We found 17 results that contain "resume"
Posted on: PREP Matrix
Resumes, CVs, & Cover Letters
Career Services at the University of Pennsylvania provides guidelines for composing CVs, resumes, cover letters, teaching statements, and research statements.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Suggestions for Returning to Instruction
This article provides some resources for faculty resuming courses in February 2023 and is a cross-post from the original post on the Enhanced Digital Learning Initiative (EDLI) website.
Per guidance from the Provost's office, faculty are encouraged to be flexible and accommodating with themselves and their students. Some courses may resume as planned, and others may need to make pedagogical changes in order to accommodate faculty and student needs. These changes may be very different depending on your specific course and will require some flexibility in thinking through options. As you assess the needs of your students and courses we encourage you to adopt a flexible and student-centered approach.
During the first week of returning to classes, you may wish to hold conversations or conduct activities that allow you and your students to understand where you are at and what your needs are for the remainder of the semester. You may wish to provide a survey to your students to allow those who may not be attending classes in person to contribute and to allow for anonymous contributions as you plan for any changes you wish to make.
Ideas for what you might do during this first week back include:
Reflect on where you are. Reflect on where your students are.
It is ok to not require any academic work this next week. Students may not want to, or be able to, work on academic material in the first days/weeks.
Don’t make any large adjustments. Don’t rewrite the syllabus now but do take notes on what you are hearing or thinking in terms of longer-term changes.
Provide opportunities that allow students to come together, but without the necessity to speak. You could show a film or do some other activity that allows students to engage as they wish.
If you are feeling a particular way, talk about it, and be open about it.
As you consider what changes you may need to make in your courses remember that you may need to reset expectations, but do keep in mind the following:
Keep your course goals and learning objectives at the forefront of any redesigned assignments or activities.
Communicate your plan to your students. (link includes template and email language that may be useful to copy/paste)
Discuss needs with your students and try to be flexible with accommodations.
Adopt practices and approaches that enable students to engage with you and other classmates as much as they are comfortable and able, and in ways that work for you and for them.
Some examples of changes you may wish to make either temporarily or in the long-term best interest of your course and students:
Modify attendance policies to allow students to attend remotely or to take the time they need to process the events.
Consider changing assignment due dates or the number/length of assignments. If you need to drop an exam or assignment, just do so.
Recording or streaming class sessions to allow students who may need opportunities to revisit course content to do so or to allow students who were not able to be present on campus to access course sessions.
Accommodating students who are not able to be on campus can be as simple as opening a Zoom session and/or recording your class. Most MSU classrooms are equipped with cameras and software capable of facilitating this style of teaching.
Some Additional Resources that may be helpful are listed below.
Making changes to your class
Adapting a Syllabus During the Semester (provided by Ellen Moll, Director of Integrative Studies in Arts and Humanities)
Guide to Modifying Your Course Mid-Semester
Multimodal instructor guide - Contains recommendations for classroom set-up in a multimodal or hyflex-style course.
EDLI Online and Hybrid Course Development Process - Considerations and guidelines for creating online or hybrid courses.
Capturing and Streaming Your Class
MSU Hybrid Classroom Support & Tips - Guide to using MSU Classroom equipment to capture or stream your class.
Live streaming in-person classes Guide - a short guide to learning the process of live streaming in-person classes.
Zoom Meeting Top Ten - A reminder of the top ten most important settings on Zoom.
Preferred Zoom Settings - Recommended Zoom settings for teaching.
Recording Videos in Zoom and Uploading to MediaSpace - Learn how to record your Zoom Meetings to the cloud and then upload them to MediaSpace
Communicating With Your Students
Template & Considerations for Student Notification in Temporary Course Modality Change - A guide to communicating with your students in the event of a temporary course modality change.
Whole Spartan Framework
Further information and resources can be found on the #iteachMSU website. These resources will continue to be updated in the coming days so please check back if you do not find what you are looking for at first.
This post was co-authored by Makena Neal, Scott Schopieray, Jessica Sender, and Jeremy Van Hof.
Per guidance from the Provost's office, faculty are encouraged to be flexible and accommodating with themselves and their students. Some courses may resume as planned, and others may need to make pedagogical changes in order to accommodate faculty and student needs. These changes may be very different depending on your specific course and will require some flexibility in thinking through options. As you assess the needs of your students and courses we encourage you to adopt a flexible and student-centered approach.
