We found 199 results that contain "pedagogy"
Posted on: Masking Matters
Masks and Pedagogy Resources
Additional research and resources for masks and pedagogy, as mentioned in the Masking Matters workshop (9/24/21)
NAVIGATING CONTEXT
Posted on: #iteachmsu
Teaching Multilingual Learners: An Introduction to Translingual Pedagogy
A playlist of experiences and resources connected to "Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" workshop developed and facilitated by Drs. Joyce Meier and Cheryl Caesar- educators in the College of Arts and Letters' First Year Writing program.
PEDAGOGICAL DESIGN
Posted on: 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
Welcome to my Classroom Series
Our Welcome to My Classroom series aims to be a catalyst for continuous improvement, uniting educators in their commitment to elevate the art of teaching. Join us in celebrating the dedication and creativity that drive education forward, as we learn from one another and collectively enrich the learning experience for both educators and students alike. The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Examples of an educator's showcase could include a walk through of a specific activity or assignment, sharing out the integration of a particular educational technology, describing their process of redesigning a learning experience, and more! These are recordings and key takeaways from this sereis.
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Teaching & Learning Conference Day 2: Thursday–Virtual day with online sessions (all day)
Spring CTLI Conference Landing Page Content
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
PEDAGOGICAL DESIGN
Posted on: PREP Matrix
Using Your Teaching Skills
This playlist begins with MSU’s code of teaching responsibility, moves into MSU-specific pedagogy development resources (including fellowships and certifications), and ends with resources related to teaching with technology
DISCIPLINARY CONTENT
Posted on: #iteachmsu
Expanded Educator Resources
Educators interested in:
professional development opportunities & resources; inclusive teaching & pedagogy; faculty rights & responsibilities; course design; and supporting students should start here!
professional development opportunities & resources; inclusive teaching & pedagogy; faculty rights & responsibilities; course design; and supporting students should start here!
NAVIGATING CONTEXT
Posted on: #iteachmsu
Keeping Identity In Mind: A Teaching and Learning Story
This playlist walks educators through a journey in thinking about their identity, student identity, classroom environments, inclusion, oppression, and more and asks them to critically engage and reflect in their practice.
It offers countless recommendations and strategies for being critically -minded in their pedagogy.
It offers countless recommendations and strategies for being critically -minded in their pedagogy.
DISCIPLINARY CONTENT
Posted on: Center for Teaching...
Centering Intersectionality in Inclusive Pedagogy
This post provides an overview of intersectionality as part of the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions.
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9):
Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.
In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education.
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions.
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9):
Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.
In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education.
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: Center for Teaching...
Inclusive Pedagogy Overview
This post provides an overview of inclusive pedagogy. This post is the first part of the Inclusive Pedagogy series and playlist.
Inclusive pedagogy is an umbrella term that encompasses many frameworks for teaching (e.g., critical pedagogy, feminist pedagogy, culturally responsive pedagogy, universal design for learning). Many of these are defined and overviewed in Emory University’s Inclusive Pedagogy Guide. Across these frameworks, all center intentional pedagogical strategies working to make education where “all learners feel welcomed, valued, and safe” (Hogan and Sathy 5), particularly working to remove systemic barriers that have harmed learners.
It asks educators to consider, “Who might be left behind as a result of my practice? How can I invite those learners in?” (Hogan and Sathy 11). According to Cardon and Womack, inclusive pedagogy’s “approach is deeply contextual, personal, and political” (2). Within that, educators work to lifelong unlearning and learning as they raise critical consciousness to bias and systemic oppression while also supporting all learners equitably to feel agency, valued, and supported in their learning.
When diversity, inclusion, and equity are centered in education, learners have enhanced learning, success and retention, and feelings of belonging (University of Michigan). Moreover, inclusive pedagogy increases learners’ critical thinking, collaboration, and sense of “mutuality and reciprocity” (University of Chicago).
Continue to read more about inclusive pedagogy in the next article, “Centering Intersectionality in Inclusive Pedagogy” or return to the Inclusive Pedagogy playlist.
Inclusive pedagogy is an umbrella term that encompasses many frameworks for teaching (e.g., critical pedagogy, feminist pedagogy, culturally responsive pedagogy, universal design for learning). Many of these are defined and overviewed in Emory University’s Inclusive Pedagogy Guide. Across these frameworks, all center intentional pedagogical strategies working to make education where “all learners feel welcomed, valued, and safe” (Hogan and Sathy 5), particularly working to remove systemic barriers that have harmed learners.
