We found 199 results that contain "tips"
Posted on: #iteachmsu
Policy Tip Sheets: Supplemental Materials for 2018-2019 Workshops
These tip sheets are meant to provide support to educators as they try to understand and implement several MSU policies being discussed in workshops at the 2018-2019 Quick Start for Teaching and the New TA Institute. The contents were written by experienced educators and reviewed by policy experts on campus. These tip sheets should be seen as a supplement to (not a replacement for) reading the policies themselves, and the compliance information located on official MSU web sites. Links to official web sites are included throughout these tip sheets.
NAVIGATING CONTEXT
Posted on: #iteachmsu
A calming influence: Managing conflict and difficult conversations in the university classroom
At CTLI, we've compiled resources for educators to review when preparing for potentially contentious classroom discussions Domestic and global conflicts and controversies often impact our students in diverse and uniquely personal ways. Some MSU educators mentioned increased tension and potential for disruptions in your classroom. Students are coming to learn with a diverse array of perspectives, experiences, and identities that shape how they experience the world. Navigating classroom discussions on charged societal issues or current events can be extremely challenging.
The resources curated here offer guidance on fostering civil discourse and managing disruptive behavior in the classroom. We hope these resources equip you with strategies and best practices for maintaining a respectful learning environment where all students feel safe and heard. This collection includes guidelines on setting expectations for dialogue, maintaining calm, tips for redirecting off-topic or uncivil comments, sample facilitation methods for controversial discussions, and ways to de-escalate a hot-moment.
As educators, we all share the responsibility of creating classrooms where learning can thrive. In times of tension, our first priority should be to seek to understand. The role of the teacher in conflict situations is to be the agent of calm, to seek to diffuse tension, and to foster an environment where learning can happen whenever possible. With compassion and care, we can model civil engagement across differences, while also drawing reasonable boundaries around conduct. Our hope is that these resources will help equip you to handle tense situations with wisdom, patience and cultural sensitivity. (please note this collection is in progress)
The resources curated here offer guidance on fostering civil discourse and managing disruptive behavior in the classroom. We hope these resources equip you with strategies and best practices for maintaining a respectful learning environment where all students feel safe and heard. This collection includes guidelines on setting expectations for dialogue, maintaining calm, tips for redirecting off-topic or uncivil comments, sample facilitation methods for controversial discussions, and ways to de-escalate a hot-moment.
As educators, we all share the responsibility of creating classrooms where learning can thrive. In times of tension, our first priority should be to seek to understand. The role of the teacher in conflict situations is to be the agent of calm, to seek to diffuse tension, and to foster an environment where learning can happen whenever possible. With compassion and care, we can model civil engagement across differences, while also drawing reasonable boundaries around conduct. Our hope is that these resources will help equip you to handle tense situations with wisdom, patience and cultural sensitivity. (please note this collection is in progress)
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Technologies (Beyond Zoom) that can help build online community
An overview of tools and tips for engaging with and building community online.
Posted on: PREP Matrix
Working with English Language Learners
This playlist begins with tips and strategies for teaching English language learners in the university classroom, moves into MSU resources for English language learners, and ends with specific resources about identifying language errors and finding a community.
NAVIGATING CONTEXT
Posted on: MSU Online & Remote...
Audio Recording Tips
Below are some tips for recording the best audio quality:
If possible, use some kind of external mic.
Find as quiet a location as possible
In general, try to stay between 4 to 6 inches away from the mic
If your mic is on a stand, avoid touching the surface when the mic is on
Draw the curtain or put a blanket against the wall to help dampen the sound, and reduce how much noise is reflecting off of surfaces
If possible, use some kind of external mic.
Find as quiet a location as possible
In general, try to stay between 4 to 6 inches away from the mic
If your mic is on a stand, avoid touching the surface when the mic is on
Draw the curtain or put a blanket against the wall to help dampen the sound, and reduce how much noise is reflecting off of surfaces
Posted by: Makena Neal
Posted on: PREP Matrix
Tips On Teaching ESL Students
UNC - Chapel Hill's Writing Center offers resources for teaching and supporting English language learners in a college classroom.
Posted by: Admin
Navigating Context
Posted on: Teaching Toolkit Ta...