During the first week of returning to classes, you may wish to hold conversations or conduct activities that allow you and your students to understand where you are at and what your needs are for the remainder of the semester. You may wish to provide a survey to your students to allow those who may not be attending classes in person to contribute and to allow for anonymous contributions as you plan for any changes you wish to make.
Ideas for what you might do during this first week back include:
Reflect on where you are. Reflect on where your students are.
It is ok to not require any academic work this next week. Students may not want to, or be able to, work on academic material in the first days/weeks.
Don’t make any large adjustments. Don’t rewrite the syllabus now but do take notes on what you are hearing or thinking in terms of longer-term changes.
Provide opportunities that allow students to come together, but without the necessity to speak. You could show a film or do some other activity that allows students to engage as they wish.
If you are feeling a particular way, talk about it, and be open about it.
As you consider what changes you may need to make in your courses remember that you may need to reset expectations, but do keep in mind the following:
Keep your course goals and learning objectives at the forefront of any redesigned assignments or activities.
Communicate your plan to your students. (link includes template and email language that may be useful to copy/paste)
Discuss needs with your students and try to be flexible with accommodations.
Adopt practices and approaches that enable students to engage with you and other classmates as much as they are comfortable and able, and in ways that work for you and for them.
Some examples of changes you may wish to make either temporarily or in the long-term best interest of your course and students:
Modify attendance policies to allow students to attend remotely or to take the time they need to process the events.
Consider changing assignment due dates or the number/length of assignments. If you need to drop an exam or assignment, just do so.
Recording or streaming class sessions to allow students who may need opportunities to revisit course content to do so or to allow students who were not able to be present on campus to access course sessions.
Accommodating students who are not able to be on campus can be as simple as opening a Zoom session and/or recording your class. Most MSU classrooms are equipped with cameras and software capable of facilitating this style of teaching.
Some Additional Resources that may be helpful are listed below.
Making changes to your class
Adapting a Syllabus During the Semester (provided by Ellen Moll, Director of Integrative Studies in Arts and Humanities)
Guide to Modifying Your Course Mid-Semester
Multimodal instructor guide - Contains recommendations for classroom set-up in a multimodal or hyflex-style course.
EDLI Online and Hybrid Course Development Process - Considerations and guidelines for creating online or hybrid courses.
Capturing and Streaming Your Class
MSU Hybrid Classroom Support & Tips - Guide to using MSU Classroom equipment to capture or stream your class.
Live streaming in-person classes Guide - a short guide to learning the process of live streaming in-person classes.
Zoom Meeting Top Ten - A reminder of the top ten most important settings on Zoom.
Preferred Zoom Settings - Recommended Zoom settings for teaching.
Recording Videos in Zoom and Uploading to MediaSpace - Learn how to record your Zoom Meetings to the cloud and then upload them to MediaSpace
Communicating With Your Students
Template & Considerations for Student Notification in Temporary Course Modality Change - A guide to communicating with your students in the event of a temporary course modality change.
Whole Spartan Framework
Further information and resources can be found on the #iteachMSU website. These resources will continue to be updated in the coming days so please check back if you do not find what you are looking for at first.
This post was co-authored by Makena Neal, Scott Schopieray, Jessica Sender, and Jeremy Van Hof.
Authored by: Enhanced Digital Learning Initiative (EDLI)
Pedagogical Design
Posted on: PREP Matrix
"So What Are You Going To Do With That?"
This book by Susan Basalla and Maggie Debelius discusses the process of moving from an academic to a non-academic career path, covering everything from making the original decision to the practical details of turning a CV into a resume to adjusting to a non-academic life.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Course Policy Modifications After a Crisis: Practical Strategies for Returning to Class
In addition to caring for your own well-being and openly acknowledging a tragic event with your students, there are a number of tangible ways instructors might consider modifying their syllabus or lesson plans immediately after a crisis. This resource contains examples of policies and adaptations you may consider. These are not meant to be read as recommendations that every instructor should adopt, but rather as possibilities that instructors can individually assess and adapt to their own teaching context.
When modifying your course policies or syllabus after a crisis, it is helpful to keep a few basic principles of trauma-aware pedagogy in mind. The overarching aim of these principles is to cultivate a sense of safety in the classroom, especially when this sense has been disrupted by traumatic events. Some key principles of trauma-informed teaching include:
Empathy - take time to understand what students are experiencing, and allow them to process those experiences together
Flexibility - be patient, and forgiving with students if they aren’t able to progress through the course as you initially imagined they would.
