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Many jobs, especially academic positions, ask students to submit a “diversity statement” with their application materials. Many job seekers, unfortunately, treat such a document as an afterthought, when in fact it is a powerful opportunity to think about and articulate our goals, values, and the kind of faculty member or academic leader we aspire to be. In this workshop, we will walk you through the process of recognizing your identities and positionality, and the role of DEI in your teaching, research, service, and community efforts. At the end of this session, you will have a working draft to tailor according to your respective needs and to continue your efforts toward DEI. * This is part three (3) of a 3-part workshop series.   Presenter(s)/Facilitator(s): Dr. Stefanie Baier  is the Director of Instructional Development for Graduate Students and Postdocs at the Graduate School at Michigan State University. In her role she is in charge of the curriculum for Graduate Teaching Assistant (GTA) preparation, manages teaching professional development of graduate students and postdoctoral scholars, and (co-)facilitates workshops on various topics including Teaching Philosophy Statement and DEI Statement workshops. Dr. Hima Rawal  is a Postdoctoral Research Associate at The Graduate School. She completed  her doctoral work in Second Language Studies at Michigan State University (MSU). Her research interests include trauma-informed teaching and research, pedagogy of care, learner and teacher emotions, critical multilingual awareness, and humanizing research and pedagogy in linguistically diverse classroom settings. Currently, she is serving on MSU’s International Studies and Program’s Global Diversity, Equity, and Inclusion (DEI) task force and Trauma Services and Training Network’s (TSTN) steering committee. She is also an Affiliate with CTLI (and past CTLI graduate fellow)! Please register for this event and add the details to your calendar. The Graduate School will send a reminder with Zoom connection information a few days before the session. Additionally, slides and any other related materials after the session will be distributed to all registered participants after the fact. 

So you’ve collected your mid-semester feedback data… What do you do next? Join CTLI for this hands-on workshop to identify trends in your data, identify possible shifts in your practice to respond to feedback, and leave with a plan of action for the remainder of the semester (or next term!). We’ll also discuss avenues for communicating your findings and plan of action with your students. Ultimately, we don’t want you to feel like you have to go it alone. Research has shown that reviewing student feedback in consultation with someone else is more likely to result in positive modifications in teaching/course design which can later influence future evaluations, and we’re here for you! This workshop will be most relevant to course instructors who already have collected anonymous, aggregate student feedback on a course. The requirement for participation in this having mid-semester data. We’re asking that all participants in this workshop come to the session with anonymous student feedback. Facilitators: Makena Neal, PhD, (she/they) lives in two intersecting worlds- that of educator and that of a lifelong learner. Her goal is to help amplify, elevate, and celebrate the innovative practices of educators in the MSU community. Makena’s projects focus on efforts and initiatives that recenter teaching and learning for Spartans by advancing MSU’s culture toward recognition and support for all educators (anyone who contributes to student success and the teaching and learning mission of the university).  Meghan Loughlin-Krusky (she/her) is a Training Program Developer and Instructional Designer with Michigan State University Extension. Her role is to support academic staff in building awareness of educational best practices, offer training on technology to help educators engage community members, as well as collaborate in creating exceptional learning experiences for life-long learners in online, hybrid and in-person programming. Upon completion of this learning experience participants will be able to: effectively analyze feedback data collected from students, identifying recurring themes and patterns in order to gain insights into the areas of instruction translate the insights gained from feedback data into concrete and targeted pedagogical shifts (i.e. demonstrate the ability to identify specific instructional strategies, content adjustments, or classroom management techniques) that address the identified areas for improvement develop a comprehensive and actionable implementation plan for the identified pedagogical shifts  This is a natural follow up to “Mid-Semester Feedback: What, Why & How” workshop held on Sept. 20, 2023 from 3-4pm (though participation in this session is not a prerequisite) Photo by Carlos Muza on Unsplash