We found 328 results that contain "first day of teaching"
Posted on: #iteachmsu
Teaching & Learning Conference Day 2: Thursday–Virtual day with online sessions (all day)
Spring CTLI Conference Landing Page Content
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
PEDAGOGICAL DESIGN
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 Online & Remote...
Keep Teaching: Video Series on Implementation of Remote Teaching
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Preparing for teaching at the beginning and end of a course
This playlist provides useful strategies, asks critical questions, and helps support educators in preparing for the beginning of the semester.
DISCIPLINARY CONTENT
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: Graduate Teaching A...
Getting Started: Your First Day of Teaching
This workshop introduces GTAs to Bloom’s taxonomy and how to write learning outcomes which guide instruction. Tips and best practices to gauge student learning, strategies to give constructive feedback, how to cultivate a classroom built on rapport and communication strategies are shared.
Upon completing this session, GTAs will be able to:
Write a learning outcome based on Bloom’s taxonomy.
Plan an instructional activity based on learning outcomes.
Summarize tips and best practices to gauge student learning.
Identify strategies for giving constructive feedback.
Cultivate awareness of rapport building and effective communication strategies.
Upon completing this session, GTAs will be able to:
Write a learning outcome based on Bloom’s taxonomy.
Plan an instructional activity based on learning outcomes.
Summarize tips and best practices to gauge student learning.
Identify strategies for giving constructive feedback.
Cultivate awareness of rapport building and effective communication strategies.
Authored by: Stefanie Baier, Blake Ginsburg, Hima Rawal
Pedagogical Design
Posted on: #iteachmsu
10 Tips for Your First Day of Class
Your first day of class is almost here! Are you excited? Anxious? Whether it’s your very first time teaching ever, you’re teaching a new course, or you’re just starting a new semester, beginning a class for the first time can be nerve-wracking. To get us all ready for that first day, we asked @InsideTeaching fellows to share practical tips about how they handle a new semester. Here is a compilation of their years of teaching experience.
1) Be prepared!
In teaching, confidence is key. While it can be nerve-wracking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
via GIPHY
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
via GIPHY
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
via GIPHY
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
via GIPHY
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
via GIPHY
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
via GIPHY
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
via GIPHY
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
via GIPHY
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
via GIPHY
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently. Make sure you consider your student audience, your learning goals, and how the material helps to connect with students’ lives and interests. To find some gifs, like we did for this post, or create your own, check out Giphy. Whatever you decide, we hope your teaching across the semester leaves you energized and confident!
via GIPHY
How do you prepare for the first day of class? Share your suggestions in the comments below!
Originally posted at “Inside Teaching MSU” (site no longer live): Gretter, S. & Skogsberg, E. 10 Tips for Your First Day of Class. inside teaching.grad.msu.edu
1) Be prepared!
In teaching, confidence is key. While it can be nerve-wracking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
via GIPHY
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
via GIPHY
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
via GIPHY
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
via GIPHY
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
via GIPHY
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
via GIPHY
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
via GIPHY
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
via GIPHY
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
via GIPHY
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently. Make sure you consider your student audience, your learning goals, and how the material helps to connect with students’ lives and interests. To find some gifs, like we did for this post, or create your own, check out Giphy. Whatever you decide, we hope your teaching across the semester leaves you energized and confident!
via GIPHY
How do you prepare for the first day of class? Share your suggestions in the comments below!
Originally posted at “Inside Teaching MSU” (site no longer live): Gretter, S. & Skogsberg, E. 10 Tips for Your First Day of Class. inside teaching.grad.msu.edu
Posted by: Maddie Shellgren
Pedagogical Design
Posted on: Teaching Toolkit Ta...
10 Tips for the First Day of Class
Photo by NeONBRAND on Unsplash
Your first day of class is almost here! Are you excited? Anxious? Whether it’s your very first time teaching ever, you’re teaching a new course, or you’re just starting a new semester, beginning a class for the first time can be nerve wracking. To get us all ready for that first day, we asked educators to share practical tips about how they handle a new semester. Here is a compilation from their years of teaching experience.
1) Be prepared!
In teaching, confidence is key. While it can be nerve wrecking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes, but remember even if you're teaching 100% online- these tips still ring true!
Your first day of class is almost here! Are you excited? Anxious? Whether it’s your very first time teaching ever, you’re teaching a new course, or you’re just starting a new semester, beginning a class for the first time can be nerve wracking. To get us all ready for that first day, we asked educators to share practical tips about how they handle a new semester. Here is a compilation from their years of teaching experience.
1) Be prepared!
In teaching, confidence is key. While it can be nerve wrecking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes, but remember even if you're teaching 100% online- these tips still ring true!
