We found 28 results that contain "educatorstories"
Posted on: #iteachmsu
Breana Yaklin's Educator Story
This week, we are featuring Breana Yaklin, a Learning Experience Designer in the Broad College of Business. Breana was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Breana’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Learning
Share with me what this word/quality looks like in your practice?
As an educator, I’m focused on teaching and learning, and I try to stay more focused on the learner and what their needs are. Being an educator also means that I’m constantly learning from others who are experts in the field or who share their experiences
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I currently work for Broad College of Business at Michigan State University. I’m a Learning Experience Designer in the Learning Technology and Design department. My work right now is focused on supporting the EMBA Flex program, which includes both on-campus live synchronous sessions and online asynchronous learning. I work with the faculty teaching the program to help them design their courses and think through the best ways to teach in a flexible format, and how to take advantage of the on-campus sessions and the asynchronous learning. As a Learning Experience Designer, I have to focus on (1) the student needs as an end-goal, and (2) the faculty needs, as they are the ones I’m working with directly.
What is a challenge you experience in your educator role?
A challenge I frequently encounter is one that I think everyone sees in their work as an educator: time. The faculty I work with to develop their courses are pressed for time and have to balance multiple priorities, and sometimes the course I’m consulting on gets pushed back as a priority because they don’t have the time to dedicate to it. I know that many of our students also have to balance multiple priorities. For the program I’m currently working on, we know that these students are working full time and often have families and related time constraints.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
Good course design and development takes time, as does investing in learning. If possible, I try to encourage leadership to support faculty time allocations toward course design and development. I also try to focus on making the best use of time during the course design and development process, for both faculty and students. How can I support this faculty member to use their time effectively towards designing and developing their course? I try to find resources, or create tools or templates to make the process easier or more efficient. How can I encourage the course design and development to take into account student time limitations? I discuss setting priorities and learning expectations with faculty, and how to best make use of the live in-class time and how to be flexible with the asynchronous time.
What are practices you utilize that help you feel successful as an educator?
I listen and learn from others. I’m somewhat new to my current setting in Broad, but I’ve been at MSU for 6 years, and I have a network of colleagues across campus who I learn from. I’ve also worked on learning from others outside of MSU, at my previous institution (Baker College), and by networking at conferences and with colleagues on Twitter. I learn a lot from listening to others about their experiences, their work, and their research, and I add it all to my repertoire as an educator.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
I’d like to see more discussion around online and hybrid teaching and learning, specifically, the existing research and practices around good online and hybrid (or blended or flex) teaching and learning and how we can continue to improve the online learning experience. This obviously has been a huge focus for the past year due to COVID, so it might seem like it has already been addressed. However, a lot of the work over the past year was fast and reactive (by necessity), and prior to COVID there has been years of work researching what good teaching and learning can and should look like online. I think education will be permanently changed (if it hasn’t already) by what happened over the past year, and I think we should be prepared for more online and hybrid education to be more flexible and meet the needs of our students and our educators.
What are you looking forward to (or excited to be a part of) next semester?
I’m looking forward to debriefing with the first round of faculty I worked with on the EMBA Flex program. I’m excited to learn how their courses went as they taught them for the first time in this new format, what lessons they learned, how the students responded, and what we can do to continue to improve the courses for the next time. I’m hoping to speak with some students in the program to hear directly from them on what’s working and what could be improved upon to create a better learning experience.
I’m also excited to share that I’ll be working with Dr. Melissa Hortman, Director of Instructional Technology at Medical University of South Carolina, to conduct a literature review on course modalities and flexible learning approaches, and we’ll be presenting our results at the Online Learning Consortium Innovate Conference in the spring.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Read more about Breana’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Learning
Share with me what this word/quality looks like in your practice?
As an educator, I’m focused on teaching and learning, and I try to stay more focused on the learner and what their needs are. Being an educator also means that I’m constantly learning from others who are experts in the field or who share their experiences
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I currently work for Broad College of Business at Michigan State University. I’m a Learning Experience Designer in the Learning Technology and Design department. My work right now is focused on supporting the EMBA Flex program, which includes both on-campus live synchronous sessions and online asynchronous learning. I work with the faculty teaching the program to help them design their courses and think through the best ways to teach in a flexible format, and how to take advantage of the on-campus sessions and the asynchronous learning. As a Learning Experience Designer, I have to focus on (1) the student needs as an end-goal, and (2) the faculty needs, as they are the ones I’m working with directly.
What is a challenge you experience in your educator role?
A challenge I frequently encounter is one that I think everyone sees in their work as an educator: time. The faculty I work with to develop their courses are pressed for time and have to balance multiple priorities, and sometimes the course I’m consulting on gets pushed back as a priority because they don’t have the time to dedicate to it. I know that many of our students also have to balance multiple priorities. For the program I’m currently working on, we know that these students are working full time and often have families and related time constraints.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
Good course design and development takes time, as does investing in learning. If possible, I try to encourage leadership to support faculty time allocations toward course design and development. I also try to focus on making the best use of time during the course design and development process, for both faculty and students. How can I support this faculty member to use their time effectively towards designing and developing their course? I try to find resources, or create tools or templates to make the process easier or more efficient. How can I encourage the course design and development to take into account student time limitations? I discuss setting priorities and learning expectations with faculty, and how to best make use of the live in-class time and how to be flexible with the asynchronous time.
What are practices you utilize that help you feel successful as an educator?
I listen and learn from others. I’m somewhat new to my current setting in Broad, but I’ve been at MSU for 6 years, and I have a network of colleagues across campus who I learn from. I’ve also worked on learning from others outside of MSU, at my previous institution (Baker College), and by networking at conferences and with colleagues on Twitter. I learn a lot from listening to others about their experiences, their work, and their research, and I add it all to my repertoire as an educator.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
I’d like to see more discussion around online and hybrid teaching and learning, specifically, the existing research and practices around good online and hybrid (or blended or flex) teaching and learning and how we can continue to improve the online learning experience. This obviously has been a huge focus for the past year due to COVID, so it might seem like it has already been addressed. However, a lot of the work over the past year was fast and reactive (by necessity), and prior to COVID there has been years of work researching what good teaching and learning can and should look like online. I think education will be permanently changed (if it hasn’t already) by what happened over the past year, and I think we should be prepared for more online and hybrid education to be more flexible and meet the needs of our students and our educators.
What are you looking forward to (or excited to be a part of) next semester?
I’m looking forward to debriefing with the first round of faculty I worked with on the EMBA Flex program. I’m excited to learn how their courses went as they taught them for the first time in this new format, what lessons they learned, how the students responded, and what we can do to continue to improve the courses for the next time. I’m hoping to speak with some students in the program to hear directly from them on what’s working and what could be improved upon to create a better learning experience.
I’m also excited to share that I’ll be working with Dr. Melissa Hortman, Director of Instructional Technology at Medical University of South Carolina, to conduct a literature review on course modalities and flexible learning approaches, and we’ll be presenting our results at the Online Learning Consortium Innovate Conference in the spring.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by: Makena Neal
Pedagogical Design
Posted on: Educator Stories
Educator Stories: Dr. Megumi Moore
This week, we are featuring, Dr. Megumi Moore, Associate Director for Graduate Student Life and Wellness. Dr. Moore was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Dr. Moore’s perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Human
Share with me what this word/quality looks like in your practice?
To me, the most important part of being an educator is showing up and creating an environment where everyone’s humanity is recognized and valued. That is the foundation for any experience to be meaningful and for it to be potentially transformational. In terms of content, I think it’s important to talk about things that are humanizing. External expectations set by institutions, disciplines, cultures, etc. often teach us to attach our sense of self-worth to our products and our performance, a mindset that has a dehumanizing effect on us. How can we remain connected to our true selves and live out of them consistently even when our environment is compelling us to do otherwise? Being an educator means providing opportunities for people to be connected to others, to themselves, and to ideas in a way that affirms and reinforces who they are while inviting them to bring their best and true self to the work they are doing.
Have your ideas on this changed over time? if so how?
