We found 80 results that contain "dei"
Posted on: #iteachmsu
Classroom Specific DEI Recommendations
So you've started to think about diversity, equity, and inclusion. You read DEI & Student Belonging and have reflected on your educator identity. But now you're wondering - how... how do I work to make sure my course is an equitable and inclusive space?
Start with your syllabus
Use the Interfaith Calendar when planning important dates for the course
Syllabus resources: The What and Why of a Syllabus, CELT Checklist Iowa State
Consider your course resources
Be mindful of choosing course materials (language, examples, photos) and whose voices you're highlighting
Older materials can be an opportunity to address DEI awareness over time
Think about your students
Pronunciation, pronouns & consistency
Consider everyone as individuals who are unique & don’t make assumptions about student identities (race, religion, orientation, gender)
Address growth mindset & possible anxiety
Be intentional in how you facilitate discussion
Establish ground rules, guidelines, norms
Use a random system for asking questions
Monitor so that no one dominates
Allow students to finish before responding
Avoid generalizations
Think critically about your communication
Language matters: avoid idioms, “common” figures of speech (CSU Inclusive Language Guide), abbreviations and acronyms should be explained
Use multiple forms of communication (seeing/hearing, and also explain key ideas in different ways)
Gather feedback from students
Don’t assume quiet students don’t understand – there are numerous reasons why a student may not speak up
[Re]consider your classroom presentation/lecture/facilitation approach
Use gender neutral language and include varied examples
Promote a respectful classroom climate
Encourage participation (eye contact, wait time, talk with students outside of class)
Vary teaching methods to learning styles
Be very cautious of humor in class
Be intentional about setting up teams & group projects
Heterogeneous, but avoid tokenism
Check-in often
Use peer evaluations
Articulate assessment and evaluation expectations
Make sure your expectations are clear
Align your learning goals, content and evaluations
Photo by javier trueba on Unsplash
Start with your syllabus
Use the Interfaith Calendar when planning important dates for the course
Syllabus resources: The What and Why of a Syllabus, CELT Checklist Iowa State
Consider your course resources
Be mindful of choosing course materials (language, examples, photos) and whose voices you're highlighting
Older materials can be an opportunity to address DEI awareness over time
Think about your students
Pronunciation, pronouns & consistency
Consider everyone as individuals who are unique & don’t make assumptions about student identities (race, religion, orientation, gender)
Address growth mindset & possible anxiety
Be intentional in how you facilitate discussion
Establish ground rules, guidelines, norms
Use a random system for asking questions
Monitor so that no one dominates
Allow students to finish before responding
Avoid generalizations
Think critically about your communication
Language matters: avoid idioms, “common” figures of speech (CSU Inclusive Language Guide), abbreviations and acronyms should be explained
Use multiple forms of communication (seeing/hearing, and also explain key ideas in different ways)
Gather feedback from students
Don’t assume quiet students don’t understand – there are numerous reasons why a student may not speak up
[Re]consider your classroom presentation/lecture/facilitation approach
Use gender neutral language and include varied examples
Promote a respectful classroom climate
Encourage participation (eye contact, wait time, talk with students outside of class)
Vary teaching methods to learning styles
Be very cautious of humor in class
Be intentional about setting up teams & group projects
Heterogeneous, but avoid tokenism
Check-in often
Use peer evaluations
Articulate assessment and evaluation expectations
Make sure your expectations are clear
Align your learning goals, content and evaluations
Photo by javier trueba on Unsplash
Authored by: Patti Stewart
Justice and Belonging
Posted on: #iteachmsu
DEI & Student Belonging
The context of today... Pandemic + Social Justice Crisis
this means.. Greater Inequity in the Classroom such as:
access to adequate technology
financial impacts
health and safety concerns
emotional impacts
in turn impacting: belonging, ability to focus, balancing responsibilities, etc.
We are all feeling the weight of inconsistency and uncertainty. We must acknowledge what this means for our students, and particularly our students who hold marginalized identities. What is "diversity, equity, and inclusion"?