Autonomy - give students choices that can help them feel in control
Clarity - reduce unknowns by over-communicating about what will stay the same and what will change as a result of the event
Transparency - be transparent about why you chose to respond to the event in the way that you did
Consistency - be as predictable and reliable as possible, perhaps leaning on existing classroom habits or routines to create a sense of familiarity
Next, you will find concrete examples of ways you might consider embedding these principles into your class.
Modifying the Course Content/Timeline
If classes are canceled due to a crisis, communicate to students where you plan to pick up after classes resume.
Consider pushing the course plan back a week rather than asking students to prepare for two weeks at once (e.g., the week that was missed and the current week). Then identify a week’s content to skip later on, if possible.
Explain to students why you chose to cut that section and provide a few resources for them to study on their own if they’re interested.
Revise assessments accordingly so that students aren’t evaluated on material not covered.
Review your course learning goals and think about what is truly necessary and what can be left out this time. Students’ cognitive load will be reduced after a crisis and class time might be better spent focusing on a few key topics rather than trying to get everything covered.
Reduce the quantity of readings and other work required for students to prepare for class where possible.
Modifying Assessments
Consider emphasizing low-stakes formative assessments like in-class activities and discussion posts over high-stakes summative assessments like quizzes and exams. This could be done by allowing students to choose to weight their formative assessments more heavily or by making certain summative assessments optional.
Reduce anxiety of high-stakes tests by making them take-home, or allowing students to choose a certain number of questions or problems on an existing exam to respond to as opposed to taking the entire thing.
Consider grading certain assessments pass/fail.
Make sure to revise assessments to ensure they don’t evaluate students on material that may have been skipped or not covered in detail due to an altered schedule.
Consider giving students options about how and when to complete existing assessments.
For example, allowing them to work individually or in groups. Or allowing them to submit in various formats (written, video, audio, creative, etc.)
Create new deadlines for existing assessments in conversation with students.
If using grading rubrics, consider how to adjust expectations in light of the situation, and communicate any changes to students.
Modifying Late Work Policies
Consider removing late work penalties, where possible. Ask students to stay in touch with you if they need an extension.
Give students the option to throw out a certain number of assessments, or for certain assessments to be graded pass/fail.
Modifying Attendance and Participation Policies
Consider dropping or loosening any required attendance policies. For example, increase the number of days that can be missed before incurring a penalty. You may decide to ask students to email you or their TA, when possible, if they need to miss class. Make explicit that they do not need to provide a reason for missing class.
Clearly explain to students what they need to do to make up for any classes they may miss. Try to be respectful of students’ cognitive load as you create this policy so that work doesn’t pile up when they miss class.
Consider giving everyone full credit for the “participation” score of their grade, or provide students with a variety of options about what will count as participation, especially for those who do not feel like speaking in class.
This resource was created by Michael McCreary. It is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
When modifying your course policies or syllabus after a crisis, it is helpful to keep a few basic principles of trauma-aware pedagogy in mind. The overarching aim of these principles is to cultivate a sense of safety in the classroom, especially when this sense has been disrupted by traumatic events. Some key principles of trauma-informed teaching include:
Empathy - take time to understand what students are experiencing, and allow them to process those experiences together
Flexibility - be patient, and forgiving with students if they aren’t able to progress through the course as you initially imagined they would.
Autonomy - give students choices that can help them feel in control
Clarity - reduce unknowns by over-communicating about what will stay the same and what will change as a result of the event
Transparency - be transparent about why you chose to respond to the event in the way that you did
Consistency - be as predictable and reliable as possible, perhaps leaning on existing classroom habits or routines to create a sense of familiarity
Next, you will find concrete examples of ways you might consider embedding these principles into your class.
Modifying the Course Content/Timeline
If classes are canceled due to a crisis, communicate to students where you plan to pick up after classes resume.
Consider pushing the course plan back a week rather than asking students to prepare for two weeks at once (e.g., the week that was missed and the current week). Then identify a week’s content to skip later on, if possible.
Explain to students why you chose to cut that section and provide a few resources for them to study on their own if they’re interested.
Revise assessments accordingly so that students aren’t evaluated on material not covered.
Review your course learning goals and think about what is truly necessary and what can be left out this time. Students’ cognitive load will be reduced after a crisis and class time might be better spent focusing on a few key topics rather than trying to get everything covered.
Reduce the quantity of readings and other work required for students to prepare for class where possible.
Modifying Assessments
Consider emphasizing low-stakes formative assessments like in-class activities and discussion posts over high-stakes summative assessments like quizzes and exams. This could be done by allowing students to choose to weight their formative assessments more heavily or by making certain summative assessments optional.
