We found 1135 results that contain "disruptive student"
Posted on: #iteachmsu
Student Success Contacts and Resources
This Student Success playlist was created by Jeana-Dee Allen and Joyce Meier, members of the Educators Empowering Student Success Group (facilitated by Mary Beth Heeder and Jeno Rivera), which is working on the Faculty Improving Student Success Strategic Initiative. Each article in this playlist contains 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. Thank you for helping our students achieve their goals.
If you can not quickly find what you are looking for, please email Mary Beth Heeder, senior consultant and project manager for Student Learning and Success, (heeder@msu.edu) and we will respond within 24 business hours.
If you can not quickly find what you are looking for, please email Mary Beth Heeder, senior consultant and project manager for Student Learning and Success, (heeder@msu.edu) and we will respond within 24 business hours.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Spring Conference on Teaching, Learning & Student Success 2021
This is a collection of all the sessions presented at the 2021 Spring Conference on Teaching, Learning, and Student Success. You can continute the conversation by logging in with your MSU netID and commenting on articles here. To view the full presentation recordings, please return to the Spring Conference page on D2L.
note: you must self enroll to access this page.
http://bit.ly/2021SpringConfEnroll
note: you must self enroll to access this page.
http://bit.ly/2021SpringConfEnroll
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Are you worried about a student?
In addition to referring students to CAPS directly, MSU offers resources for helping a student you have concerns about. This playlist has been developed to make finding those resources easy.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Instruction, Feedback, Assessments & Centering Students in Remote Environments
This playlist is a growing collection of content aimed at supporting educators as they traverse ongoing shifts in teaching environment, procedures related to grading, and other uncertainties that results from ongoing pandemics... all the while keeping student success at the core of their work.
ASSESSING LEARNING
Posted on: PREP Matrix
ESL Students
The OWL at Purdue University offers resources for English language learners.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
For Graduate Students By Graduate Students: AAACE Presentation
For Graduate Students By Graduate Students: The Leadership Development Program as a Graduate Student-Led Community of Practice
Originally presented as a part of the American Association of Adult and Continuing Education (AAACE) annual conference in 2020. For a link to the Google Slides deck click here.
Originally presented as a part of the American Association of Adult and Continuing Education (AAACE) annual conference in 2020. For a link to the Google Slides deck click here.
Authored by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Meaningful Student-Student Interactions in a Virtual Asynchronous Setting
Topic Area: Online Teaching & Learning
Presented by: Rachael Lund, Michael Brown
Abstract:
In the Summer of 2020, the quantitative literacy courses in the math department transitioned to a virtual, asynchronous format. We had to redefine what meaningful student engagement and interaction meant for that format and updated our technologies and assessments to support our new course design. In the Fall semesters, there are typically around one thousand students in the MTH 101 course and 600 in the MTH 102 course. The scale of these courses presents special challenges for the instructional team with respect to the logistics of implementing new technology or assignments. In this setting, students also face unique challenges with respect to motivation, persistence, and engagement. We will discuss the technologies that worked and failed and our plan for moving forward with improving our course design to support meaningful student engagement with each other and the course content. We hope that attendees will be willing to share their own utilization of technology and how they helped create a supportive, purposeful digital learning experience for students.
Session Resources:
Meaningful Student to Student Interactions in a Virtual Asynchronous Environment (PowerPoint)
Presented by: Rachael Lund, Michael Brown
Abstract:
In the Summer of 2020, the quantitative literacy courses in the math department transitioned to a virtual, asynchronous format. We had to redefine what meaningful student engagement and interaction meant for that format and updated our technologies and assessments to support our new course design. In the Fall semesters, there are typically around one thousand students in the MTH 101 course and 600 in the MTH 102 course. The scale of these courses presents special challenges for the instructional team with respect to the logistics of implementing new technology or assignments. In this setting, students also face unique challenges with respect to motivation, persistence, and engagement. We will discuss the technologies that worked and failed and our plan for moving forward with improving our course design to support meaningful student engagement with each other and the course content. We hope that attendees will be willing to share their own utilization of technology and how they helped create a supportive, purposeful digital learning experience for students.
Session Resources:
Meaningful Student to Student Interactions in a Virtual Asynchronous Environment (PowerPoint)
Authored by: Rachael Lund, Michael Brown
Posted on: Teaching Toolkit Ta...
