We found 93 results that contain "native american"
Posted on: PREP Matrix
Native American And Indigenous Studies Association
National association aimed at supporting those who are interested in Indigenous Studies.
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Navigating Context
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American Association of University Women
The American Association of University Women (AAUW) is a nationwide organization that provides advocacy, information, articles, and resources related to equity for women in university settings.
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Posted on: PREP Matrix
American Association Of Hispanics In Higher Education
National association aimed at addressing concerns for Hispanics in the United States, with a special focus on higher education.
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Posted on: PREP Matrix
American Association of University Professors
National association aimed at supporting academic professionals.
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Posted on: PREP Matrix
Preparing for Your Comprehensive Exams (American Psychological Association)
The American Psychological Association provides tips and strategies related to comprehensive exam preparation for students in behavioral and social sciences.
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Posted on: PREP Matrix
Asian Pacific Americans in Higher Education
National organization aimed at the needs of Asian Pacific Americans.
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Posted on: PREP Matrix
Preparation Tips for Comprehensive Exams (American Historical Association)
The American Historical Association gives advice to students in history for approaching comprehensive exams. This article is also relevant to students in the humanities more broadly.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Check out:
HONORING THE WHOLE STUDENT: Developing Space for Native American Students in STEM by Supporting Complex Identities
by Dr. Christie M. Poitra, Dr. Angela Kolonich, Dr. Wendy F. Smythe and Dr. Quentin Tyler ( The Native American Institute at Michigan State University)
Resource attached!
Poitra, C., Kolonich, A., Smythe, W. & Tyler, Q. (2020). Honoring the Whole Student: Developing Space for Native American Students in STEM by Supporting Complex Identities. East Lansing, MI: Native American Institute.
HONORING THE WHOLE STUDENT: Developing Space for Native American Students in STEM by Supporting Complex Identities
by Dr. Christie M. Poitra, Dr. Angela Kolonich, Dr. Wendy F. Smythe and Dr. Quentin Tyler ( The Native American Institute at Michigan State University)
Resource attached!
Poitra, C., Kolonich, A., Smythe, W. & Tyler, Q. (2020). Honoring the Whole Student: Developing Space for Native American Students in STEM by Supporting Complex Identities. East Lansing, MI: Native American Institute.
Posted by: Makena Neal
Pedagogical Design
Posted on: Reading Group for S...
Chapter 5: Notes and questions
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)
Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)
Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?
Posted by: Stacia Moroski-Rigney
Pedagogical Design
Posted on: #iteachmsu
"Many people experience a traumatic event during their lifetime. Over the course of the last few years, reports of mass violence and shootings have plagued the news. Although people are resilient and often bounce back after difficult times, these events nearly always interrupt our sense of order and safety. The impact often extends to individuals who live far outside of the affected area with no personal connections to the event. This is especially true when the event is human caused with the intent of harming others. The following resources are taken from the American Counseling Association (ACA) to cope with the aftermath of a shooting."
You can access "Coping in the Aftermath of a Shooting" shared with MSU by Lyra Health via the 1-page PDF attached below.
You can access "Coping in the Aftermath of a Shooting" shared with MSU by Lyra Health via the 1-page PDF attached below.
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
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Know of student's graduating this spring in need of CPR/AED for an upcoming job? The Learning and Assessment Center offers AHA Heartsaver/CPR/AED Courses.
These courses are intended for those who have a duty to respond to a first aid or cardiac emergency because of job responsibilities or regulatory requirements such as public safety officers, teachers, child care providers and those dealing with environmental, chemical and mechanical hazards.
This course covers management of illness and injuries during the first minutes until professional help arrives.
These courses are intended for those who have a duty to respond to a first aid or cardiac emergency because of job responsibilities or regulatory requirements such as public safety officers, teachers, child care providers and those dealing with environmental, chemical and mechanical hazards.
This course covers management of illness and injuries during the first minutes until professional help arrives.
Posted by: Lauren A. Zoumbaris
Navigating Context
Posted on: Masking Matters
Keshner, Andrew. 2020. Some Americans are more likely to socially distance and wear face masks than others — here’s why.
Posted by: Garth J Sabo
Navigating Context
Posted on: Digital Collaborati...
Digital Collaborative Learning for the 21st Century
Co-Facilitators
Stokes Schwartz, Center for Integrative Studies in the Arts and Humanities (CISAH), stokessc@msu.edu
Marohang Limbu, Department of Writing, Rhetoric, and American Cultures (WRAC), limbu@msu.edu
Our learning community will examine the increasing importance of digital collaborative learning for 21st-century learners, student success, and a smooth transition to global digital ecology/economy after graduation. Related pedagogical activities will include how we might utilize digital collaborative learning to a greater degree in our courses for other leading-edge pedagogical intentions. Beside the OFASD website, we will publicize our community via email at the start of the 2022-2023AY in August and September and invite interested parties to join us.
First Meeting: Friday, September 30, 2022 at 10 am for approximately 90 minutes. Upcoming meeting days/times TBA according to participant needs or preferences where possible
Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
All who are interested in digital, collaborative, multimodal learning, and the use of technologies to enhance teaching are welcome, especially graduate students and new faculty who are interested in eventually publishing work that develops based on their participation in this learning community.
