We found 142 results that contain "evidence-based teaching"
Posted on: MSU Online & Remote...
Accessibility Considerations in Remote Teaching
This is a collection of all remote teaching articles that relate directly to considerations, best practices, and/or tools to support accessible digital content in remote teaching.
Posted on: Online Faculty Peer...
Introductory Resources for Teaching Online
The articles that constitute this playlist were pulled together as a very BASIC overview of considerations for online instruction. If you're interested in more articles like the ones here, please visit the "MSU Remote Teaching" group (where there are additional posts, articles, and playlists)!
PEDAGOGICAL DESIGN
Posted on: MSU Extension
DEI in Teaching & Facilitating
Embracing diversity, equity and inclusion while developing and delivering programming and educational materials.
NAVIGATING CONTEXT
Posted on: PREP Matrix
Using Your Teaching Skills
This playlist begins with MSU’s code of teaching responsibility, moves into MSU-specific pedagogy development resources (including fellowships and certifications), and ends with resources related to teaching with technology
DISCIPLINARY CONTENT
Posted on: MSU Online & Remote...
Implementation of Remote Teaching
To implement your new plans and modifications, your considerations should be given to six key focus areas: Communication, Assessment, Assignments and Activities, Lecture, Participation & Engagement, and Library Resources. Content on each of these areas can be found in this playlist.
PEDAGOGICAL DESIGN
Posted on: MSU Extension
Teaching Adults
Applying best practices and adult learning theory to program design and delivery.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Best Teaching Practices
This is for best teaching practices
PEDAGOGICAL DESIGN
Posted on: MSU Online & Remote...
Keep Teaching: Video Series on Implementation of Remote Teaching
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Resources for Teaching After Crisis
In response to the tragedy at MSU, the MSU Center for Teaching and Learning Innovation has compiled the following information and resources for all as the campus community heals. We will do our best to keep these shared resources as updated as possible and they will remain archived here.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Corey Marsh Ecological Research Center: Create a unique place-based teaching and learning experience
Work with us to create a unique teaching and learning experience at CMERC.
You are invited to incorporate nature into courses and create learner‐centered experiences at CMERC (pronounced ‘see‐merk’), the Corey Marsh Ecological Research Center. CMERC is a 350‐acre ecological research center located 20 minutes from MSU campus in Bath Township, Michigan. It is a place for making scientific discoveries and integrating the arts and sciences in a collaborative, interdisciplinary, and inclusive space. CMERC welcomes educators, researchers, and citizens across MSU to explore, co‐create, facilitate and grow experiential courses for students.
CMERC seeks faculty and academic staff collaborators to develop learning experiences that will bring together educators, students, and community members to explore and learn from this vibrant ecological field site. MSU faculty and staff from across campus interested in this funded opportunity to join a SoTL Fellowship in land-based learning can connect with Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu.What is Corey Marsh (CMERC)?
CMERC is more than a physical place. It is a space that offers meaningful place-based experiences.CMERC was once MSU’s Muck Soils Research Center and operated from 1941 – 2012. In 2018, Fisheries and Wildlife associate professor Jen Owen, with the support of MSU AgBioResearch, led the reimagined CMERC into a place for integrating ecosystem science research with student learning and community engagement. In addition to training MSU undergraduate students in field‐based research and science communication, the center aims to promote better land stewardship practices and the relevance of science to society. While still early in its development as an AgBioResearch site, CMERC has been engaging in a people-centered approach to the planning, design and management of the space. CMERC foresees a collaborative process transforming the space to a place that engages a diverse community – internal and external to the university in scientific discovery.Location of Corey Marsh Ecological Research Center in Bath TownshipHow can I contribute?
Given the unique opportunity CMERC provides to enhance student learning, we want to make sure that it serves a diverse student community that spans disciplines and units. We want educators in our SoTL Fellowship in land-based learning to reflect that diversity and help develop curriculum that will foster collaboration among students and serve to integrate arts and humanities with sciences. Consider these examples of possible learning experiences at CMERC:
Edible and Medicinal Plants – for humans and wildlife. What is good for humans vs. wildlife? What grows in muck soils? How can ecological restoration efforts incorporate edible plants? What is missing that was likely at CMERC in the past?
Trails – People – Nature – Wildlife: How does trail design enhance natural experiences and maintain integrity of the ecosystem? What informs the development of a trail?
Land Grant or Land Grab?: Who was here before us? How did this land become a part of the land-grant system? How can this land honor those who used it in the past, present, and the future?
Agriculture and Natural Resources – how can we document and understand how historic land-use affects ecosystem integrity now and in the future?
CMERC actively seeks MSU faculty and staff interested in designing and facilitating an interdisciplinary, learner-centered, sense-making experience built on the resources of CMERC. This curricular/co-curricular programming will be titled Lessons from Nature: Stories from CMERC. We envision that the learning inquiries would be co-created by faculty and students together. More specifically, the lessons will be shaped as a studio experience that is akin to Liberty Hyde Bailey Scholars (BSP) integrated learning/self-directed courses or modular programming. These experiences would be facilitated by a faculty member, but inquiry and assessment are student led. Alternatively, you can develop learning experiences to enhance an existing course or curriculum. You may also be interested in giving your students the opportunity to facilitate place-based informal learning for youth in the local community.Next Steps: Have Fun. Explore Nature. Get to Know Us!
