We found 65 results that contain "ula"
Posted on: PREP Matrix
Using Transferable Skills in Your Career
This playlist begins with some general resources about non-academic career paths and specifically how your graduate training can prepare you for them, moves into some resources discussing particular post-graduate job options, and ends with a link to a twice-monthly Twitter discussion about what different people have done with their Ph.Ds
NAVIGATING CONTEXT
Posted on: PREP Matrix
Securing Academic Positions
This playlist begins with resources aimed at the very end of grad school, moves into advice on particular situations grad students might find themselves in while job searching, and ends with job search boards
NAVIGATING CONTEXT
Posted on: PREP Matrix
Approaching Dissertation Research
This playlist begins with the diss proposal and general idea-generation, moves into advice on how to begin researching, and ends with particular research methods and management resources for various disciplines.
NAVIGATING CONTEXT
Posted on: GenAI & Education
Generative Artificial Intelligence (AI) Guidance from MSU
We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.
You can learn more about generative AI and participate in discussions here on iteach.msu.edu.
Click section 3 of this playlist for additional resources on generative AI on #iteachmsu!
You can learn more about generative AI and participate in discussions here on iteach.msu.edu.
Click section 3 of this playlist for additional resources on generative AI on #iteachmsu!
Posted on: GenAI & Education
Generative AI Syllabus Guide
A good portion of your students will likely use AI to some extent this semester, so plan accordingly. Many students are aware of generative AI, and at least some of them will use these tools for their course work. Critically considering your course design in the context of generative AI is an important educator practice.
The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.
Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.
Non-permissible uses:
Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information with
non-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).
The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.
Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.
Non-permissible uses:
Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information with
non-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).
PEDAGOGICAL DESIGN
Posted on: PREP Matrix
Surviving the Dissertation
This playlist begins with an overview of the dissertation, moves into particular resources regarding continuing writing, and ends with resources about general motivation.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Welcome to my Classroom Series
Our Welcome to My Classroom series aims to be a catalyst for continuous improvement, uniting educators in their commitment to elevate the art of teaching. Join us in celebrating the dedication and creativity that drive education forward, as we learn from one another and collectively enrich the learning experience for both educators and students alike. The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Examples of an educator's showcase could include a walk through of a specific activity or assignment, sharing out the integration of a particular educational technology, describing their process of redesigning a learning experience, and more! These are recordings and key takeaways from this sereis.
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Training for ULAs - Undergraduate Learning Assistants (pilot)
Undergraduate Learning Assistants (ULAs) are an important part of MSU’s educational approach, creating instructional teams by working alongside instructors, course coordinators, and graduate students. To better prepare ULAs for the classroom, the following trainings have been developed. Ideally, ULAs should have completed these at the beginning of their employment. If you are a faculty/staff member with an Undergraduate Learning Assistant (ULA), please forward the following training opportunities to your student assistants.
Asynchronous Online ULA Training
Students can self-enroll here for a ULA training course covering how the ULA role intersects with the following concepts :
Code of Teaching Responsibility
Student records and privacy
Disability and Accommodation
Creating Inclusive environments
Navigating relationships and the institution
In addition to this asynchronous training, ULAs should have a special RVSM training (details below), and possibly a laboratory safety training if assigned by their course instructor/coordinator (also below).
Relationship Violence Sexual Misconduct (RVSM) for ULAs
In addition to the above course, ULAs should attend one of the following RVSM trainings.
ULA RVSM Training AMonday, Jan 8th, 20242pm-3pmRegister Here
ULA RVSM Training BWednesday, Jan 10th, 202410am-11amRegister Here
Laboratory Safety Training (only required for ULAs in laboratory settings)
If you are a learning assistant in a laboratory, you may need to attend a 1-hour training with Colin Phillipo from Environment Health & Safety. Check with your course instructor/coordinator to see if you need to attend.
