We found 132 results that contain "disability justice"
Posted on: #iteachmsu
Imagining Access: Teaching Writing as Disability Justice
Topic Area: DEI
Presented By: Stacia Moroski-Rigney, Karen Moroski-Rigney
Abstract:
In Fall 2021, the Writing Center’s Accessibility Committee collaborated with a section of First Year Writing to pilot an accessible revision assignment. In this pilot, students were asked to revise a multimodal assignment using accessible composing features (alt text, captions, etc.) and to broaden their idea of “audience” to include disabled readers. Completing both pre- and post-reflections, students carried out these revisions within the course. The Writing Center’s Accessibility Committee developed a workshop on accessible composing to support the students, including video modules, handouts/online resources, and one-to-one writing and revision mentoring. By situating disability justice as a core component of First Year Writing’s goal of fostering critical inquiry and as a core component of the Writing Center’s community engagement and restorative justice work, we hoped to posit accessibility as a meaningful Spartan value for writers beginning their time at MSU.
This presentation will be twofold: First, we will describe the pilot, share some of the resources generated by the Writing Center and some of the reflective writing done by students in FYW, and offer suggestions and support for attendees interested in implementing similar measures in their courses or assignments. Second, we will describe the assessment process we developed for this pilot: What questions did we ask? What rubrics did we employ? How did we collate data or determine success? What did we learn? What do we still hope to learn?
This presentation will provide attendees with takeaways supporting accessible composing as well as strategies for assessing new teaching practices or programmatic turns.please note: the first 15-minutes of this session will be an at-you-own-pace PowerPoint with a script audio for accessibility.
Session Resources: Imagining Access (PowerPoint)
Presented By: Stacia Moroski-Rigney, Karen Moroski-Rigney
Abstract:
In Fall 2021, the Writing Center’s Accessibility Committee collaborated with a section of First Year Writing to pilot an accessible revision assignment. In this pilot, students were asked to revise a multimodal assignment using accessible composing features (alt text, captions, etc.) and to broaden their idea of “audience” to include disabled readers. Completing both pre- and post-reflections, students carried out these revisions within the course. The Writing Center’s Accessibility Committee developed a workshop on accessible composing to support the students, including video modules, handouts/online resources, and one-to-one writing and revision mentoring. By situating disability justice as a core component of First Year Writing’s goal of fostering critical inquiry and as a core component of the Writing Center’s community engagement and restorative justice work, we hoped to posit accessibility as a meaningful Spartan value for writers beginning their time at MSU.
This presentation will be twofold: First, we will describe the pilot, share some of the resources generated by the Writing Center and some of the reflective writing done by students in FYW, and offer suggestions and support for attendees interested in implementing similar measures in their courses or assignments. Second, we will describe the assessment process we developed for this pilot: What questions did we ask? What rubrics did we employ? How did we collate data or determine success? What did we learn? What do we still hope to learn?
This presentation will provide attendees with takeaways supporting accessible composing as well as strategies for assessing new teaching practices or programmatic turns.please note: the first 15-minutes of this session will be an at-you-own-pace PowerPoint with a script audio for accessibility.
Session Resources: Imagining Access (PowerPoint)
Authored by: Stacia Moroski-Rigney, Karen Moroski-Rigney
Disciplinary Content
Posted on: #iteachmsu
Dr. Jay Dolmage: Disability Justice Speaker Series
Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Jay Dolmage
Bio: I am committed to disability rights in my scholarship, service, and teaching. My work brings together rhetoric, writing, disability studies, and critical pedagogy. My first book, entitled Disability Rhetoric, was published with Syracuse University Press in 2014. Academic Ableism: Disability and Higher Education was published with Michigan University Press in 2017 and is available in an open-access version online. Disabled Upon Arrival: Eugenics, Immigration, and the Construction of Race and Disability was published in 2018 with Ohio State University Press. I am the Founding Editor of the Canadian Journal of Disability Studies.
Title: Ableism, Access, and Inclusion: Disability in Higher Education Before, During and After Covid-19*
While the recording for Jay's presentation is unavailable, the Writing Center at Michigan State University has shared the recording of their staff meeting, where Jay was a guest.