Reduce anxiety of high-stakes tests by making them take-home, or allowing students to choose a certain number of questions or problems on an existing exam to respond to as opposed to taking the entire thing.
Consider grading certain assessments pass/fail.
Make sure to revise assessments to ensure they don’t evaluate students on material that may have been skipped or not covered in detail due to an altered schedule.
Consider giving students options about how and when to complete existing assessments.
For example, allowing them to work individually or in groups. Or allowing them to submit in various formats (written, video, audio, creative, etc.)
Create new deadlines for existing assessments in conversation with students.
If using grading rubrics, consider how to adjust expectations in light of the situation, and communicate any changes to students.
Modifying Late Work Policies
Consider removing late work penalties, where possible. Ask students to stay in touch with you if they need an extension.
Give students the option to throw out a certain number of assessments, or for certain assessments to be graded pass/fail.
Modifying Attendance and Participation Policies
Consider dropping or loosening any required attendance policies. For example, increase the number of days that can be missed before incurring a penalty. You may decide to ask students to email you or their TA, when possible, if they need to miss class. Make explicit that they do not need to provide a reason for missing class.
Clearly explain to students what they need to do to make up for any classes they may miss. Try to be respectful of students’ cognitive load as you create this policy so that work doesn’t pile up when they miss class.
Consider giving everyone full credit for the “participation” score of their grade, or provide students with a variety of options about what will count as participation, especially for those who do not feel like speaking in class.
This resource was created by Michael McCreary. It is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
Authored by: Michael McCreary
Pedagogical Design
Posted on: The MSU Graduate Le...
Professional Growth Workshops
For their work as part of the Leadership Academy 2020 cohort, the Professional Growth Group aimed to develop a series of workshops to provide professional development opportunities to their fellow graduate students based on community feedback. In the process of narrowing the focus of their efforts for the eight week period of the Academy, the Professional Growth Group determined that not everyone has access to information about pursuing alternative academic careers. Being that the current academic job market offers increasingly fewer opportunities, more graduate students are seeking information about alternative options. As such, our group decided to produce a series of workshops for students across all departments that prepared students to pursue alt-ac careers and allowed them to be exposed to alt-ac careers before leaving graduate school. Through this work, we hoped to destigmatize the process of seeking alternative careers to academia and provide a safe space for students whose networks may not be as supportive of this decision. While we wanted to target our workshops at graduate students, we also wanted to network with people on campus who either already provide workshops and spaces for more professional development or those who have the authority to help further this work. As such, in addition to the widely circulated flyers for two workshops that we would host during the period of the Academy, we developed an online space on iteach.msu.edu for graduate students to connect and access alt-ac resources.
On February 25, 2020, the Professional Growth Group hosted two workshops: 1) Leveraging your Membership, which focused on teaching students to leverage their service experience to transferable skills to add to your CV or resume; and 2) Translate Your Thesis to the World, which helped students learn to describe their research in three minutes using only a single powerpoint slide. We had a total of five students attend, and received generally positive feedback. Both presentations were recorded and uploaded to our iteach.msu.edu page so students who were unable to attend the workshops in person could have the opportunity to interact with us and each other virtually. We also began to reach out to campus offices who might want to connect with our group and help us circulate existing campus resources. Looking forward, if we have the opportunity to continue our work on this project we would develop a series of interviews of podcasts of MSU grad student alumni who have careers in alt-ac, host additional workshops, and extend our recruitment of our online group to encourage more active discussion about pursuing alt-ac careers among students.
Powerpoint with Short Video Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1507
On February 25, 2020, the Professional Growth Group hosted two workshops: 1) Leveraging your Membership, which focused on teaching students to leverage their service experience to transferable skills to add to your CV or resume; and 2) Translate Your Thesis to the World, which helped students learn to describe their research in three minutes using only a single powerpoint slide. We had a total of five students attend, and received generally positive feedback. Both presentations were recorded and uploaded to our iteach.msu.edu page so students who were unable to attend the workshops in person could have the opportunity to interact with us and each other virtually. We also began to reach out to campus offices who might want to connect with our group and help us circulate existing campus resources. Looking forward, if we have the opportunity to continue our work on this project we would develop a series of interviews of podcasts of MSU grad student alumni who have careers in alt-ac, host additional workshops, and extend our recruitment of our online group to encourage more active discussion about pursuing alt-ac careers among students.
