We found 459 results that contain "groups"
Posted on: #iteachmsu
"Inner Leader" Group 2015-2016
This group developed a unique approach to personal leadership development by breaking down the Four Pillars Model and each taking a pillar (personal, relational, functional, or contextual leadership) to apply to their own personal leadership development. This project was impactful on the Institute since these members demonstrated the value of vulnerability in leadership by applying these principles to their professional and personal lives. Further, this project represents an insightful and successful application of the Four Pillars Model, a leadership framework developed by the Leadership Institute.
Resources:
Developing our "inner leader" presentation
Resources:
Developing our "inner leader" presentation
Authored by: Grace Chee, Robert Logan, Maggie Louks, Tayo Moss, Krystin Stiefel, and Breanne Washington
Navigating Context
Posted on: Teaching Toolkit Ta...
Facilitating Independent Group Projects
Photo by Annie Spratt on Unsplash
Issue #1: Students Don’t See the Value of Independent Projects
Tips
Emphasize the real-world skills that students gain. This can be particularly valuable for students who aren’t necessarily interested in the subject matter but can see the benefits they gain in other areas, such as problem solving and managing a team.
Explain how each component of the independent project emulates a real practice in the discipline. This communicates to your students that you are putting them through this experience to help them develop their competencies, not to waste their time.
Treat every pitfall as a lesson, not as an opportunity to point out deficiencies. If something goes wrong, help the students figure out a way to move forward. Then, ask the students what they learned from the experience (e.g., how to better communicate, the value of a contingency plan, time management) and how they might strategize differently if confronted with a similar situation.
Issue #2: Designing and Conducting Independent Projects is Overwhelming
Tips
Break down the project into manageable goals. Create a guide for students that details out the specific steps that lead to the end product, which includes due dates for smaller components of the project. This will help students feel competent as they achieve each small task and to better manage their time.
Provide iterative feedback. If the only evaluation students receive on their work is their final project grade, they don’t have the opportunity to improve and learn along the way. Checking in with students as they reach each small goal allows both students and instructor to keep track of progress and to make adjustments if a group has gotten off-course.
Take time in class to praise students for their progress. Students may have trouble perceiving their accomplishments, so bringing them up will help to increase student confidence moving forward with the project.
Help groups work through challenges in a structured manner. Ask groups to bring up challenges they have encountered lately, and run a brainstorming session with the entire class to overcome these challenges. Often, other groups will have encountered similar challenges, so working through them together helps students feel more competent and build a sense of community among classmates.
Issue #3: Group Members do not Contribute Equally
Tips
Have students create a team contract. Provide students with a general template for a group contract with space to detail procedures for written communication among teammates, goals for the project, and consequences for group members who don’t pull their weight. All students should contribute to the creation of the contract and sign it. If an issue arises at any point during the project, the group has a clear path forward to correct the issue.
Build in opportunities for every member to contribute. The threat of being held individually accountable is often enough motivation for students to pull their weight. Take time in class to consult with each group individually or run brainstorming sessions with the entire class, asking individual students to share their experience or discuss project results.
Issue #4: Group Members Have Disparate Goals
Tips
Form groups based on mutual interests. Ask students to sit in different sections of the classroom based on potential project topics, then organize the students into groups based on their “interest zone.” An added bonus to this approach is that student groups will automatically have something in common, which can help them form social bonds and increase the enjoyment of working together.
Make time at the start of the project for students to discuss goals. Talking about how the project might relate to their goals for the course, their undergraduate education, and/or their career helps students understand the motivations of their teammates. When group members understand each other’s motivations, they can adjust their expectations and support the achievement of a variety of goals.
While your students may not enjoy the long hours, issues with teammates, and frustrations that accompany the independent group project, they may come to appreciate the lessons learned from their experiences. An example of working through a road block on their project could become a scenario they describe in a job interview. Dealing with an uncooperative group member could inform their approach to team management in their career. Engaging in inquiry could become the foundation for a student’s decision to pursue graduate school. Keep these outcomes in mind, and make every effort to put a positive spin on student progress.
