We found 108 results that contain "justice"
Posted on: Center for Teaching...
Accessibility Considerations for Design and Presentations
This playlist works to address various realms of accessibility from composition design to presenting accessibly.
The playlist cover photo, mARTin.Hinterdorfer, is licensed under CC BY-SA 4.0, via Wikimedia Commons
The playlist cover photo, mARTin.Hinterdorfer, is licensed under CC BY-SA 4.0, via Wikimedia Commons
JUSTICE AND BELONGING
Posted on: Center for Teaching...
Inclusive Pedagogy
Creating an inclusive educational environment is essential for fostering equity and ensuring that all students feel valued and supported. This playlist series serves as a comprehensive guide for educators who seek to implement inclusive pedagogy strategies in their teaching practices. By addressing various aspects of identity and experience, this playlist aims to help educators create learning environments that are equitable, respectful, and responsive to the diverse needs of their learners.
JUSTICE AND BELONGING
Posted on: #iteachmsu
Imagining Access: Teaching Writing as Disability Justice
Topic Area: DEI
Presented By: Stacia Moroski-Rigney, Karen Moroski-Rigney
Abstract:
In Fall 2021, the Writing Center’s Accessibility Committee collaborated with a section of First Year Writing to pilot an accessible revision assignment. In this pilot, students were asked to revise a multimodal assignment using accessible composing features (alt text, captions, etc.) and to broaden their idea of “audience” to include disabled readers. Completing both pre- and post-reflections, students carried out these revisions within the course. The Writing Center’s Accessibility Committee developed a workshop on accessible composing to support the students, including video modules, handouts/online resources, and one-to-one writing and revision mentoring. By situating disability justice as a core component of First Year Writing’s goal of fostering critical inquiry and as a core component of the Writing Center’s community engagement and restorative justice work, we hoped to posit accessibility as a meaningful Spartan value for writers beginning their time at MSU.
This presentation will be twofold: First, we will describe the pilot, share some of the resources generated by the Writing Center and some of the reflective writing done by students in FYW, and offer suggestions and support for attendees interested in implementing similar measures in their courses or assignments. Second, we will describe the assessment process we developed for this pilot: What questions did we ask? What rubrics did we employ? How did we collate data or determine success? What did we learn? What do we still hope to learn?
This presentation will provide attendees with takeaways supporting accessible composing as well as strategies for assessing new teaching practices or programmatic turns.please note: the first 15-minutes of this session will be an at-you-own-pace PowerPoint with a script audio for accessibility.
Session Resources: Imagining Access (PowerPoint)
Presented By: Stacia Moroski-Rigney, Karen Moroski-Rigney
Abstract:
In Fall 2021, the Writing Center’s Accessibility Committee collaborated with a section of First Year Writing to pilot an accessible revision assignment. In this pilot, students were asked to revise a multimodal assignment using accessible composing features (alt text, captions, etc.) and to broaden their idea of “audience” to include disabled readers. Completing both pre- and post-reflections, students carried out these revisions within the course. The Writing Center’s Accessibility Committee developed a workshop on accessible composing to support the students, including video modules, handouts/online resources, and one-to-one writing and revision mentoring. By situating disability justice as a core component of First Year Writing’s goal of fostering critical inquiry and as a core component of the Writing Center’s community engagement and restorative justice work, we hoped to posit accessibility as a meaningful Spartan value for writers beginning their time at MSU.
This presentation will be twofold: First, we will describe the pilot, share some of the resources generated by the Writing Center and some of the reflective writing done by students in FYW, and offer suggestions and support for attendees interested in implementing similar measures in their courses or assignments. Second, we will describe the assessment process we developed for this pilot: What questions did we ask? What rubrics did we employ? How did we collate data or determine success? What did we learn? What do we still hope to learn?
This presentation will provide attendees with takeaways supporting accessible composing as well as strategies for assessing new teaching practices or programmatic turns.please note: the first 15-minutes of this session will be an at-you-own-pace PowerPoint with a script audio for accessibility.
