The STEM Teaching Essentials workshop series 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.
Feel free to visit this Microsoft Form to send the STEM Teaching Essentials Planning Committee comments or suggestions.
After each session you can find asynchronous discussions on the STEM Teaching Essentials Teams Channel.
The MSU STEM Teaching Essentials is supported by the College of Agriculture and Natural Resources, College of Engineering, College of Natural Science, and Lyman Briggs College.
The Planning Committee is made up of Laura Bix, Neeraj Buch, Georgina Montgomery, Geoff Recktenwald, and Stephen Thomas.
Welcome to the Winter/Spring semester!
This semester we will be continuing to explore the idea of belonging in STEM classrooms. This semester’s workshops will focus on DEI, invisible disabilities, and the use of Universal Design for Learning in fostering a sense of belonging. These workshops will bring in facilitators from across the university and within our community of practitioners. We hope that you will be able to join us.
As MSU is moving to more in person modes of teaching, we will be looking to have the STEM Teaching Essentials workshops in-person, but for this semester, we will continue to meet virtually to provide a bit more flexibility for participants and facilitators.
Splicing DEI and belonging into the genetics of your course.
Facilitator: Dr. Ellen Moll
Dr. Ellen Moll is the Director of the Center of Integrative Studies in Arts and Humanities (CISAH/IAH). Her work often connects many of the following: interdisciplinary and integrative pedagogy, faculty development, online pedagogy, general education, diversity in the curriculum, and community-based learning. Dr. Moll’s courses include “Gender, Race, Technology, and Science,” “Global and Multicultural Identities in Contemporary Literature and Film,” and “Living in a World of Big Data,” among others.
As the University begins to implement its strategic plan, one of the main thematic pillars faculty are being asked to incorporate is Diversity, Equity, and Inclusion (DEI). Instead of taking this call for DEI as an additional separate item to tack on to an ever-increasing STEM curriculum, how can we individually reframe our courses to weave these concepts into courses to develop students’ understanding of science as a body of knowledge, a set of practices, an institution, and an ethical calling? Participants will walk away from this workshop with examples of how to incorporate DEI in multiple dimensions of scientific inquiry and the ability to see why integration of DEI in STEM content may increase a student’s sense of belonging and enthusiasm in the classroom.
When: Wednesday, February 16th 12:30-2:00 p.m.
Video upon request @sthomas
Accommodating Students with Invisible Disabilities
Facilitators: Shelby Gombosi and other members of the Resource Center for Persons with Disabilities
A discussion around teaching students with invisible health conditions and other neurodiverse learning impacts. How are accommodations determined and more importantly, how are they to be implemented in the ever-changing academic environment? This discussion will help to shed light on the ways accommodations can be implemented in partnership with the Resource Center for Persons with Disabilities to aid in learning for all students.
When: Wednesday, March 23rd 12:30-2:00 p.m.
The Importance of Universal Design for Engineers Looking at a Diverse Population
Facilitator: Dr. Michele J. Grimm
Michele J. Grimm, Ph.D., is the Wielenga Creative Engineering Endowed Professor of Mechanical Engineering and Biomedical Engineering at Michigan State University. She joined MSU in 2019 after a 25-year career at Wayne State University, where a significant portion of her responsibilities involved curriculum design and assessment. She has a longstanding interest in engineering design, and implemented a 4-year curriculum in user-centered design for biomedical engineering students at Wayne State University. During her transition from Wayne State to MSU, she spent 3 years as a program director for biomedical engineering-related programs at the National Science Foundation. While at the NSF, she served as co-chair of the White House Taskforce on Technology for Aging, which identified needed areas for investment to support advancement of independence-enabling technologies for the growing aging population. She is currently concluding three years of service on the National Academy of Medicine Commission on a Global Roadmap for Healthy Longevity. Her role in both of these entities was to establish a design framework through which the groups’ goals could be examined.
Identifying “user needs” is a key step when engineers are designing a new device, component, or system. In some cases, the user needs will be tightly controlled – such as when an engineer is designing a component to fit into an existing system, like a replacement wheel. But other times, the potential group of users is broad and quite diverse. This is especially true when designing consumer products or medical devices. The principals of universal design drive engineers and other design professionals to consider the full range of individuals who might use a device – over a range of ages, races, and functional ability. This seminar will explore the principals of universal design and how it can be integrated into engineering practice, along with a discussion of how it can influence other fields that (knowingly or unknowingly) implement design practices on a regular basis.
When: Wednesday, April 20th 12:30-2:00 p.m.
The STEM Teaching Essentials workshops are back with two sessions for this semester. As MSU moves into growing into its new strategic mission, two of the six themes of the strategic mission include DEI and Student Success. For the rest of the fall and into the spring, we will be exploring how these concepts play out in the classroom and how we might grow our practice.