Issue #1: Students Don’t See the Value of Independent Projects
Tips
Emphasize the real-world skills that students gain. This can be particularly valuable for students who aren’t necessarily interested in the subject matter but can see the benefits they gain in other areas, such as problem solving and managing a team.
Explain how each component of the independent project emulates a real practice in the discipline. This communicates to your students that you are putting them through this experience to help them develop their competencies, not to waste their time.
Treat every pitfall as a lesson, not as an opportunity to point out deficiencies. If something goes wrong, help the students figure out a way to move forward. Then, ask the students what they learned from the experience (e.g., how to better communicate, the value of a contingency plan, time management) and how they might strategize differently if confronted with a similar situation.
Issue #2: Designing and Conducting Independent Projects is Overwhelming
Tips
Break down the project into manageable goals. Create a guide for students that details out the specific steps that lead to the end product, which includes due dates for smaller components of the project. This will help students feel competent as they achieve each small task and to better manage their time.
Provide iterative feedback. If the only evaluation students receive on their work is their final project grade, they don’t have the opportunity to improve and learn along the way. Checking in with students as they reach each small goal allows both students and instructor to keep track of progress and to make adjustments if a group has gotten off-course.
Take time in class to praise students for their progress. Students may have trouble perceiving their accomplishments, so bringing them up will help to increase student confidence moving forward with the project.
Help groups work through challenges in a structured manner. Ask groups to bring up challenges they have encountered lately, and run a brainstorming session with the entire class to overcome these challenges. Often, other groups will have encountered similar challenges, so working through them together helps students feel more competent and build a sense of community among classmates.
Issue #3: Group Members do not Contribute Equally
Tips
Have students create a team contract. Provide students with a general template for a group contract with space to detail procedures for written communication among teammates, goals for the project, and consequences for group members who don’t pull their weight. All students should contribute to the creation of the contract and sign it. If an issue arises at any point during the project, the group has a clear path forward to correct the issue.
Build in opportunities for every member to contribute. The threat of being held individually accountable is often enough motivation for students to pull their weight. Take time in class to consult with each group individually or run brainstorming sessions with the entire class, asking individual students to share their experience or discuss project results.
Issue #4: Group Members Have Disparate Goals
Tips
Form groups based on mutual interests. Ask students to sit in different sections of the classroom based on potential project topics, then organize the students into groups based on their “interest zone.” An added bonus to this approach is that student groups will automatically have something in common, which can help them form social bonds and increase the enjoyment of working together.
Make time at the start of the project for students to discuss goals. Talking about how the project might relate to their goals for the course, their undergraduate education, and/or their career helps students understand the motivations of their teammates. When group members understand each other’s motivations, they can adjust their expectations and support the achievement of a variety of goals.
While your students may not enjoy the long hours, issues with teammates, and frustrations that accompany the independent group project, they may come to appreciate the lessons learned from their experiences. An example of working through a road block on their project could become a scenario they describe in a job interview. Dealing with an uncooperative group member could inform their approach to team management in their career. Engaging in inquiry could become the foundation for a student’s decision to pursue graduate school. Keep these outcomes in mind, and make every effort to put a positive spin on student progress.
Authored by: Kateri Salk
Pedagogical Design
Posted on: The MSU Graduate Le...
Creative Interdisciplinary Graduate Student Group
Final Report: https://iteach.msu.edu/posts/preview_attachments?post_id=1497
Authored by: Hazel Moyo, Gloria Nzeka, Rodrigo Souza, Ayo Thomas
Navigating Context
Posted on: #iteachmsu
Group Survey for Fairytale Oral Exam
This group survey document corresponds to the Fairytale Oral Exam document.
Authored by: Nicola Imbracsio
Assessing Learning
Posted on: The MSU Graduate Le...
