We found 224 results that contain "job search"
Posted on: PREP Matrix
Preparing for Your Job Search and Postdoc
This playlist begins with an overview of the end of grad school and job searching, moves into specifics of job search documents, and ends with a discussion of post-docs
NAVIGATING CONTEXT
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
Securing Non-Academic Positions
This playlist begins with an overview of how to approach a non-academic job search, moves into resources and communities about making the transition to a non-academic career, and ends with job boards for non-academic positions
NAVIGATING CONTEXT
Posted on: PREP Matrix
Job Search Writing
The Online Writing Lab at Purdue University provides advice related to job search letters, resumes, CVs, and video resumes for the non-academic job search.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Non-Academic Job Search
This website provides resources and questions to consider about a non-academic job search in the categories of assessing skills and interests, exploring options, preparing for the job search, and launching the job search.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Academic Job Searching for Dummies
This article explains key advice from professors for approaching the academic job search, from reading ads to the campus visit.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Job Search Strategy and Research
MSU's Career Services Network offers strategies to use while searching for a job, including a discussion of how your informal connections are part of your network.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Ph.D's Guide to a Non-Faculty Job Search
This article from the Chronicle of Higher Education discusses some things to consider in seeking a non-academic path after graduate school, with a focus on emphasizing your specialty and on networking.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Preparing for Your Job Search or Postdoc - Next Steps
What's next to learn? If you're interested in learning more about jobs and careers, try the "Securing Academic Positions" playlist or the "Securing Non-Academic Positions" playlist.
If you're interested in more resources about research and work in grad school, try the "Funding Your Research" playlist or the "Approaching Dissertation Research" playlist.
If you want to consider a totally different facet of grad life, try the "Using Your Teaching Skills" playlist or the "Conflict Resolution" playlist.
If you're interested in more resources about research and work in grad school, try the "Funding Your Research" playlist or the "Approaching Dissertation Research" playlist.
If you want to consider a totally different facet of grad life, try the "Using Your Teaching Skills" playlist or the "Conflict Resolution" playlist.
Posted by: Jessica Kane
Navigating Context
Posted on: PREP Matrix
How to Appropriately Use Your Networks During Your Job Search
An article from Higher Ed Jobs discussing how to be strategic with using your network while looking for a job, with an emphasis on making connections deliberately rather than indiscriminately.
Posted by: Admin
Navigating Context
Posted on: Leadership Academy:...
Are you an active leader in an organization, club, or in your community? In this workshop, you will learn how to leverage your service experience to transferable skills to add to your CV or Resume.
The Leveraging your Membership workshop, facilitated by Chastity Gaither, is now live! Check it out on MSU MediaSpace here: https://mediaspace.msu.edu/media/Leveraging+your+membership/1_sb2ekx5f
The Leveraging your Membership workshop, facilitated by Chastity Gaither, is now live! Check it out on MSU MediaSpace here: https://mediaspace.msu.edu/media/Leveraging+your+membership/1_sb2ekx5f
Posted by: Katherine Knowles
Navigating Context
Posted on: Leadership Academy:...
Want to gain experience sharing your work with a wider audience? This workshop is designed to help you describe your research project in three minutes using only a single Powerpoint slide. Participants will also gain experience providing helpful feedback to others on their presentation skills. The Translating Your Thesis to the World workshop, facilitated by Lauren Collier-Spruel, is now live! Check it out on MSU MediaSpace here: https://mediaspace.msu.edu/media/Translating+Your+Thesis+to+the+World/1_8ve9tomp
Posted by: Katherine Knowles
Navigating Context
Posted on: MSU Academic Advising
Have you heard of the University Policies Search? University Policies Search serves as the official University resource for all University-wide policies that govern various aspects of campus life. Check it out: https://u.policies.msu.edu/
Posted by: Katie Peterson
Posted on: Help and Support Group
#iteachmsu Release Notes: April 10th, 2020[UAT] Version- V1.6.3
1. "Authored by" should be prioritized over "posted by"
a. Add authored name into the content cards at feed
b. Article detail page: add Authored by section into the right side
of the posted by
2. Add post into playlist
a. Now user can search for the posts by its description
b. Drag and drop posts into the playlist build section
3. Add attachments into the Articles and posts
a. Supporting File types
i. .pdf
ii. .doc
iii. .docx
iv. .png
v. .jpeg
vi. .ppt
vii. .gif
viii. ,pptx
ix. .xls
x. .xlsx
xi. .ai
b. Added the attachment file types images to the thumbnail
preview
4. Accessibility fixes: Add Hover actions to the Site map
5. Major bugfixes: related to message and search
1. "Authored by" should be prioritized over "posted by"
a. Add authored name into the content cards at feed
b. Article detail page: add Authored by section into the right side
of the posted by
2. Add post into playlist
a. Now user can search for the posts by its description
b. Drag and drop posts into the playlist build section
3. Add attachments into the Articles and posts
a. Supporting File types
i. .pdf
ii. .doc
iii. .docx
iv. .png
v. .jpeg
vi. .ppt
vii. .gif
viii. ,pptx
ix. .xls
x. .xlsx
xi. .ai
b. Added the attachment file types images to the thumbnail
preview
4. Accessibility fixes: Add Hover actions to the Site map
5. Major bugfixes: related to message and search
Posted by: Rashad Muhammad
Posted on: Help and Support Group
iteachmsu Commons Release Notes V1.6.1
We worked on accessibility updates related to the following WCAG standards:
1.4.11 Non-Text Contrast (AA)
1.4.12 Text Spacing (AA)
1.4.13 Content on Hover or Focus (AA)
2.5.1 Pointer Gestures (A)
2.5.3 Label in Name (A)
2.5.5 Target Size (AAA)
Post tag searching
○ User can view tags in search results.
