We found 77 results that contain "stem"
Posted on: PREP Matrix
Sustaining Support Systems
This playlist begins with an overview of the different people and skills you need in your support system, moves into resources specific to maintaining your relationship with family, friends, and significant others, then discusses how to balance graduate school with the rest of your life, and ends with several MSU offices meant to support students through their program.
NAVIGATING CONTEXT
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
Developing Support Systems
This playlist begins with resources about developing a community both inside and outside of grad school, moves into discussions of relationships, families, and spirituality, then provides resources specific to grad students with children, and ends with official entities like GEU and COGS.
NAVIGATING CONTEXT
Posted on: MSU Academic Advising
Training Tools and Guides
Academic Advisors use a range of systems and tools to support their work with students. This playlist contains range of training guides and tutorials, including features in the Student Information System, Electronic Student Academic Folder, transfer credit system, and more!
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: PREP Matrix
STEM Funding Webinars
This is a collection of webinars about different aspects of seeking and applying for funding in STEM fields. While many are aimed at undergraduates/people who have not yet entered a graduate program, they are also useful for grad students, and several are aimed specifically at grad students.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Upcoming talks on DEI in STEM
Here are some upcoming talks that might be of potential interest. They are organized by the SEISMIC collaboration, of which MSU is member. The talks are open to all. You can find the full list of fall SEISMIC talks here.
Wed. 9/30
1 pm EDT
Hosted by SEISMIC
“Fundamentals of Data Storytelling”
Speaker: Jennifer Nulty, Pivot Data Design
Today, data is everywhere. Clients often have access to massive amounts of data about participants, service administration, and program effectiveness. Extracting useful takeaway messages and next steps can be challenging. Traditionally, data is communicated using dry reports, stuck in boring tables and charts. We have the power and opportunity to transform data reporting into deliverables that engage our clients, funders, and community partners. Harnessing the power of our data by using effective storytelling and visualization techniques gives staff the potential to better communicate program outcomes. Together, we will review three fundamentals of data storytelling that will help members create effective visuals. Grounded in visual processing theory, the principles discussed in this keynote will enhance attendees’ ability to communicate more effectively with colleagues and university stakeholders through a focus on the proper use of color, arrangement, graphics, and text.
Zoom Link: https://umich.zoom.us/j/98821252693
Wed. 9/30
1 pm EDT
Hosted by SEISMIC
“Fundamentals of Data Storytelling”
Speaker: Jennifer Nulty, Pivot Data Design
Today, data is everywhere. Clients often have access to massive amounts of data about participants, service administration, and program effectiveness. Extracting useful takeaway messages and next steps can be challenging. Traditionally, data is communicated using dry reports, stuck in boring tables and charts. We have the power and opportunity to transform data reporting into deliverables that engage our clients, funders, and community partners. Harnessing the power of our data by using effective storytelling and visualization techniques gives staff the potential to better communicate program outcomes. Together, we will review three fundamentals of data storytelling that will help members create effective visuals. Grounded in visual processing theory, the principles discussed in this keynote will enhance attendees’ ability to communicate more effectively with colleagues and university stakeholders through a focus on the proper use of color, arrangement, graphics, and text.
Zoom Link: https://umich.zoom.us/j/98821252693
Posted by: Ryan D Sweeder
Assessing Learning
Posted on: Graduate Teaching A...
Scientific Teaching in Undergraduate STEM: How to Effectively Implement
This workshop explores scientific teaching in undergraduate STEM, including the 'how' and 'why' behind the effective implementation thereof. GTAs will also learn about how to assess what is most important in STEM courses, and to create assessments that show how students utilize their knowledge. Upon completing this session, GTAs will be able to:
Articulate challenges that teaching undergraduate students in STEM courses face.
Acquire strategies to effectively teach students in a STEM course.
Work through an example to apply pedagogy for effective teaching.
Articulate challenges that teaching undergraduate students in STEM courses face.
Acquire strategies to effectively teach students in a STEM course.
Work through an example to apply pedagogy for effective teaching.
Posted by: Kenneth Gene Herrema
Pedagogical Design
Posted on: #iteachmsu
Upcoming talks about DEI in STEM
As a member of the SEISMIC Collaboration, MSU employees have the opportunity join the conversation surrounding DEI in STEM. These conversations are open to all. Upcoming events include:
Using Religious Cultural Competence in Evolution Education (ReCCEE) to Create a More Inclusive and Effective Scientific Community
Wednesday, October 14, at 12 p.m.
Speaker: Elizabeth Barnes, Middle Tennessee State University
While the majority of people in the world are religious, the majority of scientists are not, and this difference can cause culturally based barriers to effective science education. For instance, despite decades of evolution education research in the United States, almost one-third of introductory college biology students still do not think life shares a common ancestor and this is often due to a perceived conflict with their religious beliefs. In my studies, I find that college science instructors report not knowing how to address religious beliefs when teaching evolution and religious students report that science instructors have negative attitudes towards religion which is a barrier for their learning of evolution. I will describe how we as science educators can use Religious Cultural Competence in Evolution Education (ReCCEE) to reduce students’ perceived conflict between religion and evolution and create more inclusive evolution education for religious students. Further, I will discuss how such efforts may disproportionately benefit students of color and women, who affiliate with religion at higher rates than white men.
Zoom Link: https://umich.zoom.us/j/93300696091
But is it really ‘just’ science? Engaging critical race theory to unpack racial oppression with implications for Black student science engagement
Wednesday, October 21, at 12 p.m.
Speakers: Terrell Morton, University of Missouri
Disseminated through the culture of science (i.e., norms, values, beliefs, and practices), is the underlying message that there is but one “universal truth” regarding what is or what counts as scientific knowledge, research, and general practice. This culture and subsequent message have implications for who is recognized as being a scientist, or a validated member of the scientific community, and the process by which one gains such recognition. In noting the distinct, racialized experiences of Black students in science, this seminar introduces Critical Race Theory as a framework for attending to the prevalence, permeance, and impact of structural racism embedded within and manifesting through the culture of science, while also detailing the implications of structural racism in and through science on Black student science engagement.
Zoom Link: http://asu.zoom.us/j/92158713296
Are you interested in giving at talk related to DEI in STEM? If so, please reach out to Ryan Sweeder (sweeder@msu.edu) to be added to the potential speaker list.
Using Religious Cultural Competence in Evolution Education (ReCCEE) to Create a More Inclusive and Effective Scientific Community
Wednesday, October 14, at 12 p.m.