Diversity is a characteristic of a group of people where differences exist on one or more relevant dimensions
this means respecting and valuing people’s differences and treating them with the appropriate respect and dignity.
Equity is the quality of being fair and impartial
meaning everyone has the opportunity to be successful
Inclusion is a measure of culture that enables diversity to thrive
making sure people feel comfortable being themselves in the space, their identity is honored, they feel like they belong and do not have to assimilate in order to achieve this
Why should I care about DEI? The impact of belonging is linked to increased persistence, student satisfaction, and well-being. In our context, a student’s sense of belonging is related to improved retention, graduation rates, etc.
building belonging how?
Positive interactions with diverse peers
Peer mentoring, staff care & support
Attention to campus climate
read "How Colleges Can Cultivate Students’ Sense of Belonging" by Becki Supiano from The Chronicle of Higher Education for more
Take some time to reflect on your educator identity. What groups are you a part of? What identities do you think about most often? How about those you think about the least? Why might you think more about some of your group identities than others? What experiences lead you to think about the identities that are most salient for you? Which of these identities show up most often when you teach? Least often?
Source: Borkoski, C., Prosser, S.K., (2020) Engaging faculty in service-learning: opportunities and barriers to promoting our public mission. Tert Educ Manag 26, 39–55.
Cover Photo by Sam Balye on Unsplash
this means.. Greater Inequity in the Classroom such as:
access to adequate technology
financial impacts
health and safety concerns
emotional impacts
in turn impacting: belonging, ability to focus, balancing responsibilities, etc.
We are all feeling the weight of inconsistency and uncertainty. We must acknowledge what this means for our students, and particularly our students who hold marginalized identities. What is "diversity, equity, and inclusion"?
Diversity is a characteristic of a group of people where differences exist on one or more relevant dimensions
this means respecting and valuing people’s differences and treating them with the appropriate respect and dignity.
Equity is the quality of being fair and impartial
meaning everyone has the opportunity to be successful
Inclusion is a measure of culture that enables diversity to thrive
making sure people feel comfortable being themselves in the space, their identity is honored, they feel like they belong and do not have to assimilate in order to achieve this
Why should I care about DEI? The impact of belonging is linked to increased persistence, student satisfaction, and well-being. In our context, a student’s sense of belonging is related to improved retention, graduation rates, etc.
building belonging how?
Positive interactions with diverse peers
Peer mentoring, staff care & support
Attention to campus climate
read "How Colleges Can Cultivate Students’ Sense of Belonging" by Becki Supiano from The Chronicle of Higher Education for more
Take some time to reflect on your educator identity. What groups are you a part of? What identities do you think about most often? How about those you think about the least? Why might you think more about some of your group identities than others? What experiences lead you to think about the identities that are most salient for you? Which of these identities show up most often when you teach? Least often?
Source: Borkoski, C., Prosser, S.K., (2020) Engaging faculty in service-learning: opportunities and barriers to promoting our public mission. Tert Educ Manag 26, 39–55.
Cover Photo by Sam Balye on Unsplash
Authored by: Patti Stewart
Justice and Belonging
Posted on: #iteachmsu
Upcoming talks about DEI in STEM
As a member of the SEISMIC Collaboration, MSU employees have the opportunity join the conversation surrounding DEI in STEM. These conversations are open to all. Upcoming events include:
Using Religious Cultural Competence in Evolution Education (ReCCEE) to Create a More Inclusive and Effective Scientific Community
Wednesday, October 14, at 12 p.m.
Speaker: Elizabeth Barnes, Middle Tennessee State University
While the majority of people in the world are religious, the majority of scientists are not, and this difference can cause culturally based barriers to effective science education. For instance, despite decades of evolution education research in the United States, almost one-third of introductory college biology students still do not think life shares a common ancestor and this is often due to a perceived conflict with their religious beliefs. In my studies, I find that college science instructors report not knowing how to address religious beliefs when teaching evolution and religious students report that science instructors have negative attitudes towards religion which is a barrier for their learning of evolution. I will describe how we as science educators can use Religious Cultural Competence in Evolution Education (ReCCEE) to reduce students’ perceived conflict between religion and evolution and create more inclusive evolution education for religious students. Further, I will discuss how such efforts may disproportionately benefit students of color and women, who affiliate with religion at higher rates than white men.