Powerpoint with Short Video Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1507
Authored by: Lauren Collier-Spruel, Chastity Gaither, Katherine Knowles, Augusto Masiero Gil
Navigating Context
Posted on: #iteachmsu
ZOOMing - Our [virtual] reality
Utilizing Zoom (and other video conferencing technologies) wasn't new for me. From the time I started working for MSU, "meeting" in a digital space was a part of my regular work. My role was an educator with MSU Extension where I was one member of a 10-person team with statewide responsibilities (and statewide home bases). I zoomed with my teammates every month, and we utilized the platform for steering committee meetings with youth leaders for our events. Little did I know, these regular parts of my job responsibilities would become my day-to-day.
Covid19 pandemic has created the opportunity (or forced - depending on your perspective) for us to figure out interactions on a platform like Zoom. We have to think more intentionally about things like access, engagement, and active learning when we are planning, facilitating, and participating in video conferencing calls/classes. I was on parental leave during the start of this transition, so my work-from-home via Zoom has been a dive head-first... SO I thought I'd share a couple of the resources that have proven to be helpful to me.
For starters... Zoom Keyboard shortcuts: (these are for a PC, but there are additional shortcuts and MAC specific options here)
Control your audio and video:
Alt + V: Start/Stop video
Alt + A: Mute/unmute audio
Alt + M: Mute/unmute audio for everyone except host
Alt + S: Launch share screen window and stop screen share
Alt + Shift + S: Start/stop new screen share
Alt + T: Pause or resume screen share
Since we're all at home... adding a virtual background can take away any unnecessary pressure to have the room behind you tidy:
Virtual backgrounds: "Hide your office clutter or add some corporate branding with a virtual background during a Zoom Meeting. Users can upload their own images (Zoom recommends that these images have an aspect ratio of 16:9 and a resolution of 1920 x 1080 px) and preview the virtual background to detect any issues before joining the meeting. And soon, Zoom will support Microsoft PowerPoint files as a custom background and the use of a video virtual background, a non-static background for added fun." More tips from Zoomie here. Plus, fun backgrounds from the New York Public Library (and additional virtual background instructions) here.
Not all the meetings we're joining are with people we know well.Display Names:
"This is less important when you’re chatting with people you know well, but if you use Zoom to do a lot of sales calls, then this setting will ensure you never accidentally forget the name of the person you’re talking to. Go to Settings > Video and check 'Always display participant’s name on their videos.'" More tips and how to's like this are available here. Another thing I noticed in one of my meetings recently, was a colleague in a meeting updated his "display name" to include his preferred gender pronouns - which I thought was a great idea for meetings with people we might not know well. For example, my displayed name now reads "Makena Neal (she/her/hers)".
Covid19 pandemic has created the opportunity (or forced - depending on your perspective) for us to figure out interactions on a platform like Zoom. We have to think more intentionally about things like access, engagement, and active learning when we are planning, facilitating, and participating in video conferencing calls/classes. I was on parental leave during the start of this transition, so my work-from-home via Zoom has been a dive head-first... SO I thought I'd share a couple of the resources that have proven to be helpful to me.
For starters... Zoom Keyboard shortcuts: (these are for a PC, but there are additional shortcuts and MAC specific options here)
Control your audio and video:
Alt + V: Start/Stop video
Alt + A: Mute/unmute audio
Alt + M: Mute/unmute audio for everyone except host
Alt + S: Launch share screen window and stop screen share
Alt + Shift + S: Start/stop new screen share
Alt + T: Pause or resume screen share
Since we're all at home... adding a virtual background can take away any unnecessary pressure to have the room behind you tidy:
Virtual backgrounds: "Hide your office clutter or add some corporate branding with a virtual background during a Zoom Meeting. Users can upload their own images (Zoom recommends that these images have an aspect ratio of 16:9 and a resolution of 1920 x 1080 px) and preview the virtual background to detect any issues before joining the meeting. And soon, Zoom will support Microsoft PowerPoint files as a custom background and the use of a video virtual background, a non-static background for added fun." More tips from Zoomie here. Plus, fun backgrounds from the New York Public Library (and additional virtual background instructions) here.
Not all the meetings we're joining are with people we know well.Display Names:
"This is less important when you’re chatting with people you know well, but if you use Zoom to do a lot of sales calls, then this setting will ensure you never accidentally forget the name of the person you’re talking to. Go to Settings > Video and check 'Always display participant’s name on their videos.'" More tips and how to's like this are available here. Another thing I noticed in one of my meetings recently, was a colleague in a meeting updated his "display name" to include his preferred gender pronouns - which I thought was a great idea for meetings with people we might not know well. For example, my displayed name now reads "Makena Neal (she/her/hers)".