Speaker: Elizabeth Barnes, Middle Tennessee State University
While the majority of people in the world are religious, the majority of scientists are not, and this difference can cause culturally based barriers to effective science education. For instance, despite decades of evolution education research in the United States, almost one-third of introductory college biology students still do not think life shares a common ancestor and this is often due to a perceived conflict with their religious beliefs. In my studies, I find that college science instructors report not knowing how to address religious beliefs when teaching evolution and religious students report that science instructors have negative attitudes towards religion which is a barrier for their learning of evolution. I will describe how we as science educators can use Religious Cultural Competence in Evolution Education (ReCCEE) to reduce students’ perceived conflict between religion and evolution and create more inclusive evolution education for religious students. Further, I will discuss how such efforts may disproportionately benefit students of color and women, who affiliate with religion at higher rates than white men.
Zoom Link: https://umich.zoom.us/j/93300696091
But is it really ‘just’ science? Engaging critical race theory to unpack racial oppression with implications for Black student science engagement
Wednesday, October 21, at 12 p.m.
Speakers: Terrell Morton, University of Missouri
Disseminated through the culture of science (i.e., norms, values, beliefs, and practices), is the underlying message that there is but one “universal truth” regarding what is or what counts as scientific knowledge, research, and general practice. This culture and subsequent message have implications for who is recognized as being a scientist, or a validated member of the scientific community, and the process by which one gains such recognition. In noting the distinct, racialized experiences of Black students in science, this seminar introduces Critical Race Theory as a framework for attending to the prevalence, permeance, and impact of structural racism embedded within and manifesting through the culture of science, while also detailing the implications of structural racism in and through science on Black student science engagement.
Zoom Link: http://asu.zoom.us/j/92158713296
Are you interested in giving at talk related to DEI in STEM? If so, please reach out to Ryan Sweeder (sweeder@msu.edu) to be added to the potential speaker list.
Posted by: Ryan D Sweeder
Assessing Learning
Posted on: #iteachmsu
Automated analyses of written responses reveal student thinking in STEM
Formative assessments can provide crucial data to help instructors evaluate pedagogical effectiveness and address students' learning needs. The shift to online instruction and learning in the past year emphasized the need for innovative ways to administer assessments that support student learning and success. Faculty often use multiple-choice (MC) assessments due to ease of use, time and other resource constraints. While grading these assessments can be quick, the closed-ended nature of the questions often does not align with real scientific practices and can limit the instructor's ability to evaluate the heterogeneity of student thinking. Students often have mixed understanding that include scientific and non-scientific ideas. Open-ended or Constructed Response (CR) assessment questions, which allow students to construct scientific explanations in their own words, have the potential to reveal student thinking in a way MC questions do not. The results of such assessments can help instructors make decisions about effective pedagogical content and approaches. We present a case study of how results from administration of a CR question via a free-to-use constructed response classifier (CRC) assessment tool led to changes in classroom instruction. The question was used in an introductory biology course and focuses on genetic information flow. Results from the CRC assessment tool revealed unexpected information about student thinking, including naïve ideas. For example, a significant fraction of students initially demonstrated mixed understanding of the process of DNA replication. We will highlight how these results influenced change in pedagogy and content, and as a result improved student understanding.To access a PDF of the "Automated analyses of written responses reveal student thinking in STEM" poster, click here.Description of the Poster
Automated analyses of written responses reveal student thinking in STEM
Jenifer N. Saldanha, Juli D. Uhl, Mark Urban-Lurain, Kevin Haudek
Automated Analysis of Constructed Response (AACR) research group
CREATE for STEM Institute, Michigan State University
Email: jenifers@msu.edu
Website: beyondmultiplechoice.org
QR code (for website):
Key highlights:
Constructed Response (CR) questions allow students to explain scientific concepts in their own words and reveal student thinking better than multiple choice questions.
The Constructed Response Classifier (CRC) Tool (free to use: beyondmultiplechoice.org) can be used to assess student learning gains
In an introductory biology classroom:
Analyses by the CRC tool revealed gaps in student understanding and non-normative ideas.
The instructor incorporated short term pedagogical changes and recorded some positive outcomes on a summative assessment.
Additional pedagogical changes incorporated the next semester led to even more positive outcomes related to student learning (this semester included the pivot to online instruction).
The results from this case study highlight the effectiveness of using data from the CRC tool to address student thinking and develop targeted instructional efforts to guide students towards a better understanding of complex biological concepts.
Constructed Response Questions as Formative Assessments
Formative assessments allow instructors to explore nuances of student thinking and evaluate student performance.
Student understanding often includes scientific and non-scientific ideas [1,2].
Constructed Response (CR) questions allow students to explain scientific concepts in their own words and reveal student thinking better than multiple choice questions [3,4].
Constructed Response Classifier (CRC) tool
A formative assessment tool that automatically predicts ratings of student explanations.
This Constructed Response Classifier (CRC) tool generates a report that includes:
categorization of student ideas from writing related to conceptual understanding.
web diagrams depicting the frequency and co-occurrence rates of the most used ideas and relevant terms.
CRC Questions in the Introductory Biology Classroom :
A Case study
Students were taught about DNA replication and the central dogma of Biology.
Question was administered as online homework, completion credit provided. Responses collected were analyzed by the CRC tool.
CRC question:
The following DNA sequence occurs near the middle of the coding region of a gene. DNA 5' A A T G A A T G G* G A G C C T G A A G G A 3'
There is a G to A base change at the position marked with an asterisk. Consequently, a codon normally encoding an amino acid becomes a stop codon. How will this alteration influence DNA replication?
Part 1 of the CRC question used to detect student confusion between the central dogma processes.
Related to the Vision & Change core concept 3 “Information Flow, Exchange, and Storage" [5], adapted from the Genetics Concept Assessment [6,7].
Insight on Instructional Efficacy from CRC Tool
Table 1: Report score summary revealed that only a small fraction of students provided correct responses post instruction. (N = 48 students).
Student responses
Spring 2019
Incorrect
45%
Incomplete/Irrelevant
32%
Correct
23%
Sample incorrect responses:
Though both incorrect, the first response below demonstrates understanding of a type of mutation and the second one uses the context of gene expression.
“This is a nonsense mutation and will end the DNA replication process prematurely leaving a shorter DNA strand” (spellchecked)
“It will stop the DNA replication… This mutation will cause a gene to not be expressed”
CRC report provided:
Response score summaries
Web diagrams of important terms
Term usage and association maps
The instructor Identified scientific and non-scientific ideas in student thinking
This led to:
Short term pedagogical changes, same semester
During end of semester material review, incorporated:
Small group discussions about the central dogma.