Authored by: Sarah Gretter
Pedagogical Design
Posted on: Teaching Toolkit Ta...
First Day of Class: Tips for the most important week of the semester
Photo by Tra Nguyen on Unsplash
The first day of class sets the tone for the entire semester. Student achievement is directly tied to how well a teacher establishes and implements classroom procedures, norms, and behaviors. Plan carefully for the first day of class, and implement those plans with energy, kindness, and rigor.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes
Post a schedule and objectives
Arrive early to prep the room
Objectives and agenda give students a sense of direction
Put students to work
Give students a meaningful task to complete immediately
Set the tone for productivity to give students purpose
Assign seats
Place students intentionally so they can function as groups
Give students a sense of place in the room
Greet students at the door
Welcome students as they enter, introducing yourself
Interact personally to give students a sense of belonging
“You will either win or lose your class on the first days of school.” Wong, H. K., & Wong, R. T. (1998). The First Days of School: How to Be an Effective Teacher.
The first day is your only shot to define the terms of the class. What is the subject matter? What are the most important ideas? What does a successful student look like? Instill in the students a growth mindset and make it clear to them that they have a voice and they need to use it in class daily.
Review critical procedures
Set expectations of students, defining their boundaries
Let students voice their expectations
Teach students how to learn
Define what learning looks like in your class
Chart a path for success and give students agency
Focus on ways of being
Let the first day be about role setting
Define classroom culture before addressing subject matter
Engage in goal setting
Show students what they’ll know by semester’s end
Have students write their goals for the class
Resources
https://bit.ly/2VKzsYI
https://bit.ly/2bwXTPb
https://bit.ly/2PIMyjx
https://bit.ly/2GPWy6F
The first day of class sets the tone for the entire semester. Student achievement is directly tied to how well a teacher establishes and implements classroom procedures, norms, and behaviors. Plan carefully for the first day of class, and implement those plans with energy, kindness, and rigor.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes
Post a schedule and objectives
Arrive early to prep the room
Objectives and agenda give students a sense of direction
Put students to work
Give students a meaningful task to complete immediately
Set the tone for productivity to give students purpose
Assign seats
Place students intentionally so they can function as groups
Give students a sense of place in the room
Greet students at the door
Welcome students as they enter, introducing yourself
Interact personally to give students a sense of belonging
“You will either win or lose your class on the first days of school.” Wong, H. K., & Wong, R. T. (1998). The First Days of School: How to Be an Effective Teacher.
The first day is your only shot to define the terms of the class. What is the subject matter? What are the most important ideas? What does a successful student look like? Instill in the students a growth mindset and make it clear to them that they have a voice and they need to use it in class daily.
Review critical procedures
Set expectations of students, defining their boundaries
Let students voice their expectations
Teach students how to learn
Define what learning looks like in your class
Chart a path for success and give students agency
Focus on ways of being
Let the first day be about role setting
Define classroom culture before addressing subject matter
Engage in goal setting
Show students what they’ll know by semester’s end
Have students write their goals for the class
Resources
https://bit.ly/2VKzsYI
https://bit.ly/2bwXTPb
https://bit.ly/2PIMyjx
https://bit.ly/2GPWy6F
Authored by: Jeremy Van Hof
Pedagogical Design
Posted on: #iteachmsu
What is the Activities Profile of our Fall 2021 First-Year Class?
For years, the Office of Admissions has provided our campus with an academic profile of each incoming class. Admissions is now positioned to provide a similar profile of admitted students' co-curricular activities. The data-informed profile provides opportunities to assess how many such activities were tied to areas such as athletics or find more narrow measures, such as the scale of first-year Lyman Briggs College student involvement within the fine arts. Additionally, our institution can identify involvements in areas such as research activity, with such involvements potentially providing students with a foundation for future involvement in high-impact experiences at the undergraduate level.To access a PDF of the "What is the Activities Profile of our Fall 2021 First-Year Class?" poster, click here.
Description of the Poster
What is the Activities Profile of our Fall 2021 First-Year Class?
Terence Brown
Abstract
For years, the Office of Admissions has provided our campus with an academic profile of each incoming class. Admissions is now positioned to provide a similar profile of admitted students’ cocurricular activities. The data-informed profile provides opportunities to assess how many such activities were tied to areas such as athletics or find more narrow measures, such as the scale of first-year Lyman Briggs College student involvement within the fine arts. Additionally, our institution can identify involvements in areas such as research activity, with such involvements potentially providing students with a foundation for future involvement in high-impact practices at the undergraduate level. [The abstract is accompanied by word cloud that forms a two-dimensional Spartan helmet from the Common Application’s categories for student co-curriculars.]