We invite your ideas and input for designing meaningful experiences at CMERC. Collaborators who are selected for our Fall 2022 cohort will receive $2,000 to support their participation. To explore how you can partner with CMERC, contact Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu
Deadline to apply: June 15th, 2022.
You are invited to incorporate nature into courses and create learner‐centered experiences at CMERC (pronounced ‘see‐merk’), the Corey Marsh Ecological Research Center. CMERC is a 350‐acre ecological research center located 20 minutes from MSU campus in Bath Township, Michigan. It is a place for making scientific discoveries and integrating the arts and sciences in a collaborative, interdisciplinary, and inclusive space. CMERC welcomes educators, researchers, and citizens across MSU to explore, co‐create, facilitate and grow experiential courses for students.
CMERC seeks faculty and academic staff collaborators to develop learning experiences that will bring together educators, students, and community members to explore and learn from this vibrant ecological field site. MSU faculty and staff from across campus interested in this funded opportunity to join a SoTL Fellowship in land-based learning can connect with Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu.What is Corey Marsh (CMERC)?
CMERC is more than a physical place. It is a space that offers meaningful place-based experiences.CMERC was once MSU’s Muck Soils Research Center and operated from 1941 – 2012. In 2018, Fisheries and Wildlife associate professor Jen Owen, with the support of MSU AgBioResearch, led the reimagined CMERC into a place for integrating ecosystem science research with student learning and community engagement. In addition to training MSU undergraduate students in field‐based research and science communication, the center aims to promote better land stewardship practices and the relevance of science to society. While still early in its development as an AgBioResearch site, CMERC has been engaging in a people-centered approach to the planning, design and management of the space. CMERC foresees a collaborative process transforming the space to a place that engages a diverse community – internal and external to the university in scientific discovery.Location of Corey Marsh Ecological Research Center in Bath TownshipHow can I contribute?
Given the unique opportunity CMERC provides to enhance student learning, we want to make sure that it serves a diverse student community that spans disciplines and units. We want educators in our SoTL Fellowship in land-based learning to reflect that diversity and help develop curriculum that will foster collaboration among students and serve to integrate arts and humanities with sciences. Consider these examples of possible learning experiences at CMERC:
Edible and Medicinal Plants – for humans and wildlife. What is good for humans vs. wildlife? What grows in muck soils? How can ecological restoration efforts incorporate edible plants? What is missing that was likely at CMERC in the past?
Trails – People – Nature – Wildlife: How does trail design enhance natural experiences and maintain integrity of the ecosystem? What informs the development of a trail?
Land Grant or Land Grab?: Who was here before us? How did this land become a part of the land-grant system? How can this land honor those who used it in the past, present, and the future?
Agriculture and Natural Resources – how can we document and understand how historic land-use affects ecosystem integrity now and in the future?
CMERC actively seeks MSU faculty and staff interested in designing and facilitating an interdisciplinary, learner-centered, sense-making experience built on the resources of CMERC. This curricular/co-curricular programming will be titled Lessons from Nature: Stories from CMERC. We envision that the learning inquiries would be co-created by faculty and students together. More specifically, the lessons will be shaped as a studio experience that is akin to Liberty Hyde Bailey Scholars (BSP) integrated learning/self-directed courses or modular programming. These experiences would be facilitated by a faculty member, but inquiry and assessment are student led. Alternatively, you can develop learning experiences to enhance an existing course or curriculum. You may also be interested in giving your students the opportunity to facilitate place-based informal learning for youth in the local community.Next Steps: Have Fun. Explore Nature. Get to Know Us!
We invite your ideas and input for designing meaningful experiences at CMERC. Collaborators who are selected for our Fall 2022 cohort will receive $2,000 to support their participation. To explore how you can partner with CMERC, contact Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu
Deadline to apply: June 15th, 2022.
Authored by: Ellie Louson
Pedagogical Design
Posted on: Catalyst Innovation...