Discussions about differences between DNA replication, and transcription and translation.
Worksheets with questions on transcribing and translating sequences.
Figure one:
The figure depicts an improvement in student performance observed in the final summative assessment.
Percentage of students who scored more than 95% on a related question:
In the unit exam = 71%
Final summative exam = 79%
Pedagogical Changes Incorporated in the Subsequent Semester
CR questions:
Explain the central dogma.
List similarities and differences between the processes involved.
Facilitated small group discussions for students to explain their responses.
Worksheets and homework:
Transcribe and translate DNA sequences, including ones with deletions/additions.
Students encouraged to create their own sequences for practice.
Revisited DNA replication via clicker questions and discussions, while students were learning about transcription and translation.
Table 2: 68% of students in the new cohort provided correct responses to the CRC question post instruction. (N = 47 students).
Student Responses
Spring 2020
Incorrect
19%
Incomplete/Irrelevant
13%
Correct
68%
Conclusions
The results from this case study highlight the effectiveness of using data from the CRC tool to address student thinking and develop targeted instructional efforts to guide students towards a better understanding of complex biological concepts.
Future Directions
Use the analytic rubric feature in the CRC tool to obtain further insight into normative and non-normative student thinking.
Use the clicker-based case study available at CourseSource about the processes in the central dogma [8].
Incorporate additional CRC tool questions in each course unit.
Questions currently available in a variety of disciplines:
Biology, Biochemistry, Chemistry, Physiology, and Statistics
Visit our website beyondmultiplechoice.org and sign up for a free account
References:
Ha, M., Nehm, R. H., Urban-Lurain, M., & Merrill, J. E. (2011). CBE—Life Sciences Education, 10(4), 379-393.
Sripathi, K. N., Moscarella, R. A., et al., (2019). CBE—Life Sciences Education, 18(3), ar37.
Hubbard, J. K., Potts, M. A., & Couch, B. A. (2017). CBE—Life Sciences Education, 16(2), ar26.
Birenbaum, M., & Tatsuoka, K. K. (1987). Applied Psychological Measurement, 11(4), 385-395.
"Vision and change in undergraduate biology education: a call to action." American Association for the Advancement of Science, Washington, DC (2011).
Smith, M. K., Wood, W. B., & Knight, J. K. (2008). CBE—Life Sciences Education, 7(4), 422-430.
Prevost, L. B., Smith, M. K., & Knight, J. K. (2016). CBE—Life Sciences Education, 15(4), ar65.
Pelletreau, K. N., Andrews, T., Armstrong, N., et al., (2016). CourseSource.
Acknowledgments.
This material is based upon work supported by the National Science Foundation (DUE grant 1323162). Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the supporting agencies.
Automated analyses of written responses reveal student thinking in STEM
Jenifer N. Saldanha, Juli D. Uhl, Mark Urban-Lurain, Kevin Haudek
Automated Analysis of Constructed Response (AACR) research group
CREATE for STEM Institute, Michigan State University
Email: jenifers@msu.edu
Website: beyondmultiplechoice.org
QR code (for website):
Key highlights:
Constructed Response (CR) questions allow students to explain scientific concepts in their own words and reveal student thinking better than multiple choice questions.
The Constructed Response Classifier (CRC) Tool (free to use: beyondmultiplechoice.org) can be used to assess student learning gains
In an introductory biology classroom:
Analyses by the CRC tool revealed gaps in student understanding and non-normative ideas.
The instructor incorporated short term pedagogical changes and recorded some positive outcomes on a summative assessment.
Additional pedagogical changes incorporated the next semester led to even more positive outcomes related to student learning (this semester included the pivot to online instruction).
The results from this case study highlight the effectiveness of using data from the CRC tool to address student thinking and develop targeted instructional efforts to guide students towards a better understanding of complex biological concepts.
Constructed Response Questions as Formative Assessments
Formative assessments allow instructors to explore nuances of student thinking and evaluate student performance.
Student understanding often includes scientific and non-scientific ideas [1,2].
Constructed Response (CR) questions allow students to explain scientific concepts in their own words and reveal student thinking better than multiple choice questions [3,4].
Constructed Response Classifier (CRC) tool
A formative assessment tool that automatically predicts ratings of student explanations.
This Constructed Response Classifier (CRC) tool generates a report that includes:
categorization of student ideas from writing related to conceptual understanding.
web diagrams depicting the frequency and co-occurrence rates of the most used ideas and relevant terms.
CRC Questions in the Introductory Biology Classroom :
A Case study
Students were taught about DNA replication and the central dogma of Biology.
Question was administered as online homework, completion credit provided. Responses collected were analyzed by the CRC tool.
CRC question:
The following DNA sequence occurs near the middle of the coding region of a gene. DNA 5' A A T G A A T G G* G A G C C T G A A G G A 3'
There is a G to A base change at the position marked with an asterisk. Consequently, a codon normally encoding an amino acid becomes a stop codon. How will this alteration influence DNA replication?
Part 1 of the CRC question used to detect student confusion between the central dogma processes.
Related to the Vision & Change core concept 3 “Information Flow, Exchange, and Storage" [5], adapted from the Genetics Concept Assessment [6,7].
Insight on Instructional Efficacy from CRC Tool
Table 1: Report score summary revealed that only a small fraction of students provided correct responses post instruction. (N = 48 students).
Student responses
Spring 2019
Incorrect
45%
Incomplete/Irrelevant
32%
Correct
23%
Sample incorrect responses:
Though both incorrect, the first response below demonstrates understanding of a type of mutation and the second one uses the context of gene expression.
“This is a nonsense mutation and will end the DNA replication process prematurely leaving a shorter DNA strand” (spellchecked)
“It will stop the DNA replication… This mutation will cause a gene to not be expressed”
CRC report provided:
Response score summaries
Web diagrams of important terms
Term usage and association maps
The instructor Identified scientific and non-scientific ideas in student thinking
This led to:
Short term pedagogical changes, same semester
During end of semester material review, incorporated:
Small group discussions about the central dogma.
Discussions about differences between DNA replication, and transcription and translation.
Worksheets with questions on transcribing and translating sequences.
Figure one:
The figure depicts an improvement in student performance observed in the final summative assessment.
Percentage of students who scored more than 95% on a related question:
In the unit exam = 71%
Final summative exam = 79%
Pedagogical Changes Incorporated in the Subsequent Semester
CR questions:
Explain the central dogma.
List similarities and differences between the processes involved.