My ideas on what education is and how it’s done have definitely evolved over time. I used to have a very limited understanding of teaching and learning, focusing on formal educational settings and academic products like grades and term papers. The older I’ve gotten, the more I realize how ridiculously inadequate that idea was. My experiences in formal and informal education settings have continued to shape my own practice. The more I am in humanizing educational settings, the shaper my ideas and practices become.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am the Associate Director of the Graduate Student Life & Wellness office. I lead workshops on well-being and leadership for graduate students and occasionally faculty and staff as well. I also mentor several graduate students who work in my office and provide consultations for individual students to help them find resources or address challenges related to their experience as grad students. Many of the programs in my office are led by graduate students for graduate students, and my role in those programs is to support those leaders. Graduate students have so much to offer the institution and each other, and I am a firm believer in giving them platforms to operate as full partners in our work.
What is a challenge you experience in your educator role?
Like many others, I have really struggled in the virtual world we live in at this point in the pandemic. I miss in-person workshops and meetings for the energy and creativity that comes from being in the same room with other people. I’ve been surprised by how much quality connection can happen while staring at a set of screens, but it’s a constant challenge to not be discouraged by all that is lost when we are remote.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I have found it helpful to begin workshops by verbally acknowledge the limitations of the virtual environment and setting a very authentic tone. I am also intentional about sharing my own frustrations with our current circumstances – it is unique to all be going through something like a pandemic together, where the stressor is the same for everyone. The impact of that stressor is incredibly different for everyone, but I have found that starting with the commonalities has helped create a meaningful sense of community. I’ve also spent more time creating workshop series where the same group of students will be together for 4-6 weeks so that folks have a chance to build community together.
What are practices you utilize that help you feel successful as an educator?
It’s really crucial to get feedback in many forms and in many ways! It’s important to keep pushing myself to learn and grow as an educator. Everyone has a distinct style of communicating which works well in some settings and with some people, and I’m constantly trying to modify my own style while still being true to myself. I think the best educators are those that can read the room and make adjustments to connect with many different kinds of people. I also try to prioritize my own wellness and well-being so that the best version of myself shows up more often than not. If I let myself get run down or tired, I am more likely to miss things both in preparing for workshops and in facilitating. Good group facilitation is a very immersive experience and I need all of my senses and skills to be sharp.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
I only familiar with a few pages on the iteach platform, so I am not entirely sure what is there. I’d be interested in topics like the role of emotional intelligence in teaching and learning and how to develop some of the “invisible” skills of being a responsible and responsive educator (e.g. reading a room, setting the tone, knowing when and how to diverge from your plan).
What are you looking forward to (or excited to be a part of) next semester?
Like everyone, I’m hoping for more in-person options! I’m also excited as it will be my second year in this position. The first year of any job is exploration of the role and learning what it entails. The second year, you’re able to build on the foundation you have explored. There is still so much to learn but the learning curve is not quite so steep.
Read more about Dr. Moore’s perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Human
Share with me what this word/quality looks like in your practice?
To me, the most important part of being an educator is showing up and creating an environment where everyone’s humanity is recognized and valued. That is the foundation for any experience to be meaningful and for it to be potentially transformational. In terms of content, I think it’s important to talk about things that are humanizing. External expectations set by institutions, disciplines, cultures, etc. often teach us to attach our sense of self-worth to our products and our performance, a mindset that has a dehumanizing effect on us. How can we remain connected to our true selves and live out of them consistently even when our environment is compelling us to do otherwise? Being an educator means providing opportunities for people to be connected to others, to themselves, and to ideas in a way that affirms and reinforces who they are while inviting them to bring their best and true self to the work they are doing.
Have your ideas on this changed over time? if so how?
My ideas on what education is and how it’s done have definitely evolved over time. I used to have a very limited understanding of teaching and learning, focusing on formal educational settings and academic products like grades and term papers. The older I’ve gotten, the more I realize how ridiculously inadequate that idea was. My experiences in formal and informal education settings have continued to shape my own practice. The more I am in humanizing educational settings, the shaper my ideas and practices become.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am the Associate Director of the Graduate Student Life & Wellness office. I lead workshops on well-being and leadership for graduate students and occasionally faculty and staff as well. I also mentor several graduate students who work in my office and provide consultations for individual students to help them find resources or address challenges related to their experience as grad students. Many of the programs in my office are led by graduate students for graduate students, and my role in those programs is to support those leaders. Graduate students have so much to offer the institution and each other, and I am a firm believer in giving them platforms to operate as full partners in our work.
What is a challenge you experience in your educator role?
Like many others, I have really struggled in the virtual world we live in at this point in the pandemic. I miss in-person workshops and meetings for the energy and creativity that comes from being in the same room with other people. I’ve been surprised by how much quality connection can happen while staring at a set of screens, but it’s a constant challenge to not be discouraged by all that is lost when we are remote.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I have found it helpful to begin workshops by verbally acknowledge the limitations of the virtual environment and setting a very authentic tone. I am also intentional about sharing my own frustrations with our current circumstances – it is unique to all be going through something like a pandemic together, where the stressor is the same for everyone. The impact of that stressor is incredibly different for everyone, but I have found that starting with the commonalities has helped create a meaningful sense of community. I’ve also spent more time creating workshop series where the same group of students will be together for 4-6 weeks so that folks have a chance to build community together.
What are practices you utilize that help you feel successful as an educator?
It’s really crucial to get feedback in many forms and in many ways! It’s important to keep pushing myself to learn and grow as an educator. Everyone has a distinct style of communicating which works well in some settings and with some people, and I’m constantly trying to modify my own style while still being true to myself. I think the best educators are those that can read the room and make adjustments to connect with many different kinds of people. I also try to prioritize my own wellness and well-being so that the best version of myself shows up more often than not. If I let myself get run down or tired, I am more likely to miss things both in preparing for workshops and in facilitating. Good group facilitation is a very immersive experience and I need all of my senses and skills to be sharp.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
I only familiar with a few pages on the iteach platform, so I am not entirely sure what is there. I’d be interested in topics like the role of emotional intelligence in teaching and learning and how to develop some of the “invisible” skills of being a responsible and responsive educator (e.g. reading a room, setting the tone, knowing when and how to diverge from your plan).
What are you looking forward to (or excited to be a part of) next semester?
Like everyone, I’m hoping for more in-person options! I’m also excited as it will be my second year in this position. The first year of any job is exploration of the role and learning what it entails. The second year, you’re able to build on the foundation you have explored. There is still so much to learn but the learning curve is not quite so steep.
Authored by: Kristen Surla
Pedagogical Design
Posted on: Educator Stories
Educator Stories: Nick Noel
This week, we are featuring, Nick Noel, Interim Manager of the Instructional Technology and Development Team, within the Department of Academic Technology in IT Services at MSU. Nick was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Nick’s perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
It's difficult to pick a single word, but if I had to choose I'd say empowerment.
Share with me what this word/quality looks like in your practice?
I want teachers to feel that they are able to design and implement their courses in the way that they find the most effective. I want students to feel empowered by the course to contribute to the goals of the course, and make connections to their lives and interests.
Have your ideas on this changed over time? if so how?
Over time, I have increasingly advocated for greater student agency and collaboration. Basically, I have realized that while it is possible to design a course that anticipates all of the variations in backgrounds, interest, skills, and abilities of the students, it is a lot easier to just ask students what they want to get out of the course, what their goals are, and be flexible in how they demonstrate their knowledge, then build the norms of the course with them.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am the Interim Manager of the Instructional Technology and Development Team, within the Department of Academic Technology in IT Services. We are a team of 8, with 5 postdoc positions and 4 Information Technologists positions. We all have different areas that we specialize in, but for the most part, we work on similar projects.
What is a challenge you experience in your educator role?
There are a few challenges I face, the one that comes up often when we’re consulting on a course is the balance of flexibility for students, without making it overwhelming for instructors. So we will often be in the role of advocating for student agency, while also anticipating potential bottlenecks that will lead to the instructors getting burned out during the course. We have a lot of dedicated and hardworking educators at MSU, and they often want to do really amazing things. So it can be a little strange to subtly advocate for their emotional and physical health while designing a course. However, we trust that the people we work with know their limits, and we’re also here to support them if they need to make changes during the course.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?
In terms of best practices, implementing learning authentic experiences, whenever possible, is really useful. That means trying to create an environment as close to what students experience outside of the course. So allowing for flexibility, student input, and even access to reference materials, when an exam is necessary, can all lead to more authentic and effective learning experiences.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
Student-focused vs instructor-focused courses is a common discussion in my work. But I would love to see a conversation around the unification of the student and instructor experience so that the course becomes exciting and interesting for everyone involved.