The training is
Friday, January 5th from 10-11am – Register Here
If you are not able to make this training, you can contact Colin Phillippo at phill394@msu.edu to see what accommodations can be made.Photo by fran innocenti on Unsplash
Asynchronous Online ULA Training
Students can self-enroll here for a ULA training course covering how the ULA role intersects with the following concepts :
Code of Teaching Responsibility
Student records and privacy
Disability and Accommodation
Creating Inclusive environments
Navigating relationships and the institution
In addition to this asynchronous training, ULAs should have a special RVSM training (details below), and possibly a laboratory safety training if assigned by their course instructor/coordinator (also below).
Relationship Violence Sexual Misconduct (RVSM) for ULAs
In addition to the above course, ULAs should attend one of the following RVSM trainings.
ULA RVSM Training AMonday, Jan 8th, 20242pm-3pmRegister Here
ULA RVSM Training BWednesday, Jan 10th, 202410am-11amRegister Here
Laboratory Safety Training (only required for ULAs in laboratory settings)
If you are a learning assistant in a laboratory, you may need to attend a 1-hour training with Colin Phillipo from Environment Health & Safety. Check with your course instructor/coordinator to see if you need to attend.
The training is
Friday, January 5th from 10-11am – Register Here
If you are not able to make this training, you can contact Colin Phillippo at phill394@msu.edu to see what accommodations can be made.Photo by fran innocenti on Unsplash
Authored by: Stephen Thomas
Pedagogical Design
Posted on: PREP Matrix
A Regular Writing Routine
Inside Higher Ed debunks two major writing myths - needing large blocks of time and needing to write only when highly motivated - to discuss how to set up successful habits of writing in grad school.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Street Teams: Team Resilience on the Street
“I want to learn. I want to help.” We regularly hear this from students. How do we design environments that empower positive failures and spark innovation? We created Street Teams, student-run collaborations. We partner with nonprofits to solve challenges in media communication. Students have real-world learning experiences while giving back to the community.To access a PDF of the "Street Teams: Team Resilience on the Street" poster, click here.Description of the Poster
STREET TEAMS: TEAM RESILIENCE ON THE STREET
solution-based learning and resilience
Street Teams are student-run, creative collaborations. They partner with nonprofits and assist them with media projects. Teams learn while giving back to the community.
COLLABORATION
We are stronger together
Teams consist of students from various majors, backgrounds and skillsets. Their collective diversity amplifies the work of the whole team.
Strategic focus on group culture and dynamics
First semester = team building
Second semester = content creation
In 2020-21, we did this all through Zoom!
Holistic approach to solving challenges
Projects are based on a combination of non-profit requests and student-driven assessment Together, they create sustainable solutions
MULTI-LAYERED MENTORING
Faculty mentor students
Alumni give feedback on student work
Nonprofit partner-related professional development opportunities
Student leaders (Producers) mentor teammates
Street Team Coordinator hosts weekly Producer meetings and trainings
Teammates mentor each other
IMPACT
Throughout our history:
131 students involved*
20 majors represented**
37 nonprofits served
550+ products delivered *At least 1/3 of students return for more than one year **Some are dual majors
QUOTE FROM A PARTICIPANT
"(Street Teams) make me feel like I belong to a place. Thank you ... for the opportunity you give all of us to connect with the community." - Manuel Pérez Salas
STREET TEAMS: TEAM RESILIENCE ON THE STREET
solution-based learning and resilience
Street Teams are student-run, creative collaborations. They partner with nonprofits and assist them with media projects. Teams learn while giving back to the community.
COLLABORATION
We are stronger together
Teams consist of students from various majors, backgrounds and skillsets. Their collective diversity amplifies the work of the whole team.
Strategic focus on group culture and dynamics
First semester = team building
Second semester = content creation
In 2020-21, we did this all through Zoom!
Holistic approach to solving challenges
Projects are based on a combination of non-profit requests and student-driven assessment Together, they create sustainable solutions
MULTI-LAYERED MENTORING
Faculty mentor students
Alumni give feedback on student work
Nonprofit partner-related professional development opportunities
Student leaders (Producers) mentor teammates
Street Team Coordinator hosts weekly Producer meetings and trainings
Teammates mentor each other
IMPACT
Throughout our history:
131 students involved*
20 majors represented**
37 nonprofits served
550+ products delivered *At least 1/3 of students return for more than one year **Some are dual majors
QUOTE FROM A PARTICIPANT
"(Street Teams) make me feel like I belong to a place. Thank you ... for the opportunity you give all of us to connect with the community." - Manuel Pérez Salas
Authored by: Jeana-Dee Allen, Katie Schroeder, Jon Whiting
Pedagogical Design
Posted on: Spring Conference o...