Introduction
MSU’s adoption of the Common Application, now allows Admissions for to collect descriptive information for applicants’ cocurricular activities. The additional information includes applicant descriptions of their high school cocurriculars, categories assigned to each activity and whether a student wishes to continue participation in the activity during their collegiate years. Currently, approximately 71% of first-year students apply to MSU via the Common Application. This assessment fundamentally asks two questions:
What does the profile look in the aggregate and by college?
Can the profile information support our institution’s efforts in the realm of offering high-impact practices (Kuh et al., 2008; AACU, 2018) to our students?
Results
In assessing the 204,672 admitted student activity entries as of April 19, 2021, there were a few general findings. First was that students wished to continue with approximately 66% percent of these activities. Second was that the leading activity categories were athletics, community service and work. The collective of academic activities was ranked fourth, with the category having been in the top three in the two preceding years. The test case of Lyman Briggs majors with fine arts experiences was a significant (378 total) but small 5.5%. A full review of results across colleges is pending, but early findings only showed occasional reordering of the established top four categories. This data must be viewed with the understanding that many applications are completed by the parents of applicants (Jaschik, 2017). However, the data still provides a good foundation for identifying activities that can serve as a gateway to high-impact practices at MSU. There were lower rankings for high school activities categories covering involvements that would most-readily prepare students for Internships, Diversity/Global Understanding and Research. [The “results” section includes an Excel chart that lists the total activities reported by category, the Common Application’s activity categories, high impact experience categories and MSU Student Activities categories for student organizations.]
Methods
During the three most-recent admissions cycles, an iterative process has been used to collect and organized the cocurricular data from applications submitted via the Common Application platform. The Common Application is one of three platforms available to students, but was used by the majority of applicants in each of the last three admission cycles. Summary data was compiled and applied to a matrix that incorporates all 30 Common Application categories for activities, five of the 11 high-impact practice categories and 12 of MSU’s Student Activities Office’s applicable student organization categories. Additional keywork searches were conducted, identifying student involvement in popular activities such as DECA and rare research areas such as CRISPR, but the activity profile’s assessment mainly focused on the broader categories. [This section includes seven small, unconnected circles that are collectively placed in an array that forms a larger circle. Each circle includes text that describes a different step in the process used to gather, compile and share the data used in this poster presentation.]
Conclusions
The dominant application categories have largely held steady for three admission cycles. There was a notable change with the emergence of work moving into the top three. Incidentally, the top three categories have slightly varied in previous comparisons between MSU college cohorts. A similar assessment will be made after the closing of our MSU’s deposit deadline. Future work in this area can be supported through use of the Educational Development Plan which Michigan schools maintain starting in middle school. To determine whether a particular high school activity helps prepare for high-impact involvement, the assessment portion of the EDP (Michigan Department of Education) could be used to identify traits that George Kuh associates with high-impact practices. Were the EDP to identify activities that provide students with sustained involvement, advisor involvement or a relevant coaching philosophy, such data could be inputted into the Slate CRM, and shared with appropriate campus partners prior to admitted student matriculation.
Citations
Association of American Colleges & Universities (2018). High-impact educational practices. Retrieved from https://www.aacu.org/node/4084
Jaschik, S. (July 26, 2017). Survey: Parents finishing parts of college applications. From Inside Higher Education
Kuh, G. D., Schneider, C. G., & Association of American Colleges and Universities. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities
Michigan Department of Education (n.d.). The Educational Development Plan, p. 3. Retrieved from https://www.michigan.gov/documents/mde/EDP_Fundamentals_ADA2017_570694_7.pdf
Description of the Poster
What is the Activities Profile of our Fall 2021 First-Year Class?
Terence Brown
Abstract
For years, the Office of Admissions has provided our campus with an academic profile of each incoming class. Admissions is now positioned to provide a similar profile of admitted students’ cocurricular activities. The data-informed profile provides opportunities to assess how many such activities were tied to areas such as athletics or find more narrow measures, such as the scale of first-year Lyman Briggs College student involvement within the fine arts. Additionally, our institution can identify involvements in areas such as research activity, with such involvements potentially providing students with a foundation for future involvement in high-impact practices at the undergraduate level. [The abstract is accompanied by word cloud that forms a two-dimensional Spartan helmet from the Common Application’s categories for student co-curriculars.]
Introduction
MSU’s adoption of the Common Application, now allows Admissions for to collect descriptive information for applicants’ cocurricular activities. The additional information includes applicant descriptions of their high school cocurriculars, categories assigned to each activity and whether a student wishes to continue participation in the activity during their collegiate years. Currently, approximately 71% of first-year students apply to MSU via the Common Application. This assessment fundamentally asks two questions:
What does the profile look in the aggregate and by college?