To learn more about The Writing Center at MSU, to learn more about featuring accessible composing in your assignments or courses, or to connect with Writing Center resources or services, contact Associate Director Dr. Karen Morosk-Rigney at moroskik@msu.edu.
Jay Dolmage
Bio: I am committed to disability rights in my scholarship, service, and teaching. My work brings together rhetoric, writing, disability studies, and critical pedagogy. My first book, entitled Disability Rhetoric, was published with Syracuse University Press in 2014. Academic Ableism: Disability and Higher Education was published with Michigan University Press in 2017 and is available in an open-access version online. Disabled Upon Arrival: Eugenics, Immigration, and the Construction of Race and Disability was published in 2018 with Ohio State University Press. I am the Founding Editor of the Canadian Journal of Disability Studies.
Title: Ableism, Access, and Inclusion: Disability in Higher Education Before, During and After Covid-19*
While the recording for Jay's presentation is unavailable, the Writing Center at Michigan State University has shared the recording of their staff meeting, where Jay was a guest.
To learn more about The Writing Center at MSU, to learn more about featuring accessible composing in your assignments or courses, or to connect with Writing Center resources or services, contact Associate Director Dr. Karen Morosk-Rigney at moroskik@msu.edu.
Authored by: information provided by The Writing Center at MSU
Pedagogical Design
Posted on: #iteachmsu
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
Dr. Karen Moroski-Rigney
Bio:
I’m Karen-Elizabeth Moroski-Rigney, one of the Associate Directors of The Writing Center. I just joined Michigan State University in Fall 2019! Previously, I had been English & WGSS faculty at Penn State (University Park) where I also coordinated the Undergraduate Writing Center at Penn State Learning. Here at MSU, I’m also one of the inaugural Faculty Accessibility Fellows and a 2019-2020 CAL Leadership Fellow. I’m deeply interested in questions of accessibility and intersectionality — I want to know how the field of writing and writing center studies can continue to engage the digital and the accessible in a pedagogically and personally complex world.
I completed a master’s degree (2013) and doctorate (2017) in Critical Theory (specializing in affective neuroscience, trauma, and the writing process) at Binghamton University. After my PhD, I returned to my first love: Writing Center work. I’m very active in service work for the field of writing center studies! I am an Associate Editor for WAC Clearinghouse; I serve on the board of the International Writing Center Association (IWCA); I spent two years as the elected Secretary and an executive board member for the Mid-Atlantic Writing Center Association (MAWCA) and am the current secretary of the Michigan Writing Center Association (MiWCA); I chaired the scholarships and travel grants committee for IWCA in 2018. Further, I gave a keynote address entitled “Toward a Translingual Writing Center” at the Southeastern Writing Centre Symposium in Toronto in December 2018.
In 2019, I had several peer-reviewed articles published: a colloqium in the Spring 2019 edition of WPA Journal; an article in the Pre/Text special edition on queer rhetorics (Vol 24); a chapter included in a recent edited collection entitled the Pedagogical Potential of Story (Peter Lang, 2019). Still in the pipeline to publication is a chapter in Holly Jackson’s Sharing Spaces and Students: Employing Students in Collaborative Partnerships. My work has also been featured in WLN Blog and Slate.com.
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
"Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Bio:
I’m Karen-Elizabeth Moroski-Rigney, one of the Associate Directors of The Writing Center. I just joined Michigan State University in Fall 2019! Previously, I had been English & WGSS faculty at Penn State (University Park) where I also coordinated the Undergraduate Writing Center at Penn State Learning. Here at MSU, I’m also one of the inaugural Faculty Accessibility Fellows and a 2019-2020 CAL Leadership Fellow. I’m deeply interested in questions of accessibility and intersectionality — I want to know how the field of writing and writing center studies can continue to engage the digital and the accessible in a pedagogically and personally complex world.
I completed a master’s degree (2013) and doctorate (2017) in Critical Theory (specializing in affective neuroscience, trauma, and the writing process) at Binghamton University. After my PhD, I returned to my first love: Writing Center work. I’m very active in service work for the field of writing center studies! I am an Associate Editor for WAC Clearinghouse; I serve on the board of the International Writing Center Association (IWCA); I spent two years as the elected Secretary and an executive board member for the Mid-Atlantic Writing Center Association (MAWCA) and am the current secretary of the Michigan Writing Center Association (MiWCA); I chaired the scholarships and travel grants committee for IWCA in 2018. Further, I gave a keynote address entitled “Toward a Translingual Writing Center” at the Southeastern Writing Centre Symposium in Toronto in December 2018.