Teaching to Who and Where Students Are: Being Mindful of Student Identity
When considering anti-oppressive classrooms (learning environments where all forms of oppression are actively and intentionally challenged) it is important to consider instructor identity (specifically that how you employ your identity can empower and/or oppress students). We use the word anti-oppression because it specifically targets unjust treatment in learning environments. We may often think of an example of oppression in the classroom as a blatant act, such as a student using overtly racist language. However, when you think of oppression in the classroom we want you to include subtle forms of oppression in your definition – such as students interrupting one another. We introduced a 4-step process of self-reflection on your identity, which we put forth as necessary to create and maintain anti-oppressive learning environments. In this card, we want to continue the journey on inclusive, anti-oppressive learning environments, but with a focus on student identities.
Four Questions to Begin the Journey
Are you aware of all student identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?
Answering this question is the first step toward a non-oppressive classroom in that you become aware of the student identity statuses so that you can begin to understand their meaning and how they intersect.
Suggestions:
Administer a survey before the start of the term (where you could, for instance, allow students the opportunity to share about their cultural background, make you aware of preferred nicknames or pronouns, etc.). Have students record how they pronounce their names for a pre-semester D2L assignment
Have you acknowledged/do you understand what student identities mean to students?
Answering this question allows you to understand who students are, so that you can begin to address the privileges (or lack thereof) associated with student identity statuses.
Suggestions:
Establish discussion guidelines with communication norms and expectations. Facilitate discussions and assignments that allow students to relate course material to their experiences.
Have you accepted the privileges (or lack thereof) that comes with student identities?
Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting student identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that students can embody their identities in a true and authentic way.
Suggestions:
Recognize unfair treatment when it surfaces. Have open and honest dialogue with the students regarding privilege and oppression
Do you actively engage student identities within your teaching?
How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted all student identity statuses, you must critically consider what actions you can take to address privilege (or lack thereof) in the classroom.
Suggestions:
Provide a variety of course material, references, and examples that reflects all of the student identities. Use Identity-specific or targeted activities, like the “Class Race.”
Four Questions to Begin the Journey
Are you aware of all student identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?
Answering this question is the first step toward a non-oppressive classroom in that you become aware of the student identity statuses so that you can begin to understand their meaning and how they intersect.
Suggestions:
Administer a survey before the start of the term (where you could, for instance, allow students the opportunity to share about their cultural background, make you aware of preferred nicknames or pronouns, etc.). Have students record how they pronounce their names for a pre-semester D2L assignment
Have you acknowledged/do you understand what student identities mean to students?
Answering this question allows you to understand who students are, so that you can begin to address the privileges (or lack thereof) associated with student identity statuses.
Suggestions:
Establish discussion guidelines with communication norms and expectations. Facilitate discussions and assignments that allow students to relate course material to their experiences.
Have you accepted the privileges (or lack thereof) that comes with student identities?
Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting student identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that students can embody their identities in a true and authentic way.
Suggestions:
Recognize unfair treatment when it surfaces. Have open and honest dialogue with the students regarding privilege and oppression
Do you actively engage student identities within your teaching?
How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted all student identity statuses, you must critically consider what actions you can take to address privilege (or lack thereof) in the classroom.
Suggestions:
Provide a variety of course material, references, and examples that reflects all of the student identities. Use Identity-specific or targeted activities, like the “Class Race.”
Authored by: Madeline Shellgren & S. Mo
Pedagogical Design
Posted on: #iteachmsu
What do your students think? Automated analysis of student constructed responses in STEM
Topic Area: DEI
Presented by: Juli Uhl, Megan Shiroda, Jenifer Saldanha, Lenora Kaldaras, Kevin Haudek
Abstract:
Moving to an online format, which can decrease student-teacher interactions, makes formative assessment of and responding to student written explanations difficult. It is especially challenging to assess authentic practices of STEM disciplines, including constructing explanations, as they are best assessed in an open format rather than multiple choice. To assess large numbers of student open responses, our group developed a set of assessment items and a Constructed Response Classifier (CRC) tool capable of rapidly analyzing student text responses. The CRC tool produces reports about student thinking in various STEM disciplines with high agreement to human scores. Our items span the disciplines of chemistry, biology, statistics, and physiology and levels from introductory to upper level courses. CRC automated reports identify common ideas in students' short explanations and provide several representations of class level performance as well as individual classifications. CRC reports also reveal that students often mix misconceptions and expert-like ideas, which is captured by association diagrams. By using the tool as part of formative assessment, instructors can examine student ideas and help guide students toward building connections between concepts as they learn to use expert-like reasoning. Instructors have successfully used this tool to refine teaching practice, develop instructional materials, and improve student learning. This session will present an interactive demonstration of the CRC tool and reports. Attendees will explore reports to examine student thinking, and interact to discuss methods they can use in the classroom to address misconceptions and improve learning.
