We found 1878 results that contain "how to"
Posted on: MSU Extension
Putting Technologies to Use
Description: Best practices, recommendations for incorporating, and pedagogical implications of different technologies + Playlist: Technologies (Beyond Zoom) that can help build online community
Posted on: #iteachmsu
Welcome to my Classroom Series
Our Welcome to My Classroom series aims to be a catalyst for continuous improvement, uniting educators in their commitment to elevate the art of teaching. Join us in celebrating the dedication and creativity that drive education forward, as we learn from one another and collectively enrich the learning experience for both educators and students alike. The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Examples of an educator's showcase could include a walk through of a specific activity or assignment, sharing out the integration of a particular educational technology, describing their process of redesigning a learning experience, and more! These are recordings and key takeaways from this sereis.
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Free Tech for Teaching at MSU: A to Z
You'll find an article for all of the applications and platforms listed here: https://tech.msu.edu/service-catalog/teaching/tools/
Posted on: PREP Matrix
Welcome to PREP and Career Success!
This will introduce you to the Career Success site and offer you the option of a diagnostic quiz to help narrow down where you can start learning. Feel free to simply explore around on your own if you prefer - the intro primer and quiz are both entirely optional!
NAVIGATING CONTEXT
Posted on: #iteachmsu
Teaching Multilingual Learners: An Introduction to Translingual Pedagogy
A playlist of experiences and resources connected to "Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" workshop developed and facilitated by Drs. Joyce Meier and Cheryl Caesar- educators in the College of Arts and Letters' First Year Writing program.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
A "Complete" Guide to Writing Syllabi: A Constant Cycle
The syllabus in a college class serves as the first impression between a course and its students. It often wears many hats acting as: a schedule, list of rules, summary of course policies, semi-grading rubric, and various other roles depending on its author. Due to the heavy lifting it provides to a course and its structure a plethora of research has been conducted on its value, and Universities often hold seminars each year on the process of creating and drafting syllabi for their staff. To understand how students and instructors view the role of syllabi in the classroom authors Gauthier, Banner, And Winer attempt introduce a framework in their piece: “What is the syllabus for? Revealing tensions through a scoping review of syllabus uses”
In it, they identify nine interconnected uses which are then categorized into three primary purposes or tools: an Administrative Tool, a Learning Tool, and a Teaching Tool. The goal of this project is to take their writing and configure the information into a writing guide to help instructors write/develop/improve their own syllabi for their own courses. While this may appear as though this is designed as a developmental tool (because in part, it is), it is my goal that this project truly captures the necessity of treating the creation of syllabus as a fluid, recursive and reflective process. As we develop as instructors, and the student bodies we teach change through the times, so must our syllabi change with it.
In it, they identify nine interconnected uses which are then categorized into three primary purposes or tools: an Administrative Tool, a Learning Tool, and a Teaching Tool. The goal of this project is to take their writing and configure the information into a writing guide to help instructors write/develop/improve their own syllabi for their own courses. While this may appear as though this is designed as a developmental tool (because in part, it is), it is my goal that this project truly captures the necessity of treating the creation of syllabus as a fluid, recursive and reflective process. As we develop as instructors, and the student bodies we teach change through the times, so must our syllabi change with it.
PEDAGOGICAL DESIGN
Posted on: PREP Matrix
Negotiating the Job Offer
This playlist begins with some general notes on how to handle negotiating academic job offers, moves through some cautionary resources on some of the potential pitfalls of negotiation, and ends with more specifically tailored advice for different fields and for a non-academic career
NAVIGATING CONTEXT
Posted on: PREP Matrix
Sustaining Support Systems
This playlist begins with an overview of the different people and skills you need in your support system, moves into resources specific to maintaining your relationship with family, friends, and significant others, then discusses how to balance graduate school with the rest of your life, and ends with several MSU offices meant to support students through their program.