Facilitated small group discussions for students to explain their responses.
Worksheets and homework:
Transcribe and translate DNA sequences, including ones with deletions/additions.
Students encouraged to create their own sequences for practice.
Revisited DNA replication via clicker questions and discussions, while students were learning about transcription and translation.
Table 2: 68% of students in the new cohort provided correct responses to the CRC question post instruction. (N = 47 students).
Student Responses
Spring 2020
Incorrect
19%
Incomplete/Irrelevant
13%
Correct
68%
Conclusions
The results from this case study highlight the effectiveness of using data from the CRC tool to address student thinking and develop targeted instructional efforts to guide students towards a better understanding of complex biological concepts.
Future Directions
Use the analytic rubric feature in the CRC tool to obtain further insight into normative and non-normative student thinking.
Use the clicker-based case study available at CourseSource about the processes in the central dogma [8].
Incorporate additional CRC tool questions in each course unit.
Questions currently available in a variety of disciplines:
Biology, Biochemistry, Chemistry, Physiology, and Statistics
Visit our website beyondmultiplechoice.org and sign up for a free account
References:
Ha, M., Nehm, R. H., Urban-Lurain, M., & Merrill, J. E. (2011). CBE—Life Sciences Education, 10(4), 379-393.
Sripathi, K. N., Moscarella, R. A., et al., (2019). CBE—Life Sciences Education, 18(3), ar37.
Hubbard, J. K., Potts, M. A., & Couch, B. A. (2017). CBE—Life Sciences Education, 16(2), ar26.
Birenbaum, M., & Tatsuoka, K. K. (1987). Applied Psychological Measurement, 11(4), 385-395.
"Vision and change in undergraduate biology education: a call to action." American Association for the Advancement of Science, Washington, DC (2011).
Smith, M. K., Wood, W. B., & Knight, J. K. (2008). CBE—Life Sciences Education, 7(4), 422-430.
Prevost, L. B., Smith, M. K., & Knight, J. K. (2016). CBE—Life Sciences Education, 15(4), ar65.
Pelletreau, K. N., Andrews, T., Armstrong, N., et al., (2016). CourseSource.
Acknowledgments.
This material is based upon work supported by the National Science Foundation (DUE grant 1323162). Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the supporting agencies.
Authored by: Jenifer Saldanha, Juli Uhl, Mark Urban-Lurain, Kevin Haudek
Assessing Learning
Posted on: #iteachmsu
What do your students think? Automated analysis of student constructed responses in STEM
Topic Area: DEI
Presented by: Juli Uhl, Megan Shiroda, Jenifer Saldanha, Lenora Kaldaras, Kevin Haudek
Abstract:
Moving to an online format, which can decrease student-teacher interactions, makes formative assessment of and responding to student written explanations difficult. It is especially challenging to assess authentic practices of STEM disciplines, including constructing explanations, as they are best assessed in an open format rather than multiple choice. To assess large numbers of student open responses, our group developed a set of assessment items and a Constructed Response Classifier (CRC) tool capable of rapidly analyzing student text responses. The CRC tool produces reports about student thinking in various STEM disciplines with high agreement to human scores. Our items span the disciplines of chemistry, biology, statistics, and physiology and levels from introductory to upper level courses. CRC automated reports identify common ideas in students' short explanations and provide several representations of class level performance as well as individual classifications. CRC reports also reveal that students often mix misconceptions and expert-like ideas, which is captured by association diagrams. By using the tool as part of formative assessment, instructors can examine student ideas and help guide students toward building connections between concepts as they learn to use expert-like reasoning. Instructors have successfully used this tool to refine teaching practice, develop instructional materials, and improve student learning. This session will present an interactive demonstration of the CRC tool and reports. Attendees will explore reports to examine student thinking, and interact to discuss methods they can use in the classroom to address misconceptions and improve learning.
Session Resources:
Explore two example CRC Reports (PDF)
Beyond Multiple Choices
Presented by: Juli Uhl, Megan Shiroda, Jenifer Saldanha, Lenora Kaldaras, Kevin Haudek
Abstract:
Moving to an online format, which can decrease student-teacher interactions, makes formative assessment of and responding to student written explanations difficult. It is especially challenging to assess authentic practices of STEM disciplines, including constructing explanations, as they are best assessed in an open format rather than multiple choice. To assess large numbers of student open responses, our group developed a set of assessment items and a Constructed Response Classifier (CRC) tool capable of rapidly analyzing student text responses. The CRC tool produces reports about student thinking in various STEM disciplines with high agreement to human scores. Our items span the disciplines of chemistry, biology, statistics, and physiology and levels from introductory to upper level courses. CRC automated reports identify common ideas in students' short explanations and provide several representations of class level performance as well as individual classifications. CRC reports also reveal that students often mix misconceptions and expert-like ideas, which is captured by association diagrams. By using the tool as part of formative assessment, instructors can examine student ideas and help guide students toward building connections between concepts as they learn to use expert-like reasoning. Instructors have successfully used this tool to refine teaching practice, develop instructional materials, and improve student learning. This session will present an interactive demonstration of the CRC tool and reports. Attendees will explore reports to examine student thinking, and interact to discuss methods they can use in the classroom to address misconceptions and improve learning.
Session Resources:
Explore two example CRC Reports (PDF)
Beyond Multiple Choices
Authored by: Juli Uhl, Megan Shiroda, Jenifer Saldanha, Lenora Kaldaras, Kevin Haudek
Assessing Learning
Posted on: #iteachmsu
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
How can a first-year writing course help to create 21st century STEM students with foundations for interdisciplinary inquiry? Could such as curriculum engage STEM students in knowledge production in ways that help to acculturate them as collaborative, ethical, and empathetic learners? Bringing together insights from writing pedagogy, work on critical science literacy, and science studies, this round-table is hosted by the collaborative team leading an effort to rethink the first year writing course required of all students at Lyman Briggs College, MSU's residential college for STEM students. A major goal of the curriculum redesign is to develop science studies-inspired writing assignments that foster reflective experiential learning about the nature of science. The purpose of this approach is not only to demonstrate the value of inquiry in science studies (history, philosophy, and sociology of science) to STEM students as they pursue their careers, but to foster diverse inclusion in science by demystifying key aspects of scientific culture and its hidden curriculum for membership. Following the guidance of critical pedagogy (e.g. bell hooks), we aim to use the context of first-year writing instruction as an opportunity for critical reflection and empowerment. The roundtable describes how the instructional team designed the first-year curriculum and adapted it to teaching online during the pandemic, and shares data on lessons learned by both the instructor team and our students. We invite participants to think with us as we continue to iteratively develop and assess the curriculum.To access a PDF version of the "Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies" poster, click here. Description of Poster:
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
Marisa Brandt, HPS Lyman Briggs College & June Oh, English
Project Overview: Reimagining LB 133
Lyman Briggs College aims to provide a high quality science education to diverse students by teaching science in social, human, and global contexts. LB 133: Science & Culture fulfills the Tier 1 writing requirement for 80-85% of LBC students. Starting in F19, we implemented a new, collaboratively developed and taught cohort model of the LB 133 curriculum in order to take advantage of opportunity to foster a community of inquiry, inclusion, and curiosity.
