Education Commons^™

Culturally Responsive Pedagogy (Crp) Bibliography, Jennifer M. Turner

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Bibliography of Culturally Responsive Pedagogy resources.

Lissette Garza Honors Portfolio, Lissette Garza

Honors Capstone Portfolios

Lissette Garza's honors portfolio captured in February 2021.

Mason Vlaanderen Honors Portfolio, Mason Dane Vlaanderen

Honors Capstone Portfolios

Mason Vlaanderen's honors portfolio captured in February 2021.

Shayla Schumacher Honors Portfolio, Shayla Rose Schumacher

Honors Capstone Portfolios

Shayla Schumacher's honors portfolio captured in February 2021.

Faculty Focus Groups: Experiences Teaching Flexsync And Online Synchronous During Fall 2020, Brooke N. Burk

Recreation, Parks and Leisure Services Department Publications

In Fall 2020, the Center for Excellence in Teaching and Learning (CETL) recruited faculty and staff who were teaching FlexSync and online (synchronous and asynchronous) courses to participate in focus groups about their experiences. Recruitment emails were shared in the Provost Weekly Announcements twice and the CETL weekly announcements four times between October and November.

A total of 19 faculty, staff, and graduate students indicated an interest in completing the focus groups, and 18 of those participated in focus groups that were scheduled in November and December. Five focus groups were conducted in total with the size of the groups …

Michelle Baldrige Honors Portfolio, Michelle Taylor Baldrige

Honors Capstone Portfolios

Michelle Baldrige's honors portfolio captured in February 2021.

Jada Harley Honors Portfolio, Jada Zailena Harley

Honors Capstone Portfolios

Jada Harley's honors portfolio captured in February 2021.

Sarah Wall Honors Portfolio, Sarah Wall

Honors Capstone Portfolios

Sarah Wall's honors portfolio captured in February 2021.

Faculty Focus Groups: Experiences Teaching Flexsync And Online Synchronous During Fall 2020, Brooke N. Burk

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In Fall 2020, the Center for Excellence in Teaching and Learning (CETL) recruited faculty and staff who were teaching FlexSync and online (synchronous and asynchronous) courses to participate in focus groups about their experiences. Recruitment emails were shared in the Provost Weekly Announcements twice and the CETL weekly announcements four times between October and November. A total of 19 faculty, staff, and graduate students indicated an interest in completing the focus groups, and 18 of those participated in focus groups that were scheduled in November and December. Five focus groups were conducted in total with the size of the groups …

Strategies To Maintain Student Engagement, Brooke N. Burk

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This document outline 5 strategies to you help you enhance student-faculty engagement and support learning.

10-2020 Newsletter, Minnesota State University, Mankato. Library Services

Library Services Newsletters

Minnesota State University, Mankato, Library Services Newsletter for October 2020.

Innovating Through Covid: 300 Students, 15 Industry Partners In 2 Hours: Mastering Large Scale Live Virtual Events, Melissa Diegnau

Management and Entrepreneurship Department Publications

No abstract provided.

Research-Based Course Re-Design For Human Relations In A Multicultural Society, Academic Years 2010-2012, Elizabeth J. Sandell

Elementary and Literacy Education Department Publications

Intercultural competence is one way to describe how individuals and groups understand and adapt their behavior to cultural differences. University students can increase their intercultural competence by understanding behaviors and by experiencing cultural differences. One way to do this is by participating in a course, such as Human Relations in a Multicultural Society. The course's objective was to help students in understanding their own cultural roots, as well as those of other culture groups. This study responded to questions about the impact of multicultural education on intercultural competence among undergraduates. The data set included more than 130 students who took …

Teaching Strategies: Blended Learning And Flipped Instruction, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Blended learning refers to a teaching strategy that utilizes both face-to-face classroom meetings as well as technology-enhanced learning outside of the classroom. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

10 Strategies For Engaging Learners In Blended And Online Classes, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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This document outlines 10 strategies for engaging learners in your blended and online courses. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/10-strategies-for-engaging-students/

Teaching Strategies: Writing Measurable Learning Outcomes, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Learning objectives are clear, concise statements that describe what students will know or be able to do by the end of the course or module. Learning objectives usually begin with an action verb and they define something that is measurable (something that can be assessed). Learning objectives are often used interchangeably with the terms outcomes or learning goals. Effective learning outcomes create the foundation for alignment in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

Teaching Strategies: Competency-Based Instruction, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Competency-based education is an outcomes-based approach to education where the emphasis is on what comes out of post-secondary education—what graduates know and can do—rather than what goes into the curriculum. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

Teaching Strategies: Problem-Based Learning And Case-Based Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Problem-based learning, or PBL, in its purest form, presents a fully-formed "real-world" problem to students at the outset of a course. Students then experiment and explore to solve the problem, with the instructor acting as a "guide" in the process, offering correction, focus, and assistance to guide inquiry. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

Teaching Strategies: Games, Simulations And Gamification, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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According to Lewis, Lancaster, Savenye and Haas (2013), “the goal of using games in any learning scenario, whether Civics or Social Studies, Math or Reading, is to engage the learner and provide them motivation to continue exploring the content in a meaningful way” (p. 7).

Teaching Strategies: Service Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Service learning is a teaching strategy that has two key components: community service and reflection. These components are tied to instruction through the application of class concepts in service to the community at large. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

Teaching Strategies: Experiential Education, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Experiential education is a teaching strategy with three key components: experience, reflection, and educational objectives. Students “learn by doing” and then reflect on this process towards specific educational goals. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

Teaching Strategies: Backward Design, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Backward design is a process that educators use to design learning experiences and instructional techniques to achieve specific learning goals. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

Teaching Strategies: Project-Based Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Project Based Learning, similar to problem-based learning, is a teaching method by which students explore the content through solving of a problem, challenge, or the completion of some project. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

Teaching Strategies: Just-In-Time Teaching (Jitt), Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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Just-in-Time Teaching or JiTT (Novak, Patterson, Gowin, & Christian, 1999) is a pedagogical approach that combines the best features of traditional in-class instruction with the modern communication channels of 21st century technology.

Teaching Strategies: Alignment Mapping Your Course, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma

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What is a course alignment map? A course (alignment) map is a representation of how you intend to teach and assess each student learning objective identified for your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/

Emma Gale Honors Portfolio, Emma Gale

Honors Capstone Portfolios

Emma Gale's honors portfolio captured in May 2020.

Emily Hoyt Honors Portfolio, Emily Hoyt

Honors Capstone Portfolios

Emily Hoyt's honors portfolio captured in May 2020.

Olivia (Marth) Thomas Honors Portfolio, Olivia Marth

Honors Capstone Portfolios

Olivia Marth's honors portfolio captured in May 2020.

Kaitlyn Graning Honors Portfolio, Kaitlyn Graning

Honors Capstone Portfolios

Kaitlyn Graning's honors portfolio captured in May 2020.

Marissa Swenson Honors Portfolio, Marissa Swenson

Honors Capstone Portfolios

Marissa Swenson's honors portfolio captured in May 2020.