We found 5 results that contain "humble"
Posted on: #iteachmsu Educator...
College of Education 2022 #iteachmsu Educator Award Recipients
The following is a list of the educators receiving the #iteachmsu Educator Award from College of Arts & Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
John Olle: John has been an incredible mentor to College of Education online master's degree advisors. He has a wealth of institutional knowledge and is always willing to support you, as you learn more to support your own students. He goes above and beyond in responding to questions in a thoughtful and student-centered manner. John is solution-oriented and helps you solve whatever student or system challenge you are working through. I am the graduate advisor I am today because of John's mentorship. The College of Education is incredibly lucky to have John as an advising educator leader.
Sandro Barros: I'd like to thank Dr. Barros for his endless dedication to his students' learning and well-being. He has provided so much support to me over the past four years as I've navigated my doctoral journey. He gives me the space I need to explore and be true to myself while also sharing possible directions and relevant resources. Most importantly, Dr. Barros has supported my emotional well-being during a time that can be isolating, depressing, and demoralizing (graduate studies during a pandemic). We need more humans who are as caring, wise, and humble as Dr. Barros!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
John Olle: John has been an incredible mentor to College of Education online master's degree advisors. He has a wealth of institutional knowledge and is always willing to support you, as you learn more to support your own students. He goes above and beyond in responding to questions in a thoughtful and student-centered manner. John is solution-oriented and helps you solve whatever student or system challenge you are working through. I am the graduate advisor I am today because of John's mentorship. The College of Education is incredibly lucky to have John as an advising educator leader.
Sandro Barros: I'd like to thank Dr. Barros for his endless dedication to his students' learning and well-being. He has provided so much support to me over the past four years as I've navigated my doctoral journey. He gives me the space I need to explore and be true to myself while also sharing possible directions and relevant resources. Most importantly, Dr. Barros has supported my emotional well-being during a time that can be isolating, depressing, and demoralizing (graduate studies during a pandemic). We need more humans who are as caring, wise, and humble as Dr. Barros!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Posted by: Makena Neal
Pedagogical Design
Posted on: Educator Stories
Featured Educator: Dale Rozeboom
Here's what one Spartan had to say bout Dr. Rozeboom...
"As my academic program advisor, Dr. Rozeboom has provided outstanding guidance and support. His leadership and time commitment to myself and other students, separates him as an incredible educator, leader, and role model. As a graduate student, Dr. Rozeboom, though already very busy and loaded with research and coursework, took the time to commit to my education and professional development. He is always looking for ways to better himself and his students. He pursues integrity and sets an example of humble leadership. I am thankful for all Dr. Rozeboom has done and continues to do for myself, the Animal Science Department, and the State of Michigan as a whole."
According to the College of Agriculture and Natural Resources website, Dr. Dale Rozeboom's scholarship focuses on animal agriculture, the environment, and enhancing the profitability of pork production. Establishing and maintain a sustainable balance of our animal agriculture, natural resources, and social fabric has been and is a pressing challenge and opportunity he sees for the future. "His extension and teaching scholarship have led to discovery and development of new knowledge, practices, and technologies to help bolster environmental stewardship and sustainable pork production. His undergraduate instruction is 'cutting edge' because of his extension work with farmers & the integrated programming approach with applied research."
Learn more about Dale's work here: https://www.canr.msu.edu/people/dale_rozeboom
"As my academic program advisor, Dr. Rozeboom has provided outstanding guidance and support. His leadership and time commitment to myself and other students, separates him as an incredible educator, leader, and role model. As a graduate student, Dr. Rozeboom, though already very busy and loaded with research and coursework, took the time to commit to my education and professional development. He is always looking for ways to better himself and his students. He pursues integrity and sets an example of humble leadership. I am thankful for all Dr. Rozeboom has done and continues to do for myself, the Animal Science Department, and the State of Michigan as a whole."
According to the College of Agriculture and Natural Resources website, Dr. Dale Rozeboom's scholarship focuses on animal agriculture, the environment, and enhancing the profitability of pork production. Establishing and maintain a sustainable balance of our animal agriculture, natural resources, and social fabric has been and is a pressing challenge and opportunity he sees for the future. "His extension and teaching scholarship have led to discovery and development of new knowledge, practices, and technologies to help bolster environmental stewardship and sustainable pork production. His undergraduate instruction is 'cutting edge' because of his extension work with farmers & the integrated programming approach with applied research."