NAVIGATING CONTEXT
Posted on: PREP Matrix
How to Create a Syllabus
The Chronicle of Higher Education offers a step-by-step guide to creating a syllabus with helpful notes about what to include and what to avoid in designing your class and writing the syllabus.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
How to be a Graduate Advisee
Advice on how to work with your advisors and set yourself up for success in grad school.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
How to Grade Quiz or Exam Questions
Purpose
Multiple choice question autograde in D2L. However, other types of questions need to be graded by hand. Use this document to learn how to grade questions in a quiz or exam.
Log into d2l.msu.edu
Select the course where you want to add the questions.
Click on Quizzes in the Assessment Tab in the navigation bar or from the Course Admin list
Click on the down arrow next to the quiz name, and choose “Grade”
If you have to only review questions for one individual, you can click on that student in the user list. If you need to review questions for all students, click on the “Questions” tab
For grading written answers, choose “Grade Individual Responses.” You can choose to have names removed from questions by checking “Blind Marking”
If you need to regrade all attempts at a question, for example, if there was an error, and you need to give all student full credit, use “Update All Attempts”
The list of questions will indicate the type of question
WR: Written response
MC: Multiple choice
SA: Short answer
FIB: Fill in the blank
Choose the question you want to grade.
You can choose to grade more than one student per page using the numerical dropdown
The answer you submitted as correct when you wrote the question will display in blue
Grade the student’s response, set the points earned, and provide feedback in the feedback box
Move on to the next student
Save your feedback and scores when finished
Multiple choice question autograde in D2L. However, other types of questions need to be graded by hand. Use this document to learn how to grade questions in a quiz or exam.
Log into d2l.msu.edu
Select the course where you want to add the questions.
Click on Quizzes in the Assessment Tab in the navigation bar or from the Course Admin list
Click on the down arrow next to the quiz name, and choose “Grade”
If you have to only review questions for one individual, you can click on that student in the user list. If you need to review questions for all students, click on the “Questions” tab
For grading written answers, choose “Grade Individual Responses.” You can choose to have names removed from questions by checking “Blind Marking”
If you need to regrade all attempts at a question, for example, if there was an error, and you need to give all student full credit, use “Update All Attempts”
The list of questions will indicate the type of question
WR: Written response
MC: Multiple choice
SA: Short answer
FIB: Fill in the blank
Choose the question you want to grade.
You can choose to grade more than one student per page using the numerical dropdown
The answer you submitted as correct when you wrote the question will display in blue
Grade the student’s response, set the points earned, and provide feedback in the feedback box
Move on to the next student
Save your feedback and scores when finished
Authored by: Casey Henley & Susan Halick
Assessing Learning
Posted on: PREP Matrix
How to Resolve Conflict with Your Supervisor
Discusses the importance of focusing on solutions over emotions in a conflict and suggests strategies to do so.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
How to be a Good Academic Advisor
Advice to academic advisors on how to advise well. This resource is aimed at advisors to undergraduate students and so lacks the specific scholarly obligations of graduate advisors, but provides a good overview of the more human side of advising.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
How to Approach an Informational Interview
Alison Green from the "Ask a Manager" blog discusses what an informational interview is and isn't and offers tips on how to approach one effectively. She emphasizes that an informational interview is not the same thing as networking and should not just be a flimsy excuse to ask for a job.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Needs Assessment: How to plan the first step to making change
Graduate school is hard. It can be even harder when there are very few people in your program that look like you or come from a similar background as you. Studies show that not only does the diversity of a program contribute to student experiences, but feelings of inclusion and belonging play an equally important role. In fact, a study of MSU graduate students showed that students who did not feel supported or included due to gender, race, sexual identity, culture, or religion were significantly less satisfied with their graduate school programs. This research and our personal experiences suggested that an important project for us as Fellows of the Graduate School would be to focus on improving the experience of underrepresented minority graduate students in our college. Together we built a framework of a multi-tier support system that would provide resources at different levels (student, faculty, and college level). However, in brainstorming possible resources, we discovered that we had very different ideas of what would benefit students.
The experts in change management would suggest that you should first conduct a needs assessment before attempting to provide a solution, particularly in a big system. After already establishing that satisfaction with one’s graduate program depends on underrepresented minority graduate students feeling included, we next should figure out what they need to feel included and like they belong. This article is a step by step description of our journey planning a needs assessment to discover how we might best serve underrepresented graduate students.