Points of Feedback: Creating Feedback-Driven Learning Experiences
Title: Points of Feedback: Creating Feedback-Driven Learning ExperiencesPresenters: Casey McArdle (CAL/WRAC); Kate Fedewa (CAL/WRAC); Sarah Gibbons (CAL/WRAC); Jeff Kuure (CAL/WRAC); Kristin Pratt (CAL/WRAC); Mike Ristich (CAL/WRAC); Kate Birdsall (CAL/WRAC)Format: WTMCDate: May 10th, 2023Time: 10:15 am - 11:15 am Room: 3202Description:As academic and professional spaces become more collaborative, feedback–informative and immediate–plays a larger role in how relationships and learning are fostered and supported between student and teacher, and between supervisors and employees. Establishing a solid framework for feedback that is sustainable in-person and online can limit communication issues and support spaces for growth. SUNY-Albany Professor Emeritus Peter Johnston notes: “If students can provide productive feedback, then collectively they will tend to get more feedback. And it will be more immediate feedback, because, rather than waiting for the teacher, their peers can provide it. More feedback improves learning, and immediate feedback is more effective than delayed feedback.” Johnston’s model for feedback allows students to take the initiative and seek out feedback from one another, and perhaps even develop their own parameters for the feedback they would like to receive. Frequent and immediate feedback, then, gives students opportunities to address small and large concerns regarding texts, processes, or systems. Fluidity and frequency of feedback, as well as the foundational principle of feedback as a multi-directional process, rather than only delivered unto students from professors, allows students of all backgrounds to invest in the development not only of their own work, but also the classroom community. This panel will explore how feedback plays a crucial role across all learning experiences. We will provide examples from faculty development, writing courses, leadership courses, project management scenarios, coding courses, and upper level user experience courses. We will also discuss how these examples might be applied in other disciplines.
Authored by: Casey McArdle
Pedagogical Design
Posted on: Teaching Toolkit Ta...
My Spartan Story and the Spartan Experience Record
My Spartan Story and the Spartan Experience Record, MSU's new co-curricular record, will be launching campus-wide Fall 2020. Join us in recognizing the out-of-class learning and engagement of students.
Authored by: Sarah Schultz
Assessing Learning
Posted on: #iteachmsu
My Spartan Story - Spring 2022 Workshops & Submission Deadline
The My Spartan Story Team looks forward to working with you to support continued growth of My Spartan Story, MSU’s co-curricular record. Below, you will find helpful information and links to register for our Spring 2022 workshops.
What qualifies as an out-of-classroom or co-curricular learning experience for My Spartan Story?
My Spartan Story defines co-curricular as “an intentional learning activity not bearing academic credit, where the experience has learning goals measured by an assessment strategy.”
Experiences can include but are not limited to:
Community engagement
Committee service
Internships
Leadership roles
On-campus jobs
Student organizations
Undergraduate research
I advise and/or supervise a co-curricular experience listed above. How can it be added to the co-curricular record?
Experiences are submitted for inclusion in the record by MSU faculty and staff (we do welcome and encourage students to be a part of the process with you).
When should experiences be submitted by for the Spring 2022 term?
The preferred deadline is April 1, 2022. (This allows the Advisory Committee time to review and to ensure experiences will display on a student’s Spartan Experience Record by commencement).
I would like to learn more about My Spartan Story. What are ways I can do so?
We have two workshop types this semester for faculty and staff:
My Spartan Story Introductory Workshop
If you are looking to learn about My Spartan Story, our Introductory Workshop is a great place to start. Our workshop will help familiarize you to the record, benefits for students, your college/division and MSU, as well as to the submission and approval process to add your co-curricular experience(s). Register HERE.