At various times throughout many courses, students and instructors are teaching and learning from each other, so though it might be difficult at times, it’s important to make that an intentional part of the experience.
What are you looking forward to (or excited to be a part of) next semester?
I’m new to my role, so it’s been interesting to see how the people and the dynamics of my team have changed over time. It’s been really awesome to see. So, in general, I’m excited to see that process continue.
Specifically, we are thinking of ways to provide opportunities for instructors to create things and engage in meaningful conversations around the tools and practices that we teach. I’m really excited to experiment with it and see how it works out.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature! Follow the MSU Hub Twitter account to see other great content from the #iteachmsu Commons as well as educators featured every week during #ThankfulThursdays.
Read more about Nick’s perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
It's difficult to pick a single word, but if I had to choose I'd say empowerment.
Share with me what this word/quality looks like in your practice?
I want teachers to feel that they are able to design and implement their courses in the way that they find the most effective. I want students to feel empowered by the course to contribute to the goals of the course, and make connections to their lives and interests.
Have your ideas on this changed over time? if so how?
Over time, I have increasingly advocated for greater student agency and collaboration. Basically, I have realized that while it is possible to design a course that anticipates all of the variations in backgrounds, interest, skills, and abilities of the students, it is a lot easier to just ask students what they want to get out of the course, what their goals are, and be flexible in how they demonstrate their knowledge, then build the norms of the course with them.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am the Interim Manager of the Instructional Technology and Development Team, within the Department of Academic Technology in IT Services. We are a team of 8, with 5 postdoc positions and 4 Information Technologists positions. We all have different areas that we specialize in, but for the most part, we work on similar projects.
What is a challenge you experience in your educator role?
There are a few challenges I face, the one that comes up often when we’re consulting on a course is the balance of flexibility for students, without making it overwhelming for instructors. So we will often be in the role of advocating for student agency, while also anticipating potential bottlenecks that will lead to the instructors getting burned out during the course. We have a lot of dedicated and hardworking educators at MSU, and they often want to do really amazing things. So it can be a little strange to subtly advocate for their emotional and physical health while designing a course. However, we trust that the people we work with know their limits, and we’re also here to support them if they need to make changes during the course.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?
In terms of best practices, implementing learning authentic experiences, whenever possible, is really useful. That means trying to create an environment as close to what students experience outside of the course. So allowing for flexibility, student input, and even access to reference materials, when an exam is necessary, can all lead to more authentic and effective learning experiences.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
Student-focused vs instructor-focused courses is a common discussion in my work. But I would love to see a conversation around the unification of the student and instructor experience so that the course becomes exciting and interesting for everyone involved.
At various times throughout many courses, students and instructors are teaching and learning from each other, so though it might be difficult at times, it’s important to make that an intentional part of the experience.
What are you looking forward to (or excited to be a part of) next semester?
I’m new to my role, so it’s been interesting to see how the people and the dynamics of my team have changed over time. It’s been really awesome to see. So, in general, I’m excited to see that process continue.
Specifically, we are thinking of ways to provide opportunities for instructors to create things and engage in meaningful conversations around the tools and practices that we teach. I’m really excited to experiment with it and see how it works out.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature! Follow the MSU Hub Twitter account to see other great content from the #iteachmsu Commons as well as educators featured every week during #ThankfulThursdays.
Authored by: Kristen Surla
Pedagogical Design
Posted on: #iteachmsu
Crystal Eustice's Educator Story
This week, we are featuring Dr. Crystal Eustice, Assistant Professor of Practice, Academic Adviser, and Internship Coordinator in MSU’s Department of Community Sustainability. Dr. Eustice was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Dr. Eustice’s perspectives below. #iteachmsu's questions are bolded below, followed by her responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Leadership
Share with me what this word/quality looks like in your practice?
I use the word “leadership”, because leadership in itself takes many different forms depending on the person and the context. To me, this is what being an educator means as well. To meet students where they are, to be what the students need to learn, to instill curiosity, to guide students in developing new skills...
Have your ideas on this changed over time? if so how?
Over time, being an educator has shifted from feeling like I always need to know the answer for my students, to allowing the questions (theirs and mine) to guide us in exploring solutions. It’s shifted to me passing leadership in the classroom over to the students as they build confidence and start pursuing answers and activities that guide their own learning.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am faculty member in the Department of Community Sustainability (CSUS) in the College of Agriculture and Natural Resources. I also serve as an Academic Advisor for 2 of our 3 majors in CSUS, as well as the Internship Coordinator.
What is a challenge you experience in your educator role?
Wearing three hats in my position often creates challenges in terms of how to best engage students in all three areas in authentic ways and build relationships with my students.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
To show students support and engage them, I blend all three roles within my job regardless of what “hat” I’m wearing. Meaning, when I teach, I work to help build students transferable skills that will benefit them as they pursue and take on professional internships. I also work to communicate advising and employment information with students in my role as educator in the classroom, as well as serving as their internship coordinator, and academic advisor. Largely, supporting student success means supporting the whole student, in multiple ways, and making time and space to do so in my various roles.
What are practices you utilize that help you feel successful as an educator?
I seek feedback from my students about their experiences in my courses, as well as their overall experiences at MSU (i.e., in other courses). What’s working for them and what’s not; what resources have been most helpful to them, etcetera. This helps me evaluate and improve my leadership in all three of my roles.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Read more about Dr. Eustice’s perspectives below. #iteachmsu's questions are bolded below, followed by her responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Leadership
Share with me what this word/quality looks like in your practice?
I use the word “leadership”, because leadership in itself takes many different forms depending on the person and the context. To me, this is what being an educator means as well. To meet students where they are, to be what the students need to learn, to instill curiosity, to guide students in developing new skills...
Have your ideas on this changed over time? if so how?
Over time, being an educator has shifted from feeling like I always need to know the answer for my students, to allowing the questions (theirs and mine) to guide us in exploring solutions. It’s shifted to me passing leadership in the classroom over to the students as they build confidence and start pursuing answers and activities that guide their own learning.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am faculty member in the Department of Community Sustainability (CSUS) in the College of Agriculture and Natural Resources. I also serve as an Academic Advisor for 2 of our 3 majors in CSUS, as well as the Internship Coordinator.
What is a challenge you experience in your educator role?
Wearing three hats in my position often creates challenges in terms of how to best engage students in all three areas in authentic ways and build relationships with my students.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
To show students support and engage them, I blend all three roles within my job regardless of what “hat” I’m wearing. Meaning, when I teach, I work to help build students transferable skills that will benefit them as they pursue and take on professional internships. I also work to communicate advising and employment information with students in my role as educator in the classroom, as well as serving as their internship coordinator, and academic advisor. Largely, supporting student success means supporting the whole student, in multiple ways, and making time and space to do so in my various roles.
What are practices you utilize that help you feel successful as an educator?
I seek feedback from my students about their experiences in my courses, as well as their overall experiences at MSU (i.e., in other courses). What’s working for them and what’s not; what resources have been most helpful to them, etcetera. This helps me evaluate and improve my leadership in all three of my roles.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by: Makena Neal
Pedagogical Design
Posted on: Educator Stories
Educator Stories: Jim Lucas
This week, we are featuring Dr. Jim Lucas, Assistant Dean of Global Education & Curriculum. Dr. Lucas was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Dr. Lucas’ perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Mentor
Share with me what this word/quality looks like in your practice?
Mentors help personally and professionally by pushing you to be your best. I think being a mentor is a good way to think about being an educator. As a mentor, you have to connect with the student where they're at by being developmental and helping them progress as a student and as a person. I also think you need to put yourself out there and empathize with your students. You have to be willing to be a real person with your students, ask the tough questions, and put in the time and the effort to get through to them. Sometimes I think if we all cared more about each other as people that some of the problems we think of as insurmountable would be less insurmountable.
I always tell my students, once a student, always a student. Once they come into my life, they always have access to me as a mentor. I don’t cut students off once the class ends. I am there for them throughout their college experience.
Have your ideas on this changed over time? if so how?
As an administrator, it’s important to have one foot on the ground. It’s easy to forget life from a students’ perspective. It’s important to keep yourself real, keep yourself honest, and keep yourself connected to the students so you can try to relate to them in a way that seems authentic.