Session Resources:
Explore two example CRC Reports (PDF)
Beyond Multiple Choices
Presented by: Juli Uhl, Megan Shiroda, Jenifer Saldanha, Lenora Kaldaras, Kevin Haudek
Abstract:
Moving to an online format, which can decrease student-teacher interactions, makes formative assessment of and responding to student written explanations difficult. It is especially challenging to assess authentic practices of STEM disciplines, including constructing explanations, as they are best assessed in an open format rather than multiple choice. To assess large numbers of student open responses, our group developed a set of assessment items and a Constructed Response Classifier (CRC) tool capable of rapidly analyzing student text responses. The CRC tool produces reports about student thinking in various STEM disciplines with high agreement to human scores. Our items span the disciplines of chemistry, biology, statistics, and physiology and levels from introductory to upper level courses. CRC automated reports identify common ideas in students' short explanations and provide several representations of class level performance as well as individual classifications. CRC reports also reveal that students often mix misconceptions and expert-like ideas, which is captured by association diagrams. By using the tool as part of formative assessment, instructors can examine student ideas and help guide students toward building connections between concepts as they learn to use expert-like reasoning. Instructors have successfully used this tool to refine teaching practice, develop instructional materials, and improve student learning. This session will present an interactive demonstration of the CRC tool and reports. Attendees will explore reports to examine student thinking, and interact to discuss methods they can use in the classroom to address misconceptions and improve learning.
Session Resources:
Explore two example CRC Reports (PDF)
Beyond Multiple Choices
Authored by: Juli Uhl, Megan Shiroda, Jenifer Saldanha, Lenora Kaldaras, Kevin Haudek
Assessing Learning
Posted on: #iteachmsu
SOIREE on Student to student interactions & engagement
Student to student interactions are a very important part in any classroom and the online setting is no exception. There are many ways students can engage with each other online - but here a few tips and suggestions you can structure in your course that can offer this connection between students.
Methods
Discussions
Group Work
Group Projects
Group Discussion
Study Groups
Group Case Studies
Peer Review
Peer Instruction
Collaborative Brainstorming
Tools
D2L Discussion Threads. Students need to be able to connect with classmates around your teaching. Provide them with discussion threads for both the entire class "i.e. General Course Conversation" and module-specific. Some students can and will use this tool. Others will only use it if it's required. But it still is a great way to be able to provide students opportunity to connect.
Microsoft Teams. Every student at MSU can use Teams for realtime group chat, individual chat, voice and video and file sharing.
Zoom. Every student by default is able to use Zoom for voice/video/meetings.
Google Apps: Docs, Slides, Sheets. Students can work together to create and work on files in real time.
Dip Deeper
If you would like to further explore this topic, here are some resources you could check out:
10 Tips for Effective Online Discussions
Mastering Online Discussion Board Facilitation Resource Guide
Zoom Breakout Room Information Sheet
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Methods
Discussions
Group Work
Group Projects
Group Discussion
Study Groups
Group Case Studies
Peer Review
Peer Instruction
Collaborative Brainstorming
Tools
D2L Discussion Threads. Students need to be able to connect with classmates around your teaching. Provide them with discussion threads for both the entire class "i.e. General Course Conversation" and module-specific. Some students can and will use this tool. Others will only use it if it's required. But it still is a great way to be able to provide students opportunity to connect.
Microsoft Teams. Every student at MSU can use Teams for realtime group chat, individual chat, voice and video and file sharing.
Zoom. Every student by default is able to use Zoom for voice/video/meetings.
Google Apps: Docs, Slides, Sheets. Students can work together to create and work on files in real time.
Dip Deeper
If you would like to further explore this topic, here are some resources you could check out:
10 Tips for Effective Online Discussions
Mastering Online Discussion Board Facilitation Resource Guide
Zoom Breakout Room Information Sheet
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Authored by: SOIREE Team
Pedagogical Design
Posted on: MSU Online & Remote...
Helping Students Get Online
How to Connect Online
Access to high-speed internet is critical for remote instruction and online classes. Because of varied locations of learners- some students may be on-campus and in the East Lansing area where others might be at their primary residences where internet capabilities are outside of the university’s control- it is important that educators understand how to get connected to the internet. If you or any of your students are unable to access the internet at any time, refer to the information below.
Last Modified: March 27, 2020
Accessing Internet On-Campus or in the Surrounding Area
There are two locations on campus open to students to use for internet access.
The MSU Union located at 49 Abbot Road from 8 a.m. to 8 p.m. daily
Brody Square is open from 8 a.m. to 8 p.m.