First year college writing and literacy courses aim to give students skills to communicate and evaluate information in their own fields and beyond. While teaching important writing skills, LB 133 focuses on developing students’ science literacy by encouraging them to enact a subject position of a socially engaged science professional in training. LB 133 was designed based on ideas of HPS.
History, Philosophy, and Sociology (HPS) or “science studies” is an interdisciplinary field that studies science in context, often extended to include medicine, technology, and other sites of knowledge-production. LB 133 centers inquiry into relations of science and culture. One way HPS can help students succeed in STEM is by fostering inclusion. In LB 133, this occurs through demystifying scientific culture and hidden curriculum through authentic, project-based inquiry.
Like WRAC 110, LB 133 is organized around five writing projects. Each project entails a method of inquiry into science as a social, human practice and teaches them to write first as a form of sense-making about their data. (Column 2) Then, students develop writing projects to communicate what they have learned to non-scientific audiences.
Research Questions:
How did their conceptions of science change?[Text Wrapping Break] 2. Did their writing improve?[Text Wrapping Break] 3. What did they see as the most important ideas and skills they would take from the course?[Text Wrapping Break] 4. Did they want more HPS at LBC?
Data Collection:
[Text Wrapping Break]1. Analysis of the beginning and end of course Personal Writing assessments. [Text Wrapping Break]2. End of term survey. [Text Wrapping Break]3. Answers to course reflection questions.
Selected Results: See Column 3.
Conclusions: The new model seems successful! Students reported finding 133 surprisingly enjoyable and educational, for many reasons. Many felt motivated to write about science specifically, saw communication as valuable scientific skill. Most felt their writing improved and learned more than anticipated. Most learned and valued key HPS concepts and wanted to learn more about diversity in scientific cultures, and wanted to continue HPS education in LBC to do so.
Column 2 - Course Structure: Science & Culture
Assessment
Science Studies Content[Text Wrapping Break]Learning Goals
Literacy & Writing Skills Learning Goals
Part 1 - Cultures of Science
Personal Writing 1: Personal Statement [STEM Ed Op-ed][Text Wrapping Break]Short form writing from scientific subject position.
Reflect on evolving identity, role, and responsibilities in scientific culture.
Diagnostic for answering questions, supporting a claim, providing evidence, structure, and clear writing.
Scientific Sites Portfolio[Text Wrapping Break]Collaborative investigation of how a local lab produces knowledge.
Understand scientific practice, reasoning, and communication in its diverse social, material, and cultural contexts. Demystify labs and humanize scientists.
Making observational field notes. Reading scientific papers.
Peer review. Claim, evidence, reasoning. Writing analytical essays based on observation.
Part 2 - Science in Culture
Unpacking a Fact Poster
Partner project assessing validity of a public scientific claim.
Understand the mediation of science and how to evaluate scientific claims. Identify popular conceptions of science and contrast these with scientists’ practices.
Following sources upstream. Comparing sources.
APA citation style.
Visual display of info on a poster.
Perspectives Portfolio[Text Wrapping Break]Collaborative investigation of a debate concerning science in Michigan.
Identify and analyze how diverse stakeholders are included in and/or excluded from science. Recognize value of diverse perspective.
Find, use, and correctly cite primary and scholarly secondary sources from different stakeholder perspectives.
Learn communicating to a broader audience in an online platform.
Personal Writing 2: Letter + PS Revision[Text Wrapping Break]Sharing a course takeaway with someone.
Reflect again on evolving identity, role, and responsibilities in scientific culture.
Final assessment of answering questions, supporting a claim, providing evidence, structure, and clear writing.
Weekly Formative Assessments
Discussion Activities Pre-meeting writing about the readings
Reflect on prompted aspects of science and culture
Writing as critical inquiry.
Note-taking.
Preparation for discussion.
Curiosity Colloquium responses
200 words reflecting on weekly speaker series
Exposure to college, campus, and academic guests—including diverse science professionals— who share their curiosity and career story.
Writing as reflection on presentations and their personal value.
Some presenters share research and writing skills.
Column 3 - Results
Results from Personal Writing
Fall 19: There were largely six themes the op-ed assignments discussed. Majority of students chose to talk about the value of science in terms of its ubiquity, problem-solving skills and critical thinking skills, and the way it prompts technological innovation.
Fall 21: Students largely focused on 1. the nature of science as a product of human labor research embedded with many cultural issues, and 2. science as a communication and how scientists can gain public trust (e.g., transparency, collaboration, sharing failure.)
F19 & S20 Selected Survey Results
108 students responding.The full report here.
92.5% reported their overall college writing skills improved somewhat or a lot.
76% reported their writing skills improved somewhat or a lot more than they expected.
89% reported planning to say in LBC.
Selected Course Reflection Comments
The most impactful things students report learning at end of semester.
Science and Culture: Quotes: “how scientific knowledge is produced” “science is inherently social” “how different perspectives . . . impact science” “writing is integral to the scientific community as a method of sharing and documenting scientific research and discoveries”
Writing: Quotes: “a thesis must be specific and debatable” “claim, evidence, and reasoning” “it takes a long time to perfect.” Frequently mentioned skills: Thesis, research skill (citation, finding articles and proper sources), argument (evidence), structure and organization skills, writing as a (often long and arduous) process, using a mentor text, confidence.
What do you want to learn more about after this course?
“How culture(s) and science coexist, and . . . how different cultures view science”
“Gender and minority disparities in STEM” “minority groups in science and how their cultures impact how they conduct science” “different cultures in science instead of just the United States” “how to write scientific essays”
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
Marisa Brandt, HPS Lyman Briggs College & June Oh, English
Project Overview: Reimagining LB 133
Lyman Briggs College aims to provide a high quality science education to diverse students by teaching science in social, human, and global contexts. LB 133: Science & Culture fulfills the Tier 1 writing requirement for 80-85% of LBC students. Starting in F19, we implemented a new, collaboratively developed and taught cohort model of the LB 133 curriculum in order to take advantage of opportunity to foster a community of inquiry, inclusion, and curiosity.