Authored by: Makena Neal
Posted on: #iteachmsu
Proximate Ambivalence: Cruel Optimism and Affect in Post-COVID Higher Education
Topic Area: Online Teaching & Learning
Presented by: Paul Bylsma
Abstract:
Higher education was severely disrupted by the novel coronavirus disease 2019 (COVID). In order to safely resume educational activities, classes were moved online or were subject to severe protective measures. As a result, something about post-COVID higher education simply felt different. In this paper we use affect theory, a perspective that emphasizes an embodied ontology and an epistemology defined by feelings and intensities, to explore the elements that make in-person interactions significant. We conduct an affective analysis to show how post-COVID higher education demonstrated instances of proximate ambivalence, or the simultaneous proximity and distance of any particular object. Though this analysis critiques the attempted substitution of in-person learning with online learning, we also use lessons learned during this analysis to demonstrate the prevalence of proximate ambivalence in in-person learning. We argue that post-COVID higher education was cruelly optimistic in its attempt to re-create education as it existed before the pandemic and its ultimate failure to do so. We further show how the affective lens used to critique online learning is also useful in identifying areas for improvement to access and engagement in in-person learning.
Presented by: Paul Bylsma
Abstract:
Higher education was severely disrupted by the novel coronavirus disease 2019 (COVID). In order to safely resume educational activities, classes were moved online or were subject to severe protective measures. As a result, something about post-COVID higher education simply felt different. In this paper we use affect theory, a perspective that emphasizes an embodied ontology and an epistemology defined by feelings and intensities, to explore the elements that make in-person interactions significant. We conduct an affective analysis to show how post-COVID higher education demonstrated instances of proximate ambivalence, or the simultaneous proximity and distance of any particular object. Though this analysis critiques the attempted substitution of in-person learning with online learning, we also use lessons learned during this analysis to demonstrate the prevalence of proximate ambivalence in in-person learning. We argue that post-COVID higher education was cruelly optimistic in its attempt to re-create education as it existed before the pandemic and its ultimate failure to do so. We further show how the affective lens used to critique online learning is also useful in identifying areas for improvement to access and engagement in in-person learning.
Authored by: Paul Bylsma
Disciplinary Content
Posted on: #iteachmsu
Michigan State University's Crisis Response Resources Immediately following 02/13/2023
Last updated at 3:24pm on 02/20/23 MSU resumed classes on Feb. 20. The university has asked faculty to provide the greatest flexibility to adjust syllabus expectations and accommodate needs of students. FAQs and other important updates, as well as mental health and supportive resources, are available -- along with updates and the most current information-- at the Campus Safety Information page.Crisis Counseling Available at Hannah Community Center & East Lansing Public Library Free, confidential crisis counseling is available to MSU students, staff, faculty at the Hannah Community Center (ELHCC).Community members are also advised that counseling services will be offered at the ELHCC, 819 Abbot Road, from 2-6 p.m. on Monday, Feb. 20 Tuesday, Feb. 21; Wednesday, Feb. 22; and Thursday, Feb. 23. Counseling services will also be offered at East Lansing Public Library (ELPL), 950 Abbot Road, from noon-5:30 p.m. on Tuesday, Feb. 21; Wednesday, Feb. 22; Thursday, Feb. 23; and Friday, Feb. 24.Therapy dogs will continue to be available at both locations on an intermittent basis as well.Need someone to talk to right now? Crisis services are available 24/7. Call (517) 355-8270 and press “1” at the prompt to speak with a crisis counselor. If you think you or someone around you is in danger, call 911 or head to the nearest emergency room.
Additional (non-MSU) support available:
Clinton/Eaton/Ingham County Community Mental Health: 517-346-8460
Disaster Distress Helpline available 24/7 at 800-985-5990
National Suicide Prevention Lifeline available 24/7 at 800-273-8255
Michigan Department of Health and Human Services (MDHHS) warmline – operates 7 days a week from 10 a.m. to 2 a.m. at 888-733-7753
Intended to serve individuals living with persistent mental health challenges including anxiety, depression, and trauma
Reflect and Connect: A Framework for Processing and Self-Care [MSU faculty, staff, and graduate students]In response to the February 13th shooting on campus the Spartan Resilience Training Program is offering several reflect and connect sessions for MSU faculty, staff, and graduate students.The intent of these sessions is for people to come together and be in community with fellow Spartans experiencing a wide range of emotions. Session will include a framework for grounding and navigating these challenging events. Resources and practical self-care strategies will be provided. Sessions facilitated by Lisa Laughman, Coordinator, Spartan Resilience Training Program.