Step 1: Do your research
As PhD students, research comes second nature! We dug into the academic literature to find studies or theories that offered solutions for improving feelings of belonging, engagement, happiness, success, or retention of underrepresented students in graduate school. The literature also provided a bonus: tips for how to successfully implement the solutions. The list of possibilities was further narrowed when we considered what could be done within the bounds of our college with the resources and time we had.
Next, we did some benchmarking studies where we looked at what other campuses implemented to address the same issue. Many were far past our ability to implement (giving fellowships for example), but we were really inspired by the student led efforts we found. A few more solutions were added to our list.
Step 2: Construct tools to capture voices
A needs assessment suggests that you must ASSESS NEEDS! It is extremely important to not just use your own experiences or examples of what others did to “create a solution”. Instead, the crux of creating sustainable change is to find out what the recipients of the solution need and think through how you might address those needs.
We began by creating an open-ended survey that allows underrepresented minority students to freely tell us if they are satisfied with their experiences in graduate school and their suggestions on how to improve their experiences. The second part of the survey asks for feedback and opinions on the list of solutions that we came up with.
Next, we made a plan to conduct focus groups. We thought through recruitment, locations, the questions we would ask, and how to merge this information with our survey results. The two methods would allow us to capture the voices of underrepresented students and build our multi-tier support system from their needs and suggestions.
Step 3: Identify and engage with administrators
Institutional support is an essential part of creating sustainable change. Getting partners within administration to lead the change also increases the chance that you implement lasting change. To begin this process, we reached out to introduce ourselves and our role to the Dean and Assistant Dean of our college. After establishing a friendly connection, we identified the Assistant Dean as a person who could help champion this work and who had a personal interest in the topic.
We set up a meeting and prepared for it by outlining our project (including future steps), summarizing the benefits to the MSU community, and preparing a list of “asks”. The meeting went over successfully with the Assistant Dean agreeing to support and help with the project. She also recommended other administrators that we could consult with. We went about the same process for engaging those administrators.
Step 4: Execute Your Plan!
The next step in completing a needs assessment is to do it! Unfortunately, a global pandemic prevented us from being able to conduct our activities, but we can share our plan.
Our survey was to be administered from the Dean’s office directly to underrepresented minority students. We concurrently would begin to recruit and conduct focus groups.
The information would be consolidated, and we would make a decision about what type of changes, resources, solutions, etc. to provide in order to enhance the experience of underrepresented minority graduate students. Once we created a proposal, we would begin to engage the necessary stakeholders to make it come to life. For example, one of the solutions on our list was to create a page on the college website that featured all of the available resources for underrepresented students. We would have to compile a list of these resources, request permission to do so by administration, get assistance from the website owners, and establish an updating protocol so that the page stays current.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The best advice that we can offer when conducting a needs assessment is to stay flexible and stay encouraged. You have to be flexible enough to realize that what you thought people needed may not be exactly what they think they need or what can be provided. You will need to be innovative so that your solution satisfies the needs of your audience. Change leadership projects can also be very involved and take a long time. You must bring your patience and enjoy the ride! Stay encouraged throughout the journey and persevere to you goal.
The experts in change management would suggest that you should first conduct a needs assessment before attempting to provide a solution, particularly in a big system. After already establishing that satisfaction with one’s graduate program depends on underrepresented minority graduate students feeling included, we next should figure out what they need to feel included and like they belong. This article is a step by step description of our journey planning a needs assessment to discover how we might best serve underrepresented graduate students.
Step 1: Do your research
As PhD students, research comes second nature! We dug into the academic literature to find studies or theories that offered solutions for improving feelings of belonging, engagement, happiness, success, or retention of underrepresented students in graduate school. The literature also provided a bonus: tips for how to successfully implement the solutions. The list of possibilities was further narrowed when we considered what could be done within the bounds of our college with the resources and time we had.