When I talk to other educators about how to create curricular experiences or how to work with students, I encourage them to keep doing the work. I don't want to be one of those people that taught 20 years ago but hasn't been in a classroom since. I stay connected to students, particularly first-year students, so I can serve them better. But it also helps me professionally, to help other people think about how to mentor and teach students.
Every time that I'm confronted with a topic that I want to teach, I start by asking myself “how do students learn?”I always push myself to think about how to present topics in the most engaging, exciting, and fun way possible. So I'm constantly pushing myself to think about new ways to do activities and assignments in class. I realize the students I'm teaching in 2021 are different from the students I taught in 1999.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I work with first-year students through UGS offerings, integrative studies teaching, and also teach several education abroad courses.
What is a challenge you experience in your educator role?
I feel that today’s world is very complicated. All students don’t come to college with the mindset and resilience to be successful. We’ve changed so much as a society. Whether students are coming with more home life issues and less social capital or overly structured lives with hovering parents. Figuring out the right balance of challenge and support is hard because you want to challenge them without harming them. You need to find the appropriate way to challenge them to promote growth. Sometimes, we solve problems for students, rather than empowering them to solve the problems themselves, but conversely, sometimes we leave students hanging by a limb expecting them to figure it out on their own. It is a messy grey space.
Another challenge I experience is the lack of recognition or value attributed to teaching in all forms. I think we need to remove the “Grand Canyon” of academic versus student affairs and teaching versus research. I think if you want to work with students, you need all types of people and perspectives. You also need to value your teachers and reward them for putting in the time that it takes to promote growth and learning.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
Having a sense of structure is really important. I always start the class by reviewing prior content and answering any questions students have about the past week. At the end of class, I review where we've been, preview where we're gonna go next week, and talk about what’s due. Also, I create a routine for my class, even more so during COVID, with a set structure they can come to understand the ebb and flow of class.
I work very hard to set norms in my class. I think that a lot of faculty assume that just putting expectations in the syllabus is enough. In my experience, you have to keep talking about and revisiting norms. And if you’re going to set a norm, you have to model it. I can't just say I want you to have good dialogue skills, I have to model it for the students by showing them what I expect, holding them accountable, and managing the issues as they come up. I start every class in small groups and rotate so they get to know each others’ names and have to work across differences.
I'm really trying to set that tone during the first day that we're an active learning community, that we need to learn to listen to each other, and that we all have opinions that are valid to be listened to, but yet also remember not to be racist, sexist, etc., I try to set all that that tone on that very first day. The other thing I would say to anyone that's new to teaching is that it's helpful to have peers and or a more experienced mentor to ask questions. When I first started teaching, I had an elder faculty member in the department that I could go to, or when I was teaching EAD 315, I could go to other grad students and be like, how is this working for you? Did it work? Did it not work?
Teaching is as much of an art as it is a science and I think you have to adapt. For new instructors, I’ll say this: You haven’t taught anything until you’ve taught it three times. After teaching a course three times, you start to realize your own structure and flow. Teaching is like theatre--you have to figure out what you're going to put on stage and what you're going to keep behind the curtain. I think an error that many educators make is putting way too much “behind the stage.” I think students do better when you're more transparent about what you expect, and why you're doing what you're doing. And I think that they respect you for telling them.
Sometimes teachers think that they need to have an air of superiority or infallibility in the classroom. It’s okay to admit “I'm not perfect” and admit to the students when you’re not perfect. For example, I’ll let students know I've had a really bad week, and I'm sorry that I couldn't get to your papers or that the D2L site is messed up.
Be honest and human with the students. These actions are role modeling the behaviors that you want them to see. One of the things that I learned as an educator is how a student assesses you on the first day of class is highly correlated to the way they'll evaluate you later on. The first day of class is super important.
I don't start with a syllabus. I start with some form of fun, engaging activity that sets a tone for my class. So if I'm doing, for example, sustainability I might do like a human barometer activity that gets the students up and moving and establishes dialogue in the classroom where they're hearing from each other more than they're hearing from me. And I make it clear that that's what my class is going to be.
What are practices you utilize that help you feel successful as an educator?
Using class time to give voice to students is really important. Create a positive climate in your classroom where students feel valued and where they can ask questions. I build five minutes at the start and end of every class. Some people might say, well, I'll cover less content. But, you know, my belief is, it doesn't matter if you cover it if they don't retain it. And they're not going to retain it if they're not in a classroom where they feel that they're listened to, and that they're engaged. Figure out the right mix of process and content is important for any teacher. The process of how you run your class is just as important as the information that you're giving.
Also, I'm a big fan of backward design. People need to start with their learning outcomes and go through a process of curricular prioritization. IAs I said, you haven't really taught anything until you've taught it at least three times. In those three times, you start to realize what's important and what's not important.
Next, I like the teaching perspectives inventory (http://www.teachingperspectives.com/tpi/). I encourage educators to work on themselves to understand who you are as a teacher and figure out if the way you run your class aligns with your thoughts about teaching and learning. Ask yourselves questions like do your values as a teacher align with the way you do your learning outcomes, assessment, and all that or is aligned with your values as a teacher? For this reason, I never use a canned curriculum or activity. I take ideas and structures from other places, but I need to adapt them to my needs, outcomes, and teaching style.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
A greater range of activities that hit multiple levels of professional experience. Mid-high level conversations about sticky, difficult issues. What do you do when a student has a breakdown in the middle of your classroom? These are things that I've confronted, but I'm not always sure that I had the best possible approach.
For example, I had a student who checked out of his housing and was effectively homeless, and then I was with the police on campus looking for the student one night-- as an educator I find myself in the middle of these situations. I would love to have a space to talk with kindred spirits about how to do that work, where our limits reside, how have other people navigate it, and how do we make the system better? I want to make the campus a better place for everyone. And I'd like to be involved in those conversations, not so much tips and tricks for my own classroom.
What are you looking forward to (or excited to be a part of) next semester?
Looking forward to face-to-face teaching and education abroad. I want to see my students and talk with them. I feel very disconnected from them in a remote environment. I decided not to teach online for Spring. As a person that likes to create community in small, experiential educational settings, it is hard for me to do that online.
Read more about Dr. Lucas’ perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Mentor
Share with me what this word/quality looks like in your practice?
Mentors help personally and professionally by pushing you to be your best. I think being a mentor is a good way to think about being an educator. As a mentor, you have to connect with the student where they're at by being developmental and helping them progress as a student and as a person. I also think you need to put yourself out there and empathize with your students. You have to be willing to be a real person with your students, ask the tough questions, and put in the time and the effort to get through to them. Sometimes I think if we all cared more about each other as people that some of the problems we think of as insurmountable would be less insurmountable.
I always tell my students, once a student, always a student. Once they come into my life, they always have access to me as a mentor. I don’t cut students off once the class ends. I am there for them throughout their college experience.
Have your ideas on this changed over time? if so how?
As an administrator, it’s important to have one foot on the ground. It’s easy to forget life from a students’ perspective. It’s important to keep yourself real, keep yourself honest, and keep yourself connected to the students so you can try to relate to them in a way that seems authentic.
When I talk to other educators about how to create curricular experiences or how to work with students, I encourage them to keep doing the work. I don't want to be one of those people that taught 20 years ago but hasn't been in a classroom since. I stay connected to students, particularly first-year students, so I can serve them better. But it also helps me professionally, to help other people think about how to mentor and teach students.
Every time that I'm confronted with a topic that I want to teach, I start by asking myself “how do students learn?”I always push myself to think about how to present topics in the most engaging, exciting, and fun way possible. So I'm constantly pushing myself to think about new ways to do activities and assignments in class. I realize the students I'm teaching in 2021 are different from the students I taught in 1999.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I work with first-year students through UGS offerings, integrative studies teaching, and also teach several education abroad courses.
What is a challenge you experience in your educator role?
I feel that today’s world is very complicated. All students don’t come to college with the mindset and resilience to be successful. We’ve changed so much as a society. Whether students are coming with more home life issues and less social capital or overly structured lives with hovering parents. Figuring out the right balance of challenge and support is hard because you want to challenge them without harming them. You need to find the appropriate way to challenge them to promote growth. Sometimes, we solve problems for students, rather than empowering them to solve the problems themselves, but conversely, sometimes we leave students hanging by a limb expecting them to figure it out on their own. It is a messy grey space.