If you are staying on-campus or in the Lansing/East Lansing area and have any internet problems, contact:
MSU campus
MSU IT Service Desk: 517-432-6200 or 1-844-678-6200
Lansing/East Lansing area
Spartan-Net: 1-866-386-7778
Xfinity: 1-800-934-6489
AT&T: 1-833-732-2243
Accessing Internet Away from Campus
If you don't have access to internet at your primary residence, consider these tips:
1) Use Your Internet Service Provider's Hotspots
One simple way to find Wi-Fi away from home is to use your home provider. For example, if you’re a Comcast user, you will have access to Xfinity Wi-Fi networks when traveling. For most ISP networks, check their Wi-Fi page on the main site or download their hotspot app. Find a hotspot by entering an address or form of location. Then connect to your ISP’s available hotspots.
Helpful ISP hotspot pages:
AT&T
Xfinity
T-Mobile
Spectrum
Frontier WiFi
2) Use Your Phone as a Hotspot
This is also known as tethering. Some carriers have restrictions on how much data can be used for tethering or charged for using the feature, so be sure to check with your provider.
Common wireless service providers:
Verizon: 1-800-922-0204
AT&T: 1-800-288-2020
Sprint: 1-844-764-8359
T-Mobile: 1-800-937-8997
Discounted Internet Packages
Below are resources for learning more about discounted internet packages from some of the major providers. These links are provided for informational use when deciding on an appropriate solution for you.
EveryoneOn: EveryoneOn is a national nonprofit that creates social and economic opportunities by connecting everyone to the internet. Visit their website to learn more.
Comcast: Comcast runs programs that bring the cost of the Internet down for students depending on their eligibility. Learn more by visitng the Comcast/Xfinity student page and their Internet Essentials website.
Charter/Spectrum: Spectrum provides free Internet access to qualifying homes with students. Learn more about their programs and find out if Spectrum is available in your area. Visit their website to learn more.
AT&T: Through their Access program, AT&T makes Internet access available to qualifying homes. Learn more about this program on their website.
WOW: WOW is one of the providers participating in Lifeline, an income or government assistance based program that provides low-cost Internet service. Learn how to apply.
Public Wi-Fi: How to Stay Safe
If you choose to use public Wi-Fi, consider taking these appropriate steps to protect yourself:
Keep antivirus installed and up to date
Use a VPN
Be skeptical if it’s too easy to connect (ex. no agreement page)
Only browse on HTTPS websites
Refrain from accessing confidential data (ex. bank account)
Avoid performing online transactions
Verify popular Wi-Fi networks are correct (ex. Starbucks WiFi vs. Free Starbucks WiFi)
Always make sure paid Wi-Fi is legitimate and use a third-party payment system
Cover your keyboard when entering any passwords or credentials
If the connection is slow, it could be due to the device rerouting to the hacker’s access point
Eduroam
If you are near a college campus that is not MSU, you may be able to use your MSU credentials to access Wi-Fi via eduroam, which is a world-wide roaming access service developed for the international research and education community. Visit https://www.eduroam.org/where/ to find a map of global locations and learn how to use this resource. If you choose to use this resource and visit a location where eduroam may be available to you, it is important that you ensure that this location is safe and you are able to maintain social distancing.
Eduroam is a wireless network access service that allows global Wi-Fi compatibility between academic institutions and organizations. Students, researchers, staff, and faculty from a participating institution can access the wireless networks of any other participating institution by using their home institution’s credentials.
This means that visitors to MSU have easy access to Wi-Fi while on campus, and the MSU community has easy access when visiting other institutions across the world!
The process for connecting to Eduroam varies between devices. See below to learn how to connect yours:
Connecting to Eduroam for Windows: https://go.msu.edu/EduWin
Connecting to Eduroam for Mac: https://go.msu.edu/EduMac
Connecting to Eduroam for Android: https://go.msu.edu/EduAnd
Connection to Eduroam for iOS: https://go.msu.edu/EduiOS
Campus VPN
A virtual private network allows remote devices to connect to MSU's network as if they were located on campus. MSU's VPN is called F5 BIG-IP Edge. Most students will not need to use the VPN to access the MSU network and systems.
Here are some popular sites and applications that do not require the VPN:
D2L Zoom
Spartan 365 (Microsoft) Suite
OneDrive
Outlook
Word
Excel
PowerPoint
Teams
Google Suite
Qualtrics
EBS
All MSU sites, including:
Student Info (stuinfo.msu.edu)
Office of the Registrar (reg.msu.edu)
VPN Access for Students
If you use an application that requires the Campus VPN, also known as F5 BIG-IP Edge, log into new.vpn.msu.edu using your MSU NetID. Some colleges may have their own VPN for specific applications (e.g. Engineering).
If you need help, refer to the these instructions or contact the IT Service Desk at ithelp@msu.edu, 517-432-6200, or chat.
Note: Some internet service providers, personal networks, and countries may restrict or block VPN access. If you are located outside of the US, please be sure your government permits VPN use.