Seven Tips Toward Linguistic Inclusion
You might think linguistic diversity equates to different languages people speak. However, I urge you move toward a more nuanced understanding, one where our linguistic background involves both our variable linguistic repertoire (the resources of a language we use or have access to) and our sociolinguistic competence (our ability to interpret social uses of language and use language in socially meaningful ways). A linguistically inclusive classroom, then, would include nuanced understandings of linguistic diversity. To help you intentionally move toward linguistic inclusion, I provide seven tips below.
Learn a little about language. Language is a resource we utilize for a variety of purposes (e.g. prestige, power, recognition, etc.). For instance, you might use language perceived as “more proper” to be identified as educated or professional, or use more colloquial language to fit in with peers. Thus, before you engage with language in the classroom, make sure you can differentiate the facts from the myths (to start, see Richard Nordquist’s post about Language Myths).
Get to know your linguistic background. Have you thought about how you use language? If not, you might be surprised by how your own language varies (from how much -ing vs. -in you use to your speech in formal or informal situations). Taking some time to get to know yourself as a language producer and perceiver will help you come to terms with your linguistic identity.
Get to know students’ linguistic backgrounds. No matter where you teach, you will surely come across language variation. Recognizing this will help you understand students and how they use language. Students come from different linguistic backgrounds and bring different language experiences (with different associated norms). I get to know students by having them talk about where they are from on the first day of class, but mostly this work requires listening for clues enabling you to differentiate between, for instance, dialectal features (e.g. “ain’t”) and mispronunciations.
Become aware of linguistic assumptions. Though it is not always easy to talk about, we all have linguistic biases. These might surface as pet peeves (see Weird Al’s parody “Word Crimes” for some examples), stereotypes (e.g. that “southern”-sounding speakers are “lazy”), or assumptions (e.g. thinking there is an objectively “right” or “correct” way of talking). Acknowledging and addressing these biases will help you see language more objectively and address language in the classroom more dynamically.
Know how linguistic assumptions affect the learning environment. Regardless of whether you teach a course that discusses language or not, you are in a position to set rules and expectations about language. As such, it is important to consider what you tell students about language. Language assumptions can lead to linguistic profiling. They can make students linguistically insecure, or feel they are somehow linguistically inferior. Make sure you’re creating classrooms flexibly, accommodating multiple and diverse language uses.
Be willing to accommodate. As a result of individual linguistic backgrounds, students’ language behaviors might not map to your expectations. Some students might not have experience writing essays, but might be profound bloggers, tweeters, or novelists. Some might speak different languages or come from backgrounds where there are different cultural norms surrounding language use (e.g. the use of silence, turn-taking, interruptions, etc.). Before jumping to conclusions, ask yourself if a student comes from a culture where language use is governed by different rules. Be flexible, willing to accommodate, and work together toward where you all hope to go. Start by defining culture- or dialect-specific terms in course content and assessments; vary assessment types to accommodate different communication preferences; and grade based on content, not grammar (unless grammar is the focus of your class). Grammar-based grading privileges native-English speakers and students from certain educational backgrounds.
Recognize linguistic diversity as a resource. Some assume classrooms should run under cultural norms expected by a given region, country, or community. However, as sociolinguist Carmen Fought (2006) points out, “…interactional patterns from different ethnic groups might enhance learning and ultimately provide all participants with a wide range of skills.” Seek to understand ways the inclusion of several different interactional norms and behaviors might benefit learning environments. Some communities, for instance, encourage a “collective orientation […] group harmony, and the avoidance of conflict” in classrooms. Though inclusion of this orientation can be viewed as problematic, it could also be used to teach concern for others, humility, and an ability to work cooperatively (pp. 193-4).
If we aim to make students feel seen and heard, we must question what we really listen to when students communicate. We have an opportunity to co-construct an inclusive curriculum, classroom, and community built out of diverse linguistic resources.
Learn a little about language. Language is a resource we utilize for a variety of purposes (e.g. prestige, power, recognition, etc.). For instance, you might use language perceived as “more proper” to be identified as educated or professional, or use more colloquial language to fit in with peers. Thus, before you engage with language in the classroom, make sure you can differentiate the facts from the myths (to start, see Richard Nordquist’s post about Language Myths).
Get to know your linguistic background. Have you thought about how you use language? If not, you might be surprised by how your own language varies (from how much -ing vs. -in you use to your speech in formal or informal situations). Taking some time to get to know yourself as a language producer and perceiver will help you come to terms with your linguistic identity.