● Accessibility updates
○ Issues fixed related to the 1.4.13 Content on Hover or Focus
(AA)
■ Applied in Group details page, connections, changes
on Browse and Home pages, playlist creating pages,
primer creating pages, saved and Assignment pages
■ Issues fixed related to Links in user preferences
changed to dark colors on Home login page.
■ Focus and clickable actions and color changes when
hovered over.
■ Icon color changes with text when links hovered
○ 2.5.1 Pointer Gestures (A)
■ Applied to group creation page, Playlist creation
pages, primer creation and profile editing pages
■ Hoverable actions on cards and buttons to focus on a
specific item
We worked on accessibility updates related to the following WCAG standards:
1.4.11 Non-Text Contrast (AA)
1.4.12 Text Spacing (AA)
1.4.13 Content on Hover or Focus (AA)
2.5.1 Pointer Gestures (A)
2.5.3 Label in Name (A)
2.5.5 Target Size (AAA)
Post tag searching
○ User can view tags in search results.
● Accessibility updates
○ Issues fixed related to the 1.4.13 Content on Hover or Focus
(AA)
■ Applied in Group details page, connections, changes
on Browse and Home pages, playlist creating pages,
primer creating pages, saved and Assignment pages
■ Issues fixed related to Links in user preferences
changed to dark colors on Home login page.
■ Focus and clickable actions and color changes when
hovered over.
■ Icon color changes with text when links hovered
○ 2.5.1 Pointer Gestures (A)
■ Applied to group creation page, Playlist creation
pages, primer creation and profile editing pages
■ Hoverable actions on cards and buttons to focus on a
specific item
Posted by: Rashad Muhammad
Pedagogical Design
Posted on: #iteachmsu
If we are completely honest with ourselves, many students come into our courses lacking basic planning and organization skills. Even when armed with a syllabus, course schedule, or online course modules, many still have difficulty planning for and carrying out weekly assignments and/or projects by designated due dates.
To assist them, I suggest that we include due dates for assignments, projects, quizzes and exams not just in our syllabi or online course modules, but that we should also include what I call an 'Important Due Dates' tab in the D2L pages we set up for our courses. Likewise, I suggest we do so whether we teach in a traditional face to face setting, hybrid, or online.
A quarter century of teaching undergraduates leads me to conclude that few consult the syllabus (or online modules) in more than a cursory way after Week One. More generally, when people have to search for something, they are less likely to find it. So, be sure to drag your 'Important Due Dates' tab to the very top of all other tabs on the left side of your D2L course content page, making it as easy as possible for students to find.
They will then be able to access all of the dates for assignments, projects, quizzes, or exams in one place without the need to wade through denser, text heavy syllabi, course schedules, or weekly course modules. At a glance, they can find what they need to know and prepare accordingly.
Given the various challenges so many young people seem to face in 2021, why not make things as easy as we can for the students in our courses?
To assist them, I suggest that we include due dates for assignments, projects, quizzes and exams not just in our syllabi or online course modules, but that we should also include what I call an 'Important Due Dates' tab in the D2L pages we set up for our courses. Likewise, I suggest we do so whether we teach in a traditional face to face setting, hybrid, or online.
A quarter century of teaching undergraduates leads me to conclude that few consult the syllabus (or online modules) in more than a cursory way after Week One. More generally, when people have to search for something, they are less likely to find it. So, be sure to drag your 'Important Due Dates' tab to the very top of all other tabs on the left side of your D2L course content page, making it as easy as possible for students to find.
They will then be able to access all of the dates for assignments, projects, quizzes, or exams in one place without the need to wade through denser, text heavy syllabi, course schedules, or weekly course modules. At a glance, they can find what they need to know and prepare accordingly.
Given the various challenges so many young people seem to face in 2021, why not make things as easy as we can for the students in our courses?
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Reading Group for S...
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
Erica Venton is a Marketing Manager for the Office of the Provost Communication Team. Their team works to develop and deliver daily content and communication strategies for the units we work with under the Provost Office umbrella. They collaborate university-wide, including with University Communication, on various large scale planning and projects. While our objective is to collaborate, strategize, and consult, we are committed to execution and implementation.
Erica and I have a network of relationships and resources across the university. Though our experiences and skill sets vary, we both find enjoyment in helping and encouraging people. Whether you are struggling, striving, or just searching for a great group to plug into, we can help you along the way. And hey, I’m sure you have a few ideas and bits of information to share with us too. Please feel free to add your own tips for us or others to utilize.
Erica and I have a network of relationships and resources across the university. Though our experiences and skill sets vary, we both find enjoyment in helping and encouraging people. Whether you are struggling, striving, or just searching for a great group to plug into, we can help you along the way. And hey, I’m sure you have a few ideas and bits of information to share with us too. Please feel free to add your own tips for us or others to utilize.
Posted by: Summer Issawi
Navigating Context