Labor & Employee Relations Association Group
"As president of the MSU Chapter of LERA (Labor and Employee Relations Association), I would like to develop a stronger presence and solidify our niche for adding value to our program. LERA is the newest and most under-represented GSO in our program. By identifying unique ways to leverage our resources, we should be able to establish LERA as a quality organization that enhances the quality of our program." -Jason Kerschke
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1485
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1485
Authored by: Jason Kerschke
Navigating Context
Posted on: Help and Support Group
Creating groups in #iteachmsu Commons
Groups are segmented areas where the MSU Community can share information based on topics or membership. Groups allow for the creation of group-specific posts, playlists, and articles.
Group Admins can make groups public, which will make them visible to non-members, who can request access to join the group. Groups can also be made private, which makes the group and the content only visible to group members.
Here is a brief tutorial on creating groups:
Group Admins can make groups public, which will make them visible to non-members, who can request access to join the group. Groups can also be made private, which makes the group and the content only visible to group members.
Here is a brief tutorial on creating groups:
Authored by: Dave Goodrich
Pedagogical Design
Posted on: The MSU Graduate Le...
Mentorship for Graduate Students Group
Final Report: https://iteach.msu.edu/posts/preview_attachments?post_id=1499
Authored by: Osama Alian, Beth Brisco, and Emily Frankman
Navigating Context
Posted on: #iteachmsu
Creating Groups in #iteachmsu Commons
Groups are segmented areas where the MSU Community can share information based on topics or membership. Groups allow for the creation of group-specific posts, playlists, and articles.
Group Admins can make groups public, which will make them visible to non-members, who can request access to join the group. Groups can also be made private, which makes the group and the content only visible to group members.
How do I create a group in the #iteachmsu Commons?
To create a group one, go to the add button in the upper right-hand corner and select "Group".
You can provide a group image if you wish, a group name, about information, connect the group to a particular category, and select the privacy settings.
Click here to watch a brief tutorial on creating groups:
Group Admins can make groups public, which will make them visible to non-members, who can request access to join the group. Groups can also be made private, which makes the group and the content only visible to group members.
How do I create a group in the #iteachmsu Commons?
To create a group one, go to the add button in the upper right-hand corner and select "Group".
You can provide a group image if you wish, a group name, about information, connect the group to a particular category, and select the privacy settings.
Click here to watch a brief tutorial on creating groups:
Authored by: #iteachmsu
Pedagogical Design
Posted on: #iteachmsu
Did you know that when MSU went remote due to the Covid19 pandemic, past face-to-face Teaching Toolkit Tailgate (TTT) “tools” (AKA content) were shared in a #iteachmsu group? You can access all the TTT resources by joining the Teaching Toolkit Tailgate group! https://iteach.msu.edu/groups/teaching-toolkit-tailgate/articles
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
CATME Smarter Teamwork is a program for creating student teams and having peers evaluate their team members. This link is to the program itself ( https://catme.org/login/index ). For more information, see their information webpage and view MSU's recorded STEM Teaching Essentials talk by Kendra Spence Cheruvelil.
Posted by: Dave Goodrich
Assessing Learning
Posted on: Making learning fun...
Welcome to the Group
Posted by: Rashad Muhammad
Pedagogical Design
Posted on: CISAH
Several people asked for links to the resources from workshops we mentioned from last year, so I've linked to the iteach pages we made for those workshops below. It's probably easiest to go to the Playlists section for every link to access the material for each workshop quickly.
Masking Matters (teaching in and to masks; 9/24/21): https://iteach.msu.edu/groups/masking-matters/feeds
Social Justice Pedagogy Roundtable (11/12/21): https://iteach.msu.edu/groups/social-justice-pedagogy-roundtable/feeds
Trauma-Informed Pedagogy Workshop (01/28/22): https://iteach.msu.edu/groups/trauma-informed-pedagogy-workshop/feeds
I'll work on migrating all this content into this CISAH group shortly (once I finish some course prep for next Wednesday!).
Masking Matters (teaching in and to masks; 9/24/21): https://iteach.msu.edu/groups/masking-matters/feeds
Social Justice Pedagogy Roundtable (11/12/21): https://iteach.msu.edu/groups/social-justice-pedagogy-roundtable/feeds
Trauma-Informed Pedagogy Workshop (01/28/22): https://iteach.msu.edu/groups/trauma-informed-pedagogy-workshop/feeds
I'll work on migrating all this content into this CISAH group shortly (once I finish some course prep for next Wednesday!).