CIP: QR Code-Based Instruction in Engineering and Biology Laboratories
Project Title: Opening New WindowsProject Leads: Sunil Kishore Chakrapani and Jenifer Saldanha
College/ Unit:
Department of ECE, College of Engineering and Biological Science Program, College of Natural Sciences
Elevator Pitch:Quick response or QR codes are machine readable (typically by smart phone/tablet cameras) systems similar to bar-codes that can contain information within the image. They are used to provide an easy, fast and concise way to connect to information via the internet. QR codes are used in stores as payment options, and to display information, especially becoming commonplace during the COVID-19 pandemic. This project explores the use of QR codes in improving the delivery of instructional content in engineering and biology laboratories. The specific objective of this project is to implement QR code-based instruction strategies for laboratories, which will help to make “lab-manuals” more accessible and engaging. Standard laboratory manuals can be overwhelming due to clutter and overloading of information. Students can find it unengaging, and accessing specific information can be challenging. This project will utilize sequentially programmed QR codes placed at different locations in the lab to “walk” students through experimental procedures. The QR codes will be linked to interactive web pages which will display the course content in an engaging manner. When students want to find information regarding a specific instrument or experimental protocol, they can simply scan the associated QR code which will lead them to the information along with a video of how it works. This project also employs this QR code concept to design interactive assessments. Students will answer questions by identifying and scanning the correct QR codes. Team Bios: Dr. Sunil Kishore Chakrapani is an Assistant Professor in the Department of Electrical and Computer Engineering and Mechanical Engineering in the College of Engineering. He teaches undergraduate and graduate courses in both departments in the topics of computer aided manufacturing, and mechanics. His research interests include use of ultrasonics for nondestructive evaluation. Dr. Jenifer Saldanha is an Assistant Professor in the Biological Sciences program in the College of Natural Science. She is the Curriculum Coordinator for introductory molecular and cellular biology labs. Her broad research interests include student success and retention in STEM disciplines, life science education research, and stress biology.What are some of the successes?QR coded links for videos and initial course content were embedded in HTML pages and these work well. The use of sequential QR codes for activities was tested and we found that these work well and smoothly. QR coded assignments were developed for the lab and they work as expected. What are some of the challenges that you have experienced on this project?The QR coded assignments work for the engineering lab, but will require more time and effort to adapt for the biology lab. Web design requires a lot of effort. Using the tools from this project requires a smooth web interface. In the future, it’ll be great if the project resources can be used for web design and development in the form of undergrad hours. Supply chain issues delayed our ability to order tablets for the courses.Image attribution:QR Code for Object Taggingby preetamrai is licensed under CC-BY-2.0
College/ Unit:
Department of ECE, College of Engineering and Biological Science Program, College of Natural Sciences
Elevator Pitch:Quick response or QR codes are machine readable (typically by smart phone/tablet cameras) systems similar to bar-codes that can contain information within the image. They are used to provide an easy, fast and concise way to connect to information via the internet. QR codes are used in stores as payment options, and to display information, especially becoming commonplace during the COVID-19 pandemic. This project explores the use of QR codes in improving the delivery of instructional content in engineering and biology laboratories. The specific objective of this project is to implement QR code-based instruction strategies for laboratories, which will help to make “lab-manuals” more accessible and engaging. Standard laboratory manuals can be overwhelming due to clutter and overloading of information. Students can find it unengaging, and accessing specific information can be challenging. This project will utilize sequentially programmed QR codes placed at different locations in the lab to “walk” students through experimental procedures. The QR codes will be linked to interactive web pages which will display the course content in an engaging manner. When students want to find information regarding a specific instrument or experimental protocol, they can simply scan the associated QR code which will lead them to the information along with a video of how it works. This project also employs this QR code concept to design interactive assessments. Students will answer questions by identifying and scanning the correct QR codes. Team Bios: Dr. Sunil Kishore Chakrapani is an Assistant Professor in the Department of Electrical and Computer Engineering and Mechanical Engineering in the College of Engineering. He teaches undergraduate and graduate courses in both departments in the topics of computer aided manufacturing, and mechanics. His research interests include use of ultrasonics for nondestructive evaluation. Dr. Jenifer Saldanha is an Assistant Professor in the Biological Sciences program in the College of Natural Science. She is the Curriculum Coordinator for introductory molecular and cellular biology labs. Her broad research interests include student success and retention in STEM disciplines, life science education research, and stress biology.What are some of the successes?QR coded links for videos and initial course content were embedded in HTML pages and these work well. The use of sequential QR codes for activities was tested and we found that these work well and smoothly. QR coded assignments were developed for the lab and they work as expected. What are some of the challenges that you have experienced on this project?The QR coded assignments work for the engineering lab, but will require more time and effort to adapt for the biology lab. Web design requires a lot of effort. Using the tools from this project requires a smooth web interface. In the future, it’ll be great if the project resources can be used for web design and development in the form of undergrad hours. Supply chain issues delayed our ability to order tablets for the courses.Image attribution:QR Code for Object Taggingby preetamrai is licensed under CC-BY-2.0
Authored by: Sunil Kishore Chakrapani and Jenifer Saldanha
Posted on: #iteachmsu
Gender-Based Violence Prevention at MSU: Mandated Programs for Undergraduates; Numbers and Impact.
Topic Area: Pandemic Pivot
Presented by: Jay Miller, Sabbi Merz
Abstract:
This session will overview each of the required Relationship Violence and Sexual Misconduct Prevention programs required by MSU undergraduate students. Presenters will review the impact of these programs through participation data and student feedback. Participants will also learn how the Prevention, Outreach and Education Department (POE), made the pivot to all zoom sessions from in-person workshops during the summer of 2020. Lessons learned will be shared.Learners will identify how they can help improve our community.Learners will understand the MSU-specific reporting options as well as the resources available at our campus/community.Suggested Syllabus language will be shared. Success data will be shared for each program.