Can the profile information support our institution’s efforts in the realm of offering high-impact practices (Kuh et al., 2008; AACU, 2018) to our students?
Results
In assessing the 204,672 admitted student activity entries as of April 19, 2021, there were a few general findings. First was that students wished to continue with approximately 66% percent of these activities. Second was that the leading activity categories were athletics, community service and work. The collective of academic activities was ranked fourth, with the category having been in the top three in the two preceding years. The test case of Lyman Briggs majors with fine arts experiences was a significant (378 total) but small 5.5%. A full review of results across colleges is pending, but early findings only showed occasional reordering of the established top four categories. This data must be viewed with the understanding that many applications are completed by the parents of applicants (Jaschik, 2017). However, the data still provides a good foundation for identifying activities that can serve as a gateway to high-impact practices at MSU. There were lower rankings for high school activities categories covering involvements that would most-readily prepare students for Internships, Diversity/Global Understanding and Research. [The “results” section includes an Excel chart that lists the total activities reported by category, the Common Application’s activity categories, high impact experience categories and MSU Student Activities categories for student organizations.]
Methods
During the three most-recent admissions cycles, an iterative process has been used to collect and organized the cocurricular data from applications submitted via the Common Application platform. The Common Application is one of three platforms available to students, but was used by the majority of applicants in each of the last three admission cycles. Summary data was compiled and applied to a matrix that incorporates all 30 Common Application categories for activities, five of the 11 high-impact practice categories and 12 of MSU’s Student Activities Office’s applicable student organization categories. Additional keywork searches were conducted, identifying student involvement in popular activities such as DECA and rare research areas such as CRISPR, but the activity profile’s assessment mainly focused on the broader categories. [This section includes seven small, unconnected circles that are collectively placed in an array that forms a larger circle. Each circle includes text that describes a different step in the process used to gather, compile and share the data used in this poster presentation.]
Conclusions
The dominant application categories have largely held steady for three admission cycles. There was a notable change with the emergence of work moving into the top three. Incidentally, the top three categories have slightly varied in previous comparisons between MSU college cohorts. A similar assessment will be made after the closing of our MSU’s deposit deadline. Future work in this area can be supported through use of the Educational Development Plan which Michigan schools maintain starting in middle school. To determine whether a particular high school activity helps prepare for high-impact involvement, the assessment portion of the EDP (Michigan Department of Education) could be used to identify traits that George Kuh associates with high-impact practices. Were the EDP to identify activities that provide students with sustained involvement, advisor involvement or a relevant coaching philosophy, such data could be inputted into the Slate CRM, and shared with appropriate campus partners prior to admitted student matriculation.
Citations
Association of American Colleges & Universities (2018). High-impact educational practices. Retrieved from https://www.aacu.org/node/4084
Jaschik, S. (July 26, 2017). Survey: Parents finishing parts of college applications. From Inside Higher Education
Kuh, G. D., Schneider, C. G., & Association of American Colleges and Universities. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities
Michigan Department of Education (n.d.). The Educational Development Plan, p. 3. Retrieved from https://www.michigan.gov/documents/mde/EDP_Fundamentals_ADA2017_570694_7.pdf
Authored by: Terence Brown
Navigating Context
Posted on: #iteachmsu
Code of Teaching Responsibility
Updated text accessible any time via the Registrar's Office. Also, visit the HR Faculty Handbook for more policy information. posted 08/19/2021Satisfaction of teaching responsibilities by instructional staff members (herein referred to as instructors) is essential to the successful functioning of a university. This University conceives these responsibilities to be so important that performance by instructors in meeting the provisions of this Code shall be taken into consideration in determining salary increases, tenure, and promotion.
Course content: Instructors shall be responsible for ensuring that the content of the courses they teach is consistent with the course descriptions approved by the University Committee on Curriculum and the University Council. Instructors shall direct class activities toward the fulfillment of course objectives and shall evaluate student performance in a manner consistent with these objectives.
Course syllabi: Instructors shall be responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester. The syllabus shall minimally include:(a) instructional objectives;(b) instructor contact information and office hours;(c) grading criteria and methods used to determine final course grades;(d) date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable;(e) attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;(f) required and recommended course materials to be purchased, including textbooks and supplies; and(g) any required proctoring arrangements to which students must adhere.
Student Assessment and Final Grades: Instructors shall be responsible for informing students, in a timely manner so as to enhance learning, of the grading criteria and methods used to determine grades on individual assignments. Instructors shall be responsible for assessing a student’s performance based on announced criteria and on standards of academic achievement. Instructors shall submit final course grades in accordance with University deadlines. Assessment methods should be appropriate to the learning objectives of the course. In that context, instructors are expected to take reasonable steps to create an assessment environment that promotes academic integrity. When proctoring or other security measures are necessary to ensure integrity of assessments, then such measures should be administered in a manner consistent with the design and delivery of the course.