Posted by: Garth J Sabo
Navigating Context
Posted on: #iteachmsu
MSU Employee Assistance Program & Health4U have compiled a document of Physical and Mental Health Resources related to the following areas: crisis, food & eating, grief resources (for adults as well as children & teens) and support groups, housing assistance, MI family resources, local municipalities/courts, Perinatal Mood Disorders & Postpartum Support resources and support groups, physical health, relationship violence and sexual misconduct, student loans, substance use disorder, and more.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted by: Makena Neal
Navigating Context
Posted on: Help and Support Group
#iteachmsu Release Notes February 6th, 2020 [Production] version- V1.6.2 (3)
This release includes:
Modifications Of features, Messages, Posts, Profile page, Group state
changes, mobile view bug fixes, Standard Footer, Category name updates,
Add image size dimensions for the group profile image, Validation message
updates for primers, Label changes on feed, University affiliation feature on
the profile edit page, Bug fixes. Accessibility issues fixes
This release includes:
Modifications Of features, Messages, Posts, Profile page, Group state
changes, mobile view bug fixes, Standard Footer, Category name updates,
Add image size dimensions for the group profile image, Validation message
updates for primers, Label changes on feed, University affiliation feature on
the profile edit page, Bug fixes. Accessibility issues fixes
Posted by: Rashad Muhammad
Pedagogical Design
Posted on: Innovators and ODBaLLs
Digital Collaborative Learning 2.0 - Faculty Learning Community 2023-24
This FLC has a group on #iteachmsu and meets about every three weeks. https://iteach.msu.edu/groups/digital-collaborative-learning-for-the-21st-century-2022-2023-learning-community/feeds
The organizers, Stokes Schwartz in CAL-IAH and Marohang Limbu in CAL-WRAC, are editing a special issue of the Journal of Global Literacies, Technologies, and Emerging Pedagogies. Great list of resources on the page announcing the special issue.
https://jogltep.com/duplicated-published-issues-61/digital-collaborative-learning-initiatives-dei-critical-thinking-and-cultivation-of-next-generation-skills/
This FLC has a group on #iteachmsu and meets about every three weeks. https://iteach.msu.edu/groups/digital-collaborative-learning-for-the-21st-century-2022-2023-learning-community/feeds
The organizers, Stokes Schwartz in CAL-IAH and Marohang Limbu in CAL-WRAC, are editing a special issue of the Journal of Global Literacies, Technologies, and Emerging Pedagogies. Great list of resources on the page announcing the special issue.
https://jogltep.com/duplicated-published-issues-61/digital-collaborative-learning-initiatives-dei-critical-thinking-and-cultivation-of-next-generation-skills/
Posted by: Amanda Lanier
Host: MSU Libraries
Zotero Workshop (Online)
An introduction to the free open source citation management program Zotero. In this workshop, participants will learn how to:
Download references from MSU's article databases and websites
Format citations and bibliographies in a Word document
Create groups and share references with other users
Registration for this event is required.
You will receive a link to join a Zoom meeting before the workshop. Please install the Zotero software and Zotero browser connector on your computer before the session begins. More information is available from https://libguides.lib.msu.edu/zotero/setup.
Questions or need more information? Contact the MSU Libraries Zotero training team at lib.dl.zotero@msu.edu.
To schedule a separate session for your class or research group, please contact the Zotero team at lib.dl.zotero@msu.edu.
Navigating Context
Host: MSU Libraries
UFOs at MSU: A University Archives & Special Collections Pop-up
People were obsessed with UFOs after World War II, and the MSU community was no exception. Learn about the Olin physician who joined "the Seekers," a group that believed UFOs would rescue them from devastating floods. We'll feature MSU documents related to the group and books on UFOs along with the predictions of the Seekers. Make first contact with University Archives and Stephen O. Murray & Keelung Hong Special Collections at this event!
Navigating Context
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