CTLI Educator Story: Makena Neal

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?  

Praxis 

What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?

When I think about being an educator, I also think of being a lifelong learner. I really like the word “praxis” because it can describe so many things when it comes to teaching and learning. As an educator, I see my role as designing and facilitating learning experiences in ways that engage participants in reflection and meaning making. Praxis for me is moving beyond content, to the application of that new content in one’s everyday life. Because each learner’s positionality and experiences are unique, the ways they could practically employ new information in their life is also unique. My role as an educator is to intentionally build space and opportunities for learners to engage in this practice. 

Praxis also connects directly to my on-going growth and development as an educator. As I seek out opportunities to learn new skills and information, interact with new individuals in the Educator Network, and collaborate across new spaces… I too must engage in a practice of reflection and meaning making. My own praxis as an educational developer means intentionally connecting new knowledge with what I already know, and using that knowledge collectively to engage in the practice of educator development. 

Here are some definitions of/ideas about praxis from other scholars that resonate with me:

• Paulo Freire (1972, p. 52) described praxis as “reflection and action upon the world in order to transform it”.
• Ortrun Zuber-Skerritt (2001, p.15) defines praxis as “The interdependence and integration – not separation – of theory and practice, research and development, thought and action.”
• Five assumptions about knowledge and knowing that underpins praxis (White, 2007):
  • Knowledge/knowing is inherently social and collective
  • Knowledge/knowing is always highly contextual
  • Singular forms of knowledge/knowing (e.g. empirical or experiential) are insufficient for informing complex, holistic practices like [youth, family work and community work)
  • Different knowledges/ways of knowing are equally valid in particular contexts
  • Knowledge is made, not discovered. (p. 226)

My ideas around who “counts” as an educator and a knower, what teaching and learning is and where it can [and does] happen, have all shifted drastically over my years at MSU. I credit my learning and experiences in MSU’s Liberty Hyde Bailey Scholars Program (both as an undergraduate and a graduate fellow) as a catalyst for the changes in my perspectives. Followed by my doctoral research in the Higher, Adult and Lifelong Education program at MSU (specifically the mentorship of my committee- Drs. Marilyn Amey, John Drikx, Steve Weiland, and Diane Doberneck) I am very proud of the work I now do to advocate for and serve a broadly defined and intentionally inclusive community of educators in my role. 

Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)

I am an educational developer with MSU’s Center for Teaching and Learning Innovation (CTLI). I focus on efforts and initiatives that recenter teaching and learning for Spartans by advancing MSU’s culture toward recognition and support for all educators. I take a hands-on approach to collaboration, and enjoy working across a variety of units on campus. A lot of really wonderful educator work happens at MSU, and I am dedicated to advancing aligned educator development in our decentralized spaces by cultivating and continually engaging in MSU Educator Network.

• Director of CTLI’s Graduate Fellowship experience with Dr. Ellie Louson
• #iteachmsu Commons Champion and Coach
• Founder of the Thank an Educator initiative
• Lead on CTLI’s Affiliates program
• Author of the Educator Development Competency Framework with Maddie Shellgren

What is a challenge you experience in your educator role?

There are two challenges that I’ve experienced as an educator, regardless of my formal role. 

1. Ground-level buy-in to the broad definition of educator… we can intentionally build offerings and lead experiences for an inclusive group of folx at MSU, but if people don’t identify with the “educator” nomenclature, they won’t show up.
2. Capacity… I always want to do more, but need to navigate my own professional development, my life’s other roles and responsibilities, and the scope of CTLI. 

Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?

Working with individuals to highlight their impacts on the teaching and learning, outreach, and/or student success missions of the university WHILE engaging positional leadership in similar efforts can help. This is one of the reasons I’m very proud of the Thank an Educator Initiative, and connected #iteachmsu Educator Awards. We established the Thank an Educator initiative and are recognizing those individuals with the #iteachmsu Educator Awards to:
1. help demonstrate the diversity of educators across roles on campus
2. celebrate the amazing individuals we have shaping the learning experiences and success of students on our campus. 
3. help individuals associate their name/work with “educator” and embrace their educator identity

What topics or ideas about teaching and learning would you like to see discussed on the iteach.commons.msu.edu platform? Why do you think this conversation is needed at MSU?

I am always looking for ways to integrate core teaching & learning best practices into the ways we design and facilitate offerings and experiences. One example of this would be to not limit ourselves to “one-off” programs on diversity, equity, inclusion, justice and  belonging (DEIJB)- but to integrate DEIJB into all our work and model some ways educators can think, apply, reflect DEIJB in their contexts. 

I would also encourage educators to use the iteach.commons.msu.edu platform as a way to engage in on-going dialogue about your practices. The functionality of the platform exists to support educators in sharing ideas and resources, connecting across roles, and growing in their practice. It is a space built for educators, by educators- theoretically this is awesome, but practically this means the site can only be what people make it; can only serve as a place for resources and ideas if educators share their resources and ideas. 

What are you looking forward to (or excited to be a part of) next semester?

The 2023-24 academic year will be the first full year with a fully established CTLI. I’m very excited to be moving into a year of fully articulated core offerings and experiences with my colleagues. All of this along with a new CTLI Director and a physical space in the MSU Library!

 

References:

Freire, P. (1972). Pedagogy of the oppressed. Penguin.

White, J. (2007). Knowing, Doing and Being in Context: A Praxis-oriented Approach to Child and Youth Care. Child & Youth Care Forum, 36(5), 225-244. https://doi.org/10.1007/s10566-007-9043-1  

Zuber-Skerritt, O. (2001). Action learning and action research: paradigm, praxis and programs. In S. Sankara, B. Dick, & R. Passfield (Eds.), Effective change management through action research and action learning: Concepts, perspectives, processes and applications (pp. 1-20). Southern Cross University Press, Lismore, Australia. https://pdfs.semanticscholar.org/23a6/89ad465ddfe212d08e4db3becca58bdbf784.pdf  

Don’t forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu’s Thank an Educator initiative. You might just see them appear in the next feature!