First year college writing and literacy courses aim to give students skills to communicate and evaluate information in their own fields and beyond. While teaching important writing skills, LB 133 focuses on developing students’ science literacy by encouraging them to enact a subject position of a socially engaged science professional in training. LB 133 was designed based on ideas of HPS.
History, Philosophy, and Sociology (HPS) or “science studies” is an interdisciplinary field that studies science in context, often extended to include medicine, technology, and other sites of knowledge-production. LB 133 centers inquiry into relations of science and culture. One way HPS can help students succeed in STEM is by fostering inclusion. In LB 133, this occurs through demystifying scientific culture and hidden curriculum through authentic, project-based inquiry.
Like WRAC 110, LB 133 is organized around five writing projects. Each project entails a method of inquiry into science as a social, human practice and teaches them to write first as a form of sense-making about their data. (Column 2) Then, students develop writing projects to communicate what they have learned to non-scientific audiences.
Research Questions:
How did their conceptions of science change?[Text Wrapping Break] 2. Did their writing improve?[Text Wrapping Break] 3. What did they see as the most important ideas and skills they would take from the course?[Text Wrapping Break] 4. Did they want more HPS at LBC?
Data Collection:
[Text Wrapping Break]1. Analysis of the beginning and end of course Personal Writing assessments. [Text Wrapping Break]2. End of term survey. [Text Wrapping Break]3. Answers to course reflection questions.
Selected Results: See Column 3.
Conclusions: The new model seems successful! Students reported finding 133 surprisingly enjoyable and educational, for many reasons. Many felt motivated to write about science specifically, saw communication as valuable scientific skill. Most felt their writing improved and learned more than anticipated. Most learned and valued key HPS concepts and wanted to learn more about diversity in scientific cultures, and wanted to continue HPS education in LBC to do so.
Column 2 - Course Structure: Science & Culture
Assessment
Science Studies Content[Text Wrapping Break]Learning Goals
Literacy & Writing Skills Learning Goals
Part 1 - Cultures of Science
Personal Writing 1: Personal Statement [STEM Ed Op-ed][Text Wrapping Break]Short form writing from scientific subject position.
Reflect on evolving identity, role, and responsibilities in scientific culture.
Diagnostic for answering questions, supporting a claim, providing evidence, structure, and clear writing.
Scientific Sites Portfolio[Text Wrapping Break]Collaborative investigation of how a local lab produces knowledge.
Understand scientific practice, reasoning, and communication in its diverse social, material, and cultural contexts. Demystify labs and humanize scientists.
Making observational field notes. Reading scientific papers.
Peer review. Claim, evidence, reasoning. Writing analytical essays based on observation.
Part 2 - Science in Culture
Unpacking a Fact Poster
Partner project assessing validity of a public scientific claim.
Understand the mediation of science and how to evaluate scientific claims. Identify popular conceptions of science and contrast these with scientists’ practices.
Following sources upstream. Comparing sources.
APA citation style.
Visual display of info on a poster.
Perspectives Portfolio[Text Wrapping Break]Collaborative investigation of a debate concerning science in Michigan.
Identify and analyze how diverse stakeholders are included in and/or excluded from science. Recognize value of diverse perspective.
Find, use, and correctly cite primary and scholarly secondary sources from different stakeholder perspectives.
Learn communicating to a broader audience in an online platform.
Personal Writing 2: Letter + PS Revision[Text Wrapping Break]Sharing a course takeaway with someone.
Reflect again on evolving identity, role, and responsibilities in scientific culture.
Final assessment of answering questions, supporting a claim, providing evidence, structure, and clear writing.
Weekly Formative Assessments
Discussion Activities Pre-meeting writing about the readings
Reflect on prompted aspects of science and culture
Writing as critical inquiry.
Note-taking.
Preparation for discussion.
Curiosity Colloquium responses
200 words reflecting on weekly speaker series
Exposure to college, campus, and academic guests—including diverse science professionals— who share their curiosity and career story.
Writing as reflection on presentations and their personal value.
Some presenters share research and writing skills.
Column 3 - Results
Results from Personal Writing
Fall 19: There were largely six themes the op-ed assignments discussed. Majority of students chose to talk about the value of science in terms of its ubiquity, problem-solving skills and critical thinking skills, and the way it prompts technological innovation.
Fall 21: Students largely focused on 1. the nature of science as a product of human labor research embedded with many cultural issues, and 2. science as a communication and how scientists can gain public trust (e.g., transparency, collaboration, sharing failure.)
F19 & S20 Selected Survey Results
108 students responding.The full report here.
92.5% reported their overall college writing skills improved somewhat or a lot.
76% reported their writing skills improved somewhat or a lot more than they expected.
89% reported planning to say in LBC.
Selected Course Reflection Comments
The most impactful things students report learning at end of semester.
Science and Culture: Quotes: “how scientific knowledge is produced” “science is inherently social” “how different perspectives . . . impact science” “writing is integral to the scientific community as a method of sharing and documenting scientific research and discoveries”
Writing: Quotes: “a thesis must be specific and debatable” “claim, evidence, and reasoning” “it takes a long time to perfect.” Frequently mentioned skills: Thesis, research skill (citation, finding articles and proper sources), argument (evidence), structure and organization skills, writing as a (often long and arduous) process, using a mentor text, confidence.
What do you want to learn more about after this course?
“How culture(s) and science coexist, and . . . how different cultures view science”
“Gender and minority disparities in STEM” “minority groups in science and how their cultures impact how they conduct science” “different cultures in science instead of just the United States” “how to write scientific essays”
Authored by: Marisa Brandt & June Oh
Pedagogical Design
Posted on: MSU Academic Advising
Career Exploration StoryMap by MiSTEM Network
The MiSTEM Network’s Greater West Michigan Region recently completed a pilot with Grand Valley State University for the Career ExplorationMap and is now scaling the project up to the entire state. "The goal of the Career Exploration StoryMap is to help educators and students make more real-world career connections in their communities as well as provide a visual resource for students to locate businesses in STEM fields that offer high-wage and high-demand jobs. In addition to items such as apprenticeships and internships, the map can be viewed by individual industry clusters like agriculture, construction, energy, finance, healthcare, IT, manufacturing, and transportation. Although the map is very user friendly, the website does include directions.