Session Resources: Imagining Access (PowerPoint)
Authored by: Stacia Moroski-Rigney, Karen Moroski-Rigney
Disciplinary Content
Posted on: #iteachmsu
Dr. Jay Dolmage: Disability Justice Speaker Series
Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Jay Dolmage
Bio: I am committed to disability rights in my scholarship, service, and teaching. My work brings together rhetoric, writing, disability studies, and critical pedagogy. My first book, entitled Disability Rhetoric, was published with Syracuse University Press in 2014. Academic Ableism: Disability and Higher Education was published with Michigan University Press in 2017 and is available in an open-access version online. Disabled Upon Arrival: Eugenics, Immigration, and the Construction of Race and Disability was published in 2018 with Ohio State University Press. I am the Founding Editor of the Canadian Journal of Disability Studies.
Title: Ableism, Access, and Inclusion: Disability in Higher Education Before, During and After Covid-19*
While the recording for Jay's presentation is unavailable, the Writing Center at Michigan State University has shared the recording of their staff meeting, where Jay was a guest.
To learn more about The Writing Center at MSU, to learn more about featuring accessible composing in your assignments or courses, or to connect with Writing Center resources or services, contact Associate Director Dr. Karen Morosk-Rigney at moroskik@msu.edu.
Jay Dolmage
Bio: I am committed to disability rights in my scholarship, service, and teaching. My work brings together rhetoric, writing, disability studies, and critical pedagogy. My first book, entitled Disability Rhetoric, was published with Syracuse University Press in 2014. Academic Ableism: Disability and Higher Education was published with Michigan University Press in 2017 and is available in an open-access version online. Disabled Upon Arrival: Eugenics, Immigration, and the Construction of Race and Disability was published in 2018 with Ohio State University Press. I am the Founding Editor of the Canadian Journal of Disability Studies.
Title: Ableism, Access, and Inclusion: Disability in Higher Education Before, During and After Covid-19*
While the recording for Jay's presentation is unavailable, the Writing Center at Michigan State University has shared the recording of their staff meeting, where Jay was a guest.
To learn more about The Writing Center at MSU, to learn more about featuring accessible composing in your assignments or courses, or to connect with Writing Center resources or services, contact Associate Director Dr. Karen Morosk-Rigney at moroskik@msu.edu.
Authored by: information provided by The Writing Center at MSU
Pedagogical Design
Posted on: #iteachmsu
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
Dr. Karen Moroski-Rigney
Bio:
I’m Karen-Elizabeth Moroski-Rigney, one of the Associate Directors of The Writing Center. I just joined Michigan State University in Fall 2019! Previously, I had been English & WGSS faculty at Penn State (University Park) where I also coordinated the Undergraduate Writing Center at Penn State Learning. Here at MSU, I’m also one of the inaugural Faculty Accessibility Fellows and a 2019-2020 CAL Leadership Fellow. I’m deeply interested in questions of accessibility and intersectionality — I want to know how the field of writing and writing center studies can continue to engage the digital and the accessible in a pedagogically and personally complex world.
I completed a master’s degree (2013) and doctorate (2017) in Critical Theory (specializing in affective neuroscience, trauma, and the writing process) at Binghamton University. After my PhD, I returned to my first love: Writing Center work. I’m very active in service work for the field of writing center studies! I am an Associate Editor for WAC Clearinghouse; I serve on the board of the International Writing Center Association (IWCA); I spent two years as the elected Secretary and an executive board member for the Mid-Atlantic Writing Center Association (MAWCA) and am the current secretary of the Michigan Writing Center Association (MiWCA); I chaired the scholarships and travel grants committee for IWCA in 2018. Further, I gave a keynote address entitled “Toward a Translingual Writing Center” at the Southeastern Writing Centre Symposium in Toronto in December 2018.
