Ned Course Catalog Minnesota State Colleges And
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Academic hnologies Tec NED Course Catalog Ac Equit ic Academ ces y Fall 2022 - Summer 2023 sibilityThe Minnesota State Network for Educational Development Foundations(NED) is pleased to offer a series of webinars, short courses, longcourses, and learning communities on the NED Events Calendar
This course catalog is to serve as a guide of the offerings andsuggested sequencing of courses. O R S TLNot all opportunities are offered each semester. Find the current OEsemester’s opportunities on the NED Resource Site or browse theNED Events Calendar
Explore by theme
Mission Statement The mission for Minnesota State Network for Educational Development is to promote and sustain academic excellence by providing relevant educational development programs relating to classroom climate, content, teaching practices, and assessment
• Outcome 1: Examine evidenced-based principles through reflective practice
• Outcome 2: Apply evidence-based principles to teaching practices
• Outcome 3: Design, implement, and assess student centered curriculum and instruction
• Outcome 4: Investigate scholarly teaching within a community of colleagues
This catalog includes opportunities that are foundational to the personal and professional development of faculty, staff, and administrators
This catalog does not include additional NED opportunities that support emerging program, institutional, and system priorities. These opportunities are communicated in the weekly Upcoming Events email and the monthly Educational Development Digest
1 Academic hnologies Tec Ac Equit ic Academ ces y sibility Foundations O R S TL Welcome OE Greetings! I am delighted to welcome you to the 2022-2023 NED year. The mission of the NED is to promote and sustain academic excellence by providing relevant educational development programs relating to classroom climate, content, teaching practices, and assessment. Created by and for Minnesota State faculty and staff, the NED strives to target offerings that support the outcomes of this mission
Since its creation in August 2019, the NED has welcomed over 2,900 unique individuals and over 10,500 total registrations, which represent each of the Minnesota State institutions. In 2021-2022, the NED offered 91 webinars and 50 short courses & learning communities totaling 3,221 registrations
Catherine Ford, Ed.D. The goal of this course catalog is to identify personal and professional development opportunities (short courses, learning communities, webinars, etc.)Director of Educational organized by theme: Academic Equity, Accessibility, Academic Technologies,Development Scholarship of Teaching and Learning (SoTL), and Open Education Resources[email protected] (OER). On each theme page you will find suggested, although not required, sequencing of opportunities and a sample of associated webinars, which can be viewed in the NED Resource site. New webinars and topics are added each term
You will also find FAQs about the NED and the course catalog offerings that we often receive. Hopefully, these will be helpful for you as well. If you have a different question that is unanswered, please let me know
I am so excited about the NED and the opportunities it provides to learn, grow, and connect! 2022 - 2023 Theme The theme of connection allows us to intentionally explore ways to create belonging for students, colleagues, and ourselves. As we work to create change for equity in our classrooms, we will inevitably experience the “implementation dip” — the feelings of self-consciousness and chaos that occur when we implement new practices. In order to support each other through this, we need to create intentional spaces and times for connection with our colleagues and our practice
After spending almost 2 years at least partially in a virtual environment and in uncertain conditions, many of us need of reconnect to our colleagues, our students, and our purpose for engaging in equity work. This year, we aim to help faculty and staff reconnect to themselves, each other, and students to provide them with opportunities to revitalize their values and connect them to their practices in teaching, learning, and serving students
ContentsWelcome | Foundations | Academic Equity | Academic Technologies | Accessibility | Open Educational Resources | Scholarship of Teaching and Learning (SoTL) | Learning Objective Index | FAQs 2 Academic hnologies Tec Ac Equit ic Academ ces y sibility FoundationsFOUNDATIONSFocus on or review foundational concepts related to course design,assessment, and humanizing. O R S TL OE LONG COURSE | 8 WEEKSDean and faculty tracks available