Friday, January 21, 2 - 3 p.m.
Friday, January 28, 11 a.m. - noon
Thursday, February 10, 3 - 4 p.m.
Tuesday, February 22, 4 - 5 p.m.
Monday, March 14, 2 - 3 p.m.
Wednesday, March 30, 12:30 - 1:30 p.m.
My Spartan Story Sprint Workshop
If you are familiar with the record and are ready to submit an experience, register for our Sprint Workshop. This session walks you through the submission process and will help you draft at least one submission during the session. Our team will discuss key elements including learning outcomes and learning outcomes assessment. Register HERE.
Wednesday, February 16, 3 - 4 p.m. (virtual)
Tuesday, March 8, 11 a.m. - noon (virtual)
Wednesday, March 9, 1 - 2 p.m. (in person - tentative)
We look forward to connecting with you this semester and welcome you to share these opportunities with your colleagues. If you have any questions, please visit the My Spartan Story site or contact Sarah Schultz, Director of My Spartan Story.
What qualifies as an out-of-classroom or co-curricular learning experience for My Spartan Story?
My Spartan Story defines co-curricular as “an intentional learning activity not bearing academic credit, where the experience has learning goals measured by an assessment strategy.”
Experiences can include but are not limited to:
Community engagement
Committee service
Internships
Leadership roles
On-campus jobs
Student organizations
Undergraduate research
I advise and/or supervise a co-curricular experience listed above. How can it be added to the co-curricular record?
Experiences are submitted for inclusion in the record by MSU faculty and staff (we do welcome and encourage students to be a part of the process with you).
When should experiences be submitted by for the Spring 2022 term?
The preferred deadline is April 1, 2022. (This allows the Advisory Committee time to review and to ensure experiences will display on a student’s Spartan Experience Record by commencement).
I would like to learn more about My Spartan Story. What are ways I can do so?
We have two workshop types this semester for faculty and staff:
My Spartan Story Introductory Workshop
If you are looking to learn about My Spartan Story, our Introductory Workshop is a great place to start. Our workshop will help familiarize you to the record, benefits for students, your college/division and MSU, as well as to the submission and approval process to add your co-curricular experience(s). Register HERE.
Friday, January 21, 2 - 3 p.m.
Friday, January 28, 11 a.m. - noon
Thursday, February 10, 3 - 4 p.m.
Tuesday, February 22, 4 - 5 p.m.
Monday, March 14, 2 - 3 p.m.
Wednesday, March 30, 12:30 - 1:30 p.m.
My Spartan Story Sprint Workshop
If you are familiar with the record and are ready to submit an experience, register for our Sprint Workshop. This session walks you through the submission process and will help you draft at least one submission during the session. Our team will discuss key elements including learning outcomes and learning outcomes assessment. Register HERE.
Wednesday, February 16, 3 - 4 p.m. (virtual)
Tuesday, March 8, 11 a.m. - noon (virtual)
Wednesday, March 9, 1 - 2 p.m. (in person - tentative)
We look forward to connecting with you this semester and welcome you to share these opportunities with your colleagues. If you have any questions, please visit the My Spartan Story site or contact Sarah Schultz, Director of My Spartan Story.
Authored by: Sarah Schultz
Navigating Context
Posted on: #iteachmsu
I have a student who is interested in tracking their co-curricular activities
Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who need help planning for their careers. Thank you for helping our students achieve their goals.
My Spartan Story Student engagement and learning beyond-the-classroom is formally recognized by MSU through My Spartan Story and the Spartan Experience Record, complementing the student’s academic transcript.
My Spartan Story Student engagement and learning beyond-the-classroom is formally recognized by MSU through My Spartan Story and the Spartan Experience Record, complementing the student’s academic transcript.
Authored by: This Student Success playlist was created by members of the Educators Empowering Student Success Group which is working on the Faculty Improving Student Success Strategic Initiative
Navigating Context
Posted on: #iteachmsu
Labster: The virtual science lab simulation library
What is Labster?