As for format, in recognizing our goals for the workshops to be both a venue to share effective practices and engaging theories as well as community-building event among educators , we have dedicated one session to discuss educational theory and practices around equitable grading (completely digital) and one session for sharing a meal during finals week (completely in-person).
Our two sessions include:
- Wednesday, November 10
Equitable grading is often described as providing fair, meaningful grades to students with diverse backgrounds. Dr. Casey Henley and Dr. Kirstin Parkin will provide two case studies of revisions to assessment for the purposes of increasing equity. Participants are asked to consider sharing examples from their own teaching for how they try to make grading a more equitable process and to make a one-slide summary to share in small group discussion (although not required). The session will end with a broad ranging discussion of potential barriers and promises to adoption.
- Join the discussion in the Equitable Grading channel on the STEM Teaching Essentials Teams
- Presentation slides (ppt)
- Slides from the Community (coming soon!)
- Video of session (Unfortunately, there was a technical difficulty and we were unable to capture the video from this session. Our apologies)
- Links mentioned
- Webinar on (un)grading: https://us02web.zoom.us/meeting/register/tZUoceGrpzgiGdV74sS-1OBRzsbcGrT3pu_c
- Grading for Equity, Joe Feldman, 2018 (ebook for MSU community): https://ebookcentral-proquest-com.proxy1.cl.msu.edu/lib/michstate-ebooks/detail.action?docID=6261504
- Playposit Training: MSU PlayPosit Training Sessions.pdf
- IT Trainings: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/1920
Grub for grading!
We are almost at the end of the semester…and the of grading finals. To keep your energy and spirits up, please come grab a free bite of pizza with colleagues at the STEM Teaching and Learning Facility. You can either literally grab and go and meet us online, or if you feel comfortable you can sit and eat with others.
For this event, you must register and give us your pizza order as everything will be packaged to allow you the flexibility to eat where you are comfortable. Use this Google Form to choose from 4 types of pizza and reserve your food.
We will submit the order on Monday the 13th at noon to get the order in to Georgio’s Pizza. So please submit before then.
You can pick up the pizza (and eat there if you wish)
- on the 4th floor of the STEM Teaching and Learning Facility
- from 12-1:30pm
- Wednesday Dec. 15th
- or on Zoom (if you are joining from your office)
The 4th floor is one large open space and we will have tables and seats available for those who wish to stay and eat. Otherwise, you can grab your food, return to your office and join a group of us online to discuss how things are going and catchup in general.
Course Crafting: how to adopt a multimodal lens with your future courses.
April 20th, 2021 at 9:00 AM
Over our last three STEM Teaching Essential sessions,
- We heard from faculty about some strengths to teaching online that they hope to move continue using;
- We heard from students that there are some digital approaches that they hope continue, and
- We discussed ways to make the digital experiences more humane.
Based on those experiences, the question is, “How will these items live out in the future of your course.” In April’s session of the STEM Teaching Essentials, the Enhanced Digital Learning Initiative (EDLI) team will be working with us through a series of prompts that helps you to identify what digital elements you might adopt in your future classes, what theories might you work with to improve your efficacy, and how these adoptions might affect your course policies. So, come and do some course crafting with the EDLI team!
Building Community in a Multimodal World.
March 16th, 9am
Whether students are online or face-to-face, we want them to feel like a valued member of their course community and the larger STEM community. We’ll explore strategies that work well for building community and inclusion in digital spaces as well as in-person spaces. Then we can discuss how to leverage best practices across multiple modalities and identify concrete actions for Fall 2021.
More than a square: Students add dimension to their digital learning experiences during the pandemic.
February 23rd, 9am
Events of the past twelve months have been unprecedented in so many ways; professional, cultural/societal, and personal impacts have differentially affected individuals in higher education. In the face of the pandemic, campuses boot-strapped distance learning models literally overnight. Estimates suggest that undergraduate enrollment fell by 2.5% in Fall of 2020 amid college students reporting record levels of anxiety and depression, with 42% reporting difficulty remaining motivated in the face of mounting financial challenges, lost opportunities, and a growing digital divide.
Our February 23 panel will feature STEM students who will share a range of perspectives, experiences and insights regarding the online learning space. Our purpose is to hear the voices of the learners to optimize learning as we find our “new normal” and incorporate best practices in higher education. Students will provide their perspectives on what worked and what didn’t, what to toss and what to keep.
Video for session on Student Panel on Pandemic Experience
Lessons learned from pandemic teaching.
Online discussion facilitated by Cori Fata Hartley, Neeraj Buch, Georgina Montgomery, Daina Briedis, and Stephen Thomas.