Learn more about Dale's work here: https://www.canr.msu.edu/people/dale_rozeboom
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Your Pedagogy and the Syllabus
Your Pedagogical Practices.
In the previous step, the reader was asked to consider what various teaching methods they use. The combination of those used and the reasons why they’re implemented essentially compose ones teaching pedagogy. Your teaching pedagogy should encompass the theories, practices, principles, and core values that you use to guide student learning. As opposed to teaching methods, your teaching pedagogy is unique to you and constructed by your specific values as opposed to being merely strategies you employ.
In essence, it would be reductive to describe your teaching pedagogy by a broad name, while you may mostly agree with one person, perceptions of the various methods and named pedagogies are never quite the same. Nevertheless, attempts to categorize them are helpful in the sense they give individuals a base point to begin crafting their own growing pedagogies.
This section does not exist to instruct you on how to form your own pedagogies, but to instead consider how your pedagogy is worked into your syllabus, what benefits your pedagogy offers the students of your course and are your methods and strategies towards teaching supported through up-to-date research. This step understandably involves the most homework on the part of the reader. To develop your teaching pedagogy and ensure you are using up-to-date teaching practices it’s encouraged that you:
Occasionally read peer-reviewed journals on teaching:
Journal of Teaching Education
Teaching in Higher Education
Journal of College Student Development
There may be ones specific to your own field:
Journal for Research in Mathematics Education
Journal of Research in Reading
Etc.
Attend Professional Developments offered by your institution.
Most schools offer these kinds of opportunities every year. Sometimes they are designed as training for new educators, but it can always be helpful to get involved.
Discuss your current thoughts on education with colleagues.
You’re a member of a department and have several other instructors working alongside you who also work with students. Rely on their knowledge and experience as well as your own to create ideas and thoughts relating to teaching.
Use your syllabus as a way to express your teaching pedagogy, making it clear to those who read it explicitly what your values as an educator are and how you set out to accomplish them.
Something is missing…
The intention behind this guide is to help craft a working/functional syllabus and use popular opinions of what a syllabus is used for as a metric for how well it is written. There is simply too much about teaching to summarize in a single guide. To that end, you may have teaching techniques, ideas, methods, concepts, activities, etc. that are not touched upon or discussed here. Perhaps there have been things written here that do not apply to you/your class or that you disagree with.
That view is welcome.
Engaging with this activity to that degree is essentially the point of the activity itself. Pushing you to consider what is valuable as an instructor and how to use the syllabus to help achieve those goals. The syllabus is a humble and often overlooked tool, but also one of the most universal. To this end, if you have anything to contribute that hasn’t been mentioned here that you value…
Include it in the syllabus.
In the previous step, the reader was asked to consider what various teaching methods they use. The combination of those used and the reasons why they’re implemented essentially compose ones teaching pedagogy. Your teaching pedagogy should encompass the theories, practices, principles, and core values that you use to guide student learning. As opposed to teaching methods, your teaching pedagogy is unique to you and constructed by your specific values as opposed to being merely strategies you employ.
In essence, it would be reductive to describe your teaching pedagogy by a broad name, while you may mostly agree with one person, perceptions of the various methods and named pedagogies are never quite the same. Nevertheless, attempts to categorize them are helpful in the sense they give individuals a base point to begin crafting their own growing pedagogies.
This section does not exist to instruct you on how to form your own pedagogies, but to instead consider how your pedagogy is worked into your syllabus, what benefits your pedagogy offers the students of your course and are your methods and strategies towards teaching supported through up-to-date research. This step understandably involves the most homework on the part of the reader. To develop your teaching pedagogy and ensure you are using up-to-date teaching practices it’s encouraged that you:
Occasionally read peer-reviewed journals on teaching:
Journal of Teaching Education
Teaching in Higher Education
Journal of College Student Development
There may be ones specific to your own field:
Journal for Research in Mathematics Education
Journal of Research in Reading
Etc.
Attend Professional Developments offered by your institution.