In 2019, I had several peer-reviewed articles published: a colloqium in the Spring 2019 edition of WPA Journal; an article in the Pre/Text special edition on queer rhetorics (Vol 24); a chapter included in a recent edited collection entitled the Pedagogical Potential of Story (Peter Lang, 2019). Still in the pipeline to publication is a chapter in Holly Jackson’s Sharing Spaces and Students: Employing Students in Collaborative Partnerships. My work has also been featured in WLN Blog and Slate.com.
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
"Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Bio:
I’m Karen-Elizabeth Moroski-Rigney, one of the Associate Directors of The Writing Center. I just joined Michigan State University in Fall 2019! Previously, I had been English & WGSS faculty at Penn State (University Park) where I also coordinated the Undergraduate Writing Center at Penn State Learning. Here at MSU, I’m also one of the inaugural Faculty Accessibility Fellows and a 2019-2020 CAL Leadership Fellow. I’m deeply interested in questions of accessibility and intersectionality — I want to know how the field of writing and writing center studies can continue to engage the digital and the accessible in a pedagogically and personally complex world.
I completed a master’s degree (2013) and doctorate (2017) in Critical Theory (specializing in affective neuroscience, trauma, and the writing process) at Binghamton University. After my PhD, I returned to my first love: Writing Center work. I’m very active in service work for the field of writing center studies! I am an Associate Editor for WAC Clearinghouse; I serve on the board of the International Writing Center Association (IWCA); I spent two years as the elected Secretary and an executive board member for the Mid-Atlantic Writing Center Association (MAWCA) and am the current secretary of the Michigan Writing Center Association (MiWCA); I chaired the scholarships and travel grants committee for IWCA in 2018. Further, I gave a keynote address entitled “Toward a Translingual Writing Center” at the Southeastern Writing Centre Symposium in Toronto in December 2018.
In 2019, I had several peer-reviewed articles published: a colloqium in the Spring 2019 edition of WPA Journal; an article in the Pre/Text special edition on queer rhetorics (Vol 24); a chapter included in a recent edited collection entitled the Pedagogical Potential of Story (Peter Lang, 2019). Still in the pipeline to publication is a chapter in Holly Jackson’s Sharing Spaces and Students: Employing Students in Collaborative Partnerships. My work has also been featured in WLN Blog and Slate.com.
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
"Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Authored by: information provided by The Writing Center at MSU
Pedagogical Design
Posted on: #iteachmsu
Reimaging Community: The Role of Restorative Justice, and the Importance of Interconnection
Topic Area: DEI
Presented By: Ryan Smith, Jennifer Cobbina, Kendra Pyle
Abstract:
Restorative Justice in education facilitates learning communities that “nurture the capacity of people to engage with one another and their environment in a manner that supports and respects the inherent dignity and worth of all” (Evans & Vaandering, 2016, p. 8). Through this lens faculty, staff, and students from across campus formed an interdisciplinary learning community in 2019 to discuss how we can further incorporate restorative practices into our work and relationships in and out of the classroom. Over the last two years, community members have engaged in shared readings and discussions, community building circles, trainings, and supporting one another’s efforts at utilizing restorative practice to build inclusive and engaging communities, including racial healing circles. This session will model restorative practice as we discuss our work, and the ways we have incorporated RP on campus to further community, equity, and healing.Session resources:
Community Building Mini-circle (Document)
Racial Healing Circles FAQ (PDF)
Presented By: Ryan Smith, Jennifer Cobbina, Kendra Pyle
Abstract:
Restorative Justice in education facilitates learning communities that “nurture the capacity of people to engage with one another and their environment in a manner that supports and respects the inherent dignity and worth of all” (Evans & Vaandering, 2016, p. 8). Through this lens faculty, staff, and students from across campus formed an interdisciplinary learning community in 2019 to discuss how we can further incorporate restorative practices into our work and relationships in and out of the classroom. Over the last two years, community members have engaged in shared readings and discussions, community building circles, trainings, and supporting one another’s efforts at utilizing restorative practice to build inclusive and engaging communities, including racial healing circles. This session will model restorative practice as we discuss our work, and the ways we have incorporated RP on campus to further community, equity, and healing.Session resources:
Community Building Mini-circle (Document)
Racial Healing Circles FAQ (PDF)
Authored by: Ryan Smith, Jennifer Cobbina, Kendra Pyle
Justice and Belonging
Posted on: #iteachmsu
Epistemic Justice Fellows: Incorporating Students’ Home and Community Knowledge in Your Course
Please apply here by February 19: https://docs.google.com/forms/d/1N3H76YYEDzlYuN1jZKp3EVy6K7mbo9AivP-142eyd9I
Epistemic Justice Fellows: Incorporating Students’ Home and Community Knowledge in Teaching and Learning
To instructors in the arts, humanities, and natural sciences and STEM fields:
We invite faculty (of any appointment type), academic specialists who teach, and graduate students who teach to apply for the interdisciplinary Epistemic Justice Fellowship for this Spring 2025.