Testing Documents: Instructors shall be responsible for returning to student's answers to quizzes, tests, and examinations with such promptness to enhance the learning experience. Instructors shall retain final examination answers for at least one semester to allow students to review or to retrieve them. All testing questions (whether on quizzes, tests, or mid-semester or final examinations) are an integral part of course materials, and the decision whether to allow students to retain them is left to the discretion of the instructor.
Term Papers and Comparable Projects: Instructors shall be responsible for returning to student's term papers and other comparable projects with sufficient promptness to enhance the learning experience. Term papers and other comparable projects are the property of students who prepare them. Instructors shall retain such unclaimed course work for at least one semester to allow students to retrieve such work. Instructors have a right to retain a copy of student course work for their own files.
Class Meetings: Instructors shall be responsible for meeting their classes regularly and at scheduled times. To allow units to take appropriate action, instructors shall notify their units if they are to be absent and have not made suitable arrangements regarding their classes.
Applicability of the Code of Teaching Responsibility to Student Assistants: Instructors of courses in which assistants are authorized to perform teaching, grading, or other instructional functions shall be responsible for acquainting such individuals with the provisions of this Code and for monitoring their compliance.
Instructor Accessibility to Students: Instructors shall be responsible for being accessible to students outside of class time and therefore shall schedule and keep office hours for student conferences. Office hours should be scheduled at times convenient to both students and instructors with the additional option of mutually convenient prearranged appointments for students whose schedules conflict with announced office hours. Each teaching unit shall determine the minimum number of office hours for instructors in that unit. Instructors who serve as academic advisors also shall be responsible for maintaining appropriate office hours before and during enrollment periods. In addition to office hours, instructor accessibility through e-mail and other means is encouraged.
Commercialization of Course Notes and Materials: The University prohibits students from commercializing their notes of lectures and University-provided class materials without the written consent of the instructor. Instructors may allow commercialization by including permission in the course syllabus or other written statement distributed to all students in the class.
Hearing Procedures
Students may register complaints regarding an instructor's failure to comply with the provisions of the Code of Teaching Responsibility directly with that instructor.
Students may also take complaints directly to teaching units' chief administrators or their designates. If those persons are unable to resolve matters to the student's satisfaction, undergraduate students may request a formal grievance hearing before the University Academic Grievance Hearing Board (see SRR Article 7. III). Unsatisfied graduate students may request a formal grievance hearing before their department hearing board (see GSRR Article 5). Before doing this, all students are encouraged to meet with the University Ombudsperson.
Such complaints must normally be initiated no later than the middle of the semester following the one wherein alleged violations occurred. Exceptions shall be made in cases where the involved instructor or student is absent from the University during the semester following the one wherein alleged violations occurred.
Photo by NeONBRAND on Unsplash
Course content: Instructors shall be responsible for ensuring that the content of the courses they teach is consistent with the course descriptions approved by the University Committee on Curriculum and the University Council. Instructors shall direct class activities toward the fulfillment of course objectives and shall evaluate student performance in a manner consistent with these objectives.
Course syllabi: Instructors shall be responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester. The syllabus shall minimally include:(a) instructional objectives;(b) instructor contact information and office hours;(c) grading criteria and methods used to determine final course grades;(d) date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable;(e) attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;(f) required and recommended course materials to be purchased, including textbooks and supplies; and(g) any required proctoring arrangements to which students must adhere.
Student Assessment and Final Grades: Instructors shall be responsible for informing students, in a timely manner so as to enhance learning, of the grading criteria and methods used to determine grades on individual assignments. Instructors shall be responsible for assessing a student’s performance based on announced criteria and on standards of academic achievement. Instructors shall submit final course grades in accordance with University deadlines. Assessment methods should be appropriate to the learning objectives of the course. In that context, instructors are expected to take reasonable steps to create an assessment environment that promotes academic integrity. When proctoring or other security measures are necessary to ensure integrity of assessments, then such measures should be administered in a manner consistent with the design and delivery of the course.
Testing Documents: Instructors shall be responsible for returning to student's answers to quizzes, tests, and examinations with such promptness to enhance the learning experience. Instructors shall retain final examination answers for at least one semester to allow students to review or to retrieve them. All testing questions (whether on quizzes, tests, or mid-semester or final examinations) are an integral part of course materials, and the decision whether to allow students to retain them is left to the discretion of the instructor.
Term Papers and Comparable Projects: Instructors shall be responsible for returning to student's term papers and other comparable projects with sufficient promptness to enhance the learning experience. Term papers and other comparable projects are the property of students who prepare them. Instructors shall retain such unclaimed course work for at least one semester to allow students to retrieve such work. Instructors have a right to retain a copy of student course work for their own files.