Access to high-speed internet is critical for remote instruction and online classes. Because of varied locations of learners- some students may be on-campus and in the East Lansing area where others might be at their primary residences where internet capabilities are outside of the university’s control- it is important that educators understand how to get connected to the internet. If you or any of your students are unable to access the internet at any time, refer to the information below.
Last Modified: March 27, 2020
Accessing Internet On-Campus or in the Surrounding Area
There are two locations on campus open to students to use for internet access.
The MSU Union located at 49 Abbot Road from 8 a.m. to 8 p.m. daily
Brody Square is open from 8 a.m. to 8 p.m.
If you are staying on-campus or in the Lansing/East Lansing area and have any internet problems, contact:
MSU campus
MSU IT Service Desk: 517-432-6200 or 1-844-678-6200
Lansing/East Lansing area
Spartan-Net: 1-866-386-7778
Xfinity: 1-800-934-6489
AT&T: 1-833-732-2243
Accessing Internet Away from Campus
If you don't have access to internet at your primary residence, consider these tips:
1) Use Your Internet Service Provider's Hotspots
One simple way to find Wi-Fi away from home is to use your home provider. For example, if you’re a Comcast user, you will have access to Xfinity Wi-Fi networks when traveling. For most ISP networks, check their Wi-Fi page on the main site or download their hotspot app. Find a hotspot by entering an address or form of location. Then connect to your ISP’s available hotspots.
Helpful ISP hotspot pages:
AT&T
Xfinity
T-Mobile
Spectrum
Frontier WiFi
2) Use Your Phone as a Hotspot
This is also known as tethering. Some carriers have restrictions on how much data can be used for tethering or charged for using the feature, so be sure to check with your provider.
Common wireless service providers:
Verizon: 1-800-922-0204
AT&T: 1-800-288-2020
Sprint: 1-844-764-8359
T-Mobile: 1-800-937-8997
Discounted Internet Packages
Below are resources for learning more about discounted internet packages from some of the major providers. These links are provided for informational use when deciding on an appropriate solution for you.
EveryoneOn: EveryoneOn is a national nonprofit that creates social and economic opportunities by connecting everyone to the internet. Visit their website to learn more.
Comcast: Comcast runs programs that bring the cost of the Internet down for students depending on their eligibility. Learn more by visitng the Comcast/Xfinity student page and their Internet Essentials website.
Charter/Spectrum: Spectrum provides free Internet access to qualifying homes with students. Learn more about their programs and find out if Spectrum is available in your area. Visit their website to learn more.
AT&T: Through their Access program, AT&T makes Internet access available to qualifying homes. Learn more about this program on their website.
WOW: WOW is one of the providers participating in Lifeline, an income or government assistance based program that provides low-cost Internet service. Learn how to apply.
Public Wi-Fi: How to Stay Safe
If you choose to use public Wi-Fi, consider taking these appropriate steps to protect yourself:
Keep antivirus installed and up to date
Use a VPN
Be skeptical if it’s too easy to connect (ex. no agreement page)
Only browse on HTTPS websites
Refrain from accessing confidential data (ex. bank account)
Avoid performing online transactions
Verify popular Wi-Fi networks are correct (ex. Starbucks WiFi vs. Free Starbucks WiFi)
Always make sure paid Wi-Fi is legitimate and use a third-party payment system
Cover your keyboard when entering any passwords or credentials
If the connection is slow, it could be due to the device rerouting to the hacker’s access point
Eduroam
If you are near a college campus that is not MSU, you may be able to use your MSU credentials to access Wi-Fi via eduroam, which is a world-wide roaming access service developed for the international research and education community. Visit https://www.eduroam.org/where/ to find a map of global locations and learn how to use this resource. If you choose to use this resource and visit a location where eduroam may be available to you, it is important that you ensure that this location is safe and you are able to maintain social distancing.
Eduroam is a wireless network access service that allows global Wi-Fi compatibility between academic institutions and organizations. Students, researchers, staff, and faculty from a participating institution can access the wireless networks of any other participating institution by using their home institution’s credentials.
This means that visitors to MSU have easy access to Wi-Fi while on campus, and the MSU community has easy access when visiting other institutions across the world!
The process for connecting to Eduroam varies between devices. See below to learn how to connect yours:
Connecting to Eduroam for Windows: https://go.msu.edu/EduWin
Connecting to Eduroam for Mac: https://go.msu.edu/EduMac
Connecting to Eduroam for Android: https://go.msu.edu/EduAnd
Connection to Eduroam for iOS: https://go.msu.edu/EduiOS
Campus VPN
A virtual private network allows remote devices to connect to MSU's network as if they were located on campus. MSU's VPN is called F5 BIG-IP Edge. Most students will not need to use the VPN to access the MSU network and systems.