Most schools offer these kinds of opportunities every year. Sometimes they are designed as training for new educators, but it can always be helpful to get involved.
Discuss your current thoughts on education with colleagues.
You’re a member of a department and have several other instructors working alongside you who also work with students. Rely on their knowledge and experience as well as your own to create ideas and thoughts relating to teaching.
Use your syllabus as a way to express your teaching pedagogy, making it clear to those who read it explicitly what your values as an educator are and how you set out to accomplish them.
Something is missing…
The intention behind this guide is to help craft a working/functional syllabus and use popular opinions of what a syllabus is used for as a metric for how well it is written. There is simply too much about teaching to summarize in a single guide. To that end, you may have teaching techniques, ideas, methods, concepts, activities, etc. that are not touched upon or discussed here. Perhaps there have been things written here that do not apply to you/your class or that you disagree with.
That view is welcome.
Engaging with this activity to that degree is essentially the point of the activity itself. Pushing you to consider what is valuable as an instructor and how to use the syllabus to help achieve those goals. The syllabus is a humble and often overlooked tool, but also one of the most universal. To this end, if you have anything to contribute that hasn’t been mentioned here that you value…
Include it in the syllabus.
Authored by: Erik Flinn
Pedagogical Design
Posted on: Educator Stories
Featured Educator: Amy Ward
According to the Office of Medical Education Research and Development (OMERAD), "Amy Ward is joint appointed as an Academic Specialist in Academic Achievement and OMERAD. In Academic Achievement she develops programming and resources to support student learning, and engages in one-on-one coaching with medical students. In OMERAD she works directly with faculty on teaching and learning projects that focus on teaching effectiveness, supporting students in their transition to medical school, and supporting metacognition in both teachers and students."
Here's what one Spartan had to say about Amy:"Amy Ward is a Medical Education Learning Specialist in the College of Human Medicine. In her role, she designs workshops, webinars, and programs to enhance medical student academic performance. Additionally, she provides one-on-one coaching focused on helping students set ISMART goals, learn and implement effective learning strategies, and transition successfully to medical school. She will customize her work with students to meet their needs, whether it is via a Zoom session at night or by way of a few quick check-in sessions during the week. Due to her commitment and approach to coaching students, many students refer others to her. In all of her pursuits, Amy is enthusiastic, curious, humble and professional. I am thankful that Amy is a member of my team in the Office of Academic Achievement, and I know that her work and service to students will contribute to their success. "
You can find more about Amy and her research and interest areas, check out this page: https://omerad.msu.edu/about-us/faculty-and-staff/ward
Here's what one Spartan had to say about Amy:"Amy Ward is a Medical Education Learning Specialist in the College of Human Medicine. In her role, she designs workshops, webinars, and programs to enhance medical student academic performance. Additionally, she provides one-on-one coaching focused on helping students set ISMART goals, learn and implement effective learning strategies, and transition successfully to medical school. She will customize her work with students to meet their needs, whether it is via a Zoom session at night or by way of a few quick check-in sessions during the week. Due to her commitment and approach to coaching students, many students refer others to her. In all of her pursuits, Amy is enthusiastic, curious, humble and professional. I am thankful that Amy is a member of my team in the Office of Academic Achievement, and I know that her work and service to students will contribute to their success. "
You can find more about Amy and her research and interest areas, check out this page: https://omerad.msu.edu/about-us/faculty-and-staff/ward
Posted by: Makena Neal
Pedagogical Design
Posted on: Graduate Teaching A...
I wanted to share one of the best papers I've ever read as a grad student and GTA. Don't let the title fool you, the contents apply to everyone in higher education, not just scientists.
When I'm feeling overwhelmed or the imposter syndrome creeps in, I go back and re-read this article.
https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research
Martin A. Schwartz; The importance of stupidity in scientific research. J Cell Sci 1 June 2008; 121 (11): 1771. doi: https://doi.org/10.1242/jcs.033340
When I'm feeling overwhelmed or the imposter syndrome creeps in, I go back and re-read this article.
https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research
Martin A. Schwartz; The importance of stupidity in scientific research. J Cell Sci 1 June 2008; 121 (11): 1771. doi: https://doi.org/10.1242/jcs.033340
Posted by: Josh Winowiecki
Navigating Context