It asks educators to consider, “Who might be left behind as a result of my practice? How can I invite those learners in?” (Hogan and Sathy 11). According to Cardon and Womack, inclusive pedagogy’s “approach is deeply contextual, personal, and political” (2). Within that, educators work to lifelong unlearning and learning as they raise critical consciousness to bias and systemic oppression while also supporting all learners equitably to feel agency, valued, and supported in their learning.
When diversity, inclusion, and equity are centered in education, learners have enhanced learning, success and retention, and feelings of belonging (University of Michigan). Moreover, inclusive pedagogy increases learners’ critical thinking, collaboration, and sense of “mutuality and reciprocity” (University of Chicago).
Continue to read more about inclusive pedagogy in the next article, “Centering Intersectionality in Inclusive Pedagogy” or return to the Inclusive Pedagogy playlist.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: #iteachmsu
Open Pedagogy Learning Community: Call for Participation
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Authored by: Regina Gong and Dave Goodrich
Pedagogical Design
Posted on: #iteachmsu
Your Pedagogy and the Syllabus
Your Pedagogical Practices.
In the previous step, the reader was asked to consider what various teaching methods they use. The combination of those used and the reasons why they’re implemented essentially compose ones teaching pedagogy. Your teaching pedagogy should encompass the theories, practices, principles, and core values that you use to guide student learning. As opposed to teaching methods, your teaching pedagogy is unique to you and constructed by your specific values as opposed to being merely strategies you employ.
In essence, it would be reductive to describe your teaching pedagogy by a broad name, while you may mostly agree with one person, perceptions of the various methods and named pedagogies are never quite the same. Nevertheless, attempts to categorize them are helpful in the sense they give individuals a base point to begin crafting their own growing pedagogies.
This section does not exist to instruct you on how to form your own pedagogies, but to instead consider how your pedagogy is worked into your syllabus, what benefits your pedagogy offers the students of your course and are your methods and strategies towards teaching supported through up-to-date research. This step understandably involves the most homework on the part of the reader. To develop your teaching pedagogy and ensure you are using up-to-date teaching practices it’s encouraged that you:
Occasionally read peer-reviewed journals on teaching:
Journal of Teaching Education
Teaching in Higher Education
Journal of College Student Development
There may be ones specific to your own field:
Journal for Research in Mathematics Education
Journal of Research in Reading
Etc.
Attend Professional Developments offered by your institution.
Most schools offer these kinds of opportunities every year. Sometimes they are designed as training for new educators, but it can always be helpful to get involved.
Discuss your current thoughts on education with colleagues.
You’re a member of a department and have several other instructors working alongside you who also work with students. Rely on their knowledge and experience as well as your own to create ideas and thoughts relating to teaching.
Use your syllabus as a way to express your teaching pedagogy, making it clear to those who read it explicitly what your values as an educator are and how you set out to accomplish them.
Something is missing…
The intention behind this guide is to help craft a working/functional syllabus and use popular opinions of what a syllabus is used for as a metric for how well it is written. There is simply too much about teaching to summarize in a single guide. To that end, you may have teaching techniques, ideas, methods, concepts, activities, etc. that are not touched upon or discussed here. Perhaps there have been things written here that do not apply to you/your class or that you disagree with.
That view is welcome.
Engaging with this activity to that degree is essentially the point of the activity itself. Pushing you to consider what is valuable as an instructor and how to use the syllabus to help achieve those goals. The syllabus is a humble and often overlooked tool, but also one of the most universal. To this end, if you have anything to contribute that hasn’t been mentioned here that you value…
Include it in the syllabus.
In the previous step, the reader was asked to consider what various teaching methods they use. The combination of those used and the reasons why they’re implemented essentially compose ones teaching pedagogy. Your teaching pedagogy should encompass the theories, practices, principles, and core values that you use to guide student learning. As opposed to teaching methods, your teaching pedagogy is unique to you and constructed by your specific values as opposed to being merely strategies you employ.
In essence, it would be reductive to describe your teaching pedagogy by a broad name, while you may mostly agree with one person, perceptions of the various methods and named pedagogies are never quite the same. Nevertheless, attempts to categorize them are helpful in the sense they give individuals a base point to begin crafting their own growing pedagogies.