This Fellowship is designed to support instructors who want to add or change an assignment, activity, or module/unit in a course to incorporate students’ home and community knowledge, such as students’ home languages, student knowledge about their communities, or home and community knowledge about the natural world. Incorporating and valuing student experiences as assets can positively impact student learning about subject matter as well as enhance student engagement, enjoyment, and belonging.
Fellows will receive $500 at the conclusion of the fellowship. Fellows are expected to:
Develop a new or change an existing activity/assignment/module to incorporate students’ home or community knowledge, and present this work to the cohort
Provide a collegial community for the rest of the cohort who will also be working on their own courses
Attend three Fellow meetings (most in person) from 10AM-12PM on the following Tuesdays:
February 25: Kickoff - foundational concepts and identifying changes to your courses
March 25: Midpoint meeting - check in and group discussion on fellows’ projects, followed by mini-workshop on “Facilitating Teaching Workshops”
April 22: Presentations of fellows’ change or addition to their courses
Attend the lecture/workshop series connected to this topic, consisting of 3 public talks, some in person and some virtual, throughout the semester (dates TBA - but exceptions/alternatives can be made if those dates are not feasible for a fellow)
Commit to offering a workshop or mentorship opportunity in the future for colleagues in your own field related to valuing home and community knowledge
Please apply here by February 19: https://docs.google.com/forms/d/1N3H76YYEDzlYuN1jZKp3EVy6K7mbo9AivP-142eyd9I
Please note that if you are not sure if your course would be make sense for this fellowship, you are very welcome to contact the organizers at mollelle@msu.edu and troutma1@msu.edu to ask; for example, if you wanted to allow an existing assignment on any topic to be written in the student’s home language for a first draft, that could apply to any subject matter in any course with any writing.
This Fellowship and lecture series are graciously supported by:
Creating Inclusive Excellence Grant from Institutional Diversity and Inclusion
Office of the Assistant Dean for Undergraduate Studies in the College of Arts and Letters
Office of the Assistant Dean for STEM Education in the Office of Undergraduate Education
Organizers: Denise Troutman, Sophie Huss, Ellen Moll
Additional PIs: Kristin Arola, Marcie Ray, Stephen Thomas
Epistemic Justice Fellows: Incorporating Students’ Home and Community Knowledge in Teaching and Learning
To instructors in the arts, humanities, and natural sciences and STEM fields:
We invite faculty (of any appointment type), academic specialists who teach, and graduate students who teach to apply for the interdisciplinary Epistemic Justice Fellowship for this Spring 2025.
This Fellowship is designed to support instructors who want to add or change an assignment, activity, or module/unit in a course to incorporate students’ home and community knowledge, such as students’ home languages, student knowledge about their communities, or home and community knowledge about the natural world. Incorporating and valuing student experiences as assets can positively impact student learning about subject matter as well as enhance student engagement, enjoyment, and belonging.
