remained calm as deadlines approached.
Gisele Souza Neuls: On behalf of the Convergence team, I'd like to thank Gisele for her courage to start a Ph.D. program during such turbulent times. We acknowledge the many challenges she is facing as a student who started in the spring semester and is currently not living in the US. Despite these challenges, Gisele quickly became a critical member of our team, assisting with both research and project management. Gisele cares about journalism and has a deep connection with the communities impacted by the problem our research is trying to address. We look forward to meeting her in person very soon!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Posted by: Makena Neal
Pedagogical Design
Posted on: PREP Matrix
Tips On Communicating Research to a Broad Audience
This document goes over practice tips and strategies for how to discuss your research and work with a variety of audiences. While aimed at STEM, its suggestions are useful for a variety of disciplines.
Posted by: Admin
Navigating Context
Posted on: GenAI & Education
Developing and Communicating a Course-level Generative AI Use policy
A well-prepared course should be designed for or designed around generative AI. Courses designed for AI should detail the ways and degrees to which generative AI use will be incorporated into activities and assessments. Courses designed for AI may incorporate AI for some activities and not others and depending on course AI may be explicitly excluded or included at different stages. Courses designed around AI may discuss impacts of generative AI as a topic but expectations are that students will not use these types of tools, and the course should be intentionally designed such that the use of generative AI would either not be conducive to the completion of assessments and activities, or such that the attempt to do so would prove overly cumbersome. Regardless of your approach, communicating your expectations and rationale to learners is imperative.
Set clear expectations. Be clear in your syllabus about your policies for when, where, and how students should be using generative AI tools, and how to appropriately acknowledge (e.g., cite, reference) when they do use generative AI tools. If you are requiring students to use generative AI tools, these expectations should also be communicated in the syllabus and if students are incurring costs, these should be detailed in the course description on the Registrar’s website.
Regardless of your approach, you might include time for ethics discussions. Add time into your course to discuss the ethical implications of chatGPT and forthcoming AI systems. Talk with students about the ethics of using generative AI tools in your course, at your university, and within your discipline or profession. Don’t be afraid to discuss the gray areas where we do not yet have clear guidance or answers; gray areas are often the places where learning becomes most engaging.Photo by Shahadat Rahman on Unsplash
Set clear expectations. Be clear in your syllabus about your policies for when, where, and how students should be using generative AI tools, and how to appropriately acknowledge (e.g., cite, reference) when they do use generative AI tools. If you are requiring students to use generative AI tools, these expectations should also be communicated in the syllabus and if students are incurring costs, these should be detailed in the course description on the Registrar’s website.
Regardless of your approach, you might include time for ethics discussions. Add time into your course to discuss the ethical implications of chatGPT and forthcoming AI systems. Talk with students about the ethics of using generative AI tools in your course, at your university, and within your discipline or profession. Don’t be afraid to discuss the gray areas where we do not yet have clear guidance or answers; gray areas are often the places where learning becomes most engaging.Photo by Shahadat Rahman on Unsplash
Posted by: Makena Neal
Posted on: #iteachmsu Educator...
College of Communication Arts & Sciences 2020 #iteachmsu Educator Award Recipients
The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Communication Arts & Sciences. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Samantha Shebib: Sammy is an amazing researcher, teacher, and mentor! She deserves special recognition for her mentoring of both master’s students as well as undergraduate students. As a result of her mentorship, I have seen master's students become better writers, speakers, and socialized to the discipline. In the words of one master’s student: “Above all else, Samantha consistently pushes us to become better researchers by providing us with more challenging tasks and supporting us during stressful times.” Sammy truly cares about her undergraduate students as well and wants to see them succeed in their scholarly and employment pursuits. In particular, they note that Samantha has taken the time to mentor them outside of the classroom. As an example, one undergraduate student writes: “Samantha helps all her students beyond the classroom, which highlights her role as not only a teacher, but also a mentor…I have never had a teacher so invested in her students' successes.” We thank Sammy for her generosity in mentoring students!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll be directed to a form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Samantha Shebib: Sammy is an amazing researcher, teacher, and mentor! She deserves special recognition for her mentoring of both master’s students as well as undergraduate students. As a result of her mentorship, I have seen master's students become better writers, speakers, and socialized to the discipline. In the words of one master’s student: “Above all else, Samantha consistently pushes us to become better researchers by providing us with more challenging tasks and supporting us during stressful times.” Sammy truly cares about her undergraduate students as well and wants to see them succeed in their scholarly and employment pursuits. In particular, they note that Samantha has taken the time to mentor them outside of the classroom. As an example, one undergraduate student writes: “Samantha helps all her students beyond the classroom, which highlights her role as not only a teacher, but also a mentor…I have never had a teacher so invested in her students' successes.” We thank Sammy for her generosity in mentoring students!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll be directed to a form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu Educator...