Presented by: Jay Miller, Sabbi Merz
Abstract:
This session will overview each of the required Relationship Violence and Sexual Misconduct Prevention programs required by MSU undergraduate students. Presenters will review the impact of these programs through participation data and student feedback. Participants will also learn how the Prevention, Outreach and Education Department (POE), made the pivot to all zoom sessions from in-person workshops during the summer of 2020. Lessons learned will be shared.Learners will identify how they can help improve our community.Learners will understand the MSU-specific reporting options as well as the resources available at our campus/community.Suggested Syllabus language will be shared. Success data will be shared for each program.
Authored by: Jay Miller, Sabbi Merz
Navigating Context
Posted on: #iteachmsu
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
How can a first-year writing course help to create 21st century STEM students with foundations for interdisciplinary inquiry? Could such as curriculum engage STEM students in knowledge production in ways that help to acculturate them as collaborative, ethical, and empathetic learners? Bringing together insights from writing pedagogy, work on critical science literacy, and science studies, this round-table is hosted by the collaborative team leading an effort to rethink the first year writing course required of all students at Lyman Briggs College, MSU's residential college for STEM students. A major goal of the curriculum redesign is to develop science studies-inspired writing assignments that foster reflective experiential learning about the nature of science. The purpose of this approach is not only to demonstrate the value of inquiry in science studies (history, philosophy, and sociology of science) to STEM students as they pursue their careers, but to foster diverse inclusion in science by demystifying key aspects of scientific culture and its hidden curriculum for membership. Following the guidance of critical pedagogy (e.g. bell hooks), we aim to use the context of first-year writing instruction as an opportunity for critical reflection and empowerment. The roundtable describes how the instructional team designed the first-year curriculum and adapted it to teaching online during the pandemic, and shares data on lessons learned by both the instructor team and our students. We invite participants to think with us as we continue to iteratively develop and assess the curriculum.To access a PDF version of the "Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies" poster, click here. Description of Poster:
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
Marisa Brandt, HPS Lyman Briggs College & June Oh, English
Project Overview: Reimagining LB 133
Lyman Briggs College aims to provide a high quality science education to diverse students by teaching science in social, human, and global contexts. LB 133: Science & Culture fulfills the Tier 1 writing requirement for 80-85% of LBC students. Starting in F19, we implemented a new, collaboratively developed and taught cohort model of the LB 133 curriculum in order to take advantage of opportunity to foster a community of inquiry, inclusion, and curiosity.
First year college writing and literacy courses aim to give students skills to communicate and evaluate information in their own fields and beyond. While teaching important writing skills, LB 133 focuses on developing students’ science literacy by encouraging them to enact a subject position of a socially engaged science professional in training. LB 133 was designed based on ideas of HPS.
History, Philosophy, and Sociology (HPS) or “science studies” is an interdisciplinary field that studies science in context, often extended to include medicine, technology, and other sites of knowledge-production. LB 133 centers inquiry into relations of science and culture. One way HPS can help students succeed in STEM is by fostering inclusion. In LB 133, this occurs through demystifying scientific culture and hidden curriculum through authentic, project-based inquiry.
Like WRAC 110, LB 133 is organized around five writing projects. Each project entails a method of inquiry into science as a social, human practice and teaches them to write first as a form of sense-making about their data. (Column 2) Then, students develop writing projects to communicate what they have learned to non-scientific audiences.
Research Questions:
How did their conceptions of science change?[Text Wrapping Break] 2. Did their writing improve?[Text Wrapping Break] 3. What did they see as the most important ideas and skills they would take from the course?[Text Wrapping Break] 4. Did they want more HPS at LBC?
Data Collection:
[Text Wrapping Break]1. Analysis of the beginning and end of course Personal Writing assessments. [Text Wrapping Break]2. End of term survey. [Text Wrapping Break]3. Answers to course reflection questions.
Selected Results: See Column 3.
Conclusions: The new model seems successful! Students reported finding 133 surprisingly enjoyable and educational, for many reasons. Many felt motivated to write about science specifically, saw communication as valuable scientific skill. Most felt their writing improved and learned more than anticipated. Most learned and valued key HPS concepts and wanted to learn more about diversity in scientific cultures, and wanted to continue HPS education in LBC to do so.
Column 2 - Course Structure: Science & Culture
Assessment
Science Studies Content[Text Wrapping Break]Learning Goals
Literacy & Writing Skills Learning Goals
Part 1 - Cultures of Science
Personal Writing 1: Personal Statement [STEM Ed Op-ed][Text Wrapping Break]Short form writing from scientific subject position.
Reflect on evolving identity, role, and responsibilities in scientific culture.
Diagnostic for answering questions, supporting a claim, providing evidence, structure, and clear writing.
Scientific Sites Portfolio[Text Wrapping Break]Collaborative investigation of how a local lab produces knowledge.
Understand scientific practice, reasoning, and communication in its diverse social, material, and cultural contexts. Demystify labs and humanize scientists.
Making observational field notes. Reading scientific papers.
Peer review. Claim, evidence, reasoning. Writing analytical essays based on observation.