Next, we did some benchmarking studies where we looked at what other campuses implemented to address the same issue. Many were far past our ability to implement (giving fellowships for example), but we were really inspired by the student led efforts we found. A few more solutions were added to our list.
Step 2: Construct tools to capture voices
A needs assessment suggests that you must ASSESS NEEDS! It is extremely important to not just use your own experiences or examples of what others did to “create a solution”. Instead, the crux of creating sustainable change is to find out what the recipients of the solution need and think through how you might address those needs.
We began by creating an open-ended survey that allows underrepresented minority students to freely tell us if they are satisfied with their experiences in graduate school and their suggestions on how to improve their experiences. The second part of the survey asks for feedback and opinions on the list of solutions that we came up with.
Next, we made a plan to conduct focus groups. We thought through recruitment, locations, the questions we would ask, and how to merge this information with our survey results. The two methods would allow us to capture the voices of underrepresented students and build our multi-tier support system from their needs and suggestions.
Step 3: Identify and engage with administrators
Institutional support is an essential part of creating sustainable change. Getting partners within administration to lead the change also increases the chance that you implement lasting change. To begin this process, we reached out to introduce ourselves and our role to the Dean and Assistant Dean of our college. After establishing a friendly connection, we identified the Assistant Dean as a person who could help champion this work and who had a personal interest in the topic.
We set up a meeting and prepared for it by outlining our project (including future steps), summarizing the benefits to the MSU community, and preparing a list of “asks”. The meeting went over successfully with the Assistant Dean agreeing to support and help with the project. She also recommended other administrators that we could consult with. We went about the same process for engaging those administrators.
Step 4: Execute Your Plan!
The next step in completing a needs assessment is to do it! Unfortunately, a global pandemic prevented us from being able to conduct our activities, but we can share our plan.
Our survey was to be administered from the Dean’s office directly to underrepresented minority students. We concurrently would begin to recruit and conduct focus groups.
The information would be consolidated, and we would make a decision about what type of changes, resources, solutions, etc. to provide in order to enhance the experience of underrepresented minority graduate students. Once we created a proposal, we would begin to engage the necessary stakeholders to make it come to life. For example, one of the solutions on our list was to create a page on the college website that featured all of the available resources for underrepresented students. We would have to compile a list of these resources, request permission to do so by administration, get assistance from the website owners, and establish an updating protocol so that the page stays current.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The best advice that we can offer when conducting a needs assessment is to stay flexible and stay encouraged. You have to be flexible enough to realize that what you thought people needed may not be exactly what they think they need or what can be provided. You will need to be innovative so that your solution satisfies the needs of your audience. Change leadership projects can also be very involved and take a long time. You must bring your patience and enjoy the ride! Stay encouraged throughout the journey and persevere to you goal.
Authored by: Courtney Bryant and Tatiana Bustos
Navigating Context
Posted on: #iteachmsu
How to Link to a Quiz or Exam from Content
Purpose
Use this document to learn how to share your previously made Quiz or Exam in the content section of D2L so students can access it easily
After you have completed making your Quiz or Exam, you need to share it within the Content section of D2L so students can access it easily.
Log into d2l.msu.edu
Click on “Content” in the navigation bar
If you haven’t yet, create a module called “Exams” or “Quizzes” by clicking in the “Add a module” box in the bottom of the left menu
Within the Exams module, click on the “Existing Activities” button and choose “Quizzes”
Click on the quiz or exam you created. It will be added to the Exam Module
About Content Completion Marks
D2L will not mark the content link as completed until the student submits the quiz. If you are providing an optional quiz, change the content completion mark to "not require," so that students can still get 100% completion for the module. The same is true for optional discussions or surveys. Many times students feel compelled to complete an item that is not required because of the completion status of the module itself.
Use this document to learn how to share your previously made Quiz or Exam in the content section of D2L so students can access it easily
After you have completed making your Quiz or Exam, you need to share it within the Content section of D2L so students can access it easily.