Zoom Link: https://umich.zoom.us/j/93300696091
But is it really ‘just’ science? Engaging critical race theory to unpack racial oppression with implications for Black student science engagement
Wednesday, October 21, at 12 p.m.
Speakers: Terrell Morton, University of Missouri
Disseminated through the culture of science (i.e., norms, values, beliefs, and practices), is the underlying message that there is but one “universal truth” regarding what is or what counts as scientific knowledge, research, and general practice. This culture and subsequent message have implications for who is recognized as being a scientist, or a validated member of the scientific community, and the process by which one gains such recognition. In noting the distinct, racialized experiences of Black students in science, this seminar introduces Critical Race Theory as a framework for attending to the prevalence, permeance, and impact of structural racism embedded within and manifesting through the culture of science, while also detailing the implications of structural racism in and through science on Black student science engagement.
Zoom Link: http://asu.zoom.us/j/92158713296
Are you interested in giving at talk related to DEI in STEM? If so, please reach out to Ryan Sweeder (sweeder@msu.edu) to be added to the potential speaker list.
Using Religious Cultural Competence in Evolution Education (ReCCEE) to Create a More Inclusive and Effective Scientific Community
Wednesday, October 14, at 12 p.m.
Speaker: Elizabeth Barnes, Middle Tennessee State University
While the majority of people in the world are religious, the majority of scientists are not, and this difference can cause culturally based barriers to effective science education. For instance, despite decades of evolution education research in the United States, almost one-third of introductory college biology students still do not think life shares a common ancestor and this is often due to a perceived conflict with their religious beliefs. In my studies, I find that college science instructors report not knowing how to address religious beliefs when teaching evolution and religious students report that science instructors have negative attitudes towards religion which is a barrier for their learning of evolution. I will describe how we as science educators can use Religious Cultural Competence in Evolution Education (ReCCEE) to reduce students’ perceived conflict between religion and evolution and create more inclusive evolution education for religious students. Further, I will discuss how such efforts may disproportionately benefit students of color and women, who affiliate with religion at higher rates than white men.
Zoom Link: https://umich.zoom.us/j/93300696091
But is it really ‘just’ science? Engaging critical race theory to unpack racial oppression with implications for Black student science engagement
Wednesday, October 21, at 12 p.m.
Speakers: Terrell Morton, University of Missouri
Disseminated through the culture of science (i.e., norms, values, beliefs, and practices), is the underlying message that there is but one “universal truth” regarding what is or what counts as scientific knowledge, research, and general practice. This culture and subsequent message have implications for who is recognized as being a scientist, or a validated member of the scientific community, and the process by which one gains such recognition. In noting the distinct, racialized experiences of Black students in science, this seminar introduces Critical Race Theory as a framework for attending to the prevalence, permeance, and impact of structural racism embedded within and manifesting through the culture of science, while also detailing the implications of structural racism in and through science on Black student science engagement.
Zoom Link: http://asu.zoom.us/j/92158713296
Are you interested in giving at talk related to DEI in STEM? If so, please reach out to Ryan Sweeder (sweeder@msu.edu) to be added to the potential speaker list.
Posted by: Ryan D Sweeder
Assessing Learning
Posted on: #iteachmsu
Upcoming talks on DEI in STEM
Here are some upcoming talks that might be of potential interest. They are organized by the SEISMIC collaboration, of which MSU is member. The talks are open to all. You can find the full list of fall SEISMIC talks here.