Labster is a simulation library that provides over 150 virtual science labs. Instructors can choose specific simulations to download and install within their D2L course free of charge. Simulations consist of an interactive lab activity in which students learn and apply their understanding of important STEM topics within the context of a virtual lab. Quiz questions are interspersed throughout many of the simulations to help students link their understanding of theory to the lab activity they are performing.
Who might consider using Labster?
If you are a STEM instructor, Labster could be a useful tool to enhance teaching and learning within your science course. These virtual labs can be used as standalone units, or they can be used as supplemental activities to reinforce important concepts or lab techniques. The Labster simulation catalog includes lab experiences for 21 course packages such as Chemistry, Physics, Food Science and nutrition, Engineering, Biology, Safety, Biotechnology, and others. If you would like to try out Labster, please contact the MSU IT Service Desk at ithelp@msu.edu to get access to the Labster simulations.
Why use Labster?
Well-designed lab experiences are a key part of student learning within STEM fields. While virtual labs can never replicate real-world lab experiences, simulation-based labs can enhance student learning because they provide students important opportunities for them to put their knowledge to use and engage in important scientific practices (e.g. developing models, constructing explanations, and arguing using data and evidence). For example, simulation-based learning environments have been shown to improve student learning, motivation and, self-efficacy within medical education (Makransky et. al., 2016).
How to use Labster?
Simulations are uploaded onto D2L and students can access virtual labs directly through the simulation link within D2L. Instructors can impersonate the Demo Student within their D2L course and complete the simulation to get the same experience that their students would have when engaging in the virtual lab. To promote student exploration and engagement with the simulation (as opposed to students focusing their attention on the correctness of their answers to quiz questions), we recommend using the simulation quizzes as a low-stakes formative assessment.
Where to find out more information on Labster?
If you would like to find out more information about Labster, please see the links below:
General information about Labster
List of available Labster simulations
Labster resources page
Labster help page
Stories/Feedback
We would love to hear from you about your experiences with Labster. How was the installation process? How are you using the Labster quizzes in your class? What are your students’ perceptions of Labster and their experiences with the simulations? If you would like to share some of your Labster stories (frustrations, joys, surprises) or need more information about Labster, contact the MSU IT Service Desk at ithelp@msu.edu.
References
Makransky, G., Bonde, M.T., Wulff, J.S. et al. Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC Med Educ 16, 98 (2016). https://doi.org/10.1186/s12909-016-0620-6
Labster is a simulation library that provides over 150 virtual science labs. Instructors can choose specific simulations to download and install within their D2L course free of charge. Simulations consist of an interactive lab activity in which students learn and apply their understanding of important STEM topics within the context of a virtual lab. Quiz questions are interspersed throughout many of the simulations to help students link their understanding of theory to the lab activity they are performing.
Who might consider using Labster?
If you are a STEM instructor, Labster could be a useful tool to enhance teaching and learning within your science course. These virtual labs can be used as standalone units, or they can be used as supplemental activities to reinforce important concepts or lab techniques. The Labster simulation catalog includes lab experiences for 21 course packages such as Chemistry, Physics, Food Science and nutrition, Engineering, Biology, Safety, Biotechnology, and others. If you would like to try out Labster, please contact the MSU IT Service Desk at ithelp@msu.edu to get access to the Labster simulations.
Why use Labster?
Well-designed lab experiences are a key part of student learning within STEM fields. While virtual labs can never replicate real-world lab experiences, simulation-based labs can enhance student learning because they provide students important opportunities for them to put their knowledge to use and engage in important scientific practices (e.g. developing models, constructing explanations, and arguing using data and evidence). For example, simulation-based learning environments have been shown to improve student learning, motivation and, self-efficacy within medical education (Makransky et. al., 2016).
How to use Labster?
Simulations are uploaded onto D2L and students can access virtual labs directly through the simulation link within D2L. Instructors can impersonate the Demo Student within their D2L course and complete the simulation to get the same experience that their students would have when engaging in the virtual lab. To promote student exploration and engagement with the simulation (as opposed to students focusing their attention on the correctness of their answers to quiz questions), we recommend using the simulation quizzes as a low-stakes formative assessment.