Log into d2l.msu.edu
Click on “Content” in the navigation bar
If you haven’t yet, create a module called “Exams” or “Quizzes” by clicking in the “Add a module” box in the bottom of the left menu
Within the Exams module, click on the “Existing Activities” button and choose “Quizzes”
Click on the quiz or exam you created. It will be added to the Exam Module
About Content Completion Marks
D2L will not mark the content link as completed until the student submits the quiz. If you are providing an optional quiz, change the content completion mark to "not require," so that students can still get 100% completion for the module. The same is true for optional discussions or surveys. Many times students feel compelled to complete an item that is not required because of the completion status of the module itself.
Authored by: Casey Henley & Susan Halick
Assessing Learning
Posted on: #iteachmsu
How to link a podcast or voice over with the podcasts?
Posted by: Michael J Martel
Assessing Learning
Posted on: #iteachmsu
How to contact the Hub
• The Hub helps individuals and organizations define and achieve their teaching and learning goals. We utilize fellowships, grants, a student incubator, workshops, and consultations to custom-engineer solutions that are right for people at any stage of their project or education.
https://hub.msu.edu/connect/
• The Hub helps individuals and organizations define and achieve their teaching and learning goals. We utilize fellowships, grants, a student incubator, workshops, and consultations to custom-engineer solutions that are right for people at any stage of their project or education.
https://hub.msu.edu/connect/
Posted by: Kaileigh Hermann
Navigating Context
Posted on: #iteachmsu
How are you finding your own community and building your sense of belonging?
Posted by: Makena Neal
Navigating Context
Posted on: Qualtrics Users
Does anyone know how to generate an ICS calendar invite after the survey is completed?
Posted by: Faye Watson
Navigating Context
Posted on: #iteachmsu
How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
Posted by: Rashad Muhammad
Posted on: GenAI & Education
Q&A with ChatGPT: "How can ChatGPT be used to support and enhance faculty research and collaboration?"
Posted by: Makena Neal
Navigating Context
Host: MSU Libraries
Artist Workshop: Using 360 Cameras to Show Changes to Place
Join the DSL Graduate Arts Fellow, Hailey Becker (Art, Art History and Design and Forestry) in a workshop on using 360 cameras to capture changes to place. Participants will be guided through the basics of recording and editing 360 footage, ending with their footage being displayed in the Digital Scholarship Lab 360 Room. Using 360 footage can be a great way to archive an artistic practice or scientific research. No experience required, all levels welcome!
Navigating Context
Host: MSU Libraries
Intro to Modeling for 3D Printing: TinkerCad Zipper Pull
Get creative with 3D printing in this hands-on beginner workshop at the MSU Libraries Hollander Makerspace—a space where all students can explore, design, and make.
You’ll learn how 3D printing works, design your own custom zipper pull using simple modeling tools in Tinkercad, and watch it print before your eyes. No experience needed—we’ll guide you step by step as you combine shapes to bring your design to life. Your custom zipper pull is yours to keep—use it to fix a broken zipper, personalize your gear, or show off your new tech skills!
Attendees will need to arrive with or be willing to make a free Tinkercad account with a valid email address.
Navigating Context
Host: MSU Libraries
Intro to 360 Room @ DSL: Drop-in Session
The 360 Room at the DSL is your gateway to collaborative learning, teaching and shared experiences. Look at work created by other MSU faculty, staff and students and start thinking about how you can take that next step to better present and engage, here and remotely across a range of disciplines.
Navigating Context
Host: MSU Libraries
Data Management Plans: Yes, you need one and here is how to create them
An overview of why data management plans are important and often required, and how to develop one. We will look at the items commonly included in all data management plans regardless of agency/institutional requirements, some examples of specific funding agency templates and review what resources are available to help you draft your plan.
Navigating Context
Host: MSU Libraries
Intro to VR @DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Intro to 360 Cameras, 3D Scanners, & Other Digitization Equipment @ DSL: Drop-in Session
Immersive data is everywhere. It's in every digital asset you see in a video game, a YouTube 360 video and the panoramic pictures you take with your mobile device. Drop in to learn about how 360 cameras, 3D scanners and our digitization equipment is used to create these new experiences and apply them to your research, assignments and presentations.
Navigating Context