Teaching

Curriculum design and course instruction are Dr. Henley’s primary responsibilities in her position with the MSU Neuroscience Program. She teaches neuroscience to a broad range of students, from freshmen to graduate students to adult learners. She utilizes evidence-based practices to provide students with the most effective environment for learning. She wants students to be capable of applying their knowledge and skills gained in the classroom to solve future problems. Active engagement with the material through the use of course activities completed with formal cooperative learning groups is incorporated into each course, whether in person or online.

Along with instruction, Dr. Henley is creating two new, one-year, fully-online transcriptable graduate certificate programs: Medical Neuroscience and Neuroscience and the Law. Each program will consist of 12 credits and be designed to meet the needs of adult learners with responsibilities outside of the classroom.

Digital Syllabus!

I've been tinkering with this idea for a bit, but I finally figured out the tools to accomplish exactly what I wanted! For this semester, I have created a digital syllabus for my online graduate course. My hope is that a website-structure will allow for easier...

Reflection on Cosh (1998) – Adams Academy

This article has blown my mind. In most instances, peer observation is used as an evaluative tool, which puts power and judgement in the hands of colleagues. In some situations, this can work well. In some, it just becomes a collective way for faculty to give (perhaps unworthy) praise of each other, and in some, it is detrimental to collegiality and function of a department or unit.

Peer Observations – Adams Academy

This month in Adams Academy we are chatting about peer observations of teaching practices. This topic is quite relevant for me because we are having similar discussions in another faculty group with which I am involved.My college has established recommendations for...

Student Motivation – Adams Academy

For our October meeting, we read Svinicki, Marilla D. "Student Goal Orientation, Motivation, and Learning." Accounting Education News 33.3 (2005): 7-10. This article first discussed different types of student motivation. First (and the most welcomed by faculty) is...

Digital Portfolio – Adams Academy

As part of the Walter & Pauline Adams Academy of Instructional Excellence and Innovation, we will be curating our digital teaching portfolio. Some folks will be starting from scratch, creating a website for the first time. Others, like yours truly, already manage...

Adams Academy

I have been selected as a member of the Walter & Pauline Adams Academy of Instructional Excellence and Innovation at MSU. The program consists of an interdisciplinary group of faculty and academic staff who meet once a month to explore literature on teaching and...

The Neuron – Interactive Animation

I have continued working with JavaScript and have created an interactive animation to teach students about the basic components of the neuron. The majority of the file was created in Adobe Animate CC with JS coding to create the interactivity. I then exported that...

Interactive Word Game

This spelling and word recognition game is appropriate for 4-6 year olds. The game has 15 random questions chosen from a test bank of more than 50 words, so each time the game is played, it is slightly different.

FLC Road Show

Last week, as an add-on lunch event at the Making Learning Accessible conference, my FLC did a brown bag presentation on accessibility, Universal Design for Learning (UDL), and our D2L training course for faculty. We easily had 100 people attend, which was amazing, and we were able to share our message with a number of MSU faculty that we had yet to reach. Additionally, since we piggy-backed on the conference, we had a number of non-MSU folks in the audience as well, and we received really great feedback and discussion points from both populations of attendees.

Transcripts versus Captions

Today I participated in a Lunch and Learn event at the Center for Language Teaching Advancement on designing accessible course materials. It was run by Kate Sonka and Dustin Defelise. It was a very interesting group because members ranged from undergraduates with little knowledge or experience in accessibility to those, like me, that have spent a decent amount of time creating accessible content to others that have a detailed knowledge of the WCAG 2.0 standards. I love when discussions involve a wide range of experiences and backgrounds.