Wed. 9/30
1 pm EDT
Hosted by SEISMIC
“Fundamentals of Data Storytelling”
Speaker: Jennifer Nulty, Pivot Data Design
Today, data is everywhere. Clients often have access to massive amounts of data about participants, service administration, and program effectiveness. Extracting useful takeaway messages and next steps can be challenging. Traditionally, data is communicated using dry reports, stuck in boring tables and charts. We have the power and opportunity to transform data reporting into deliverables that engage our clients, funders, and community partners. Harnessing the power of our data by using effective storytelling and visualization techniques gives staff the potential to better communicate program outcomes. Together, we will review three fundamentals of data storytelling that will help members create effective visuals. Grounded in visual processing theory, the principles discussed in this keynote will enhance attendees’ ability to communicate more effectively with colleagues and university stakeholders through a focus on the proper use of color, arrangement, graphics, and text.
Zoom Link: https://umich.zoom.us/j/98821252693
Wed. 9/30
1 pm EDT
Hosted by SEISMIC
“Fundamentals of Data Storytelling”
Speaker: Jennifer Nulty, Pivot Data Design
Today, data is everywhere. Clients often have access to massive amounts of data about participants, service administration, and program effectiveness. Extracting useful takeaway messages and next steps can be challenging. Traditionally, data is communicated using dry reports, stuck in boring tables and charts. We have the power and opportunity to transform data reporting into deliverables that engage our clients, funders, and community partners. Harnessing the power of our data by using effective storytelling and visualization techniques gives staff the potential to better communicate program outcomes. Together, we will review three fundamentals of data storytelling that will help members create effective visuals. Grounded in visual processing theory, the principles discussed in this keynote will enhance attendees’ ability to communicate more effectively with colleagues and university stakeholders through a focus on the proper use of color, arrangement, graphics, and text.
Zoom Link: https://umich.zoom.us/j/98821252693
Posted by: Ryan D Sweeder
Assessing Learning
Posted on: #iteachmsu
DEI in Action: Developing, Planning and Facilitating Educational Programs and Events
MSU Extension has developed a three-part document to guide employees in creating and delivering educational materials and programs as well as event planning in a way that reflects our values and commitment to diversity, equity and inclusion.
The first section focuses on considerations and strategies for facilitating, or delivering, programming.
The second section focuses on the development of educational materials, or products.
The last section focuses on event planning considerations.
An appendix of useful sites is also included, including a section on sources for diverse images. This document can also serve to help outside trainers and contractors understand our values and how we expect them to play out in educational programming. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events
The first section focuses on considerations and strategies for facilitating, or delivering, programming.
The second section focuses on the development of educational materials, or products.
The last section focuses on event planning considerations.
An appendix of useful sites is also included, including a section on sources for diverse images. This document can also serve to help outside trainers and contractors understand our values and how we expect them to play out in educational programming. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events
Authored by: Anne Baker
Justice and Belonging
Posted on: MSU Extension
d20's, Elves, and Initiative: How Dungeons and Dragons can help foster DEI and affirm Youth
How can Dungeons and Dragons be used as an affirmation tool to support questioning youth in your program? The short Fall Extension Conference video by Aaron Myers answers this question, showing how D&D affirms and allows them to experiment with their identity in a safe and open environment.
Posted by: Anne Marie Baker
Navigating Context
Posted on: #iteachmsu
Remote Education During the COVID-19 Pandemic: Impacts on Student Motivation, Focus, and Priorities
Topic Area: DEI
Presented by: Madison Sokacz
Abstract:
The coronavirus (COVID-19) pandemic brought unprecedented challenges to higher education. When utilized correctly, online education can be an efficient way of delivering instruction materials and engaging students from an array of geographical areas with instantaneous communication. Emergency responses taken during COVID-19 resulted in in-person courses suddenly transitioning to remote courses. To assess this transition, Michigan State University students completing courses within the Department of Animal Science were asked to complete a survey to assess student motivation, focus, and priorities resulting from the transition to emergency remote teaching (ERT). Responses were analyzed using the Proportional Odds Model. Student participation, motivation, and focus were significantly influenced by students’ internet speed during ERT. Students with slower internet speed were more likely to actively participate in ERT courses (P<0.0001). Students with faster internet speeds reported a decrease in focus and motivation (P<0.0001). A shift in students’ priorities was also found. While coursework remained a priority, respondents indicated that coursework was a lower priority after the transition (P<0.0001). Upper-level undergraduates tended to prioritize free time above other activities (P<0.0001). Findings from this study will aid in beneficial preparation should there be continuation of online instruction or future crises.