Part 2 - Science in Culture
Unpacking a Fact Poster
Partner project assessing validity of a public scientific claim.
Understand the mediation of science and how to evaluate scientific claims. Identify popular conceptions of science and contrast these with scientists’ practices.
Following sources upstream. Comparing sources.
APA citation style.
Visual display of info on a poster.
Perspectives Portfolio[Text Wrapping Break]Collaborative investigation of a debate concerning science in Michigan.
Identify and analyze how diverse stakeholders are included in and/or excluded from science. Recognize value of diverse perspective.
Find, use, and correctly cite primary and scholarly secondary sources from different stakeholder perspectives.
Learn communicating to a broader audience in an online platform.
Personal Writing 2: Letter + PS Revision[Text Wrapping Break]Sharing a course takeaway with someone.
Reflect again on evolving identity, role, and responsibilities in scientific culture.
Final assessment of answering questions, supporting a claim, providing evidence, structure, and clear writing.
Weekly Formative Assessments
Discussion Activities Pre-meeting writing about the readings
Reflect on prompted aspects of science and culture
Writing as critical inquiry.
Note-taking.
Preparation for discussion.
Curiosity Colloquium responses
200 words reflecting on weekly speaker series
Exposure to college, campus, and academic guests—including diverse science professionals— who share their curiosity and career story.
Writing as reflection on presentations and their personal value.
Some presenters share research and writing skills.
Column 3 - Results
Results from Personal Writing
Fall 19: There were largely six themes the op-ed assignments discussed. Majority of students chose to talk about the value of science in terms of its ubiquity, problem-solving skills and critical thinking skills, and the way it prompts technological innovation.
Fall 21: Students largely focused on 1. the nature of science as a product of human labor research embedded with many cultural issues, and 2. science as a communication and how scientists can gain public trust (e.g., transparency, collaboration, sharing failure.)
F19 & S20 Selected Survey Results
108 students responding.The full report here.
92.5% reported their overall college writing skills improved somewhat or a lot.
76% reported their writing skills improved somewhat or a lot more than they expected.
89% reported planning to say in LBC.
Selected Course Reflection Comments
The most impactful things students report learning at end of semester.
Science and Culture: Quotes: “how scientific knowledge is produced” “science is inherently social” “how different perspectives . . . impact science” “writing is integral to the scientific community as a method of sharing and documenting scientific research and discoveries”
Writing: Quotes: “a thesis must be specific and debatable” “claim, evidence, and reasoning” “it takes a long time to perfect.” Frequently mentioned skills: Thesis, research skill (citation, finding articles and proper sources), argument (evidence), structure and organization skills, writing as a (often long and arduous) process, using a mentor text, confidence.
What do you want to learn more about after this course?
“How culture(s) and science coexist, and . . . how different cultures view science”
“Gender and minority disparities in STEM” “minority groups in science and how their cultures impact how they conduct science” “different cultures in science instead of just the United States” “how to write scientific essays”
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
Marisa Brandt, HPS Lyman Briggs College & June Oh, English
Project Overview: Reimagining LB 133
Lyman Briggs College aims to provide a high quality science education to diverse students by teaching science in social, human, and global contexts. LB 133: Science & Culture fulfills the Tier 1 writing requirement for 80-85% of LBC students. Starting in F19, we implemented a new, collaboratively developed and taught cohort model of the LB 133 curriculum in order to take advantage of opportunity to foster a community of inquiry, inclusion, and curiosity.
First year college writing and literacy courses aim to give students skills to communicate and evaluate information in their own fields and beyond. While teaching important writing skills, LB 133 focuses on developing students’ science literacy by encouraging them to enact a subject position of a socially engaged science professional in training. LB 133 was designed based on ideas of HPS.
History, Philosophy, and Sociology (HPS) or “science studies” is an interdisciplinary field that studies science in context, often extended to include medicine, technology, and other sites of knowledge-production. LB 133 centers inquiry into relations of science and culture. One way HPS can help students succeed in STEM is by fostering inclusion. In LB 133, this occurs through demystifying scientific culture and hidden curriculum through authentic, project-based inquiry.
Like WRAC 110, LB 133 is organized around five writing projects. Each project entails a method of inquiry into science as a social, human practice and teaches them to write first as a form of sense-making about their data. (Column 2) Then, students develop writing projects to communicate what they have learned to non-scientific audiences.
Research Questions:
How did their conceptions of science change?[Text Wrapping Break] 2. Did their writing improve?[Text Wrapping Break] 3. What did they see as the most important ideas and skills they would take from the course?[Text Wrapping Break] 4. Did they want more HPS at LBC?
Data Collection:
[Text Wrapping Break]1. Analysis of the beginning and end of course Personal Writing assessments. [Text Wrapping Break]2. End of term survey. [Text Wrapping Break]3. Answers to course reflection questions.
Selected Results: See Column 3.
Conclusions: The new model seems successful! Students reported finding 133 surprisingly enjoyable and educational, for many reasons. Many felt motivated to write about science specifically, saw communication as valuable scientific skill. Most felt their writing improved and learned more than anticipated. Most learned and valued key HPS concepts and wanted to learn more about diversity in scientific cultures, and wanted to continue HPS education in LBC to do so.