In 2019, I had several peer-reviewed articles published: a colloqium in the Spring 2019 edition of WPA Journal; an article in the Pre/Text special edition on queer rhetorics (Vol 24); a chapter included in a recent edited collection entitled the Pedagogical Potential of Story (Peter Lang, 2019). Still in the pipeline to publication is a chapter in Holly Jackson’s Sharing Spaces and Students: Employing Students in Collaborative Partnerships. My work has also been featured in WLN Blog and Slate.com.
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
"Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Authored by: information provided by The Writing Center at MSU
Pedagogical Design
Posted on: #iteachmsu
Disability and accessibility
Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who have a disability that substantially limits a major life activity and is presenting learning challenges. Thank you for helping our students achieve their goals.
Resource Center for Persons with Disabilities
Visible: MSU Students’ Stories of Hidden Disabilities
Resource Center for Persons with Disabilities
Visible: MSU Students’ Stories of Hidden Disabilities
Authored by: Educators Empowering Student Success Committee (part of the Faculty Improving Student Success Strategic Initiative)
Justice and Belonging
Posted on: #iteachmsu
Supporting Students with Disabilities During COVID19
Topic Area: Pandemic Pivot
Presented by: Ashley Maloff, Jennifer Montague
Abstract:
This presentation will discuss how the Resource Center for Persons with Disabilities (RCPD) adapted services to support students with disabilities when classes became remote due to COVID-19. We will provide information on common accessibility issues for students, both pre-COVID and now, and discuss the critical role faculty play in the student accommodation process. We will review the process for registering with the RCPD and the steps taken to determine reasonable accommodations. We will cover what is a reasonable accommodation and how to communicate with students about VISA accommodations.The presentation will also provide an overview of the innovative services offered by the RCPD to meet student needs during the pandemic. We will discuss the collective efforts of the RCPD staff to respond to student requests for more connection. These programs include peer mentoring, community building, and an enhanced program for incoming freshmen with disabilities.
Presented by: Ashley Maloff, Jennifer Montague
Abstract:
This presentation will discuss how the Resource Center for Persons with Disabilities (RCPD) adapted services to support students with disabilities when classes became remote due to COVID-19. We will provide information on common accessibility issues for students, both pre-COVID and now, and discuss the critical role faculty play in the student accommodation process. We will review the process for registering with the RCPD and the steps taken to determine reasonable accommodations. We will cover what is a reasonable accommodation and how to communicate with students about VISA accommodations.The presentation will also provide an overview of the innovative services offered by the RCPD to meet student needs during the pandemic. We will discuss the collective efforts of the RCPD staff to respond to student requests for more connection. These programs include peer mentoring, community building, and an enhanced program for incoming freshmen with disabilities.
Authored by: Ashley Maloff, Jennifer Montague
Navigating Context
Posted on: MSU Online & Remote...
Controlling and Disabling In-Meeting Chat
As the host, you can control who meeting or webinar participants are allowed to chat with. You can also disable the chat for all participants or disable private chat, so participants cannot send private messages.
Prerequisites
Host permission in meeting or webinar
Zoom Desktop Client for Windows or Mac version 4.x for host and participants to control chat access
Zoom Mobile Client for iOS or Android version 4.x for host and participants to control chat access
Controlling Chat Access
Meeting and webinar hosts can control whether participants can chat with everyone, with panelists and the host (for webinars), or only with the host.
Disabling In-Meeting Chat
You can turn chat for all of your meetings and webinars from your Profile Settings, if you do not want to use the chat in your meetings and webinars. This will prevent the host, co-hosts, and participants from chatting for any meetings you host. The Chat option will no longer appear in the Meeting Controls.
You can disable the Private Chat, which will prevent participants from sending messages to individuals instead of the entire group.