February 20 | 4 - 5:15 p.m.
Register for this session
February 21 | 2 - 3:15 p.m.
Register for this session
February 22 | 12 - 1:15 p.m.
Register for this session
February 23 | 12:30 - 1:45 p.m.
Register for this session
Teaching on Days After: What to Do When You Don’t Know What to Do - Further Discussion with Alyssa Dunn Feb. 20 - Feb. 23, 2023 (in-person or virtual)Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis; with insights on supporting our students and colleagues as we return to the classroom. She can provide practical tools and techniques for creating a safe, welcoming, and inclusive learning environment and addressing the unique challenges and opportunities that arise in the aftermath of a crisis. Alyssa is offering opportunities for one-on-one conversations, as well as group conversations (for colleges, departments, units, or groups).To see Alyssa's remaining available discussion times and register, visit the CTLI Events calendar.
Vigil at Auditorium/Rock Feb. 15, 2023recording at https://msu.edu/vigil
Rebuilding Hope: Further Discussion on MANAGING CHANGE
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on managing changes in content and expectations. Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Managing Change - and register- visit the CTLI Events calendar.
1:1 from 11:15-11:45am on 2/21
1:1 from 11:45am-12:15pm on 2/21
Rebuilding Hope: Further Discussion on LARGE CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Brandy Ellison for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to large classes. Brandy is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Large Classes - and register- visit the CTLI Events calendar.
Group discussion from 12-1pm on 2/21
1:1 from 1:15-1:45pm on 2/21
Rebuilding Hope: Further Discussion on ASSIGNMENT MODIFICATIONS
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on Assignment Modifications . Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Assignment Modifications - and register- visit the CTLI Events calendar.
Group discussion from 12:30-1:30pm on 2/21
Rebuilding Hope: Further Discussion on USING TRAUMA INFORMED PRINCIPLES IN SMALL CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Cheryl Williams-Hecksel and Kelley Blanck for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to Using Trauma Informed Principles in Small Classes. Cheryl and Kelley are offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Using Trauma Informed Principles in Small Classes - and register- visit the CTLI Events calendar.
Group discussion from 1-2pm on 2/21
Additional (non-MSU) support available:
Clinton/Eaton/Ingham County Community Mental Health: 517-346-8460
Disaster Distress Helpline available 24/7 at 800-985-5990
National Suicide Prevention Lifeline available 24/7 at 800-273-8255
Michigan Department of Health and Human Services (MDHHS) warmline – operates 7 days a week from 10 a.m. to 2 a.m. at 888-733-7753
Intended to serve individuals living with persistent mental health challenges including anxiety, depression, and trauma
Reflect and Connect: A Framework for Processing and Self-Care [MSU faculty, staff, and graduate students]In response to the February 13th shooting on campus the Spartan Resilience Training Program is offering several reflect and connect sessions for MSU faculty, staff, and graduate students.The intent of these sessions is for people to come together and be in community with fellow Spartans experiencing a wide range of emotions. Session will include a framework for grounding and navigating these challenging events. Resources and practical self-care strategies will be provided. Sessions facilitated by Lisa Laughman, Coordinator, Spartan Resilience Training Program.
February 20 | 4 - 5:15 p.m.
Register for this session
February 21 | 2 - 3:15 p.m.
Register for this session
February 22 | 12 - 1:15 p.m.
Register for this session
February 23 | 12:30 - 1:45 p.m.
Register for this session
Teaching on Days After: What to Do When You Don’t Know What to Do - Further Discussion with Alyssa Dunn Feb. 20 - Feb. 23, 2023 (in-person or virtual)Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis; with insights on supporting our students and colleagues as we return to the classroom. She can provide practical tools and techniques for creating a safe, welcoming, and inclusive learning environment and addressing the unique challenges and opportunities that arise in the aftermath of a crisis. Alyssa is offering opportunities for one-on-one conversations, as well as group conversations (for colleges, departments, units, or groups).To see Alyssa's remaining available discussion times and register, visit the CTLI Events calendar.
Vigil at Auditorium/Rock Feb. 15, 2023recording at https://msu.edu/vigil
Rebuilding Hope: Further Discussion on MANAGING CHANGE
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on managing changes in content and expectations. Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Managing Change - and register- visit the CTLI Events calendar.
1:1 from 11:15-11:45am on 2/21
1:1 from 11:45am-12:15pm on 2/21
Rebuilding Hope: Further Discussion on LARGE CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Brandy Ellison for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to large classes. Brandy is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Large Classes - and register- visit the CTLI Events calendar.