Co-Facilitators
Stokes Schwartz, Center for Integrative Studies in the Arts and Humanities (CISAH), stokessc@msu.edu
Marohang Limbu, Department of Writing, Rhetoric, and American Cultures (WRAC), limbu@msu.edu
Our learning community will examine the increasing importance of digital collaborative learning for 21st-century learners, student success, and a smooth transition to global digital ecology/economy after graduation. Related pedagogical activities will include how we might utilize digital collaborative learning to a greater degree in our courses for other leading-edge pedagogical intentions. Beside the OFASD website, we will publicize our community via email at the start of the 2022-2023AY in August and September and invite interested parties to join us.
First Meeting: Friday, September 30, 2022 at 10 am for approximately 90 minutes. Upcoming meeting days/times TBA according to participant needs or preferences where possible
Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
All who are interested in digital, collaborative, multimodal learning, and the use of technologies to enhance teaching are welcome, especially graduate students and new faculty who are interested in eventually publishing work that develops based on their participation in this learning community.
Posted by: Stokes Schwartz
Posted on: #iteachmsu
The Office of the University Ombudsperson would like to invite faculty and staff to a special webinar about the ombuds office and its history in honor of Ombuds Day!
Ombuds Day was established in 2018 by the American Bar Association to “improve public awareness of ombuds, to connect ombuds in their respective communities, and to encourage greater use of ombuds programs and services”. Michigan State University has a rich history in ombuds practice as the longest continuously operating ombuds office at any college or university in the United States.
In this webinar, you will learn:
• A brief history of ombuds practice internationally
• The history of MSU’s Office of the University Ombudsperson and how it functions
• When and how you might engage with the staff of the ombuds office
When: Thursday, October 12th, 2023, at 1:00pm
To Register: https://msu.co1.qualtrics.com/jfe/form/SV_e2tcyYxEv0z9mOW
For more information about our office, you may also visit our website at https://ombud.msu.edu/ and for more information about the ABA’s Ombuds Day, please visit: https://abaombudsday.wordpress.com/about-ombuds-day/.
If you have questions about our office, the webinar, or Ombuds Day, please email us at ombud@msu.edu.
Best Wishes,
Shannon Lynn Burton, Ph.D.
University Ombudsperson
Ombuds Day was established in 2018 by the American Bar Association to “improve public awareness of ombuds, to connect ombuds in their respective communities, and to encourage greater use of ombuds programs and services”. Michigan State University has a rich history in ombuds practice as the longest continuously operating ombuds office at any college or university in the United States.
In this webinar, you will learn:
• A brief history of ombuds practice internationally
• The history of MSU’s Office of the University Ombudsperson and how it functions
• When and how you might engage with the staff of the ombuds office
When: Thursday, October 12th, 2023, at 1:00pm
To Register: https://msu.co1.qualtrics.com/jfe/form/SV_e2tcyYxEv0z9mOW
For more information about our office, you may also visit our website at https://ombud.msu.edu/ and for more information about the ABA’s Ombuds Day, please visit: https://abaombudsday.wordpress.com/about-ombuds-day/.
If you have questions about our office, the webinar, or Ombuds Day, please email us at ombud@msu.edu.
Best Wishes,
Shannon Lynn Burton, Ph.D.
University Ombudsperson
Posted by: Shannon Lynn Burton
Navigating Context
Posted on: #iteachmsu
The more educators can treat students as professional learners by providing them with reliable, timely, and accurate information about their progress in a course, the more likely it is that students will persist, thrive, and ultimately succeed in their educational journey.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
Posted by: Jeremy Van Hof
Host: MSU Libraries
Our Daily Work/Our Daily Lives
Our Daily Work/Our Daily Lives - Fall 2025 Brownbag Series
Micah Ling, MSU Traditional Arts Program - “Clad in the Working Class: Blue-Collar Style and American Folk Music”
American folk music is often the soundtrack of labor movements—the rallying cries and songs that tell the story of workers’ struggles. This talk explores the way that blue-collar attire is used by folk and roots musicians in the United States regardless of their own labor backgrounds to show solidarity, express identity, and connect with the histories of the music.
Join online here. The password is odwodl.
Navigating Context
Host: MSU Libraries
MSU Libraries and The Poetry Room present Olivia Gatwood
Join the MSU Libraries and Lansing’s The Poetry Room for an afternoon of poetry, connection and conversation celebrating student, alumni and community voices. The event opens with performances from the MSU Poetry Club alongside recent alumni, spotlighting emerging talent and the power of being heard. The showcase will be followed by acclaimed poet, author and viral sensation Olivia Gatwood, whose work blends humor, intimacy and sharp social insight. Gatwood will share poems as well as excerpts from her 2024 novel “Whoever You Are, Honey,” offering an unfiltered look into her craft and creative journey. The afternoon will conclude with a Q&A — a mix of moderated conversation and audience participation — creating a rare opportunity to connect with one of today’s most dynamic literary voices.
Olivia Gatwood is the author of two poetry collections, “New American Best Friend” and “Life of the Party,” and co-writer of Adele’s music video “I Drink Wine.” She has received international recognition for her poetry, writing workshops and work as a Title IX-compliant educator in sexual assault prevention and recovery. Her performances have been featured on HBO, MTV, VH1, the BBC and more, with poems appearing in “The Poetry Foundation,” “Lambda Literary” and “The Missouri Review.” Originally from Albuquerque, she now lives in Los Angeles.
Event is free and open to all.
Navigating Context