Fellows will receive $500 at the conclusion of the fellowship. Fellows are expected to:
Develop a new or change an existing activity/assignment/module to incorporate students’ home or community knowledge, and present this work to the cohort
Provide a collegial community for the rest of the cohort who will also be working on their own courses
Attend three Fellow meetings (most in person) from 10AM-12PM on the following Tuesdays:
February 25: Kickoff - foundational concepts and identifying changes to your courses
March 25: Midpoint meeting - check in and group discussion on fellows’ projects, followed by mini-workshop on “Facilitating Teaching Workshops”
April 22: Presentations of fellows’ change or addition to their courses
Attend the lecture/workshop series connected to this topic, consisting of 3 public talks, some in person and some virtual, throughout the semester (dates TBA - but exceptions/alternatives can be made if those dates are not feasible for a fellow)
Commit to offering a workshop or mentorship opportunity in the future for colleagues in your own field related to valuing home and community knowledge
Please apply here by February 19: https://docs.google.com/forms/d/1N3H76YYEDzlYuN1jZKp3EVy6K7mbo9AivP-142eyd9I
Please note that if you are not sure if your course would be make sense for this fellowship, you are very welcome to contact the organizers at mollelle@msu.edu and troutma1@msu.edu to ask; for example, if you wanted to allow an existing assignment on any topic to be written in the student’s home language for a first draft, that could apply to any subject matter in any course with any writing.
This Fellowship and lecture series are graciously supported by:
Creating Inclusive Excellence Grant from Institutional Diversity and Inclusion
Office of the Assistant Dean for Undergraduate Studies in the College of Arts and Letters
Office of the Assistant Dean for STEM Education in the Office of Undergraduate Education
Organizers: Denise Troutman, Sophie Huss, Ellen Moll
Additional PIs: Kristin Arola, Marcie Ray, Stephen Thomas
Posted by: Stephen Thomas
Justice and Belonging
Posted on: Center for Teaching...
Overview: Accessible Design Checklist
Accesible Design Checklist: Overview
This post provides an overview checklist for some digital composition accessibility requirements. This is meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the first part of the Accessible Design Checklist series:
Overview
Text and Content
Multimedia
Overall Design Accessibility
When looking at the design, composers should consider the overall structure and content.
Design FormatFor digital distribution, web pages with HTML or CSS are the most accessible. Other accessible options (when following the design checklist) are Word or Google Docs. PDFs are only accessible if they have been remediated correctly. DisplayInformation is set to be perceivable in either landscape or portrait modes. The design should not require users to scroll in both up/down and left/right. The design can be zoomed in without losing meaning. The design should be able to be navigated and interacted with using a keyboard alone. HeadingsHeadings use tagged heading structures with hierarchies. The headings do not skip levels. Use the Level 1 Heading designation only once per design.LanguagesThe design’s language is set to the primary language of the document. Any words or phrases in additional languages are set for those words as a different language. NavigationThe design allows for more than one way to find relevant pages within a set of pages. The design also provides content overviews with links so that users may bypass content.OrderThe design provides an easily understandable order to the content. When using lists, use bullet points and order the information logically, such as alphabetically or by data size.TitleThe design has a specific title. This title is displayed in the document name or the tab of a website.
References and Resources for Accessible Design
Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview
Continue to read more about the checklist in the next part of the series, Accessible Design Checklist: Text and Content.Accessible Design Checklist: Overview © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "Close checklist wooden surface" is marked with CC0 1.0.
This post provides an overview checklist for some digital composition accessibility requirements. This is meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the first part of the Accessible Design Checklist series:
Overview
Text and Content
Multimedia
Overall Design Accessibility
When looking at the design, composers should consider the overall structure and content.