WEBINARS EXPLORE PREVIOUS Foundations of Teaching Online Webinar topics include: WEBINAR RECORDINGS Summer Only • Empathy by Design • Alternative Grading Methods SHORT COURSES | 3 WEEKS • Assessment Design for MotivationSuggested sequencing, no prerequisites required. • Effective Feedback START HERE Designing Your Course for Student Learning Hacking Your Course Grade Smarter Integrating Assessments Not Harder Retrieval Practice Empathy by Design Visit the OLC and QM websites to register for development opportunities at a reduced rateThe NED funds memberships to OLC and QM for every Minnesota State institution Online Learning Consortium Quality Matters Track Track • Creating Rubrics • Facilitating Live Online Sessions Applying the Quality Improving Your • Fundamentals: Giving Effective Feedback Matters (QM) Rubric Online Course • Fundamentals: Increasing Interaction and Engagement APPQMR is a prerequisite for IYOC 3 Academic hnologies Tec Equity ic Academ Ac ces sibility FoundationsACADEMIC EQUITYGain awareness and increase knowledge and skills to improveacademic equity. O R S TL OE SHORT COURSES | 3 WEEKSSuggested sequencing, no prerequisites required
START HERE Equity 101 or Equity 101 for Deans 6 WEEKS Introduction to Antiracist Culturally Responsive Pedagogy Pedagogy Equity by Design Onboarding Equity and Technology More Academic Equity Short Courses Coming Spring 2023 FACULTY LEARNING COMMUNITIES | 10 - 12 WEEKS Discipline-Specific Culturally Responsive Equity by Design Campus-Based Faculty Learning Pedagogy Learning Learning Communities Communities Community Coming Spring 2023 Fall 2022 EXPLORE • History PREVIOUS WEBINAR • Peace Officer Programs • Computer Science/MIS WEBINARS RECORDINGS • Mass Communication Webinar topics include: Spring 2023 • A Framework for Antiracist Praxis • Accounting • Application of Antiracist Pedagogy • Health & Exercise Science • Economics • CRP/Trauma Responsive Pedagogy • Math • Creating a Culturally Responsive Syllabus 4 e Acad mic hnologies Tec Ac Equit ic Academ ces y sibility FoundationsACADEMIC TECHNOLOGIESThis is where technologies and pedagogy intersect for studentengagement and success. O R S TL OE SHORT COURSES | 3 WEEKSNo prerequisites required
D2L Brightspace Manage Course Dates to Improving Student-to- Improve Student Engagement Content Interaction Applying Templates in Improving Instructor-to- D2L Brightspace Student Interaction Summer Only Zoom and Kaltura Mediaspace Technology Tools for Teaching EXPLORE PREVIOUS WEBINAR WEBINARS RECORDINGS Webinar topics include: • What’s New in D2L Brightspace? • Creating an Inviting Digital Learning Space through Zoom • Using the Awards Tool in D2L Brightspace • Create Materials with HTML Content Templates 5 Academic hnologies Tec Ac ce Equit ic Academ ssibility y FoundationsACCESSIBILITYLearn more about the when, why, and how to make courses andmaterials accessible. O R S TL OE SHORT COURSES | 3 WEEKSNo prerequisites required
Creating Accessible Course Accessible Digital Media Documents Disability Justice Spring 2023 Applying UDL Principles to Online Courses Coming Soon Recommended Reading Academic Ableism, by Jay Timothy Dolmage Available online or as an audiobook for free. Interested in starting a book club? Post a message in the NED Resource Team Site, or send and email to the NED Members
EXPLORE PREVIOUS WEBINAR WEBINARS RECORDINGS Webinar topics include: • Accessible Virtual Presentations and Live Captioning • Automated Closed Captioning: When to Bot and When to Not • Universal Design for Learning: Quick Tips to Enhance Learning • Disability Justice Workshop Series 6 Academic hnologies Tec Ac Equit ic Academ ces y sibility FoundationsOPEN EDUCATIONAL RESOURCESLearn about the what, where, how, and why to use OER
O S TL E R O SHORT COURSES | 3 WEEKSNo prerequisites required
Using Pressbooks to Enhance OER Delivery FACULTY LEARNING COMMUNITIES | 10 WEEKS (5 IN SUMMER)Prerequisite required
START HERE OER Learning Circles OER Learning Circle Leaders EXPLORE PREVIOUS WEBINAR WEBINARS RECORDINGS Webinar topics include: • OER FAQ • OER Community Conversations • Open Educational Network Webinars 7 Academic hnologies Tec Ac Equit ic Academ ces y sibility FoundationsSCHOLARSHIP OF TEACHINGAND LEARNING (SOTL) O R SSOTL uses classroom research to reflect, revise, and assesspedagogical practices with intent to share results with others
TL OE SHORT COURSES | 3 WEEKSNo prerequisites required