Group discussion from 12-1pm on 2/21
1:1 from 1:15-1:45pm on 2/21
Rebuilding Hope: Further Discussion on ASSIGNMENT MODIFICATIONS
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on Assignment Modifications . Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Assignment Modifications - and register- visit the CTLI Events calendar.
Group discussion from 12:30-1:30pm on 2/21
Rebuilding Hope: Further Discussion on USING TRAUMA INFORMED PRINCIPLES IN SMALL CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Cheryl Williams-Hecksel and Kelley Blanck for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to Using Trauma Informed Principles in Small Classes. Cheryl and Kelley are offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Using Trauma Informed Principles in Small Classes - and register- visit the CTLI Events calendar.
Group discussion from 1-2pm on 2/21
Posted by: Makena Neal
Navigating Context
Posted on: Leadership Academy:...
Are you an active leader in an organization, club, or in your community? In this workshop, you will learn how to leverage your service experience to transferable skills to add to your CV or Resume.
The Leveraging your Membership workshop, facilitated by Chastity Gaither, is now live! Check it out on MSU MediaSpace here: https://mediaspace.msu.edu/media/Leveraging+your+membership/1_sb2ekx5f
The Leveraging your Membership workshop, facilitated by Chastity Gaither, is now live! Check it out on MSU MediaSpace here: https://mediaspace.msu.edu/media/Leveraging+your+membership/1_sb2ekx5f
Posted by: Katherine Knowles
Navigating Context
Posted on: Making learning fun...
We are writing to invite you to join the pilot program for H5P’s D2L integration and a few special features.
Through CTLI’s Catalyst Innovation Program, we are giving out a limited number of free H5P.com accounts for faculty/grad students for this academic year. This will allow you to create lots of different types of activities, assign them to your students through D2L, have their grades automatically populated in the Gradebook (if desired), and also receive data about how your students interacted with the content.
The D2L H5P basic integration lets you:
Insert activities with one click directly into a D2L course (no more embed codes requiring activities to be public or going through another provider like Pressbooks)
Connect select activities with the D2L Gradebook
+ our subscription also includes these special features:
Detailed reports on how learners interact with the activity, no matter where the H5P activity is in the course (as a topic or in a page)
Let learners resume activities (especially useful for larger content types like Interactive Video/Course Presentation/Interactive Book)
+ Smart Import feature (AI) lets you import audio/text/video and you will get quick transcripts and suggested activities pre-built that will shorten activity creation time (currently only in English, more languages to be added soon).
Any activities you create via our pilot account using Smart AI, for example, can certainly be exported out to a different regular H5P account(s).
Some of you might have also looked into nolej.io recently (very similar to Smart Import), but we have been told that H5P.com is much better with regards to compliance, privacy, security and stability.
You could contact me (gacs@msu.edu) or Shannon Quinn (sdquinn@msu.edu) to request an account, you will be given a form to fill out listing any D2L course shells (development courses or communities would work too) where you would like to test the H5P integration.
Through CTLI’s Catalyst Innovation Program, we are giving out a limited number of free H5P.com accounts for faculty/grad students for this academic year. This will allow you to create lots of different types of activities, assign them to your students through D2L, have their grades automatically populated in the Gradebook (if desired), and also receive data about how your students interacted with the content.
The D2L H5P basic integration lets you:
Insert activities with one click directly into a D2L course (no more embed codes requiring activities to be public or going through another provider like Pressbooks)
Connect select activities with the D2L Gradebook
+ our subscription also includes these special features:
Detailed reports on how learners interact with the activity, no matter where the H5P activity is in the course (as a topic or in a page)
Let learners resume activities (especially useful for larger content types like Interactive Video/Course Presentation/Interactive Book)
+ Smart Import feature (AI) lets you import audio/text/video and you will get quick transcripts and suggested activities pre-built that will shorten activity creation time (currently only in English, more languages to be added soon).
Any activities you create via our pilot account using Smart AI, for example, can certainly be exported out to a different regular H5P account(s).
Some of you might have also looked into nolej.io recently (very similar to Smart Import), but we have been told that H5P.com is much better with regards to compliance, privacy, security and stability.
You could contact me (gacs@msu.edu) or Shannon Quinn (sdquinn@msu.edu) to request an account, you will be given a form to fill out listing any D2L course shells (development courses or communities would work too) where you would like to test the H5P integration.
Posted by: Adam Gacs