Class Meetings: Instructors shall be responsible for meeting their classes regularly and at scheduled times. To allow units to take appropriate action, instructors shall notify their units if they are to be absent and have not made suitable arrangements regarding their classes.
Applicability of the Code of Teaching Responsibility to Student Assistants: Instructors of courses in which assistants are authorized to perform teaching, grading, or other instructional functions shall be responsible for acquainting such individuals with the provisions of this Code and for monitoring their compliance.
Instructor Accessibility to Students: Instructors shall be responsible for being accessible to students outside of class time and therefore shall schedule and keep office hours for student conferences. Office hours should be scheduled at times convenient to both students and instructors with the additional option of mutually convenient prearranged appointments for students whose schedules conflict with announced office hours. Each teaching unit shall determine the minimum number of office hours for instructors in that unit. Instructors who serve as academic advisors also shall be responsible for maintaining appropriate office hours before and during enrollment periods. In addition to office hours, instructor accessibility through e-mail and other means is encouraged.
Commercialization of Course Notes and Materials: The University prohibits students from commercializing their notes of lectures and University-provided class materials without the written consent of the instructor. Instructors may allow commercialization by including permission in the course syllabus or other written statement distributed to all students in the class.
Hearing Procedures
Students may register complaints regarding an instructor's failure to comply with the provisions of the Code of Teaching Responsibility directly with that instructor.
Students may also take complaints directly to teaching units' chief administrators or their designates. If those persons are unable to resolve matters to the student's satisfaction, undergraduate students may request a formal grievance hearing before the University Academic Grievance Hearing Board (see SRR Article 7. III). Unsatisfied graduate students may request a formal grievance hearing before their department hearing board (see GSRR Article 5). Before doing this, all students are encouraged to meet with the University Ombudsperson.
Such complaints must normally be initiated no later than the middle of the semester following the one wherein alleged violations occurred. Exceptions shall be made in cases where the involved instructor or student is absent from the University during the semester following the one wherein alleged violations occurred.
Photo by NeONBRAND on Unsplash
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Peer Observation of Teaching?
According to Brickman, Gormally, and Marchand Martella (2017), student evaluations at the end of each semester along with peer evaluations are the two sources through which faculty can receive feedback. That being said, faculty largely reported being dissatisfied with the information they received from student feedback. Specifically because student evaluations, “do not provide constructive information; have poor response rates; design do not align with instructors’ objectives; the evaluations only measure student satisfaction; and the process is not set up to truly engage students to attain useful and insightful feedback” (Brickman, Gormally & Marchand Martella, 2017, p4).These three authors advocate for structured, intentional, peer observations as one answer to the gap in feedback faced by faculty. “When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations.”
So what is peer observation?
Peer observation “involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching” (Sullivan et al. 2012). Basically, when educators observe each others’ practice with the goal of learning with and from one another. Benefits of peer observation for the practicing educator also include: sharing best practices, building awareness of your own teaching practice, identifying areas to improve or try something new, enhancing student learning by connecting the dots between learning design and student feedback, and engaging in a community of educators within your setting.
Effective peer observation includes both feedback and reflection, and focuses on individual educators’ needs (Sullivan et al., 2012). Participating in peer observation provides opportunities to both get and give feedback. Benefits of peer observation for the observer include: seeing practice to emulate, gain student perspective, connect with and support colleagues within and beyond your unit, learn about different teaching technologies, and set aside time to reflect on teaching. All educators have strengths and opportunities for growth, peer observation can help you identify both! Seeking out peer feedback, and providing feedback through observations can contribute to the ongoing construction of a professional community of educators at Michigan State!
The study conducted by Sullivan et al. (2012) found the practice of peer observation of teaching to be a constructive way to improve courses and learning design, to support and encourage educators, and to reinforce good practice. All that said, participating in peer observation is highly encouraged as a part of your educator practice at MSU. And remember: “It is very important to note that peer observations are NOT evaluative and are NOT tied to your annual review process (regardless of role). They are a training and development tool to facilitate reflection and personal growth regarding teaching” (Baker, 2021). Peer observation of teaching is essentially confidential between you and your observer/the observed. It’s up to the observed educator if they want to share their takeaways and/or action plans with their administrators.
Thanks to colleagues at The University of Queensland Institute for Teaching and Learning Innovation, Leeds Metropolitan University, Cambridge Assessment International Education Teaching and Learning Team, University of Toronto Center for Teaching Support & Innovation, University of Texas at Austin Faculty Innovation Center, University of South Carolina Center for Teaching Excellence, and the Northeastern Center for Advancing Teaching and Learning Through Research.