Another challenge I experience is the lack of recognition or value attributed to teaching in all forms. I think we need to remove the “Grand Canyon” of academic versus student affairs and teaching versus research. I think if you want to work with students, you need all types of people and perspectives. You also need to value your teachers and reward them for putting in the time that it takes to promote growth and learning.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
Having a sense of structure is really important. I always start the class by reviewing prior content and answering any questions students have about the past week. At the end of class, I review where we've been, preview where we're gonna go next week, and talk about what’s due. Also, I create a routine for my class, even more so during COVID, with a set structure they can come to understand the ebb and flow of class.
I work very hard to set norms in my class. I think that a lot of faculty assume that just putting expectations in the syllabus is enough. In my experience, you have to keep talking about and revisiting norms. And if you’re going to set a norm, you have to model it. I can't just say I want you to have good dialogue skills, I have to model it for the students by showing them what I expect, holding them accountable, and managing the issues as they come up. I start every class in small groups and rotate so they get to know each others’ names and have to work across differences.
I'm really trying to set that tone during the first day that we're an active learning community, that we need to learn to listen to each other, and that we all have opinions that are valid to be listened to, but yet also remember not to be racist, sexist, etc., I try to set all that that tone on that very first day. The other thing I would say to anyone that's new to teaching is that it's helpful to have peers and or a more experienced mentor to ask questions. When I first started teaching, I had an elder faculty member in the department that I could go to, or when I was teaching EAD 315, I could go to other grad students and be like, how is this working for you? Did it work? Did it not work?
Teaching is as much of an art as it is a science and I think you have to adapt. For new instructors, I’ll say this: You haven’t taught anything until you’ve taught it three times. After teaching a course three times, you start to realize your own structure and flow. Teaching is like theatre--you have to figure out what you're going to put on stage and what you're going to keep behind the curtain. I think an error that many educators make is putting way too much “behind the stage.” I think students do better when you're more transparent about what you expect, and why you're doing what you're doing. And I think that they respect you for telling them.
Sometimes teachers think that they need to have an air of superiority or infallibility in the classroom. It’s okay to admit “I'm not perfect” and admit to the students when you’re not perfect. For example, I’ll let students know I've had a really bad week, and I'm sorry that I couldn't get to your papers or that the D2L site is messed up.
Be honest and human with the students. These actions are role modeling the behaviors that you want them to see. One of the things that I learned as an educator is how a student assesses you on the first day of class is highly correlated to the way they'll evaluate you later on. The first day of class is super important.
I don't start with a syllabus. I start with some form of fun, engaging activity that sets a tone for my class. So if I'm doing, for example, sustainability I might do like a human barometer activity that gets the students up and moving and establishes dialogue in the classroom where they're hearing from each other more than they're hearing from me. And I make it clear that that's what my class is going to be.
What are practices you utilize that help you feel successful as an educator?
Using class time to give voice to students is really important. Create a positive climate in your classroom where students feel valued and where they can ask questions. I build five minutes at the start and end of every class. Some people might say, well, I'll cover less content. But, you know, my belief is, it doesn't matter if you cover it if they don't retain it. And they're not going to retain it if they're not in a classroom where they feel that they're listened to, and that they're engaged. Figure out the right mix of process and content is important for any teacher. The process of how you run your class is just as important as the information that you're giving.
Also, I'm a big fan of backward design. People need to start with their learning outcomes and go through a process of curricular prioritization. IAs I said, you haven't really taught anything until you've taught it at least three times. In those three times, you start to realize what's important and what's not important.
Next, I like the teaching perspectives inventory (http://www.teachingperspectives.com/tpi/). I encourage educators to work on themselves to understand who you are as a teacher and figure out if the way you run your class aligns with your thoughts about teaching and learning. Ask yourselves questions like do your values as a teacher align with the way you do your learning outcomes, assessment, and all that or is aligned with your values as a teacher? For this reason, I never use a canned curriculum or activity. I take ideas and structures from other places, but I need to adapt them to my needs, outcomes, and teaching style.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
A greater range of activities that hit multiple levels of professional experience. Mid-high level conversations about sticky, difficult issues. What do you do when a student has a breakdown in the middle of your classroom? These are things that I've confronted, but I'm not always sure that I had the best possible approach.
For example, I had a student who checked out of his housing and was effectively homeless, and then I was with the police on campus looking for the student one night-- as an educator I find myself in the middle of these situations. I would love to have a space to talk with kindred spirits about how to do that work, where our limits reside, how have other people navigate it, and how do we make the system better? I want to make the campus a better place for everyone. And I'd like to be involved in those conversations, not so much tips and tricks for my own classroom.
What are you looking forward to (or excited to be a part of) next semester?
Looking forward to face-to-face teaching and education abroad. I want to see my students and talk with them. I feel very disconnected from them in a remote environment. I decided not to teach online for Spring. As a person that likes to create community in small, experiential educational settings, it is hard for me to do that online.
Authored by: Kristen Surla
Pedagogical Design
Posted on: #iteachmsu
Jeno Rivera's Educator Story
This week, we are featuring Jennifer “Jeno” Rivera, who up until the start of 2023 has been an associate professor in the Department of Community Sustainability and the director of the Bailey Scholars Program. Starting Jan. 1, 2023, Jeno will serve as Michigan State University’s new director for the Institute for Agricultural Technology (IAT. Jeno was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator initiative) regularly!
Read more about Jeno’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Educate
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
I believe educators carry the responsibility to educate others. This could be done by teaching; providing interactive experiences, resources, stories; modeling; mentoring; etc. My ideas have not changed that much overtime. Many moons ago I would have just said “teach” without much thought to multiple ways of learning.
Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I have a unique role on campus that I created to foster my interests and develop my strengths. I am the director of the CANR Liberty Hyde Bailey Scholars Program where I get to explore self-directed integrated learning. I am faculty in the CANR department of Community Sustainability and an instructor in the RCAH where I educate others about community engagement. I like to play in the spaces where art and agriculture come together by focusing on the human and social dimensions of AFNR.I believe a lot of these problems can be solved by developing lifelong learners who are educated to create solutions.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
A challenge I face is helping students take ownership of their learning and develop a purpose to guide their learning experiences. I have a lot of students who are the “tell me what to do so I can pass your class” students. I hope that by the end of the semester they have developed some of the skill set to determine what they need to do to be successful and to continue learning to align to their purpose (and not align to a job or degree). This is super challenging (but a fun challenge).
What are practices you utilize that help you feel successful as an educator?
Checking in- I frequently check in with my learners to make sure that they learning experience is going well for all. I also check in with myself. If I feel that I have developed a lesson that is not meeting the learning goals in the way that I had envisions- I question this. I ask why? and how? a lot. I also reflect on learning by learning with and from my colleagues. I am now shy to seek out guidance from my peers when something is not going well. I think we can all improve.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
What faculty can do to enhance student success. This is a missed opportunity to meet the student success goals set established in goals such as the MSU 2030 Strategic Plan. If we think about who students interact with the most during the day, it is their professors. There is so much that we do (or don’t do) that can affect students’ success. However, we are provided little guidance on how to best do this (beyond making a more inclusive syllabus and learning goals). Think about whole student development- academic success is just one piece of a large picture and should not be the only focus.
What are you looking forward to (or excited to be a part of) next semester?
I am transitioning. I think we all need the opportunity to grow and develop so I am transitioning to a position that will let me do just that. I am hoping that I will develop better skills and abilities to be an effective administrator of educational experiences. Sometime when we stay in something too comfortable we miss opportunities to change and create something new.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Read more about Jeno’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Educate
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
I believe educators carry the responsibility to educate others. This could be done by teaching; providing interactive experiences, resources, stories; modeling; mentoring; etc. My ideas have not changed that much overtime. Many moons ago I would have just said “teach” without much thought to multiple ways of learning.
Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I have a unique role on campus that I created to foster my interests and develop my strengths. I am the director of the CANR Liberty Hyde Bailey Scholars Program where I get to explore self-directed integrated learning. I am faculty in the CANR department of Community Sustainability and an instructor in the RCAH where I educate others about community engagement. I like to play in the spaces where art and agriculture come together by focusing on the human and social dimensions of AFNR.I believe a lot of these problems can be solved by developing lifelong learners who are educated to create solutions.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
A challenge I face is helping students take ownership of their learning and develop a purpose to guide their learning experiences. I have a lot of students who are the “tell me what to do so I can pass your class” students. I hope that by the end of the semester they have developed some of the skill set to determine what they need to do to be successful and to continue learning to align to their purpose (and not align to a job or degree). This is super challenging (but a fun challenge).