Presented by: Madison Sokacz
Abstract:
The coronavirus (COVID-19) pandemic brought unprecedented challenges to higher education. When utilized correctly, online education can be an efficient way of delivering instruction materials and engaging students from an array of geographical areas with instantaneous communication. Emergency responses taken during COVID-19 resulted in in-person courses suddenly transitioning to remote courses. To assess this transition, Michigan State University students completing courses within the Department of Animal Science were asked to complete a survey to assess student motivation, focus, and priorities resulting from the transition to emergency remote teaching (ERT). Responses were analyzed using the Proportional Odds Model. Student participation, motivation, and focus were significantly influenced by students’ internet speed during ERT. Students with slower internet speed were more likely to actively participate in ERT courses (P<0.0001). Students with faster internet speeds reported a decrease in focus and motivation (P<0.0001). A shift in students’ priorities was also found. While coursework remained a priority, respondents indicated that coursework was a lower priority after the transition (P<0.0001). Upper-level undergraduates tended to prioritize free time above other activities (P<0.0001). Findings from this study will aid in beneficial preparation should there be continuation of online instruction or future crises.
Authored by: Madison Sokacz
Disciplinary Content
Posted on: #iteachmsu
Offering Students Choice in the Assessment of an Undergrad Race, Language, & Disability Course.
Topic Area: DEI
Presented by: Caitlin Cornell
Abstract:
In Spring 2020, I designed a 5-week mini-course: Race, Language, and Disability. I taught this course as an honors option for the Immigrants, Minorities, and American Pluralism course in James Madison College in fulfillment of the mentored teaching project for the Interdisciplinary Inquiry and Teaching Fellowship Program. I had designed the course (prior to Spring 2020 remote transition) to be maximally accessible and minimally anxiety-inducing, placing a strong emphasis on student choice in assessment. A purposeful design choice that started as a teaching and learning curiosity became a saving grace during a tumultuous time (we transitioned to remote learning mid-course). The course assessment comprised 4 critical reflections based on course readings and discussion. Not only did students have the choice to complete any 4 reflections from 5 weeks of topics, but they were also able to choose how to complete their reflections. I developed a rubric to assess learning outcomes within the reflections, but left the medium and design of the reflections completely up to students. While most students chose to write traditional essays, some embraced the freedom to choose a medium that spoke to them. I received illustrative videos of poignant art installations, poetry, and interviews that students conducted with their families while they were learning from home. This carefully devised flexibility led to extreme creativity and high engagement with course topics. Based on the perceived and reported effects on active student learning, I will continue offering as much choice in students’ assessment as possible.
Session Resources:
Choice in Assessment (PowerPoint)
Rubric
Presented by: Caitlin Cornell
Abstract:
In Spring 2020, I designed a 5-week mini-course: Race, Language, and Disability. I taught this course as an honors option for the Immigrants, Minorities, and American Pluralism course in James Madison College in fulfillment of the mentored teaching project for the Interdisciplinary Inquiry and Teaching Fellowship Program. I had designed the course (prior to Spring 2020 remote transition) to be maximally accessible and minimally anxiety-inducing, placing a strong emphasis on student choice in assessment. A purposeful design choice that started as a teaching and learning curiosity became a saving grace during a tumultuous time (we transitioned to remote learning mid-course). The course assessment comprised 4 critical reflections based on course readings and discussion. Not only did students have the choice to complete any 4 reflections from 5 weeks of topics, but they were also able to choose how to complete their reflections. I developed a rubric to assess learning outcomes within the reflections, but left the medium and design of the reflections completely up to students. While most students chose to write traditional essays, some embraced the freedom to choose a medium that spoke to them. I received illustrative videos of poignant art installations, poetry, and interviews that students conducted with their families while they were learning from home. This carefully devised flexibility led to extreme creativity and high engagement with course topics. Based on the perceived and reported effects on active student learning, I will continue offering as much choice in students’ assessment as possible.