For full instructions visit: https://support.zoom.us/hc/en-us/articles/115004809306-Controlling-and-Disabling-In-Meeting-Chat
Prerequisites
Host permission in meeting or webinar
Zoom Desktop Client for Windows or Mac version 4.x for host and participants to control chat access
Zoom Mobile Client for iOS or Android version 4.x for host and participants to control chat access
Controlling Chat Access
Meeting and webinar hosts can control whether participants can chat with everyone, with panelists and the host (for webinars), or only with the host.
Disabling In-Meeting Chat
You can turn chat for all of your meetings and webinars from your Profile Settings, if you do not want to use the chat in your meetings and webinars. This will prevent the host, co-hosts, and participants from chatting for any meetings you host. The Chat option will no longer appear in the Meeting Controls.
You can disable the Private Chat, which will prevent participants from sending messages to individuals instead of the entire group.
For full instructions visit: https://support.zoom.us/hc/en-us/articles/115004809306-Controlling-and-Disabling-In-Meeting-Chat
Posted by: Makena Neal
Posted on: MSU Online & Remote...
Rescource Center for Persons with Disabilities
The Resource Center for Persons with Disabilities (RCPD) was created in the 1970s as MSU's response for equal access to a university education for all students. Over the years, the foundational services for students with mobility and visual disabilities expanded to include services for students who were deaf or hard of hearing, those with learning disabilities, brain injuries, psychiatric, and various chronic health conditions. The RCPD has also broadened to include services for MSU employees with disabilities.
Function
Assess and document disability, academic, and workplace needs
Build and facilitate individual plans for reasonable accommodations
Link individuals with technology, education, and resources
Extend independence through auxiliary aids, disability-related information, and self-advocacy
Michigan State University is committed to providing equal opportunity for full participation in programs, services, and activities. See our Accessibility at MSU page for resources that promote and advance accessibility across campus. If you're looking for tips about using assistive technology on our website, see our Site Accessibility page.
Function
Assess and document disability, academic, and workplace needs
Build and facilitate individual plans for reasonable accommodations
Link individuals with technology, education, and resources
Extend independence through auxiliary aids, disability-related information, and self-advocacy
Michigan State University is committed to providing equal opportunity for full participation in programs, services, and activities. See our Accessibility at MSU page for resources that promote and advance accessibility across campus. If you're looking for tips about using assistive technology on our website, see our Site Accessibility page.
Posted by: Makena Neal
Pedagogical Design
Posted on: MSU Online & Remote...
Disable Participant Permissions in ZOOM (including screen share)
Settings you can enable or disable as the meeting host (at the bottom of the participants list):
Invite: Invite others to join the meeting.
Mute All / Unmute All: Mute or unmute all participants currently in the meeting.
Mute participants on entry: Automatically mute participants as they join the meeting.
Allow participants to unmute themselves: Participants can unmute themselves if they want to speak to others in the meeting.
Allow participants to rename themselves: Participants can change their screen name displayed to other participants.
Play enter/exit Chime: Play a sound when participants join and leave the meeting
Lock meeting: Don't allow other participants to join the meeting in progress.
Merge to meeting window: Merge the participants list with the main meeting window. This option is only available if you separated the participants list from the main meeting window.
To prevent participants from screen sharing:
In the host controls, click the arrow next to Share Screen and click Advanced Sharing Options.
Under Who can share? choose Only Host.
Close the window.
Invite: Invite others to join the meeting.
Mute All / Unmute All: Mute or unmute all participants currently in the meeting.
Mute participants on entry: Automatically mute participants as they join the meeting.
Allow participants to unmute themselves: Participants can unmute themselves if they want to speak to others in the meeting.
Allow participants to rename themselves: Participants can change their screen name displayed to other participants.
Play enter/exit Chime: Play a sound when participants join and leave the meeting
Lock meeting: Don't allow other participants to join the meeting in progress.
Merge to meeting window: Merge the participants list with the main meeting window. This option is only available if you separated the participants list from the main meeting window.
To prevent participants from screen sharing:
In the host controls, click the arrow next to Share Screen and click Advanced Sharing Options.
Under Who can share? choose Only Host.
Close the window.
Posted by: Makena Neal
Posted on: #iteachmsu
Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
This series is still ongoing! The schedule and links to RSVP can be found in the upload below!