This section does not exist to instruct you on how to form your own pedagogies, but to instead consider how your pedagogy is worked into your syllabus, what benefits your pedagogy offers the students of your course and are your methods and strategies towards teaching supported through up-to-date research. This step understandably involves the most homework on the part of the reader. To develop your teaching pedagogy and ensure you are using up-to-date teaching practices it’s encouraged that you:
Occasionally read peer-reviewed journals on teaching:
Journal of Teaching Education
Teaching in Higher Education
Journal of College Student Development
There may be ones specific to your own field:
Journal for Research in Mathematics Education
Journal of Research in Reading
Etc.
Attend Professional Developments offered by your institution.
Most schools offer these kinds of opportunities every year. Sometimes they are designed as training for new educators, but it can always be helpful to get involved.
Discuss your current thoughts on education with colleagues.
You’re a member of a department and have several other instructors working alongside you who also work with students. Rely on their knowledge and experience as well as your own to create ideas and thoughts relating to teaching.
Use your syllabus as a way to express your teaching pedagogy, making it clear to those who read it explicitly what your values as an educator are and how you set out to accomplish them.
Something is missing…
The intention behind this guide is to help craft a working/functional syllabus and use popular opinions of what a syllabus is used for as a metric for how well it is written. There is simply too much about teaching to summarize in a single guide. To that end, you may have teaching techniques, ideas, methods, concepts, activities, etc. that are not touched upon or discussed here. Perhaps there have been things written here that do not apply to you/your class or that you disagree with.
That view is welcome.
Engaging with this activity to that degree is essentially the point of the activity itself. Pushing you to consider what is valuable as an instructor and how to use the syllabus to help achieve those goals. The syllabus is a humble and often overlooked tool, but also one of the most universal. To this end, if you have anything to contribute that hasn’t been mentioned here that you value…
Include it in the syllabus.
Authored by: Erik Flinn
Pedagogical Design
Posted on: PREP Matrix
Pedagogy and Professional Development Wiki
The Graduate Employees Union at MSU provides this wiki for teaching assistants to share classroom experiences, best practices, and professional advice.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Approaches to translingual pedagogy: Reflection Questions
This article is meant to be the final piece of the main content in the Approaches to translingual pedagogy playlist. The aim is to provide educators with reflection questions to help build a bridge between the content presented here and their everyday practice. How might it change your current teaching, were you to frame your class, so that the student’s languages and cultures might be seen as assets, rather than something that (potentially) gets in the way of your students’ learning? What would have to change and why? How might you make these changes?
Authored by: Joyce Meier and Cheryl Cesar
Pedagogical Design
Posted on: Spring Conference o...
Incorporating equitable pedagogy into your classroom
Title: Incorporating equitable pedagogy into your classroomPresenter: Valerie Hedges (Physiology); Casey Henley (Neuroscience & Physiology)
Description: Increasing diversity, equity, and inclusion initiatives in higher education aim to cultivate learning spaces where all students have the ability to thrive and succeed. Our learning community, Equitable Pedagogy: Removing Barriers to Learning, has spent the year reviewing methods for making the classroom more inclusive. In this workshop, we want to share those practices with our participants. Many components of our course design can affect our students’ perceptions of belonging. This workshop will explore how we as instructors can choose to be more equitable in our classrooms towards the creation of more inclusive learning environments. Our focus will be on the course syllabus as a framework to discuss the many ways in which we as instructors can better address issues of equity. Topics will include language and tone of the syllabus, flexible course structure options, fair attendance and late work policies, providing opportunities for collaboration and social connectedness, instructor presence, and equitable grading policies. Participants should bring their course syllabus to the workshop to annotate as we openly discuss practical ways to increase equity and inclusion within our courses. The workshop is relevant to in-person, online, and hybrid courses.
Description: Increasing diversity, equity, and inclusion initiatives in higher education aim to cultivate learning spaces where all students have the ability to thrive and succeed. Our learning community, Equitable Pedagogy: Removing Barriers to Learning, has spent the year reviewing methods for making the classroom more inclusive. In this workshop, we want to share those practices with our participants. Many components of our course design can affect our students’ perceptions of belonging. This workshop will explore how we as instructors can choose to be more equitable in our classrooms towards the creation of more inclusive learning environments. Our focus will be on the course syllabus as a framework to discuss the many ways in which we as instructors can better address issues of equity. Topics will include language and tone of the syllabus, flexible course structure options, fair attendance and late work policies, providing opportunities for collaboration and social connectedness, instructor presence, and equitable grading policies. Participants should bring their course syllabus to the workshop to annotate as we openly discuss practical ways to increase equity and inclusion within our courses. The workshop is relevant to in-person, online, and hybrid courses.
Authored by: Valerie Hedges
Pedagogical Design
Posted on: Equitable Pedagogy ...