Session Resources:
Choice in Assessment (PowerPoint)
Rubric
Authored by: Caitlin Cornell
Assessing Learning
Posted on: #iteachmsu
This is an interesting learning opportunity. This three module short course will help you:
- Identify the basic tenets of anti-racism and anti-racist teaching
- Understand your positionality, social identities and biases, as well as their impact on your teaching
- Create safe and inclusive classroom environments for the discussion of sensitive topics
- Implement anti-racist practices and strategies within your teaching and learning environment
https://taylorinstitute.ucalgary.ca/resources/module/anti-racism-edi-positionality
link
- Identify the basic tenets of anti-racism and anti-racist teaching
- Understand your positionality, social identities and biases, as well as their impact on your teaching
- Create safe and inclusive classroom environments for the discussion of sensitive topics
- Implement anti-racist practices and strategies within your teaching and learning environment
https://taylorinstitute.ucalgary.ca/resources/module/anti-racism-edi-positionality
link
Posted by: Jay Loftus
Navigating Context
Posted on: #iteachmsu
Recently, I have been working on how we might provide instruction in DEI principles to the students in our courses. Here is what I have come up with:
"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos
Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"
Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI
The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.
Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.
When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.
If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.
"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos
Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"
Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI
The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.
Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.
When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.
If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Equitable Pedagogy ...
Hey everyone, we have a CEIG grant to develop resources and training around helping trainers be aware and educated of best practiced related to creating and facilitating educational materials and programs. I'd love to get ideas from anyone in this group on what has been successful, what are pain points, etc. This was inspired by this document, which is a sort of starting place of this project. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events
Posted by: Anne Marie Baker
Pedagogical Design
Posted on: Digital Collaborati...
Hello again everyone,
Namaskar/Sewaro! We, Stokes and Marohang, invite you to join our “Digital Collaborative Learning for the 21st Century 2.0 Learning Community” on 10-11am on Friday, December 08, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM.
We look forward to continuing the discussion of the use of digital and cloud-based tools in our work with students across all modalities, as well as the challenges and opportunities that digital collaborative practices afford both students and instructors. We are interested in exploring links between digital collaborative learning and diversity, equity, and inclusion (DEI) pedagogy, and how the rise of generative artificial intelligence (AI) might play a role these activities and aims.
Our meeting is via Zoom, and you can find the recurring link and passcode below. To assist everyone with their planning, our meetings for Fall 2023 are scheduled for the following dates and times:
10-11am on Friday, October 13, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, December 08, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
Our Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
Looking forward to seeing you on Friday, December 08, 2023 (10-11am US Eastern Time (ET), Kathmandu Time 7:45 PM).
Kind regards,
Marohang & Stokes
Namaskar/Sewaro! We, Stokes and Marohang, invite you to join our “Digital Collaborative Learning for the 21st Century 2.0 Learning Community” on 10-11am on Friday, December 08, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM.
We look forward to continuing the discussion of the use of digital and cloud-based tools in our work with students across all modalities, as well as the challenges and opportunities that digital collaborative practices afford both students and instructors. We are interested in exploring links between digital collaborative learning and diversity, equity, and inclusion (DEI) pedagogy, and how the rise of generative artificial intelligence (AI) might play a role these activities and aims.
Our meeting is via Zoom, and you can find the recurring link and passcode below. To assist everyone with their planning, our meetings for Fall 2023 are scheduled for the following dates and times:
10-11am on Friday, October 13, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, December 08, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
Our Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
Looking forward to seeing you on Friday, December 08, 2023 (10-11am US Eastern Time (ET), Kathmandu Time 7:45 PM).