What are practices you utilize that help you feel successful as an educator?
Checking in- I frequently check in with my learners to make sure that they learning experience is going well for all. I also check in with myself. If I feel that I have developed a lesson that is not meeting the learning goals in the way that I had envisions- I question this. I ask why? and how? a lot. I also reflect on learning by learning with and from my colleagues. I am now shy to seek out guidance from my peers when something is not going well. I think we can all improve.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
What faculty can do to enhance student success. This is a missed opportunity to meet the student success goals set established in goals such as the MSU 2030 Strategic Plan. If we think about who students interact with the most during the day, it is their professors. There is so much that we do (or don’t do) that can affect students’ success. However, we are provided little guidance on how to best do this (beyond making a more inclusive syllabus and learning goals). Think about whole student development- academic success is just one piece of a large picture and should not be the only focus.
What are you looking forward to (or excited to be a part of) next semester?
I am transitioning. I think we all need the opportunity to grow and develop so I am transitioning to a position that will let me do just that. I am hoping that I will develop better skills and abilities to be an effective administrator of educational experiences. Sometime when we stay in something too comfortable we miss opportunities to change and create something new.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by: Makena Neal
Pedagogical Design
Posted on: Educator Stories
Dustin De Felice's Educator Story
This week, we are featuring Dr. Dustin De Felice, Associate Professor and Director of MSU’s English Language Center. Dr. De Felice was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Dustin’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
One word = Language. I added my CV and resume into a WordCloud generator (https://www.jasondavies.com/wordcloud/) and both generations put that word in the center. I believe that it reflects my focus in my teaching, learning, and supporting.
What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
I believe I can best assess student understanding through the use of a variety of classroom tasks and assignments that build from and into each other. I rely very heavily on projects that give students the chance to engage in conversations, observations or interactions with language learning situations and language learners. I also believe in autonomous learning and the benefits students receive from working through material at their own pace. As such, I have been offering my courses in hybrid forms with some interactions in the classroom balanced with other interactions asynchronously. Within my classroom, I shy away from lecturing for more than twenty minutes and within those twenty minute blocks, I incorporate video, audio, or other multimedia files along with practical examples that I will ask the students to complete in small groups. I like to design packets of activities that encourage my students to learn the material while demonstrating their current level of understanding at the same time.
All of this direction comes from my earliest experiences with languages and language teaching. I remember being drawn to the English language from an early age. I was fascinated by dialects and accents, and I was especially taken by comedians, rappers and great orators and their abilities to make the English language entertain, inspire and provoke. However, it didn’t take me too long to realize I wasn’t drawn to the English language per se, but to all languages. I began taking courses in linguistics, education, humanities and sociology to help me better understand the world-at-large. Early in my career, I started teaching English as Second Language in Chicago, and I found the experience exhilarating. There I was midway through my B.A. and I was teaching three hour classes every morning and every night four times a week. I worked in a rundown building with no A/C in the summer and half-working space heaters in the winter. The classes were full of immigrants from all over Latin America and most of my classes had 35-55 students in them. Of course there were no textbooks, no curriculum or even a plan for that matter, but I loved the challenge. I loved every moment of trying to help these motivated adults learn something about English, about the city and about the U.S. I think that the challenge is what keeps me going. I sincerely enjoying working with students on succeeding at whatever tasks they have in front of them, and I especially enjoy doing so when it involves language of all kinds.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
My educational setting includes the English Language Center as my primary home with multiple affiliations in or with graduate programs, undergraduate courses, service-oriented centers, and student-centered activities. I have a much smaller teaching load than I used to now that I spend most of my time in administration, but I specifically asked to maintain a teaching load because of how much I draw from my teaching. In fact, I don’t know how I would get through each semester without having the opportunity to work alongside students and their learning.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
MSU is a big and sometimes confusing place. I see opportunities in my teaching as a way of making MSU a place where students can succeed. I strive to provide my students with a welcoming environment whereby their learning becomes one of many ways of helping them reach their long-term goals. I try to provide opportunities through my courses and daily interactions to educational experiences that will help shape students’ futures. I also strive to be someone the students are very comfortable approaching with questions and/or advice. This approach includes ensuring I am accessible and open for meetings as needed. Within my courses, I work to conscientiously provide my students with an interesting variety of tasks to help keep them curious, satisfied, and motivated.
What are practices you utilize that help you feel successful as an educator?
I am very interested in student success, so I often utilize a 2-week module schedule, which helps make tasks more manageable and less stressful than a 1-week module format. Many students have told me the additional week gives them enough time to understand readings and complete tasks without rushing, which leads to better quality submissions. I believe student success requires creativity and flexibility, so I design classes that give lots of new ways to integrate ideas into students’ lives. I intentionally design course activities and readings with a focus on practicality. I also strive to be very responsive and available to answer questions/concerns from students. Many students have told me that my timely comments and grading are very helpful to them. In my courses, I seek out extra resources based on student interest and need. That kind of searching often leads to flexibility in applying the course content to best serve the students. Because communication is a key component of the practices that help me feel successful, many students have commented on how they really enjoy the open communication between the students and me. I hope to let everyone focus on their interests and pull out what will be useful for them in their personal and professional lives. Part of that hope includes taking the time to get to know my students’ interests. Lastly, I always have modules up ahead of time, which really helps students plan their time.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
It has been a difficult few years with so many national and international events that I would like to hear more about keeping or reinvigorating the joy and passion in our teaching and learning. I often meet with students and faculty 1-to-1, and I have to say there are so many good ideas and perspectives to inspire and share.
What are you looking forward to (or excited to be a part of) next semester?
Now that my role is more administration than teaching, I look forward to learning more about what the faculty around me are doing in their classrooms. Of course, I get the pleasure of supporting their teaching, and I’m constantly amazed at the creativity I see in the faculty around me. I suppose the main reason I so enjoy learning about what the faculty are doing in their courses is because that level of creativity just brings out the best in our students. Watching our students learn, grow, and get closer to any and all their goals is just a rewarding endeavor.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Read more about Dustin’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
One word = Language. I added my CV and resume into a WordCloud generator (https://www.jasondavies.com/wordcloud/) and both generations put that word in the center. I believe that it reflects my focus in my teaching, learning, and supporting.
What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
I believe I can best assess student understanding through the use of a variety of classroom tasks and assignments that build from and into each other. I rely very heavily on projects that give students the chance to engage in conversations, observations or interactions with language learning situations and language learners. I also believe in autonomous learning and the benefits students receive from working through material at their own pace. As such, I have been offering my courses in hybrid forms with some interactions in the classroom balanced with other interactions asynchronously. Within my classroom, I shy away from lecturing for more than twenty minutes and within those twenty minute blocks, I incorporate video, audio, or other multimedia files along with practical examples that I will ask the students to complete in small groups. I like to design packets of activities that encourage my students to learn the material while demonstrating their current level of understanding at the same time.
All of this direction comes from my earliest experiences with languages and language teaching. I remember being drawn to the English language from an early age. I was fascinated by dialects and accents, and I was especially taken by comedians, rappers and great orators and their abilities to make the English language entertain, inspire and provoke. However, it didn’t take me too long to realize I wasn’t drawn to the English language per se, but to all languages. I began taking courses in linguistics, education, humanities and sociology to help me better understand the world-at-large. Early in my career, I started teaching English as Second Language in Chicago, and I found the experience exhilarating. There I was midway through my B.A. and I was teaching three hour classes every morning and every night four times a week. I worked in a rundown building with no A/C in the summer and half-working space heaters in the winter. The classes were full of immigrants from all over Latin America and most of my classes had 35-55 students in them. Of course there were no textbooks, no curriculum or even a plan for that matter, but I loved the challenge. I loved every moment of trying to help these motivated adults learn something about English, about the city and about the U.S. I think that the challenge is what keeps me going. I sincerely enjoying working with students on succeeding at whatever tasks they have in front of them, and I especially enjoy doing so when it involves language of all kinds.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
My educational setting includes the English Language Center as my primary home with multiple affiliations in or with graduate programs, undergraduate courses, service-oriented centers, and student-centered activities. I have a much smaller teaching load than I used to now that I spend most of my time in administration, but I specifically asked to maintain a teaching load because of how much I draw from my teaching. In fact, I don’t know how I would get through each semester without having the opportunity to work alongside students and their learning.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
MSU is a big and sometimes confusing place. I see opportunities in my teaching as a way of making MSU a place where students can succeed. I strive to provide my students with a welcoming environment whereby their learning becomes one of many ways of helping them reach their long-term goals. I try to provide opportunities through my courses and daily interactions to educational experiences that will help shape students’ futures. I also strive to be someone the students are very comfortable approaching with questions and/or advice. This approach includes ensuring I am accessible and open for meetings as needed. Within my courses, I work to conscientiously provide my students with an interesting variety of tasks to help keep them curious, satisfied, and motivated.