College of Communication Arts & Sciences 2022 #iteachmsu Educator Award Recipient
The following is a list of the educators receiving the #iteachmsu Educator Award from College of Communication Arts & Sciences . For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Jason Archer: The Center for Teaching & Learning Innovation Kick-off Summit, held on January 14, 2022, wouldn't have been possible without participation from educators like you. I know that ongoing uncertainty and stress at work and at home mean many folx are spread thin, and your willingness to share your time with us demonstrates your commitment to not only educator development at MSU, but the university's teaching and learning mission as a whole. The insights you provided (and continue to provide through asynchronous feedback opportunities) are invaluable as we continue to listen, learn, and ultimately shape what role the Center for TLI plays for Spartans. Witnessing the level of engagement, passion, and constructively critical questioning - makes me all the more excited to be a part of the Center staff moving forward. I'm looking forward to continued opportunities to work with you in the near future. Thank you again for the service you provided to MSU by participating in the Center for Teaching and Learning Innovation Kick-off Summit!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Jason Archer: The Center for Teaching & Learning Innovation Kick-off Summit, held on January 14, 2022, wouldn't have been possible without participation from educators like you. I know that ongoing uncertainty and stress at work and at home mean many folx are spread thin, and your willingness to share your time with us demonstrates your commitment to not only educator development at MSU, but the university's teaching and learning mission as a whole. The insights you provided (and continue to provide through asynchronous feedback opportunities) are invaluable as we continue to listen, learn, and ultimately shape what role the Center for TLI plays for Spartans. Witnessing the level of engagement, passion, and constructively critical questioning - makes me all the more excited to be a part of the Center staff moving forward. I'm looking forward to continued opportunities to work with you in the near future. Thank you again for the service you provided to MSU by participating in the Center for Teaching and Learning Innovation Kick-off Summit!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
The importance of interpersonal engagement in an online master's degree program
Since 2017, the MSU Strategic Communication Online M.A. has been helping working professionals advance their careers with skills the marketplace demands. A tenet of the program has been the fostering of interpersonal engagement, by creating spaces for student-to-student interaction and student-to-staff interaction. Through surveys and interviews with current students, we measure the importance of program engagement for students by tracking the effectiveness of: various communication mediums and tools; and personal touchpoints with classmates and MSU StratCom staff.
To access a PDF of the "The importance of interpersonal engagement in an online master's degree program" poster, click here.
Description of the Poster
The importance of interpersonal engagement in an online master’s degree program
Introduction
The purpose of this report is to provide the Michigan State University Strategic Communication Online M.A. a summary of students’ perceptions of engagement in the program. This report focuses on the responses of currently enrolled students as of Spring semester 2021. Students voluntarily responded to a survey sent out via email and social media. Additionally, students were given the option to agree to a second phone interview for further insights. The report looks at engagement through students’ connection to each other, to staff and faculty, and facilitated through various tools and media.
Methodology
Survey Purpose and Methodology
To gain an understanding and perspective of students’ views on engagement in the StratCom program a written survey was sent by Daune Rensing, StratCom Student Advisor, via email.
The email was sent to the MSU email address of students currently enrolled in either the StratCom master’s or certificate program, on March 15, 2021.
Written reminders were sent March 22 and March 29.
A video reminder was posted by Jason Archer, StratCom Director, on StratCom’s Student Life, Teams and Facebook pages on March 29.
The 24-question survey was closed on April 2, extended from the original deadline of March 25.
Sixty-two responses were received with 2 incomplete surveys, resulting in 60 responses.
Phone Interview Purpose and Methodology
To expand the understanding and perspective students views on engagement in the StratCom program, a follow up phone interview was conducted. Forty students responded positively to a question on the survey asking if they would be willing to participate in a follow-up phone interview with a fellow student.
Limitations
The limited nature of the data set needs to be taken into consideration when weighing the meaning and significance of the insights reported here. The written surveys were completed by students enrolled anywhere from their first semester to last in the program, which may affect their perceptions of the program. All phone interviews were conducted by one person, which may result in some bias of interpretation.
Research Questions
To measure the importance of engagement in the StratCom program, the research questions in the survey and phone interview fell into three categories:
What tools and resources are important for student engagement in the StratCom program?
Do students feel the StratCom program is meeting their engagement needs?
What changes/improvements does the StratCom program need to make to meet students’ expectations?
Results
These graphs highlight responses to our first two questions of what students do value and what they don’t value, and that we are meeting their engagement needs. The conclusion, in more detail, addresses ways in which respondents feel StratCom can improve engagement.