Join the Equitable Pedagogy Learning Community
For many instructors, COVID revealed unintentional barriers to learning in the classroom. Perhaps it was inflexible attendance policies, or grading policies that focused on behavior and concealed true learning, or hidden curriculum that privileged students who were willing to ask for more time / credit / help over students too embarrassed to do so.
The equitable pedagogy learning community will welcome educators looking to dismantle these barriers. By creating learning environments where all students feel supported, all students can succeed. Students enter our classrooms with different backgrounds, perspectives, identities, and experiences, and the intellectual communities we form can be enriched by those differences.
As a community, we will read and discuss topics such as humanizing the classroom, equitable grading practices, Universal Design for learning, culturally responsive pedagogy, pedagogy of kindness, and similar themes. The goal for each member would be to develop and integrate changes to teaching practices to be more inclusive and equitable. As a community, we would like to create resources to share with instructors; this could look like a collection of reflections from the community members and/or easily digestible professional development documents like infographics. If you are interested in joining this learning community, find us on Microsoft Teams or contact Valerie Hedges (hedgesva@msu.edu) or Casey Henley (mcgove14@msu.edu). The community will meet the third Friday of every month from 10-11:30 both in person (room TBD) and on Zoom. Every other month (October, December, February, April) we will meet at 9:00 in Synder-Phillips for breakfast. For the fall semester, we will read Radical Hope: A Teaching Manifesto by Kevin Gannon.
The equitable pedagogy learning community will welcome educators looking to dismantle these barriers. By creating learning environments where all students feel supported, all students can succeed. Students enter our classrooms with different backgrounds, perspectives, identities, and experiences, and the intellectual communities we form can be enriched by those differences.
As a community, we will read and discuss topics such as humanizing the classroom, equitable grading practices, Universal Design for learning, culturally responsive pedagogy, pedagogy of kindness, and similar themes. The goal for each member would be to develop and integrate changes to teaching practices to be more inclusive and equitable. As a community, we would like to create resources to share with instructors; this could look like a collection of reflections from the community members and/or easily digestible professional development documents like infographics. If you are interested in joining this learning community, find us on Microsoft Teams or contact Valerie Hedges (hedgesva@msu.edu) or Casey Henley (mcgove14@msu.edu). The community will meet the third Friday of every month from 10-11:30 both in person (room TBD) and on Zoom. Every other month (October, December, February, April) we will meet at 9:00 in Synder-Phillips for breakfast. For the fall semester, we will read Radical Hope: A Teaching Manifesto by Kevin Gannon.
Posted by: Casey Henley
Pedagogical Design
Posted on: Masking Matters
Hamilton, Kate and Erin Baumann. 2021. SLATE Guide to Teaching with Masks. Harvard Kennedy School, Center Strengthening Learning and Teaching Excellence. Published online August 24.
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Derek Bok Teaching Center at Harvard University. 2021. Fall Teaching Conference 2021: “Back Again” Strategies and Resources. Published online July 29.
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
University of Michigan, College of Literature, Science, and the Arts Technology Service. 2021. LSA Technology Services Teaching Tips: Tricks and Tips for Teaching with Masks. Published online August 21.
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Roy, David and Jill Duncan. "7 Tips for Making Masks Work in the Classroom."
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Landau, Jamie. 2020. How to Teach F2F With a Mask and Create Caring Classrooms. Inside Higher Ed, August 26.
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Leathers, Lauren. 2020. From the Expert: Tips on Lecturing with a Mask. Mary Frances Early College of Education, University of Georgia. October 14.
Posted by: Garth J Sabo
Navigating Context
Host: CTLI
Instructor Jumpstart: Part 2
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page.
Navigating Context
EXPIRED
Host: CTLI
Instructor Jumpstart: Part 1
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page.
Navigating Context
EXPIRED
Host: CTLI
Understanding AI in your pedagogy
This workshop is designed to equip MSU educators with the knowledge and skills necessary to navigate the evolving educational landscape shaped by generative AI. Participants will explore the multifaceted impact of AI on teaching and learning, and develop strategies to integrate AI into their courses effectively while addressing both opportunities and challenges.
Upon completion of this learning experience participants will be able to:
implement AI tools and techniques to enhance teaching practices and improve administrative efficiency in their courses
integrate discussions and content about AI within their discipline to help students understand its relevance and implications in their field of study
develop comprehensive AI policies for their courses, addressing acceptable use, academic integrity, and guidelines for AI-supported assignments and assessments.
Navigating Context
EXPIRED