Get to know students’ linguistic backgrounds. No matter where you teach, you will surely come across language variation. Recognizing this will help you understand students and how they use language. Students come from different linguistic backgrounds and bring different language experiences (with different associated norms). I get to know students by having them talk about where they are from on the first day of class, but mostly this work requires listening for clues enabling you to differentiate between, for instance, dialectal features (e.g. “ain’t”) and mispronunciations.
Become aware of linguistic assumptions. Though it is not always easy to talk about, we all have linguistic biases. These might surface as pet peeves (see Weird Al’s parody “Word Crimes” for some examples), stereotypes (e.g. that “southern”-sounding speakers are “lazy”), or assumptions (e.g. thinking there is an objectively “right” or “correct” way of talking). Acknowledging and addressing these biases will help you see language more objectively and address language in the classroom more dynamically.
Know how linguistic assumptions affect the learning environment. Regardless of whether you teach a course that discusses language or not, you are in a position to set rules and expectations about language. As such, it is important to consider what you tell students about language. Language assumptions can lead to linguistic profiling. They can make students linguistically insecure, or feel they are somehow linguistically inferior. Make sure you’re creating classrooms flexibly, accommodating multiple and diverse language uses.
Be willing to accommodate. As a result of individual linguistic backgrounds, students’ language behaviors might not map to your expectations. Some students might not have experience writing essays, but might be profound bloggers, tweeters, or novelists. Some might speak different languages or come from backgrounds where there are different cultural norms surrounding language use (e.g. the use of silence, turn-taking, interruptions, etc.). Before jumping to conclusions, ask yourself if a student comes from a culture where language use is governed by different rules. Be flexible, willing to accommodate, and work together toward where you all hope to go. Start by defining culture- or dialect-specific terms in course content and assessments; vary assessment types to accommodate different communication preferences; and grade based on content, not grammar (unless grammar is the focus of your class). Grammar-based grading privileges native-English speakers and students from certain educational backgrounds.
Recognize linguistic diversity as a resource. Some assume classrooms should run under cultural norms expected by a given region, country, or community. However, as sociolinguist Carmen Fought (2006) points out, “…interactional patterns from different ethnic groups might enhance learning and ultimately provide all participants with a wide range of skills.” Seek to understand ways the inclusion of several different interactional norms and behaviors might benefit learning environments. Some communities, for instance, encourage a “collective orientation […] group harmony, and the avoidance of conflict” in classrooms. Though inclusion of this orientation can be viewed as problematic, it could also be used to teach concern for others, humility, and an ability to work cooperatively (pp. 193-4).
If we aim to make students feel seen and heard, we must question what we really listen to when students communicate. We have an opportunity to co-construct an inclusive curriculum, classroom, and community built out of diverse linguistic resources.
Authored by: Madeline Shellgren
Pedagogical Design
Posted on: PREP Matrix
10 Tips for Better Teamwork
A discussion of important characteristics for effective team-based work, with an emphasis on communication and ensuring all members of the team feel heard and respected.
Posted by: Admin
Navigating Context
Posted on: Teaching Toolkit Ta...
10 Tips for the First Day of Class
Photo by NeONBRAND on Unsplash
Your first day of class is almost here! Are you excited? Anxious? Whether it’s your very first time teaching ever, you’re teaching a new course, or you’re just starting a new semester, beginning a class for the first time can be nerve wracking. To get us all ready for that first day, we asked educators to share practical tips about how they handle a new semester. Here is a compilation from their years of teaching experience.
1) Be prepared!
In teaching, confidence is key. While it can be nerve wrecking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes, but remember even if you're teaching 100% online- these tips still ring true!
Your first day of class is almost here! Are you excited? Anxious? Whether it’s your very first time teaching ever, you’re teaching a new course, or you’re just starting a new semester, beginning a class for the first time can be nerve wracking. To get us all ready for that first day, we asked educators to share practical tips about how they handle a new semester. Here is a compilation from their years of teaching experience.
1) Be prepared!
In teaching, confidence is key. While it can be nerve wrecking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes, but remember even if you're teaching 100% online- these tips still ring true!
Authored by: Sarah Gretter
Pedagogical Design
Posted on: PREP Matrix
5 Tips For Presenting Your Research
Suggestions on how to share your research with others outside of your specialization so that they can understand and even engage with what you do.
Posted by: Admin
Navigating Context
Posted on: Instructional Design
New Quick Video Tip: Final Grades
New Featured Resource! Quick Video Tip
Create a 4.0 GPA Scheme to Submit Final Grades from D2L
Reference this brief 4-minute video to learn how to add a 4.0 GPA scheme to gradebook and submit grades to the Registrar's office directly from D2L Brightspace. A time-saver that can help you efficiently manage end-of-semester final grade submission.