ADDITIONAL SOURCES:Brickman, P., Gormally, C. & Marchand Martella, A. (2016) Making the grade: Using instructional feedback and evaluation to inspire evidence-based teaching, CBE—Life Sciences Education, 15,4.https://doi.org/10.1187/cbe.15-12-0249Sullivan, P.B., Buckle, A., Nicky, G. & Atkinson, S.H. (2012) Peer observation of teaching as a faculty development tool. BMC Medical Education, 12, 26. https://doi.org/10.1186/1472-6920-12-26 Baker, A. (2021) Peer Observations, #iteachmsu Commons. https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2106 Race, P. et al. (2009) Using peer observation to enhance teaching. Leeds Met Press. ISBN 978-0-9560099-7-5 Photo by Sincerely Media on Unsplash
So what is peer observation?
Peer observation “involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching” (Sullivan et al. 2012). Basically, when educators observe each others’ practice with the goal of learning with and from one another. Benefits of peer observation for the practicing educator also include: sharing best practices, building awareness of your own teaching practice, identifying areas to improve or try something new, enhancing student learning by connecting the dots between learning design and student feedback, and engaging in a community of educators within your setting.
Effective peer observation includes both feedback and reflection, and focuses on individual educators’ needs (Sullivan et al., 2012). Participating in peer observation provides opportunities to both get and give feedback. Benefits of peer observation for the observer include: seeing practice to emulate, gain student perspective, connect with and support colleagues within and beyond your unit, learn about different teaching technologies, and set aside time to reflect on teaching. All educators have strengths and opportunities for growth, peer observation can help you identify both! Seeking out peer feedback, and providing feedback through observations can contribute to the ongoing construction of a professional community of educators at Michigan State!
The study conducted by Sullivan et al. (2012) found the practice of peer observation of teaching to be a constructive way to improve courses and learning design, to support and encourage educators, and to reinforce good practice. All that said, participating in peer observation is highly encouraged as a part of your educator practice at MSU. And remember: “It is very important to note that peer observations are NOT evaluative and are NOT tied to your annual review process (regardless of role). They are a training and development tool to facilitate reflection and personal growth regarding teaching” (Baker, 2021). Peer observation of teaching is essentially confidential between you and your observer/the observed. It’s up to the observed educator if they want to share their takeaways and/or action plans with their administrators.
Thanks to colleagues at The University of Queensland Institute for Teaching and Learning Innovation, Leeds Metropolitan University, Cambridge Assessment International Education Teaching and Learning Team, University of Toronto Center for Teaching Support & Innovation, University of Texas at Austin Faculty Innovation Center, University of South Carolina Center for Teaching Excellence, and the Northeastern Center for Advancing Teaching and Learning Through Research.
ADDITIONAL SOURCES:Brickman, P., Gormally, C. & Marchand Martella, A. (2016) Making the grade: Using instructional feedback and evaluation to inspire evidence-based teaching, CBE—Life Sciences Education, 15,4.https://doi.org/10.1187/cbe.15-12-0249Sullivan, P.B., Buckle, A., Nicky, G. & Atkinson, S.H. (2012) Peer observation of teaching as a faculty development tool. BMC Medical Education, 12, 26. https://doi.org/10.1186/1472-6920-12-26 Baker, A. (2021) Peer Observations, #iteachmsu Commons. https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2106 Race, P. et al. (2009) Using peer observation to enhance teaching. Leeds Met Press. ISBN 978-0-9560099-7-5 Photo by Sincerely Media on Unsplash
Authored by: Makena Neal
Assessing Learning
Posted on: PREP Matrix
Developing a Teaching Portfolio (University of Washington)
The Center for Instructional Development and Research at the University of Washington explains the scope and goals of the teaching portfolio.
Posted by: Admin
Navigating Context
Posted on: Spring Conference o...