The MiSTEM StoryMap aggregates data available from AtoZdatabases in MeL and uses it to build a tool that will help students and adult community members quickly filter, sort, and analyze data in STEM industries by county. Essentially, the interactive map answers the following questions:
Where are the businesses in my community?
What industry has the most growth?
What are the hot jobs in my area?
What growth do businesses project?
The information presented not only communicates the physical locations of business partners and industry clusters in Michigan, but it also helps students identify trends, patterns and opportunities to make better career decisions, which aligns with the guidelines in the Michigan Career Development Model. The MiSTEM StoryMap can also assist adults in preparing for higher education, credentialing, and the workforce.
Whether it’s genealogy research, test preparation, accessing eBooks, finding the perfect article, or the ability to aggregate data, the eResources in MeL provide much support to all Michiganders." - Ann Kaskinen, MeL Engagement Specialist with the Midwest Collaborative for Library Services
The MiSTEM StoryMap aggregates data available from AtoZdatabases in MeL and uses it to build a tool that will help students and adult community members quickly filter, sort, and analyze data in STEM industries by county. Essentially, the interactive map answers the following questions:
Where are the businesses in my community?
What industry has the most growth?
What are the hot jobs in my area?
What growth do businesses project?
The information presented not only communicates the physical locations of business partners and industry clusters in Michigan, but it also helps students identify trends, patterns and opportunities to make better career decisions, which aligns with the guidelines in the Michigan Career Development Model. The MiSTEM StoryMap can also assist adults in preparing for higher education, credentialing, and the workforce.
Whether it’s genealogy research, test preparation, accessing eBooks, finding the perfect article, or the ability to aggregate data, the eResources in MeL provide much support to all Michiganders." - Ann Kaskinen, MeL Engagement Specialist with the Midwest Collaborative for Library Services
Posted by: Katie Peterson
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: #iteachmsu
Microaggressions often have macro impacts - How do we address microaggressions in the classroom? What is our role as an educator when these happen in our classroom? What do we do when we are the aggressor?
Posted by: Monaca Eaton
Pedagogical Design
Posted on: GenAI & Education
We are hosting a virtual, pre-semester meeting on August 22 to start building our learning community, Navigating Artificial Intelligence and Large Language Models in the Classroom. Here is the description of the learning community, which you can also find on the OFASD website: "The use of large language models, such as ChatGPT, has exploded onto the educational scene with lots of unanswered questions about its implications in the classroom. This learning community will build on the many sources of information that probe these questions, participants’ experiences in the classroom, and create plans to develop guidelines and action research around these questions."
The meeting is Tues, August 22 from 10-11:30am on Zoom. We plan to spend the first part of the meeting doing some introductions, gathering information about members' specific goals for involvement, and share some of the campus resources around generative AI, including a streamlined version of our "generative AI in the classroom" workshop. Please register here if you plan to attend so we get a general sense of how many folks will participate: https://msu.zoom.us/meeting/register/tJcodu6grT4iG9z6AtbgcsDydWnZ2IY4VINN
If you have to miss this one, don't worry! We also have a Teams that you can join if you want to stay updated: https://teams.microsoft.com/l/channel/19%3a6oievzPpG1-Gu3eebonZyK2vpjzfc3ANdaMoCAAqnYQ1%40thread.tacv2/General?groupId=c0bd0cf9-f952-47e1-a2e6-0221348612e2&tenantId=22177130-642f-41d9-9211-74237ad5687d
We plan to have a monthly hybrid meeting on the first Thursday of every month at 9am in the STEM building, with an optional co-working session on the third Thursday of every month at 9am.
The meeting is Tues, August 22 from 10-11:30am on Zoom. We plan to spend the first part of the meeting doing some introductions, gathering information about members' specific goals for involvement, and share some of the campus resources around generative AI, including a streamlined version of our "generative AI in the classroom" workshop. Please register here if you plan to attend so we get a general sense of how many folks will participate: https://msu.zoom.us/meeting/register/tJcodu6grT4iG9z6AtbgcsDydWnZ2IY4VINN
If you have to miss this one, don't worry! We also have a Teams that you can join if you want to stay updated: https://teams.microsoft.com/l/channel/19%3a6oievzPpG1-Gu3eebonZyK2vpjzfc3ANdaMoCAAqnYQ1%40thread.tacv2/General?groupId=c0bd0cf9-f952-47e1-a2e6-0221348612e2&tenantId=22177130-642f-41d9-9211-74237ad5687d
We plan to have a monthly hybrid meeting on the first Thursday of every month at 9am in the STEM building, with an optional co-working session on the third Thursday of every month at 9am.
Posted by: Caitlin Kirby
Posted on: #iteachmsu
DID YOU KNOW...
MSU offers a STEM Teaching Essentials workshop series, which is focused on helping current, new, and future (post-docs and graduate students) STEM faculty and academic staff develop their instructional practices. MSU faculty lead these lunchtime workshops that explore essential topics in teaching and learning. The series is sponsored by the Colleges of Natural Science, Agriculture and Natural Resources, Engineering, and Lyman Briggs College. Links to video recordings of the workshops are provided for sessions beginning in 2012-2013.
To learn more visit: https://teachingessentials.msu.edu/
MSU offers a STEM Teaching Essentials workshop series, which is focused on helping current, new, and future (post-docs and graduate students) STEM faculty and academic staff develop their instructional practices. MSU faculty lead these lunchtime workshops that explore essential topics in teaching and learning. The series is sponsored by the Colleges of Natural Science, Agriculture and Natural Resources, Engineering, and Lyman Briggs College. Links to video recordings of the workshops are provided for sessions beginning in 2012-2013.
To learn more visit: https://teachingessentials.msu.edu/
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
DID YOU KNOW...
The Center for the Integration of Research, Teaching and Learning (CIRTL) offers Massive Open Online Courses (MOOCs) designed to provide STEM educators with evidence-based strategies they can employ to improve their teaching as well as effectively conduct teaching as research projects.
learn more here: https://www.stemteachingcourse.org/
The Center for the Integration of Research, Teaching and Learning (CIRTL) offers Massive Open Online Courses (MOOCs) designed to provide STEM educators with evidence-based strategies they can employ to improve their teaching as well as effectively conduct teaching as research projects.
learn more here: https://www.stemteachingcourse.org/
Posted by: Makena Neal
Navigating Context
Posted on: CISAH
Good morning folks -
If you are attending today's fall faculty kickoff (and I hope you are!), here are some links that will be relevant to our conversation together.