Design FormatFor digital distribution, web pages with HTML or CSS are the most accessible. Other accessible options (when following the design checklist) are Word or Google Docs. PDFs are only accessible if they have been remediated correctly. DisplayInformation is set to be perceivable in either landscape or portrait modes. The design should not require users to scroll in both up/down and left/right. The design can be zoomed in without losing meaning. The design should be able to be navigated and interacted with using a keyboard alone. HeadingsHeadings use tagged heading structures with hierarchies. The headings do not skip levels. Use the Level 1 Heading designation only once per design.LanguagesThe design’s language is set to the primary language of the document. Any words or phrases in additional languages are set for those words as a different language. NavigationThe design allows for more than one way to find relevant pages within a set of pages. The design also provides content overviews with links so that users may bypass content.OrderThe design provides an easily understandable order to the content. When using lists, use bullet points and order the information logically, such as alphabetically or by data size.TitleThe design has a specific title. This title is displayed in the document name or the tab of a website.
References and Resources for Accessible Design
Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview
Continue to read more about the checklist in the next part of the series, Accessible Design Checklist: Text and Content.Accessible Design Checklist: Overview © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "Close checklist wooden surface" is marked with CC0 1.0.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: #iteachmsu
Focusing on iteration and growth: Making the shift to ungrading
Topic Area: Student Success
Presented By: Candace Robertson, Brittany Dillman, Liz Boltz
Abstract:
How can we support student success by removing the barrier of grading? What impact would this have on feedback and iteration? Members from Team MAET (Master of Arts in Educational Technology) will share how they worked through these questions and others to move the majority of program courses to an ungrading philosophy as an act of social justice. In this session, you will learn from the triumphs, challenges, and solutions from their journey.Session resources:Google Slidedeck (website)
Presented By: Candace Robertson, Brittany Dillman, Liz Boltz
Abstract:
How can we support student success by removing the barrier of grading? What impact would this have on feedback and iteration? Members from Team MAET (Master of Arts in Educational Technology) will share how they worked through these questions and others to move the majority of program courses to an ungrading philosophy as an act of social justice. In this session, you will learn from the triumphs, challenges, and solutions from their journey.Session resources:Google Slidedeck (website)
Authored by: Candace Robertson, Brittany Dillman, Liz Boltz
Assessing Learning
Posted on: #iteachmsu
Making Something Out of Nothing: Experiential Learning, Digital Publishing, and Budget Cuts
The Cube (publishing - process - praxis) is a publishing nexus housed in Michigan State University's Department of Writing, Rhetoric, and American Cultures (WRAC). The Cube supports, promotes, and produces open-access works created by diverse members of the mid-Michigan and Michigan State communities. Our publishing focuses on messages of social justice, accessibility, diversity, and inclusion. We provide a space for diverse voices to publish and advocate for their work and engage with audiences they would otherwise have difficulty reaching. This Poster, featuring The Cube's director, its graduate assistant, and its lead undergraduate web developer, will provide an overview of the work the Cube does, from brainstorming to final product, and show how we faced adversity and thought creatively in the wake of massive budget cuts to the humanities.
To access a PDF of the "We Are The Cube" poster, click here.
Description of the Poster
This poster is made using something similar to a mind map, with bubbles named “high-impact experiential learning,” “people,” “mentorship and community,” “projects,” “process,” and “skills.” Surrounding those bubbles are smaller bubbles with descriptions (described below).
We are The Cube.
Publishing - Process - Praxis
We are a publishing nexus that supports, promotes, and produces open-access work created by diverse members of the mid-Michigan community, focusing on messages of social justice, accessibility, diversity, and inclusion through high-impact experiential learning. We provide a space for diverse ranges of persons, places, and communities to publish and advocate for their work and to engage with audiences they would otherwise be unable to reach.
High-Impact Experiential Learning Circle:
Mentorship is key. Project proposals come to The Cube via our website; from there, we review projects and hire paid undergraduate and graduate interns to complete the work. At any given time, The Cube has between twelve and twenty interns, and our entire budget is dedicated to labor.