Teaching Knowledge Workers of the 21st century
Title: Teaching Knowledge Workers of the 21st centuryPresenter: Michael H. Bachmann (Dept. of Microbiology and Molecular Genetics)Format: WorkshopDescription:We are living in a time of exploding amounts of information, yet students are rarely, if ever taught how to deal with this deluge. To effectively deal with this, we all need knowledge work strategies with which to efficiently find information of interest, sift and sort the wheat from the chaff, and, last but not least, store it so that the now value-added knowledge is not only easily retrievable, but also supports creativity. Niklas Luhmann’s ‘Zettelkasten’ is such a system par extraordinaire in a physical format. Recently developed software enables an integrated digital workflow from gathering to storing to retrieving of information. I will share one such knowledge work strategy in the hopes that it will help and inspire you and your students and prepare us to meet the challenges of the 21st century.Click here to view on MediaSpace
Authored by: Michael H. Bachmann
Posted on: PREP Matrix
MSU Code of Teaching Responsibility
Taken from the Faculty Handbook, this document explains the rights and responsibilities of those teaching and/or taking courses at Michigan State University, including information on syllabi, assessments, and complaint procedures.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
The First Annual Ethics Lecture Series
Join us October 12th for the first annual MSU Ethics Lecture Series, Sponsored by Shashikant and Margaret Gupta and the Gupta Family Foundation!Welcoming inaugural guest lecturer Ambassador Norman Eisen for a discussion titled “Are We In An Ethics Crisis? And what we can do about it….” Wednesday, October 12, 2022Event starts at 5:30pmCook Recital HallMSU College of MusicNo RSVP necessary! All are welcome. Author, former Ethics Czar in the Obama Administration, and former Ambassador to Czech Republic, Norman Eisen is a senior fellow in Governance Studies at The Brookings Institution and an expert on law, ethics and anti-corruption. Learn more about him at https://www.brookings.edu/experts/norman-eisen
Posted by: Liz Fuller
Navigating Context
Posted on: PREP Matrix
Negotiating Your First Job Offer
A quick overview of the different things that are available to negotiate with an academic job offer as well some tips about how to negotiate effectively. The emphasis is on negotiation as a conversation rather than as a battle.
Posted by: Admin
Navigating Context
Host: CTLI
Down the Rabbit Hole: Practical Applications of Generative AI in University Courses
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:
Down the Rabbit Hole: Practical Applications of Generative AI in University Courses
Nov. 30, 2023, at 12 p.m. EST
Presented by Dr. Josh Plavnick, MSU
Join event in person at 133F Erickson Hall or via Zoom (https://msu.zoom.us/j/99894363940 | passcode: AI)
Navigating Context
Host: MSU Libraries
Night of a Thousand Donuts
Event occurs in the Main Library and the Gast Business Library.
Enjoy free coffee and donuts, while they last!
Thanks to Michigan State University Federal Credit Union for their generous sponsorship of this event.
Navigating Context
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: MSU Libraries
Game Day!: Video Game History
It’s Finals Week. Take a few minutes to pause the panic and hit play with us! We’re partnering with the Gerald M. Kline Digital Media Center to bring you gaming consoles along with a selection of vintage gaming magazines and guides. We won’t offer cheat codes to help with exams, but if you need to reset, stop by.
Navigating Context
Host: MSU Libraries
MSU GIS Users GIS Day Conference (Online)
The MSU GIS Users Symposium is a one-day primarily in person event with presentations and demonstrations from academic researchers and GIS professionals. It is open to anyone, including those from outside of MSU with any level of GIS experience. The conference will also be an opportunity to develop potential collaborations and network with GIS users. The schedule for the event can be found here: https://msugisug-msugis.hub.arcgis.com/pages/gis-day
This registration is for the link to the online streamed version of the event.
Navigating Context
EXPIRED
Host: MSU Libraries
MSU GIS Users GIS Day Conference (in person)
The MSU GIS Users Symposium is a one-day primarily in person event with presentations and demonstrations from academic researchers and GIS professionals. It is open to anyone, including those from outside of MSU with any level of GIS experience. The conference will also be an opportunity to develop potential collaborations and network with GIS users. The schedule for the event can be found here: https://msugisug-msugis.hub.arcgis.com/pages/gis-day
Navigating Context
EXPIRED
Host: CTLI
ChatGPT and Complex Aspects of Science Learning
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: ChatGPT and Complex Aspects of Science Learning
Nov. 14, 2023, at 12 p.m. EST
Presented by Dr. Rand Spiro, MSU
Register to attend via Zoom or join in person at 115 Erickson Hall
Navigating Context
EXPIRED
Host: CTLI
Community Conversations: The Elements of Community Partnerships
Date: Monday, November 13, 2023 from 9:30 - 11:00 AM
Location: Via Zoom
Registration Deadline: Friday, November 10, 2023
This session will discuss elements of strong partnerships to effectively co-create community engaged learning opportunities for students. Hear examples of successful faculty/community partnerships, discuss considerations for initiating and sustaining partnerships, and explore resources to assist you in partnership development or enhancement.
This workshop is hosted by the Center for Community Engaged Learning (CCEL) through MSU's office of University Outreach and Engagement. Community Engaged Learning is a teaching and learning strategy that integrates meaningful community partnerships with instruction and critical reflection to enrich the student learning experience, teach civic and social responsibility, and strengthen communities. CCEL is committed to supporting students, faculty/staff, and community partners in many ways.
Register for Community Conversations: The Elements of Community Partnerships by 11/10/23.
Navigating Context
EXPIRED
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
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