Google Slides: https://docs.google.com/presentation/d/1QG5flec5jpldyXJzy1gVU3oYYv_V4voD2bcGy624yZ0/edit?usp=sharing
Nearpod: https://app.nearpod.com/presentation?pin=BAPI2
Kickoff feedback: https://forms.gle/onkoGGinUy1MmWvt8
Fall workshop preferences: https://forms.gle/ceDsiacbPygYewmK9
Looking forward to seeing folks at 10 am in STEM 3201 or on Zoom (credentials below)!
- GJS
Join Zoom Meeting
https://msu.zoom.us/j/94737592393?pwd=VzlhZlBmNXErcDV6R1Byczk1eFRKQT09
Meeting ID: 947 3759 2393
Passcode: IAH!
If you are attending today's fall faculty kickoff (and I hope you are!), here are some links that will be relevant to our conversation together.
Google Slides: https://docs.google.com/presentation/d/1QG5flec5jpldyXJzy1gVU3oYYv_V4voD2bcGy624yZ0/edit?usp=sharing
Nearpod: https://app.nearpod.com/presentation?pin=BAPI2
Kickoff feedback: https://forms.gle/onkoGGinUy1MmWvt8
Fall workshop preferences: https://forms.gle/ceDsiacbPygYewmK9
Looking forward to seeing folks at 10 am in STEM 3201 or on Zoom (credentials below)!
- GJS
Join Zoom Meeting
https://msu.zoom.us/j/94737592393?pwd=VzlhZlBmNXErcDV6R1Byczk1eFRKQT09
Meeting ID: 947 3759 2393
Passcode: IAH!
Posted by: Garth J Sabo
Navigating Context
Posted on: GenAI & Education
Massive changes have occurred recently with regard to artificial intelligence (AI) and the ability of the public to generate novel text and images using AI tools (e.g. ChatGPT). Many in education are concerned with what this means for assessing student understanding: if a student can generate a novel, accurate essay on almost any topic, how will you assess learning from short-answer and essay assignments?
On 02/01/2023, a campus collaboration of the APUE STEM+ Ed@State, Enhanced Digital Learning Initiative (EDLI), Center for Teaching and Learning Innovation (CTLI), MSU Libraries, and MSU IT EdTech, hosted the "Symposium on AI in Education and Academic Writing". During the symposium, the basics of how AI works were shared and attendees had opportunities to play with some AI tools. The event provided opportunities to hear how faculty are addressing these challenges, discuss concerns and opportunities with colleagues, and reflect on individual teaching philosophies in the time of artificial intelligence (AI).
On 02/01/2023, a campus collaboration of the APUE STEM+ Ed@State, Enhanced Digital Learning Initiative (EDLI), Center for Teaching and Learning Innovation (CTLI), MSU Libraries, and MSU IT EdTech, hosted the "Symposium on AI in Education and Academic Writing". During the symposium, the basics of how AI works were shared and attendees had opportunities to play with some AI tools. The event provided opportunities to hear how faculty are addressing these challenges, discuss concerns and opportunities with colleagues, and reflect on individual teaching philosophies in the time of artificial intelligence (AI).
Posted by: Makena Neal
Posted on: #iteachmsu
CATME Smarter Teamwork is a program for creating student teams and having peers evaluate their team members. This link is to the program itself ( https://catme.org/login/index ). For more information, see their information webpage and view MSU's recorded STEM Teaching Essentials talk by Kendra Spence Cheruvelil.
Posted by: Dave Goodrich
Assessing Learning
Host: MSU Libraries
Learn QGIS: Making a color shaded map in QGIS (Online)
Learn the basics of QGIS, the free open-source geospatial software—this workshop will demonstrate how to make a choropleth (color shaded) map and place graduated symbols representing data on it, load shape-files and .csv table files into QGIS, join data to spatial information and edit features. No experience with QGIS or Geographic Information Systems is required.
Navigating Context
Host: CTLI
Educators as Researchers: The SoTL Approach to Innovative Teaching
Curious about conducting research in your classroom as a means to improve student outcomes? Join us for an informative workshop that introduces the fundamentals of the Scholarship of Teaching and Learning (SoTL), which involves the systematic study of teaching and learning in higher education to improve student success. In this session, you'll discover how SoTL can transform your teaching and contribute to your professional growth. We'll guide you through the key steps of a SoTL inquiry, from formulating research questions to sharing your findings. Plus, you'll explore examples of impactful SoTL projects and learn about resources available to help you get started. Whether you're new to SoTL or looking to refine your approach, this session offers valuable insights into the research-based approach to improving student learning.
Upon completion of this learning experience, participants will be able to:
define SoTL and describe its core principles
explain the importance of SoTL in enhancing student learning and improving teaching practices
identify differences between SOTL and traditional research in higher education
describe how SoTL can contribute to professional development, tenure, and promotion in higher education
outline the key steps involved in a SoTL inquiry, from formulating a question to dissemination
explore examples of SoTL projects in various disciplines
identify institutional and external resources available for faculty interested in SoTL (funding, mentorship, workshops)
describe ethical considerations when conducting SoTL research, including the use of student data, informed consent, IRB, etc.
Navigating Context
EXPIRED
Host: CTLI
Navigating D2L Functions as GTAs: Q&A
On behalf of the GREAT office at The Graduate School, check out Navigating D2L Functions as GTAs: Q&A
Date: Thursday, August 28, 2025 - 1:00pm to 2:00pm
Location: Zoom
Audience: Current Graduate Students & Postdocs
You are in a new Graduate Teaching Assistant role and have started working with D2L, and as you do so, questions about various functions and use of these arise. This workshop is a Q & A session with MSU IT experts on D2L, Gradebook, Accessibility Checker, Checklists, etc. Join us if you have any questions and need assistance as you navigate the Learning Management System as GTA.
Facilitators: Cui Cheng (Instructional Designer, MSU IT Educational Technology) and Jennie Wagner (Instructional Designer, MSU IT Educational Technology)
Zoom link will be sent closer to the workshop date.
Register Here
Navigating Context
EXPIRED
Host: CTLI
Advising/Tutoring Appointment System Training
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of the appointment system within the Student Information System, including how to manage appointment availability, adjusting the status of a student appointment, pulling appointment data reports, and additional tips for users.
Upon completion of this learning experience, participants will be able to:
Effectively manage availability and scheduled appointments in the advising/tutoring appointment system for your program(s) or service(s)
Know how to create new appointments on behalf of a student
Understand how to view appointment details for current, past, and future appointments
Know how to adjust the appointment status as checked-in, no show, or canceled.
Navigating Context
EXPIRED