Where to find out more information on Labster?
If you would like to find out more information about Labster, please see the links below:
General information about Labster
List of available Labster simulations
Labster resources page
Labster help page
Stories/Feedback
We would love to hear from you about your experiences with Labster. How was the installation process? How are you using the Labster quizzes in your class? What are your students’ perceptions of Labster and their experiences with the simulations? If you would like to share some of your Labster stories (frustrations, joys, surprises) or need more information about Labster, contact the MSU IT Service Desk at ithelp@msu.edu.
References
Makransky, G., Bonde, M.T., Wulff, J.S. et al. Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC Med Educ 16, 98 (2016). https://doi.org/10.1186/s12909-016-0620-6
Authored by: Chiwimbo P. Mwika and Christopher J. Minter
Posted on: Masking Matters
Vocal Articulation Exercises (Vocal Health Resources)
https://www.vocalzone.com/the-record-blog/v-team-vocal-care/vocal-exercises-teachers/
https://www.vocalzone.com/the-record-blog/v-team-vocal-care/vocal-exercises-teachers/
Posted by: Garth J Sabo
Navigating Context
Posted on: #iteachmsu
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Know of student's graduating this spring in need of CPR/AED for an upcoming job? The Learning and Assessment Center offers AHA Heartsaver/CPR/AED Courses.
These courses are intended for those who have a duty to respond to a first aid or cardiac emergency because of job responsibilities or regulatory requirements such as public safety officers, teachers, child care providers and those dealing with environmental, chemical and mechanical hazards.
This course covers management of illness and injuries during the first minutes until professional help arrives.
These courses are intended for those who have a duty to respond to a first aid or cardiac emergency because of job responsibilities or regulatory requirements such as public safety officers, teachers, child care providers and those dealing with environmental, chemical and mechanical hazards.
This course covers management of illness and injuries during the first minutes until professional help arrives.
Posted by: Lauren A. Zoumbaris
Navigating Context
Posted on: #iteachmsu
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Posted by: Stephen Thomas
Pedagogical Design
Host: MSU Libraries
Intro to VR @ DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Intro to VR @DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Latine Voces Uncensored: Symposium on Latine Narratives
The digital age has brought us virtually (pun, intended) limitless access to information in the digital age. Despite this access, Latine communities continue to confront the challenges of rampant misinformation, censorship and misrepresentation—influencing how Latines are depicted in news coverage to popular culture to domestic and international policies that directly impact (and harm) our communities. Accurate Latine narratives and exposure to our histories are as important as ever. In this timely and important symposium, we address representation and free speech through the lens of Puerto Rican storytelling.
Hosted by Latino Spartans & MSU Chicanx/Latinx Association (ChiLA).
Note: The first half of this event will take place at the Multicultural Center. The Library portion will begin at 1:30 in the Green Room.
Please register by clicking here
Navigating Context
Host: MSU Libraries
Birding with the MSU Libraries: Accessible Birding Event
In conjunction with One Grand Read, we are hosting a beginner birder's outing to get you outside to watch birds. This will be a stationary birding event (no walking). We will teach you how to use binoculars to spot birds, and how to identify birds once you've found one. Everyone is welcome! Meet up at the picnic tables by Beal Gardens along the sidewalk by the river to look for and identify birds together!
Navigating Context
EXPIRED
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: MSU Libraries
Visiting Scholars Presentations Summer 2025
MSU Library’s Visiting Scholars program welcomes researchers at all levels to make use of our world-class collections related to (but not limited to) popular culture, comics, rare books, Africana, LGBTQ activism, Michigan writers, cookery and foodways, as well as both the radical left and right. Every summer, a cohort comes to the Library’s Special Collections Reading Room to conduct research and, toward the end of their time, presents on what they were able to discover in our collection and how it advances their scholarship. The presentations are an informal way to connect with scholars and their research at MSU Libraries.
Hannah Fuller
Loyola University of Chicago
The Queer Wilderness Calls: Lesbian Feminist Natures and Midwestern Rural/Urban Networks in MSU's LGBTQ+ Collections
Navigating Context
EXPIRED