Here are some popular sites and applications that do not require the VPN:
D2L Zoom
Spartan 365 (Microsoft) Suite
OneDrive
Outlook
Word
Excel
PowerPoint
Teams
Google Suite
Qualtrics
EBS
All MSU sites, including:
Student Info (stuinfo.msu.edu)
Office of the Registrar (reg.msu.edu)
VPN Access for Students
If you use an application that requires the Campus VPN, also known as F5 BIG-IP Edge, log into new.vpn.msu.edu using your MSU NetID. Some colleges may have their own VPN for specific applications (e.g. Engineering).
If you need help, refer to the these instructions or contact the IT Service Desk at ithelp@msu.edu, 517-432-6200, or chat.
Note: Some internet service providers, personal networks, and countries may restrict or block VPN access. If you are located outside of the US, please be sure your government permits VPN use.
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Disruptive Students - This was an assumed issue just for K-12 settings. However, we have the current events and issues impact students at all levels in different ways. This is an older resource that helps to identify specific disruptive behavior types and offers some strategies for dealing with them.
attached here and accessible at:
https://resources.finalsite.net/images/v1590876479/northwestmsedu/mrlaokp6aqomejlcpd2f/copingwith7disruptivepersonalitytypes.pdf link
attached here and accessible at:
https://resources.finalsite.net/images/v1590876479/northwestmsedu/mrlaokp6aqomejlcpd2f/copingwith7disruptivepersonalitytypes.pdf link
Posted by: Jay Loftus
Navigating Context
Posted on: #iteachmsu
This article was shared in an academic group I'm a part of on a social networking site... it's framing is within the Canadian Higher Education setting, but the message about student mental health is relevant for all.
Here are a couple of thoughts from the article worth sharing if you can't take the time to read the entire piece:
"To fully understand the present crisis, one has to appreciate a fundamental and often overlooked fact: higher education is not what it used to be. Not only do we have a more diverse student body with equally diverse psychiatric needs, we also have an academic culture that has changed profoundly in the past six decades, making the university experience more stressful than it once was. The classic liberal conception of postsecondary institutions as places where young people take a kind of sabbatical from life—read the great books, engage in endless debates, and learn to see themselves as citizens—has given way to a new model, more narrowly vocational in focus."
"By prioritizing high achievers, Henderson argues, universities are selecting not only for diligent candidates but also for those who view scholastic success as central to their identities. For such students, a bad grade can be destabilizing. When that grade appears on an exam worth 80 percent of a final course mark, or when it comes from a harried teaching assistant who doesn’t offer in-depth feedback, students can feel like they are losing a game whose rules were never explained. Imagine being told all your life that you are ahead of the pack and that you must stay there, both to secure a stable future and to get a return on the investments that family members or granting agencies have made on your behalf. Then, imagine falling behind, for reasons you don’t understand, at the precise moment when staying on top feels more critical than ever before. Furthermore, imagine that you are contending with profound loneliness, past trauma, and financial insecurity, all while working a part-time job with the usual mix of erratic hours."
"Such stressors can lead to sleep disruption, irregular eating, and substance abuse—all of which correlate with mental illness—or they can trigger preexisting psychiatric conditions. They can deplete reserves of neurochemicals, like dopamine and serotonin, needed to sustain a sense of well-being, or they can flood the brain and body with cortisol, the stress hormone, which, in excess, can push people into near-constant states of anxiety, making it difficult to conceptualize daily challenges in a proportionate or healthy way. They can also lead to identity confusion and an acute sense of shame."
Inside the Mental Health Crisis Facing College and University Students by Simon Lewsen : https://thewalrus.ca/inside-the-mental-health-crisis-facing-college-and-university-students/?fbclid=IwAR12PokSFpCrBo1NmtpNYoGEohKf3csYHQc9X8LwFAdNPTtBF_zIRbEqwhs
Here are a couple of thoughts from the article worth sharing if you can't take the time to read the entire piece:
"To fully understand the present crisis, one has to appreciate a fundamental and often overlooked fact: higher education is not what it used to be. Not only do we have a more diverse student body with equally diverse psychiatric needs, we also have an academic culture that has changed profoundly in the past six decades, making the university experience more stressful than it once was. The classic liberal conception of postsecondary institutions as places where young people take a kind of sabbatical from life—read the great books, engage in endless debates, and learn to see themselves as citizens—has given way to a new model, more narrowly vocational in focus."