What are practices you utilize that help you feel successful as an educator?
I am very interested in student success, so I often utilize a 2-week module schedule, which helps make tasks more manageable and less stressful than a 1-week module format. Many students have told me the additional week gives them enough time to understand readings and complete tasks without rushing, which leads to better quality submissions. I believe student success requires creativity and flexibility, so I design classes that give lots of new ways to integrate ideas into students’ lives. I intentionally design course activities and readings with a focus on practicality. I also strive to be very responsive and available to answer questions/concerns from students. Many students have told me that my timely comments and grading are very helpful to them. In my courses, I seek out extra resources based on student interest and need. That kind of searching often leads to flexibility in applying the course content to best serve the students. Because communication is a key component of the practices that help me feel successful, many students have commented on how they really enjoy the open communication between the students and me. I hope to let everyone focus on their interests and pull out what will be useful for them in their personal and professional lives. Part of that hope includes taking the time to get to know my students’ interests. Lastly, I always have modules up ahead of time, which really helps students plan their time.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
It has been a difficult few years with so many national and international events that I would like to hear more about keeping or reinvigorating the joy and passion in our teaching and learning. I often meet with students and faculty 1-to-1, and I have to say there are so many good ideas and perspectives to inspire and share.
What are you looking forward to (or excited to be a part of) next semester?
Now that my role is more administration than teaching, I look forward to learning more about what the faculty around me are doing in their classrooms. Of course, I get the pleasure of supporting their teaching, and I’m constantly amazed at the creativity I see in the faculty around me. I suppose the main reason I so enjoy learning about what the faculty are doing in their courses is because that level of creativity just brings out the best in our students. Watching our students learn, grow, and get closer to any and all their goals is just a rewarding endeavor.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by: Makena Neal
Pedagogical Design
Posted on: Educator Stories
CTLI Educator Story: Makena Neal
This week, we are featuring Makena Neal (she/them), PhD, one of the Center for Teaching and Learning Innovation's educational developers! Makena was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator initiative) regularly!
Read more about Makena’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Praxis
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
When I think about being an educator, I also think of being a lifelong learner. I really like the word “praxis” because it can describe so many things when it comes to teaching and learning. As an educator, I see my role as designing and facilitating learning experiences in ways that engage participants in reflection and meaning making. Praxis for me is moving beyond content, to the application of that new content in one's everyday life. Because each learner’s positionality and experiences are unique, the ways they could practically employ new information in their life is also unique. My role as an educator is to intentionally build space and opportunities for learners to engage in this practice.
Praxis also connects directly to my on-going growth and development as an educator. As I seek out opportunities to learn new skills and information, interact with new individuals in the Educator Network, and collaborate across new spaces… I too must engage in a practice of reflection and meaning making. My own praxis as an educational developer means intentionally connecting new knowledge with what I already know, and using that knowledge collectively to engage in the practice of educator development.
Here are some definitions of/ideas about praxis from other scholars that resonate with me:
Paulo Freire (1972, p. 52) described praxis as “reflection and action upon the world in order to transform it”.
Ortrun Zuber-Skerritt (2001, p.15) defines praxis as “The interdependence and integration – not separation – of theory and practice, research and development, thought and action.”
Five assumptions about knowledge and knowing that underpins praxis (White, 2007):
Knowledge/knowing is inherently social and collective
Knowledge/knowing is always highly contextual
Singular forms of knowledge/knowing (e.g. empirical or experiential) are insufficient for informing complex, holistic practices like [youth, family work and community work)
Different knowledges/ways of knowing are equally valid in particular contexts
Knowledge is made, not discovered. (p. 226)
My ideas around who “counts” as an educator and a knower, what teaching and learning is and where it can [and does] happen, have all shifted drastically over my years at MSU. I credit my learning and experiences in MSU’s Liberty Hyde Bailey Scholars Program (both as an undergraduate and a graduate fellow) as a catalyst for the changes in my perspectives. Followed by my doctoral research in the Higher, Adult and Lifelong Education program at MSU (specifically the mentorship of my committee- Drs. Marilyn Amey, John Drikx, Steve Weiland, and Diane Doberneck) I am very proud of the work I now do to advocate for and serve a broadly defined and intentionally inclusive community of educators in my role.
Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I am an educational developer with MSU’s Center for Teaching and Learning Innovation (CTLI). I focus on efforts and initiatives that recenter teaching and learning for Spartans by advancing MSU’s culture toward recognition and support for all educators. I take a hands-on approach to collaboration, and enjoy working across a variety of units on campus. A lot of really wonderful educator work happens at MSU, and I am dedicated to advancing aligned educator development in our decentralized spaces by cultivating and continually engaging in MSU Educator Network.
Director of CTLI’s Graduate Fellowship experience with Dr. Ellie Louson
#iteachmsu Commons Champion and Coach
Founder of the Thank an Educator initiative
Lead on CTLI’s Affiliates program
Author of the Educator Development Competency Framework with Maddie Shellgren
What is a challenge you experience in your educator role?
There are two challenges that I’ve experienced as an educator, regardless of my formal role.
Ground-level buy-in to the broad definition of educator… we can intentionally build offerings and lead experiences for an inclusive group of folx at MSU, but if people don’t identify with the “educator” nomenclature, they won’t show up.
Capacity… I always want to do more, but need to navigate my own professional development, my life’s other roles and responsibilities, and the scope of CTLI.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?
Working with individuals to highlight their impacts on the teaching and learning, outreach, and/or student success missions of the university WHILE engaging positional leadership in similar efforts can help. This is one of the reasons I’m very proud of the Thank an Educator Initiative, and connected #iteachmsu Educator Awards. We established the Thank an Educator initiative and are recognizing those individuals with the #iteachmsu Educator Awards to:1. help demonstrate the diversity of educators across roles on campus2. celebrate the amazing individuals we have shaping the learning experiences and success of students on our campus. 3. help individuals associate their name/work with “educator” and embrace their educator identity
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
I am always looking for ways to integrate core teaching & learning best practices into the ways we design and facilitate offerings and experiences. One example of this would be to not limit ourselves to “one-off” programs on diversity, equity, inclusion, justice and belonging (DEIJB)- but to integrate DEIJB into all our work and model some ways educators can think, apply, reflect DEIJB in their contexts.
I would also encourage educators to use the iteach.msu.edu platform as a way to engage in on-going dialogue about your practices. The functionality of the platform exists to support educators in sharing ideas and resources, connecting across roles, and growing in their practice. It is a space built for educators, by educators- theoretically this is awesome, but practically this means the site can only be what people make it; can only serve as a place for resources and ideas if educators share their resources and ideas. What are you looking forward to (or excited to be a part of) next semester?
The 2023-24 academic year will be the first full year with a fully established CTLI. I’m very excited to be moving into a year of fully articulated core offerings and experiences with my colleagues. All of this along with a new CTLI Director and a physical space in the MSU Library!
References:
Freire, P. (1972). Pedagogy of the oppressed. Penguin.