Column 2 - Course Structure: Science & Culture
Assessment
Science Studies Content[Text Wrapping Break]Learning Goals
Literacy & Writing Skills Learning Goals
Part 1 - Cultures of Science
Personal Writing 1: Personal Statement [STEM Ed Op-ed][Text Wrapping Break]Short form writing from scientific subject position.
Reflect on evolving identity, role, and responsibilities in scientific culture.
Diagnostic for answering questions, supporting a claim, providing evidence, structure, and clear writing.
Scientific Sites Portfolio[Text Wrapping Break]Collaborative investigation of how a local lab produces knowledge.
Understand scientific practice, reasoning, and communication in its diverse social, material, and cultural contexts. Demystify labs and humanize scientists.
Making observational field notes. Reading scientific papers.
Peer review. Claim, evidence, reasoning. Writing analytical essays based on observation.
Part 2 - Science in Culture
Unpacking a Fact Poster
Partner project assessing validity of a public scientific claim.
Understand the mediation of science and how to evaluate scientific claims. Identify popular conceptions of science and contrast these with scientists’ practices.
Following sources upstream. Comparing sources.
APA citation style.
Visual display of info on a poster.
Perspectives Portfolio[Text Wrapping Break]Collaborative investigation of a debate concerning science in Michigan.
Identify and analyze how diverse stakeholders are included in and/or excluded from science. Recognize value of diverse perspective.
Find, use, and correctly cite primary and scholarly secondary sources from different stakeholder perspectives.
Learn communicating to a broader audience in an online platform.
Personal Writing 2: Letter + PS Revision[Text Wrapping Break]Sharing a course takeaway with someone.
Reflect again on evolving identity, role, and responsibilities in scientific culture.
Final assessment of answering questions, supporting a claim, providing evidence, structure, and clear writing.
Weekly Formative Assessments
Discussion Activities Pre-meeting writing about the readings
Reflect on prompted aspects of science and culture
Writing as critical inquiry.
Note-taking.
Preparation for discussion.
Curiosity Colloquium responses
200 words reflecting on weekly speaker series
Exposure to college, campus, and academic guests—including diverse science professionals— who share their curiosity and career story.
Writing as reflection on presentations and their personal value.
Some presenters share research and writing skills.
Column 3 - Results
Results from Personal Writing
Fall 19: There were largely six themes the op-ed assignments discussed. Majority of students chose to talk about the value of science in terms of its ubiquity, problem-solving skills and critical thinking skills, and the way it prompts technological innovation.
Fall 21: Students largely focused on 1. the nature of science as a product of human labor research embedded with many cultural issues, and 2. science as a communication and how scientists can gain public trust (e.g., transparency, collaboration, sharing failure.)
F19 & S20 Selected Survey Results
108 students responding.The full report here.
92.5% reported their overall college writing skills improved somewhat or a lot.
76% reported their writing skills improved somewhat or a lot more than they expected.
89% reported planning to say in LBC.
Selected Course Reflection Comments
The most impactful things students report learning at end of semester.
Science and Culture: Quotes: “how scientific knowledge is produced” “science is inherently social” “how different perspectives . . . impact science” “writing is integral to the scientific community as a method of sharing and documenting scientific research and discoveries”
Writing: Quotes: “a thesis must be specific and debatable” “claim, evidence, and reasoning” “it takes a long time to perfect.” Frequently mentioned skills: Thesis, research skill (citation, finding articles and proper sources), argument (evidence), structure and organization skills, writing as a (often long and arduous) process, using a mentor text, confidence.
What do you want to learn more about after this course?
“How culture(s) and science coexist, and . . . how different cultures view science”
“Gender and minority disparities in STEM” “minority groups in science and how their cultures impact how they conduct science” “different cultures in science instead of just the United States” “how to write scientific essays”
Authored by: Marisa Brandt & June Oh
Pedagogical Design
Posted on: PREP Matrix
Getting Ready to Teach: Resources for Teaching Assistants
This list of resources provides strategies and issues to consider for teaching assistants who are be preparing to teach for the first time.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Teaching Philosophy
This resource explains important considerations related to the teaching philosophy statement, including the purpose of these documents, timelines of composition, and sample statements.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Teaching Portfolio Resources
The University of Saskatchewan provides important tips and resources to guide graduate students through the composition of a teaching portfolio.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Blended Teaching Workshop
The Blended Teaching Workshop is hosted on D2L and is available at any time...
This course is focused on how to make the most of in-person contact time in a course that includes significant time on task in the online environment. We want your focus on your hybrid course to be grounded in your learning objectives, so your attention is always on how best to help the student reach those goals. Exactly what is online or in-person or when will flow naturally from your objectives if you keep your attention there. There is no one way to develop a hybrid course, or teach online, or use the in-person time allotted. Our goal for you is to help you make informed choices based on your context.