Kind regards,
Marohang & Stokes
Posted by: Stokes Schwartz
Posted on: #iteachmsu
After attending a learning community yesterday afternoon (and looking at MSU's online guidelines) on diversity, equity, and inclusion, I took a stab at putting together a two-minute Doodly video on the subject but pitched to the students in my courses. I've embedded it within the Week Six module of each course since part of student teamwork next week will be assessing their team dynamic, habits, and processes in the completion of Project #1, which teams are turning in on Friday, October 1st. Invariably, there will be a few teams who had interpersonal and/or work habit problems due to procrastination, poor planning, or weak organization. I've tried to use very basic DEI guidelines/definitions as a way to help teams think about their approach and improve collaboration for the latter 2/3 of the semester. See what you think. I hope I am not missing the point somehow. Here's the link: https://www.youtube.com/watch?v=UDX61xCHN74
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Reading Group for S...
Well, we have reached the end of the road, at least for the 2021-2022 academic year. With that in mind, here is a list, no doubt incomplete, of possible ways we might foster and improvie student motivation, engagement, and success in the classroom:
* Digital Materials and Projects
* Provide Feedback (High Impact)
* Agency and (Assessment) Choice (Universal Learning Design)
* 21st Century Skills (Relevance and Usefulness)
* Collaborative Learning (High Impact)
* Critical (Deeper) Thinking (High Impact)
* Bloom’s Digital Taxonomy (Tasks and Feedback)
* Inclusive Pedagogy (Collaboration)
* Social Justice Pedagogy (Intersectionality, High Impact )
* Animated Explainer Videos
* Universal Design for Learning (Inclusivity)
* High Impact Practices (Feedback, Collaboration, Reflection, Capstone Project,)
* Project-based Learning/Problem-based Learning
* Digital Learning (Assessment, etc.)
* Reflective Learning
* Culturally Responsive Teaching (CRT) – Empower students and expand their capabilities through ownership.
* Create Accessible Content
* Cultivate DEI Practices (Foster a sense of belonging, instill respect, and promote tolerance for ALL members of the class and related ideas.)
* Envision and enact new ways of teaching (leading).
* Multiple Modes of Assessment.
* Continuous Improvement in Our Efforts and Course Design/Presentation
* Encourage students to adopt an interdisciplinary approach in their course projects.
Considerable overlap between some of these very broad points, but if we can incorporate even a few of these ideas into our work with undergrads, we might get just a bit closer to the pot of gold at the end of the rainbow when it comes to improved student motivation, engagement, and performance in our courses. Thank you for an interesting year everyone!
Stokes and Garth
* Digital Materials and Projects
* Provide Feedback (High Impact)
* Agency and (Assessment) Choice (Universal Learning Design)
* 21st Century Skills (Relevance and Usefulness)
* Collaborative Learning (High Impact)
* Critical (Deeper) Thinking (High Impact)
* Bloom’s Digital Taxonomy (Tasks and Feedback)
* Inclusive Pedagogy (Collaboration)
* Social Justice Pedagogy (Intersectionality, High Impact )
* Animated Explainer Videos
* Universal Design for Learning (Inclusivity)
* High Impact Practices (Feedback, Collaboration, Reflection, Capstone Project,)
* Project-based Learning/Problem-based Learning
* Digital Learning (Assessment, etc.)
* Reflective Learning
* Culturally Responsive Teaching (CRT) – Empower students and expand their capabilities through ownership.
* Create Accessible Content
* Cultivate DEI Practices (Foster a sense of belonging, instill respect, and promote tolerance for ALL members of the class and related ideas.)
* Envision and enact new ways of teaching (leading).
* Multiple Modes of Assessment.
* Continuous Improvement in Our Efforts and Course Design/Presentation
* Encourage students to adopt an interdisciplinary approach in their course projects.
Considerable overlap between some of these very broad points, but if we can incorporate even a few of these ideas into our work with undergrads, we might get just a bit closer to the pot of gold at the end of the rainbow when it comes to improved student motivation, engagement, and performance in our courses. Thank you for an interesting year everyone!
Stokes and Garth
Posted by: Stokes Schwartz
Pedagogical Design