This series is still ongoing! The schedule and links to RSVP can be found in the upload below!
Posted by: Makena Neal
Pedagogical Design
Posted on: Social Justice Peda...
In the leadup to today's roundtable, our panelists mentioned that we should have had a social justice playlist prepared as background music for our discussion. And, in that spirit, I'll just pose this question to the group: What songs would you insist on including in such a playlist?
Posted by: Garth J Sabo
Disciplinary Content
Posted on: Reading Group for S...
Chapter 5: Notes and questions
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)
Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)
Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?
Posted by: Stacia Moroski-Rigney
Pedagogical Design
Posted on: CISAH
Several people asked for links to the resources from workshops we mentioned from last year, so I've linked to the iteach pages we made for those workshops below. It's probably easiest to go to the Playlists section for every link to access the material for each workshop quickly.
Masking Matters (teaching in and to masks; 9/24/21): https://iteach.msu.edu/groups/masking-matters/feeds
Social Justice Pedagogy Roundtable (11/12/21): https://iteach.msu.edu/groups/social-justice-pedagogy-roundtable/feeds
Trauma-Informed Pedagogy Workshop (01/28/22): https://iteach.msu.edu/groups/trauma-informed-pedagogy-workshop/feeds
I'll work on migrating all this content into this CISAH group shortly (once I finish some course prep for next Wednesday!).
Masking Matters (teaching in and to masks; 9/24/21): https://iteach.msu.edu/groups/masking-matters/feeds
Social Justice Pedagogy Roundtable (11/12/21): https://iteach.msu.edu/groups/social-justice-pedagogy-roundtable/feeds
Trauma-Informed Pedagogy Workshop (01/28/22): https://iteach.msu.edu/groups/trauma-informed-pedagogy-workshop/feeds
I'll work on migrating all this content into this CISAH group shortly (once I finish some course prep for next Wednesday!).
Posted by: Garth J Sabo
Navigating Context
Posted on: CISAH
Hope this is the right place to share this:
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
MSU's Office of Inclusion and Intercultural Initiatives hosts "Learn at Lunch"!
Held monthly during the academic year, the Learn at Lunch series presents informal seminars on a variety of topics related to inclusion, social justice and equity. Everyone is welcome to bring their lunch and join the conversation.
The Learn at Lunch series is sponsored in collaboration with the Academic Advancement Network, the Office of the Associate Provost for Undergraduate Education, the Graduate School and MSU Libraries. The sessions bring important topics related to inclusive teaching to the campus community, with a focus on presenting best practices and fostering dialogue in an effort to build inclusive communities.
Check-in here for the schedule as more opportunities to Learn at Lunch are scheduled:
https://inclusion.msu.edu/education/learn-at-lunch.html
Held monthly during the academic year, the Learn at Lunch series presents informal seminars on a variety of topics related to inclusion, social justice and equity. Everyone is welcome to bring their lunch and join the conversation.
The Learn at Lunch series is sponsored in collaboration with the Academic Advancement Network, the Office of the Associate Provost for Undergraduate Education, the Graduate School and MSU Libraries. The sessions bring important topics related to inclusive teaching to the campus community, with a focus on presenting best practices and fostering dialogue in an effort to build inclusive communities.
Check-in here for the schedule as more opportunities to Learn at Lunch are scheduled:
https://inclusion.msu.edu/education/learn-at-lunch.html
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Just started my role in Center for Teaching and Learning Innovation as the Inclusive Pedagogy Specialist. Want to talk about inclusivity, DEI, social justice, etc.? Let's connect :)
Posted by: Bethany Meadows
Pedagogical Design
Posted on: Social Justice Peda...
I have attached the chat transcript from our Zoom discussion to this post, and the link to our recording is pasted below for anyone interested!
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https://mediaspace.msu.edu/media/Social+Justice+Pedagogy+Roundtable+%28Nov.+12%2C+2021+1-2A30+pm%29/1_x279gcja
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https://mediaspace.msu.edu/media/Social+Justice+Pedagogy+Roundtable+%28Nov.+12%2C+2021+1-2A30+pm%29/1_x279gcja
Posted by: Garth J Sabo
Navigating Context