Throughout our processes, students are mentored by faculty members, encouraged to take risks and make mistakes, praised for their good work, and given credit for that work. For a full list of our mentors and interns, see our website: https://thecubemsu.com/.
Experiential learning programs allow students to take risks, make mistakes, and learn from those mistakes in a safe and supportive environment.
There are two goals. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process.
Experiential learning works in four stages:
concrete learning,
reflective observation,
abstract conceptualization, and
active experimentation.
All of these are key for developing both hard and soft skills, which students will need to be ethical pioneers in their fields and in their communities.
Representative People Circle:
Catherine Davis, User Experience and Design Intern
Shelby Smith, Writing and Editing Intern
Grace Houdek, Graphic Design Intern
Jaclyn Krizanic, Social Media Intern
Jeanetta Mohlke-Hill, Editorial Assistant
Emily Lin, Lead UX Designer
Mitch Carr, Graduate Assistant and Project Coordinator
Kara Headly, Former Social Media Intern
Community & Mentorship Circle:
Dr. Kate Birdsall, Director
Dr. Alexandra Hidalgo, Editor-in-Chief
Dr. Marohang Lumbu, Editor-in-Chief
The Writing Center at MSU
Writing, Rhetoric, and American Cultures (WRAC) at MSU
Projects Circle:
The Current, digital and print magazine
JOGLTEP, academic journal
Constellations, academic journal
Agnes Films, feminist film collective
The Red Cedar review, literary journal
REO Town Reading Series Anthology, digital book
Superheroes Die in the Summer, digital book
Process Circle:
Brainstorming
Collaboration
Client Relations
Consistent Voice and Branding
UX Design and Engineering
Skills Circle:
Confidence
Editing and Writing Style Guides
Professional Development
Risk Analysis
Develop Professional Portfolio
Human Centered Design
Developmental and Copy Editing
Poster by: Dr. Kate Birdsall, Mitch Carr, and Emily Lin (Writing, Rhetoric, and American Cultures (WRAC) Department))
To access a PDF of the "We Are The Cube" poster, click here.
Description of the Poster
This poster is made using something similar to a mind map, with bubbles named “high-impact experiential learning,” “people,” “mentorship and community,” “projects,” “process,” and “skills.” Surrounding those bubbles are smaller bubbles with descriptions (described below).
We are The Cube.
Publishing - Process - Praxis
We are a publishing nexus that supports, promotes, and produces open-access work created by diverse members of the mid-Michigan community, focusing on messages of social justice, accessibility, diversity, and inclusion through high-impact experiential learning. We provide a space for diverse ranges of persons, places, and communities to publish and advocate for their work and to engage with audiences they would otherwise be unable to reach.
High-Impact Experiential Learning Circle:
Mentorship is key. Project proposals come to The Cube via our website; from there, we review projects and hire paid undergraduate and graduate interns to complete the work. At any given time, The Cube has between twelve and twenty interns, and our entire budget is dedicated to labor.
Throughout our processes, students are mentored by faculty members, encouraged to take risks and make mistakes, praised for their good work, and given credit for that work. For a full list of our mentors and interns, see our website: https://thecubemsu.com/.
Experiential learning programs allow students to take risks, make mistakes, and learn from those mistakes in a safe and supportive environment.
There are two goals. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process.
Experiential learning works in four stages:
concrete learning,
reflective observation,
abstract conceptualization, and
active experimentation.
All of these are key for developing both hard and soft skills, which students will need to be ethical pioneers in their fields and in their communities.