Create a 4.0 GPA Scheme to Submit Final Grades from D2L
Reference this brief 4-minute video to learn how to add a 4.0 GPA scheme to gradebook and submit grades to the Registrar's office directly from D2L Brightspace. A time-saver that can help you efficiently manage end-of-semester final grade submission.
Posted by: Lindsay Tigue
Posted on: #iteachmsu
Tips for Students: Giving useful feedback
Instructors can include a link to this post or download this resource to include with their mid-semester survey introduction correspondence to students.
Instructors can include a link to this post or download this resource to include with their mid-semester survey introduction correspondence to students.
Posted by: Makena Neal
Assessing Learning
Posted on: #iteachmsu
I wrote this attached article to share my top 9 tips about online teaching for an audience of History & Philosophy of Science educators. It's called "You Can Teach Online! Designing effective and engaging online courses." It features the SOIRÉE "magic table" by Rachel Barnard. It was published in the Canadian Society for HPS' Communiqué newsletter in Autumn 2020 (p.42-44).
Posted by: Ellie Louson
Pedagogical Design
Posted on: Masking Matters
University of Michigan, College of Literature, Science, and the Arts Technology Service. 2021. LSA Technology Services Teaching Tips: Tricks and Tips for Teaching with Masks. Published online August 21.
Posted by: Garth J Sabo
Navigating Context
Posted on: #iteachmsu
Recently, I have been working on how we might provide instruction in DEI principles to the students in our courses. Here is what I have come up with:
"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos
Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"
Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI
The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.
Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.
When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.
If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.
"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos
Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"
Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI
The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.
Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.
When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.
If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
"Grief is the normal response of sorrow, heartache, and confusion that comes from losing someone or something important to you. Grief can also be a common human response after a disaster or other traumatic event. This tip sheet contains information about grief, the grieving process, and what happens when the process is interrupted and complicated or traumatic grief occurs. It also offers tips and resources for coping with both types of grief."
"Tips for Survivors: COPING WITH GRIEF AFTER A DISASTER OR TRAUMATIC EVENT" a 4-page PDF from the Substance Abuse and Mental Health Services Administration (SAMHSA) is attached.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
"Tips for Survivors: COPING WITH GRIEF AFTER A DISASTER OR TRAUMATIC EVENT" a 4-page PDF from the Substance Abuse and Mental Health Services Administration (SAMHSA) is attached.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted by: Makena Neal
Navigating Context
Posted on: Masking Matters
Roy, David and Jill Duncan. "7 Tips for Making Masks Work in the Classroom."
Posted by: Garth J Sabo
Navigating Context
Posted on: Digital Collaborati...
Ahead of our first meeting next week on September 30, I've been doing a bit of digging around and came upon two interesting resources from Dr. Monica Burns that combine EdTech with collaborative learning:
1) EdTech Fundementals: Tech-Friendly Models of Collaboration
https://www.youtube.com/watch?v=lB1dGk3BTO8
and
2) Class Tech Tips: All Things EdTech
https://classtechtips.com/
Interesting, perhaps useful, and certainly will help start our conversation when we meet next week.
1) EdTech Fundementals: Tech-Friendly Models of Collaboration
https://www.youtube.com/watch?v=lB1dGk3BTO8
and
2) Class Tech Tips: All Things EdTech
https://classtechtips.com/
Interesting, perhaps useful, and certainly will help start our conversation when we meet next week.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Reading Group for S...
Another interesting piece on Faculty Focus this morning that provides additional tips for [motivating] and engaging our students in class. I hope to try a few of these next fall when I return to the (hybrid) classroom. Hope you might find these tips useful in your own journey to motivate and engage undergrads.
Kind Regards,
Stokes
https://www.facultyfocus.com/articles/effective-teaching-strategies/engaging-students-at-a-deeper-level/?st=FFdaily%3Bsc%3DFF220330%3Butm_term%3DFF220330
Kind Regards,
Stokes
https://www.facultyfocus.com/articles/effective-teaching-strategies/engaging-students-at-a-deeper-level/?st=FFdaily%3Bsc%3DFF220330%3Butm_term%3DFF220330
Posted by: Stokes Schwartz
Pedagogical Design
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
Host: CTLI
Navigating Context
EXPIRED