White, J. (2007). Knowing, Doing and Being in Context: A Praxis-oriented Approach to Child and Youth Care. Child & Youth Care Forum, 36(5), 225-244. https://doi.org/10.1007/s10566-007-9043-1
Zuber-Skerritt, O. (2001). Action learning and action research: paradigm, praxis and programs. In S. Sankara, B. Dick, & R. Passfield (Eds.), Effective change management through action research and action learning: Concepts, perspectives, processes and applications (pp. 1-20). Southern Cross University Press, Lismore, Australia. https://pdfs.semanticscholar.org/23a6/89ad465ddfe212d08e4db3becca58bdbf784.pdf
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Read more about Makena’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Praxis
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
When I think about being an educator, I also think of being a lifelong learner. I really like the word “praxis” because it can describe so many things when it comes to teaching and learning. As an educator, I see my role as designing and facilitating learning experiences in ways that engage participants in reflection and meaning making. Praxis for me is moving beyond content, to the application of that new content in one's everyday life. Because each learner’s positionality and experiences are unique, the ways they could practically employ new information in their life is also unique. My role as an educator is to intentionally build space and opportunities for learners to engage in this practice.
Praxis also connects directly to my on-going growth and development as an educator. As I seek out opportunities to learn new skills and information, interact with new individuals in the Educator Network, and collaborate across new spaces… I too must engage in a practice of reflection and meaning making. My own praxis as an educational developer means intentionally connecting new knowledge with what I already know, and using that knowledge collectively to engage in the practice of educator development.
Here are some definitions of/ideas about praxis from other scholars that resonate with me:
Paulo Freire (1972, p. 52) described praxis as “reflection and action upon the world in order to transform it”.
Ortrun Zuber-Skerritt (2001, p.15) defines praxis as “The interdependence and integration – not separation – of theory and practice, research and development, thought and action.”
Five assumptions about knowledge and knowing that underpins praxis (White, 2007):
Knowledge/knowing is inherently social and collective
Knowledge/knowing is always highly contextual
Singular forms of knowledge/knowing (e.g. empirical or experiential) are insufficient for informing complex, holistic practices like [youth, family work and community work)
Different knowledges/ways of knowing are equally valid in particular contexts
Knowledge is made, not discovered. (p. 226)
My ideas around who “counts” as an educator and a knower, what teaching and learning is and where it can [and does] happen, have all shifted drastically over my years at MSU. I credit my learning and experiences in MSU’s Liberty Hyde Bailey Scholars Program (both as an undergraduate and a graduate fellow) as a catalyst for the changes in my perspectives. Followed by my doctoral research in the Higher, Adult and Lifelong Education program at MSU (specifically the mentorship of my committee- Drs. Marilyn Amey, John Drikx, Steve Weiland, and Diane Doberneck) I am very proud of the work I now do to advocate for and serve a broadly defined and intentionally inclusive community of educators in my role.
Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I am an educational developer with MSU’s Center for Teaching and Learning Innovation (CTLI). I focus on efforts and initiatives that recenter teaching and learning for Spartans by advancing MSU’s culture toward recognition and support for all educators. I take a hands-on approach to collaboration, and enjoy working across a variety of units on campus. A lot of really wonderful educator work happens at MSU, and I am dedicated to advancing aligned educator development in our decentralized spaces by cultivating and continually engaging in MSU Educator Network.
Director of CTLI’s Graduate Fellowship experience with Dr. Ellie Louson
#iteachmsu Commons Champion and Coach
Founder of the Thank an Educator initiative
Lead on CTLI’s Affiliates program
Author of the Educator Development Competency Framework with Maddie Shellgren
What is a challenge you experience in your educator role?
There are two challenges that I’ve experienced as an educator, regardless of my formal role.
Ground-level buy-in to the broad definition of educator… we can intentionally build offerings and lead experiences for an inclusive group of folx at MSU, but if people don’t identify with the “educator” nomenclature, they won’t show up.
Capacity… I always want to do more, but need to navigate my own professional development, my life’s other roles and responsibilities, and the scope of CTLI.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?
Working with individuals to highlight their impacts on the teaching and learning, outreach, and/or student success missions of the university WHILE engaging positional leadership in similar efforts can help. This is one of the reasons I’m very proud of the Thank an Educator Initiative, and connected #iteachmsu Educator Awards. We established the Thank an Educator initiative and are recognizing those individuals with the #iteachmsu Educator Awards to:1. help demonstrate the diversity of educators across roles on campus2. celebrate the amazing individuals we have shaping the learning experiences and success of students on our campus. 3. help individuals associate their name/work with “educator” and embrace their educator identity
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
I am always looking for ways to integrate core teaching & learning best practices into the ways we design and facilitate offerings and experiences. One example of this would be to not limit ourselves to “one-off” programs on diversity, equity, inclusion, justice and belonging (DEIJB)- but to integrate DEIJB into all our work and model some ways educators can think, apply, reflect DEIJB in their contexts.
I would also encourage educators to use the iteach.msu.edu platform as a way to engage in on-going dialogue about your practices. The functionality of the platform exists to support educators in sharing ideas and resources, connecting across roles, and growing in their practice. It is a space built for educators, by educators- theoretically this is awesome, but practically this means the site can only be what people make it; can only serve as a place for resources and ideas if educators share their resources and ideas. What are you looking forward to (or excited to be a part of) next semester?
The 2023-24 academic year will be the first full year with a fully established CTLI. I’m very excited to be moving into a year of fully articulated core offerings and experiences with my colleagues. All of this along with a new CTLI Director and a physical space in the MSU Library!
References:
Freire, P. (1972). Pedagogy of the oppressed. Penguin.
White, J. (2007). Knowing, Doing and Being in Context: A Praxis-oriented Approach to Child and Youth Care. Child & Youth Care Forum, 36(5), 225-244. https://doi.org/10.1007/s10566-007-9043-1
Zuber-Skerritt, O. (2001). Action learning and action research: paradigm, praxis and programs. In S. Sankara, B. Dick, & R. Passfield (Eds.), Effective change management through action research and action learning: Concepts, perspectives, processes and applications (pp. 1-20). Southern Cross University Press, Lismore, Australia. https://pdfs.semanticscholar.org/23a6/89ad465ddfe212d08e4db3becca58bdbf784.pdf
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Check out my highlights on what I learned from Gary Roloff from Fisheries & Wildlife:
𝟏 critical thinking, synthesis of ideas & information, acquisition of contextual knowledge, and informed judgment results in empowered, confident decision making in students
✌🏽 teaching philosophies change over time. focusing on contextual knowledge teaches “clear answers” which is not the same as making informed arguments and decisions using that knowledge
💡connecting students to local and agency partners is a highlight for students & builds professional networks
🌪challenges: "if we fail to recognize and adjust our content and delivery to appeal to diverse learning styles we are not being fair"
🔥hot take: changing from testing structures📝 to oral exams🎤 provides an opportunity for students to demonstrate knowledge and explain answers. More time consuming, but the payoff is worth it
#iteachmsu #educatorstories #thankaneducator
Check out the full article: https://iteach.msu.edu/iteachmsu/groups/doing-the-work-featured-educators/stories/1471
𝟏 critical thinking, synthesis of ideas & information, acquisition of contextual knowledge, and informed judgment results in empowered, confident decision making in students
✌🏽 teaching philosophies change over time. focusing on contextual knowledge teaches “clear answers” which is not the same as making informed arguments and decisions using that knowledge
💡connecting students to local and agency partners is a highlight for students & builds professional networks
🌪challenges: "if we fail to recognize and adjust our content and delivery to appeal to diverse learning styles we are not being fair"
🔥hot take: changing from testing structures📝 to oral exams🎤 provides an opportunity for students to demonstrate knowledge and explain answers. More time consuming, but the payoff is worth it
#iteachmsu #educatorstories #thankaneducator
Check out the full article: https://iteach.msu.edu/iteachmsu/groups/doing-the-work-featured-educators/stories/1471
Posted by: Kristen Lauren Surla
Pedagogical Design
Posted on: #iteachmsu Educator...
We're now utilizing this group as a space dedicated SOLELY to recognizing and celebrating MSU Educators who have received #iteachmsu's annual Educator Award. Award recipients are nominated through iteach.msu.edu via the Thank an Educator form. You can submit any educators you want to celebrate by clicking here: https://iteach.msu.edu/home/thank_an_educator.
If you're looking for featured educators and educator stories, please join the new group "Doing the Work: Educator Stories" at https://iteach.msu.edu/groups/doing-the-work-featured-educators/feeds
If you're looking for featured educators and educator stories, please join the new group "Doing the Work: Educator Stories" at https://iteach.msu.edu/groups/doing-the-work-featured-educators/feeds
Posted by: Makena Neal
Navigating Context