Classroom Reflection to Classroom Inquiry and IRB Classroom Inquiry Spring 2023 Spring 2023 Collecting and Analyzing Data Excellence in Teaching Coming Soon Hosted by BOT Award Recipients FACULTY LEARNING COMMUNITIES | 2 YEARS Minnesota State REFLECT Research Experiences for Learning, Engaging, Connecting, and Teaching 8 Academic hnologies Tec Ac Equit ic Academ ces y sibility Foundations O R S TL OE Learning Objective Index After completing the course/community, participants will be able to:Accessible Digital MediaShort Course | Accessibility • Understand definitions, laws, and policies surrounding accessible media that help ensure equitable access • Know the importance of having accessible features for media as well as effective ways to add audio descriptions, captions, and transcripts with our existing technology service • Understand how accessible media is a way to improve student success and lead to more equitable deliveryApplying Templates in D2L BrightspaceShort Course | Academic Technologies • Explain the benefits of using an HTML template for Content pages in D2L Brightspace • Create a Content page in D2L Brightspace using an HTML a template • Modify multiple HTML elements within a Content pageApplying the Quality Matters (QM) RubricShort Course | Foundations | Register on the QM website at a reduced rate • Recognize the foundational concepts of Quality Matters • Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components • Apply the QM Rubric to review online courses • Make decisions on whether the demo course meets selected QM Rubric Standards • Apply the concept of alignment • Draft helpful recommendations for course improvement by citing annotations from the QM RubricApplying UDL Principles to Online CoursesShort Course | Accessibility • Identify barriers that may be present in an online course environment • Identify the fundamental concepts of UDL, including how UDL differs from differentiated instruction, and how UDL eliminates barriers in online course environments • Design and deliver an element of an online course using the principles of UDLClassroom Inquiry and IRBShort Course | SoTL • In development! 9 Academic hnologies Tec Ac Equit ic Academ ces y sibility Foundations O R S TL OE Learning Objective Index After completing the course/community, participants will be able to:Classroom Reflection to Classroom InquiryShort Course | SoTL • Explain the differences between good teaching, scholarly teaching, and the SoTL • Identify problems of teaching or opportunities for SoTL inquiry • Describe the SoTL process and write SoTL inquiry research questions • Create a plan for moving forward in their SoTL workCollecting and Analyzing DataShort Course | SoTL • In development!Creating Accessible Course DocumentsShort Course | Accessibility • Describe the importance of having accessible course materials • Identify the degree of accessibility of current materials and technologies • Create or revise course documents and HTML pages to be accessibleCulturally Responsive PedagogyShort Course | Academic Equity • Explain to others the central tenets of Culturally Responsive Pedagogy • Gain ideas for incorporating central tenets into outcomes, materials, assessments, activities, syllabi, and relationships • Identify interconnections between microaggressions, structural racism, stereotype threat, and course success • Use our increased knowledge of CRP to share with, support, and encourage other faculty learners to increase everyone’s skills at CRP • Trace how our values have changed and/or deepened through engaging in course, and • Create a professional development plan for making next steps on the journey of culturally responsive teachingCulturally Responsive Pedagogy Learning CommunityFaculty Learning Community | Academic Equity • Explain to others the central tenets of Culturally Responsive Pedagogy (CRP) • Gain ideas for incorporating central tenets into outcomes, materials, assessments, activities, syllabi, & relationships • Identify interconnections between microaggressions, structural racism, stereotype threat, and course success • Use our increased knowledge of CRP to share with, support, and encourage other faculty learners to increase everyone’s skills at CRP • Trace how our values have changed and/or deepened through engaging in course, and • Create a professional development plan for next steps on the journey of culturally responsive teaching 10 Academic hnologies Tec Ac Equit ic Academ ces y sibility Foundations O R S TL OE Learning Objective Index After completing the course/community, participants will be able to:Designing Your Course for Student LearningShort Course | Foundations • Apply Bloom’s Revised Taxonomy to course module objectives • Select assessment tools, learning materials, and learning activities that align with course and module objectives • Explore various teaching and learning tools that align with a course design • Implement a course map for one module using D2L BrightspaceDisability JusticeShort Course | Accessibility • In development!Discipline-Specific Faculty