This course is asynchronous and self-paced. Feel free to use the content as you wish. Each of you comes to this course with a unique set of experiences and needs, and so we have designed this course to be as flexible as possible, allowing for multiple entry points and goals. For a more guided workshop experience, go through the modules chronologically. There are deliverables you can complete and submit to achieve a Certificate of Completion at the end of the workshop (please note these deliverables will not be graded). For a more grab-and-go experience, please peruse the modules to meet your own needs.
To enroll in the workshop, please click on the self-enrollment link here: Blended Teaching WorkshopPhoto by Tyler Lastovich on Unsplash
This course is focused on how to make the most of in-person contact time in a course that includes significant time on task in the online environment. We want your focus on your hybrid course to be grounded in your learning objectives, so your attention is always on how best to help the student reach those goals. Exactly what is online or in-person or when will flow naturally from your objectives if you keep your attention there. There is no one way to develop a hybrid course, or teach online, or use the in-person time allotted. Our goal for you is to help you make informed choices based on your context.
This course is asynchronous and self-paced. Feel free to use the content as you wish. Each of you comes to this course with a unique set of experiences and needs, and so we have designed this course to be as flexible as possible, allowing for multiple entry points and goals. For a more guided workshop experience, go through the modules chronologically. There are deliverables you can complete and submit to achieve a Certificate of Completion at the end of the workshop (please note these deliverables will not be graded). For a more grab-and-go experience, please peruse the modules to meet your own needs.
To enroll in the workshop, please click on the self-enrollment link here: Blended Teaching WorkshopPhoto by Tyler Lastovich on Unsplash
Posted by: Breana Yaklin
Pedagogical Design
Posted on: New Technologies
Teaching with Teams
I will admit. When I came across Microsoft Teams, I wasn't much of a fan. However through the course of a global pandemic, I was able to give it a closer look; and I like it. One of the biggest advantages is how well it integrates into the whole Microsoft Office365 product suite. So many of you have reached out to me and asked, "Can I use this for my class?". Well you can, or at least people do. Since teams wasn't designed for the educational context, some of the user experience isn't very elegant. However, using Teams in an educational context can provide a ton of fucntionality that can help make your learning experience engaging and interactive.
Here are some reasons why you may want to consider Teams for learning:
Shared file space: Each Team has it's own shared file storage tab, which makes it easy to find shared files.
Private groups: Within a Team, private groups can be created where sub-teams can communicate apart from the larger group.
Multiple Channels: Discussion thread can utilized to create focused discussions. Each Channel will have it's own File storage or the ability to integrate other Microsoft apps into the functionality.
Persistent messaging - After Teams Meetings, messaging from the chat remains in the chat. So you don't have to worry about exporting the chat transcript
Teams Meetings: From an Outlook Meeting Invite, you can setup a Teams Meeting by simply clicking on a button. No need to go to an external application and copy and paste a link. Teams also has a some nice features like blurred backgrounds and very swanky minimalist apartment backgrounds for your remote meetings.
These are just a few highlights of the application. For a more detailed review, check out the following tutorial:
Here are some reasons why you may want to consider Teams for learning:
Shared file space: Each Team has it's own shared file storage tab, which makes it easy to find shared files.
Private groups: Within a Team, private groups can be created where sub-teams can communicate apart from the larger group.
Multiple Channels: Discussion thread can utilized to create focused discussions. Each Channel will have it's own File storage or the ability to integrate other Microsoft apps into the functionality.
Persistent messaging - After Teams Meetings, messaging from the chat remains in the chat. So you don't have to worry about exporting the chat transcript
Teams Meetings: From an Outlook Meeting Invite, you can setup a Teams Meeting by simply clicking on a button. No need to go to an external application and copy and paste a link. Teams also has a some nice features like blurred backgrounds and very swanky minimalist apartment backgrounds for your remote meetings.
These are just a few highlights of the application. For a more detailed review, check out the following tutorial:
Authored by: Rashad Muhammad
Posted on: MSU Online & Remote...
Assessment in Remote Teaching
Offering assessments in a remote setting will require some planning. For remote delivery, the primary concern should be assessing how well students have achieved the key learning objectives and determining what objectives are still unmet. It may be necessary to modify the nature of the assessment to allow for the more limited affordances of the remote environment.
Posted by: Makena Neal
Assessing Learning
Posted on: MSU Online & Remote...
Planning for Remote Teaching
It’s essential to plan for course adjustments and communication in order to ensure a smooth transition into the remote learning space.
Adjust your expectations for students: You may need to adjust some of your expectations for students, including participation, engagement, grading, and deadlines. As you think through these changes, keep in mind the effect that a campus disruption may have on students’ ability to meet those expectations. Students may encounter additional barriers, which you should be mindful of. These include illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.
Some students rely on MSU’s infrastructure for internet access. Should access to campus be restricted it is possible that some students may have limited internet connectivity or be reliant on cellular networks for their internet access.
Develop a communication plan: It’s important that you develop a robust communication plan. Clarify your modified expectations and course elements and communicate them to students. Tell students how they can contact you (email, online office hours, Microsoft Teams, etc.), and how soon they can expect a reply from you. Consider using the D2L announcements and discussion board tools to push out course-level communications.