"By prioritizing high achievers, Henderson argues, universities are selecting not only for diligent candidates but also for those who view scholastic success as central to their identities. For such students, a bad grade can be destabilizing. When that grade appears on an exam worth 80 percent of a final course mark, or when it comes from a harried teaching assistant who doesn’t offer in-depth feedback, students can feel like they are losing a game whose rules were never explained. Imagine being told all your life that you are ahead of the pack and that you must stay there, both to secure a stable future and to get a return on the investments that family members or granting agencies have made on your behalf. Then, imagine falling behind, for reasons you don’t understand, at the precise moment when staying on top feels more critical than ever before. Furthermore, imagine that you are contending with profound loneliness, past trauma, and financial insecurity, all while working a part-time job with the usual mix of erratic hours."
"Such stressors can lead to sleep disruption, irregular eating, and substance abuse—all of which correlate with mental illness—or they can trigger preexisting psychiatric conditions. They can deplete reserves of neurochemicals, like dopamine and serotonin, needed to sustain a sense of well-being, or they can flood the brain and body with cortisol, the stress hormone, which, in excess, can push people into near-constant states of anxiety, making it difficult to conceptualize daily challenges in a proportionate or healthy way. They can also lead to identity confusion and an acute sense of shame."
Inside the Mental Health Crisis Facing College and University Students by Simon Lewsen : https://thewalrus.ca/inside-the-mental-health-crisis-facing-college-and-university-students/?fbclid=IwAR12PokSFpCrBo1NmtpNYoGEohKf3csYHQc9X8LwFAdNPTtBF_zIRbEqwhs
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
The University of Waterloo's Center for Faculty Excellence has shared some interesting approaches for engaging students who are disruptive to your classroom learning environments:
1. Ask the students if they have a question. Sometimes talking during class is legitimate; students have missed a key definition or number and need clarification from someone sitting nearby.
2. Move closer to the disruptive students. Your proximity may signal to them that they are interrupting the class.
3. Make a general statement to the class about the disruption. If you do not feel comfortable singling people out, you can indicate to the class in general that the disruption level is too high and remind them of the ground rules you set on day one.
4. Use an active learning activity. Try a think-pair-share where you have students turn to the person next to them to discuss a problem or question. This will break up the flow of the class and help to re-capture students’ attention. It will also give you an opportunity to approach the disruptive students and discuss your concern with them.
5. Ask those who consistently disrupt the class to see you after class. This will give you an opportunity to air your concerns outside of class and indicate your displeasure with the students’ behavior without embarrassing them in front of the class.
(Large Classes: Limiting the Chaos. Centre for Teaching Excellence, University of Waterloo)
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/large-classes-limiting-chaos link
1. Ask the students if they have a question. Sometimes talking during class is legitimate; students have missed a key definition or number and need clarification from someone sitting nearby.
2. Move closer to the disruptive students. Your proximity may signal to them that they are interrupting the class.
3. Make a general statement to the class about the disruption. If you do not feel comfortable singling people out, you can indicate to the class in general that the disruption level is too high and remind them of the ground rules you set on day one.
4. Use an active learning activity. Try a think-pair-share where you have students turn to the person next to them to discuss a problem or question. This will break up the flow of the class and help to re-capture students’ attention. It will also give you an opportunity to approach the disruptive students and discuss your concern with them.
5. Ask those who consistently disrupt the class to see you after class. This will give you an opportunity to air your concerns outside of class and indicate your displeasure with the students’ behavior without embarrassing them in front of the class.
(Large Classes: Limiting the Chaos. Centre for Teaching Excellence, University of Waterloo)
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/large-classes-limiting-chaos link
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Tips for Students: Giving useful feedback
Instructors can include a link to this post or download this resource to include with their mid-semester survey introduction correspondence to students.
Instructors can include a link to this post or download this resource to include with their mid-semester survey introduction correspondence to students.
Posted by: Makena Neal
Assessing Learning
Posted on: Reading Group for S...
In case Masland's reference to "the most popular blog post on the topic" of resilient pedagogy makes you curious (18), here's a link:
https://tophat.com/blog/resilient-pedagogy-for-the-age-of-disruption-a-conversation-with-josh-eyler/
Looking forward to our discussion this Friday (10/8) at 10 am! Zoom link coming shortly.
- G
https://tophat.com/blog/resilient-pedagogy-for-the-age-of-disruption-a-conversation-with-josh-eyler/
Looking forward to our discussion this Friday (10/8) at 10 am! Zoom link coming shortly.
- G
Posted by: Garth J Sabo
Navigating Context
Posted on: The MSU Graduate Le...