Learning CommunitiesFaculty Learning Community | Academic Equity • Explore and discuss an array of evidence-based interventions that can be made within a course to support culturally responsive pedagogy • Develop an action plan to implement evidence-based interventions in your course to support culturally responsive pedagogyEmpathy by DesignShort Course | Foundations • Define “humanizing” as it relates to online teaching and learning and explain why it’s important • Discuss research findings connecting humanizing facilitation and course design strategies with online student success • Review the literature on the impact of humanizing strategies specific to your own discipline/course • Evaluate three tools and techniques for implementing evidence-based humanizing strategies • Develop a fully articulated implementation plan for introducing or enhancing two to three evidence-based humanizing strategies in your online courses that best fit your teaching styleEquity 101 or Equity 101 for DeansShort Course | Academic Equity • Establish a shared framework for understanding systemic privilege and oppression • Distinguish the difference between equality and equity • Develop skills to look inward and to reflect on how your own identity and worldview are constructed • Evaluate how your values and experiences impact how you perceive and interact with other
• Establish shared terminology • Identify individual and institutional threats to equity • Connect to people, perspectives, and lived experiences that are different from your own 11 Academic hnologies Tec Ac Equit ic Academ ces y sibility Foundations O R S TL OE Learning Objective Index After completing the course/community, participants will be able to: • Describe characteristics of an equity minded person • Identify some of our own assumptions, practices, and policies that are inequitable • Build an action plan for relentless reflection, lifelong learning, and measurable milestones at the individual, departmental, and institutional levels • Set a date to review your progress on your action planEquity and TechnologyShort Course | Academic Equity • Understand how we can design our online, hybrid, blended, and hyflex courses with equity in mind • Intentionally create relationships with our students • Understand how to help the students navigate all of the different technological requirements of the classroom • Be equity-minded in online environments • Know what extra factors to be aware of in an online class environmentEquity by Design Campus-Based Learning CommunitiesFaculty Learning Community | Academic Equity • In development - launching Spring 2023!Equity by Design OnboardingShort Course | Academic Equity • In development - launching Spring 2023!Excellence in TeachingShort Course | SoTL • In development! • The purpose of this NED series is to continue honoring and showcasing the experience and expertise of the Board of Trustees Awards for Excellence Educators of the Year through opportunities to present and share on a topic and in a format of their choosing relevant to teaching and learning
Foundations of Teaching OnlineLong Course - Faculty Track | Foundations • Construct a course schedule, template, or outline that includes at least one learning objective for each module • Create an alignment map with your learning objective(s), assessment tool, and learning activities • Plan strategies to humanize your online course, using principles of trust, presence, awareness, and empathy • Identify elements that improve the accessibility of course materials including documents, webpages, and media 12
NED Course Catalog. 1. Mission Statement. The mission for Minnesota State Network for Educational Development is to promote and sustain academic excellence by providing …
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What do the program requirements listed in the catalog mean?
Students adhere to the program requirements listed under the catalog year in which they declared their major/minor. The information in the bulletin applies to all undergraduate and graduate students at the university.
How are courses listed in the msu moorhead course descriptions?
The MSU Moorhead course descriptions and outlines display a detailed catalog of all courses taught at MSUM. The courses are listed alphabetically by disciplines e.g., Chemistry, Engineering, Music, Psychology. Discipline and course numbers are listed first, followed by the course titles and the number of academic credits.
How are the courses listed in the course list?
The courses are listed alphabetically by disciplines e.g., Chemistry, Engineering, Music, Psychology. Discipline and course numbers are listed first, followed by the course titles and the number of academic credits.