Consider realistic goals for continuing instruction: Be realistic about what can and can not be accomplished in a remote environment. Refocus the course goals on realistically attainable objectives. Clarify what your expectations are for students’ efforts with regard to reading and homework. Be clear with students what you expect of them with regard to participation and online discussion.
Adjust your syllabus as needed: Clarify what policies (attendance, participation, grading, schedule) will need to be altered for the duration of the remote delivery. Provide as much detail as possible about changes. Do not expect students to participate in synchronous sessions at a time other than the normal course time.
Adjust your expectations for students: You may need to adjust some of your expectations for students, including participation, engagement, grading, and deadlines. As you think through these changes, keep in mind the effect that a campus disruption may have on students’ ability to meet those expectations. Students may encounter additional barriers, which you should be mindful of. These include illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.
Some students rely on MSU’s infrastructure for internet access. Should access to campus be restricted it is possible that some students may have limited internet connectivity or be reliant on cellular networks for their internet access.
Develop a communication plan: It’s important that you develop a robust communication plan. Clarify your modified expectations and course elements and communicate them to students. Tell students how they can contact you (email, online office hours, Microsoft Teams, etc.), and how soon they can expect a reply from you. Consider using the D2L announcements and discussion board tools to push out course-level communications.
Consider realistic goals for continuing instruction: Be realistic about what can and can not be accomplished in a remote environment. Refocus the course goals on realistically attainable objectives. Clarify what your expectations are for students’ efforts with regard to reading and homework. Be clear with students what you expect of them with regard to participation and online discussion.
Adjust your syllabus as needed: Clarify what policies (attendance, participation, grading, schedule) will need to be altered for the duration of the remote delivery. Provide as much detail as possible about changes. Do not expect students to participate in synchronous sessions at a time other than the normal course time.
Posted by: Makena Neal
Pedagogical Design
Posted on: MSU Online & Remote...
Remote Teaching with Lectures
Lecture
Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. This will allow you to give and record your presentation (adding narrations to PowerPoint and local recording in Zoom) and deliver it to students (uploading video to MediaSpace and adding video content to D2L). We recommend you schedule online sessions during a time your course already occupies. Videos may be recorded via Zoom and then streamed to students via MSU MediaSpace and D2L.
Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. This will allow you to give and record your presentation (adding narrations to PowerPoint and local recording in Zoom) and deliver it to students (uploading video to MediaSpace and adding video content to D2L). We recommend you schedule online sessions during a time your course already occupies. Videos may be recorded via Zoom and then streamed to students via MSU MediaSpace and D2L.
Posted by: Makena Neal
Pedagogical Design
Host: CTLI
Preparing Educators to Teach and Lead K-12 Schools in the Time of Generative AI
The College of Education Fall 2023 Seminar Series “Teaching & Learning with Generative AI” is presented by CREATE for STEM and the Office of Academic & Student Affairs:
Preparing Educators to Teach and Lead K-12 Schools in the Time of Generative AI
Dec. 11, 2023, at 10 a.m. EST
Presented by Dr. Chris Kaiser & Dr. Lara Dixon, MSU
Join event via Zoom (Zoom link forthcoming)
Navigating Context
Host: CTLI
Enriching Qualitative Video Analysis with Theory-Driven Uses of AI-Based Tools
The College of Education Fall 2023 Seminar Series “Teaching & Learning with Generative AI” is presented by CREATE for STEM and the Office of Academic & Student Affairs:
CREATE for STEM Seminar Series: Enriching Qualitative Video Analysis with Theory-Driven Uses of AI-Based Tools
Nov. 7, 2023, at 12 p.m. EST
Presented by Dr. Christina Krist, University of Illinois
Register to attend via Zoom or join in person at 115 Erickson Hall
Navigating Context
EXPIRED
Host: CTLI
Writing Your Teaching Philosophy Statement: Who are you as an Educator?
Many academic positions require a teaching philosophy statement as one of the application materials to learn about a candidate’s teaching beliefs, values, and use of evidence-based teaching and assessment practices for effective instruction. In this workshop you will learn how to document your teaching and/or teaching professional development experiences to start crafting your teaching philosophy statement with the help of a rubric. At the end of this session, you will have a working draft of your teaching statement, which will encourage you to continue your efforts toward intentional and effective teaching and instruction.
* This is part two (2) of our 3-part workshop series. The last in the series is on Diversity Statements and will be held on November 21 from 3:00-4:30pm.
Presenter(s)/Facilitator(s):
Dr. Stefanie Baier is the Director of Instructional Development for Graduate Students and Postdocs at the Graduate School at Michigan State University. In her role she is in charge of the curriculum for Graduate Teaching Assistant (GTA) preparation, manages teaching professional development of graduate students and postdoctoral scholars, and (co-)facilitates workshops on various topics including Teaching Philosophy Statement and DEI Statement workshops.
Please register for this event and add the details to your calendar. The Graduate School will send a reminder with Zoom connection information a few days before the session. Additionally, slides and any other related materials after the session will be distributed to all registered participants after the fact.
Navigating Context
EXPIRED