Graduate Student Survey and Database
Posted by: Emma Dodd
Navigating Context
Posted on: #iteachmsu
Generative AI for Student and Educator Support - These are the slides for the session on August 21, 2024 by CTLI staff.
https://www.canva.com/design/DAGM_uxIjNI/XzIMWwqtQicgdH0RmuBKNg/edit?utm_content=DAGM_uxIjNI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
If there are any questions or comments, please contact CTLI
https://www.canva.com/design/DAGM_uxIjNI/XzIMWwqtQicgdH0RmuBKNg/edit?utm_content=DAGM_uxIjNI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
If there are any questions or comments, please contact CTLI
Posted by: Jay Loftus
Host: CTLI
No Surprises: Designing Assignments Students Understand
This workshop introduces the Transparency in Learning and Teaching (TILT) framework as a tool for designing clear, equity-minded assignments. Participants will explore how transparency supports student success, reduce confusion and grading time, and learn how to structure assignments using the Transparent Assignment Design (TAD) model. The session includes strategies to improve student motivation, performance, and clarity around expectations.
Upon completion of this learning experience, participants will be able to:
understand the history of the TILT and it’s related research findings
describe how the TAD framework relates to equitable learning
define transparent assignment design and its key elements (purpose, task, criteria)
apply TAD best practices
identify resources for implementing the TAD framework.
Navigating Context
Host: MSU Libraries
Intro to Modeling for 3D Printing: TinkerCad Zipper Pull
Get creative with 3D printing in this hands-on beginner workshop at the MSU Libraries Hollander Makerspace—a space where all students can explore, design, and make.
You’ll learn how 3D printing works, design your own custom zipper pull using simple modeling tools in Tinkercad, and watch it print before your eyes. No experience needed—we’ll guide you step by step as you combine shapes to bring your design to life. Your custom zipper pull is yours to keep—use it to fix a broken zipper, personalize your gear, or show off your new tech skills!
Attendees will need to arrive with or be willing to make a free Tinkercad account with a valid email address.
Navigating Context
Host: MSU Libraries
Intro to 360 Room @ DSL: Drop-in Session
The 360 Room at the DSL is your gateway to collaborative learning, teaching and shared experiences. Look at work created by other MSU faculty, staff and students and start thinking about how you can take that next step to better present and engage, here and remotely across a range of disciplines.
Navigating Context
Host: MSU Libraries
MSU Libraries and The Poetry Room present Olivia Gatwood
Join the MSU Libraries and Lansing’s The Poetry Room for an afternoon of poetry, connection and conversation celebrating student, alumni and community voices. The event opens with performances from the MSU Poetry Club alongside recent alumni, spotlighting emerging talent and the power of being heard. The showcase will be followed by acclaimed poet, author and viral sensation Olivia Gatwood, whose work blends humor, intimacy and sharp social insight. Gatwood will share poems as well as excerpts from her 2024 novel “Whoever You Are, Honey,” offering an unfiltered look into her craft and creative journey. The afternoon will conclude with a Q&A — a mix of moderated conversation and audience participation — creating a rare opportunity to connect with one of today’s most dynamic literary voices.
Olivia Gatwood is the author of two poetry collections, “New American Best Friend” and “Life of the Party,” and co-writer of Adele’s music video “I Drink Wine.” She has received international recognition for her poetry, writing workshops and work as a Title IX-compliant educator in sexual assault prevention and recovery. Her performances have been featured on HBO, MTV, VH1, the BBC and more, with poems appearing in “The Poetry Foundation,” “Lambda Literary” and “The Missouri Review.” Originally from Albuquerque, she now lives in Los Angeles.
Event is free and open to all.
Navigating Context
Host: CTLI
Educators as Researchers: The SoTL Approach to Innovative Teaching
Curious about conducting research in your classroom as a means to improve student outcomes? Join us for an informative workshop that introduces the fundamentals of the Scholarship of Teaching and Learning (SoTL), which involves the systematic study of teaching and learning in higher education to improve student success. In this session, you'll discover how SoTL can transform your teaching and contribute to your professional growth. We'll guide you through the key steps of a SoTL inquiry, from formulating research questions to sharing your findings. Plus, you'll explore examples of impactful SoTL projects and learn about resources available to help you get started. Whether you're new to SoTL or looking to refine your approach, this session offers valuable insights into the research-based approach to improving student learning.
Upon completion of this learning experience, participants will be able to:
define SoTL and describe its core principles
explain the importance of SoTL in enhancing student learning and improving teaching practices
identify differences between SOTL and traditional research in higher education
describe how SoTL can contribute to professional development, tenure, and promotion in higher education
outline the key steps involved in a SoTL inquiry, from formulating a question to dissemination
explore examples of SoTL projects in various disciplines
identify institutional and external resources available for faculty interested in SoTL (funding, mentorship, workshops)
describe ethical considerations when conducting SoTL research, including the use of student data, informed consent, IRB, etc.
Navigating Context
EXPIRED