Representative People Circle:
Catherine Davis, User Experience and Design Intern
Shelby Smith, Writing and Editing Intern
Grace Houdek, Graphic Design Intern
Jaclyn Krizanic, Social Media Intern
Jeanetta Mohlke-Hill, Editorial Assistant
Emily Lin, Lead UX Designer
Mitch Carr, Graduate Assistant and Project Coordinator
Kara Headly, Former Social Media Intern
Community & Mentorship Circle:
Dr. Kate Birdsall, Director
Dr. Alexandra Hidalgo, Editor-in-Chief
Dr. Marohang Lumbu, Editor-in-Chief
The Writing Center at MSU
Writing, Rhetoric, and American Cultures (WRAC) at MSU
Projects Circle:
The Current, digital and print magazine
JOGLTEP, academic journal
Constellations, academic journal
Agnes Films, feminist film collective
The Red Cedar review, literary journal
REO Town Reading Series Anthology, digital book
Superheroes Die in the Summer, digital book
Process Circle:
Brainstorming
Collaboration
Client Relations
Consistent Voice and Branding
UX Design and Engineering
Skills Circle:
Confidence
Editing and Writing Style Guides
Professional Development
Risk Analysis
Develop Professional Portfolio
Human Centered Design
Developmental and Copy Editing
Poster by: Dr. Kate Birdsall, Mitch Carr, and Emily Lin (Writing, Rhetoric, and American Cultures (WRAC) Department))
Authored by: Kate Birdsall, Mitch Carr, Emily Lin
Navigating Context
Posted on: #iteachmsu
Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
This series is still ongoing! The schedule and links to RSVP can be found in the upload below!
This series is still ongoing! The schedule and links to RSVP can be found in the upload below!
Posted by: Makena Neal
Pedagogical Design
Posted on: Social Justice Peda...
In the leadup to today's roundtable, our panelists mentioned that we should have had a social justice playlist prepared as background music for our discussion. And, in that spirit, I'll just pose this question to the group: What songs would you insist on including in such a playlist?
Posted by: Garth J Sabo
Disciplinary Content
Posted on: #iteachmsu
Microaggressions often have macro impacts - How do we address microaggressions in the classroom? What is our role as an educator when these happen in our classroom? What do we do when we are the aggressor?
Posted by: Monaca Eaton
Pedagogical Design
Posted on: #iteachmsu
Exciting News! #iteachmsu is thrilled to introduce our latest category: ‘Justice and Belonging’! We want to hear from YOU! Share your ideas and help make MSU a place where everyone feels at home.
Posted by: David V. Howe
Justice and Belonging
Posted on: MSU Academic Advising
VIRTUAL Conference on Higher Education Values, Identity, Belonging and Purpose and Call for Proposals: https://seswps.umkc.edu/conference/index.html
Posted by: Dr. Q (she/her) Green
Justice and Belonging
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: CISAH
Hope this is the right place to share this:
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
MSU's Office of Inclusion and Intercultural Initiatives hosts "Learn at Lunch"!
Held monthly during the academic year, the Learn at Lunch series presents informal seminars on a variety of topics related to inclusion, social justice and equity. Everyone is welcome to bring their lunch and join the conversation.
The Learn at Lunch series is sponsored in collaboration with the Academic Advancement Network, the Office of the Associate Provost for Undergraduate Education, the Graduate School and MSU Libraries. The sessions bring important topics related to inclusive teaching to the campus community, with a focus on presenting best practices and fostering dialogue in an effort to build inclusive communities.
Check-in here for the schedule as more opportunities to Learn at Lunch are scheduled:
https://inclusion.msu.edu/education/learn-at-lunch.html
Held monthly during the academic year, the Learn at Lunch series presents informal seminars on a variety of topics related to inclusion, social justice and equity. Everyone is welcome to bring their lunch and join the conversation.
The Learn at Lunch series is sponsored in collaboration with the Academic Advancement Network, the Office of the Associate Provost for Undergraduate Education, the Graduate School and MSU Libraries. The sessions bring important topics related to inclusive teaching to the campus community, with a focus on presenting best practices and fostering dialogue in an effort to build inclusive communities.
Check-in here for the schedule as more opportunities to Learn at Lunch are scheduled:
https://inclusion.msu.edu/education/learn-at-lunch.html
Posted by: Makena Neal
Navigating Context