Conclusion
Overwhelmingly, respondents felt that StratCom was meeting their engagement needs, in terms of tools used and connection to faculty and staff, and that it was an important part of their time in the program. To continue StratCom’s good start, some respondents had suggestions to strengthen their engagement experience even more:
Set expectations for tools and resources
More student onboarding
Intentional diversity throughout the program
Develop stronger bonds with fellow students and instructors
Standardization in the curriculum
Use the coursework to develop student-led engagement activities in the program
Future Work
Planning for StratCom’s future and creating a sustainable engagement model are themes respondents suggested. For instance, leadership contingency plans, consistency among courses and “keeping their finger on the pulse” of student needs and industry requirements were all important things to consider moving forward.
To access a PDF of the "The importance of interpersonal engagement in an online master's degree program" poster, click here.
Description of the Poster
The importance of interpersonal engagement in an online master’s degree program
Introduction
The purpose of this report is to provide the Michigan State University Strategic Communication Online M.A. a summary of students’ perceptions of engagement in the program. This report focuses on the responses of currently enrolled students as of Spring semester 2021. Students voluntarily responded to a survey sent out via email and social media. Additionally, students were given the option to agree to a second phone interview for further insights. The report looks at engagement through students’ connection to each other, to staff and faculty, and facilitated through various tools and media.
Methodology
Survey Purpose and Methodology
To gain an understanding and perspective of students’ views on engagement in the StratCom program a written survey was sent by Daune Rensing, StratCom Student Advisor, via email.
The email was sent to the MSU email address of students currently enrolled in either the StratCom master’s or certificate program, on March 15, 2021.
Written reminders were sent March 22 and March 29.
A video reminder was posted by Jason Archer, StratCom Director, on StratCom’s Student Life, Teams and Facebook pages on March 29.
The 24-question survey was closed on April 2, extended from the original deadline of March 25.
Sixty-two responses were received with 2 incomplete surveys, resulting in 60 responses.
Phone Interview Purpose and Methodology
To expand the understanding and perspective students views on engagement in the StratCom program, a follow up phone interview was conducted. Forty students responded positively to a question on the survey asking if they would be willing to participate in a follow-up phone interview with a fellow student.
Limitations
The limited nature of the data set needs to be taken into consideration when weighing the meaning and significance of the insights reported here. The written surveys were completed by students enrolled anywhere from their first semester to last in the program, which may affect their perceptions of the program. All phone interviews were conducted by one person, which may result in some bias of interpretation.
Research Questions
To measure the importance of engagement in the StratCom program, the research questions in the survey and phone interview fell into three categories:
What tools and resources are important for student engagement in the StratCom program?
Do students feel the StratCom program is meeting their engagement needs?
What changes/improvements does the StratCom program need to make to meet students’ expectations?
Results
These graphs highlight responses to our first two questions of what students do value and what they don’t value, and that we are meeting their engagement needs. The conclusion, in more detail, addresses ways in which respondents feel StratCom can improve engagement.
Conclusion
Overwhelmingly, respondents felt that StratCom was meeting their engagement needs, in terms of tools used and connection to faculty and staff, and that it was an important part of their time in the program. To continue StratCom’s good start, some respondents had suggestions to strengthen their engagement experience even more:
Set expectations for tools and resources
More student onboarding
Intentional diversity throughout the program
Develop stronger bonds with fellow students and instructors
Standardization in the curriculum
Use the coursework to develop student-led engagement activities in the program
Future Work
Planning for StratCom’s future and creating a sustainable engagement model are themes respondents suggested. For instance, leadership contingency plans, consistency among courses and “keeping their finger on the pulse” of student needs and industry requirements were all important things to consider moving forward.
Authored by: Jason Archer, Beth Hoffman, Duane Rensing, Jennifer Trenkamp
Pedagogical Design
Host: CTLI
Dealing with “Challenging” Students
As an instructor, oftentimes one faces situations where the behavior of a student could be defined as “challenging”. This is particularly complicated for teaching assistants who often lack the same level of perceived authority as the faculty of record, who are more easily considered peers given proximity in age, and who are still learning classroom management strategies. This session will help teaching assistants better define what is meant by “challenging”, identify communication techniques for addressing behavior, and outline resources available for resolving student concerns.
Facilitator: Shannon Lynn Burton, PhD became the University Ombudsperson at Michigan State University in July 2018 after serving previously as both the Assistant University Ombudsperson and later Associate University Ombudsperson. During her tenure, she has cultivated a culture of academic integrity, guided students on goal setting and educational choices and ensured institutional compliance with federal regulations. In her role as University Ombudsperson, she seeks to make the office a touchpoint for building trust within the organization by creating a space where individuals can freely discuss their concerns in an environment that adheres to the International Ombudsman Association (IOA) Standards of Practice: confidentiality, informality, neutrality and independence.
Please register for this event and add the details to your calendar. Your registration is a commitment to attend. The Graduate School will send a reminder with Zoom connection information a few days before the session. Additionally, slides and any other related materials after the session will be distributed to all registered participants after the fact.
Navigating Context