We found 184 results that contain "2023-24"

Title: A journey of summative assessmentsPresenter: Rachel Barnard (Lyman Briggs College)Format: WorkshopDate: May 11th, 2023Time: 1:30 pm - 2:30 pmNo recordingDescription:I've been trying to support my first-year students in both disciplinary (chemistry) content and metacognitive skills. I'm regularly teaching courses ~100 students, so also need to live in that reality and not make something that's unsustainable for me. This workshop will discuss various strategies at scale for summative assessments that I've implemented over the last 5+ years at MSU.

Title: How to Encourage Student Engagement: Using PearDeck and Interactive SlideshowsPresenter: Nicholas Norris (RCS- French Program)Format: WorkshopDate: May 11th, 2023Time: 11:30 am - 12:30 pmClick to viewDescription: Introducing classroom material in a way that encourages student engagement can sometimes present itself as an obstacle that instructors must overcome. Nevertheless, providing a means for students to be engaged in class is not only important to foster their learning, but also to make class time more enjoyable. Over the course of the past year, thanks to a series of student surveys, I have established that, as a result of presenting my lesson plans through interactive slideshow presentations, the platform PearDeck is an essential tool for instructors to maximize student engagement in the classroom. As a part of my workshop How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows, I will present a condensed version of one of my own lesson plans using PearDeck as a means to simulate the student experience for participants. In this way, they will not only witness how the various components can transform a simple presentation into an interactive slideshow (e.g., answering questions, taking polls, dragging and dropping items and drawing), but also they will encounter first-hand how these features helped enhance their own engagement with the material. Following the simulation, I will also instruct participants on how to set up PearDeck with both PowerPoint and Google Slides as well as demonstrate how to apply its various accessories to slides so that they can experiment with producing their own interactive slideshow. In return, participants will leave with a new toolkit to help them facilitate and promote student engagement in their own classroom.

Demystifying [Online] Student Engagement
January 18, 2024, 11 a.m. – 12 p.m., virtual via ZoomPresented by Dr. Ashley Moore
Join CTLI Affiliate and Assistant Professor, Dr. Ashley Moore, in a dialogue about common challenges engaging students in an online course setting. We’ll talk about how to set the stage for a warm classroom environment, different ways to check in with students, and pedagogical strategies to get student buy-in for your course—all grounded in humanizing praxis.Learn more and register here 
Online Program Director Coffee Hour: Best Practices in course design, QM alignment, and D2L templates
January 18, 2024, 1 – 2 p.m., virtual via ZoomCTLI invites you to join us for the Online Program Directors Coffee Hour session for the month of January. We will be focusing this months discussion on best practices in online course design, alignment with Quality Matters, and D2L course templates available at MSU. Please contact Alicia Jenner (jennera1@msu.edu) for event invitation.
Introduction to Peer Dialogues
January 18, 2024, 2 – 3 p.m., virtual via ZoomPresented by Dr. Jay Loftus
Peer dialogue is a structured methodology for observation and feedback. It is intended to be a colleague-to-colleague process to help improve instructional practice, and ultimately student learning experiences and outcomes. Unlike a formal review of instructional practice that may occur as part of tenure and promotion, peer dialogue is a collegial and collaborative practice aimed at improving skills and strategies. In part 1 of peer dialogues participants will learn about the process.Learn more and register here 
Using Collaborative Discussion
January 24, 2024, 10 – 11:30 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here 
"Welcome to My Classroom" Series: Pedagogy of Care Panel
January 25, 2024, 10 – 11 a.m., virtual via ZoomMediated by Dr. Makena Neal | Panelists include Dr. Crystal Eustice (CSUS) & Dustin DuFort Petty (BSP)
We're excited to start the new calendar year with a panel of educators discussing the what a "pedagogy of care" means to them and what it looks like in their learning environments.Learn more and register here 
Advising/Tutoring Appointment Systems Training
January 25, 2024, 2 – 3 p.m., virtual via ZoomPresented by Katie Peterson and Patrick Beatty
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of this system, including how to manage appointment availability, adding a student to you or another advisor’s schedule, and additional tips and tricks. Learn more and register here 
Book Discussion: “Teaching on days after: educating for equity in the wake of injustice”
January 30, 2024, 1:30 – 3 p.m., virtual via ZoomFacilitated by Drs. Makena Neal and Ashley Moore
For our second discussion, we’ll be reading “Teaching on days after: educating for equity in the wake of injustice" by Alyssa Hadley Dunn (published by Teachers College Press in 2022). This title is available via the MSU Main Library as an eBook (ProQuest EBook Central).Learn more and register here 
Boosting student engagement: Easy tactics and tools to connect in any modality
February 5, 2024, 1 – 2 p.m., virtual via ZoomFacilitated by Drs. Ellie Louson and Makena Neal
Using zoom chat, google docs and slides, word clouds, D2L, and other MSU tech tools, we will focus on low-barrier ways that instructors can connect with students, help students connect with each other, organize whole-class or small-group brainstorms, and translate effective in-person activities for hybrid or online classrooms.Learn more and register here 
Taking Care of Yourself in Times of Uncertainty
February 8, 2024, 9 – 10 a.m., virtual via ZoomPresented by Jaimie Hutshison of the WorkLife Office
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. This presentation will address best practices for self-care. Learn more and register here 
Generative AI Open Office Hours
February 16, 2024, 12 – 1:30 p.m., virtual via ZoomHosted by Dr. Jeremy Van Hof & colleagues from the Enhanced Digitial Learning Initative
This time will be treated like "office hours", where any educator with questions or looking for futher conversation about Generative AI is welcome to join this zoom room whenever suits them!Learn more here
"Welcome to My Classroom" Series: Jessica Sender
February 20, 2024, 1 – 2 p.m., virtual via ZoomPresented by Jessica Sender
This month, we are excited to hear from Jessica Sender, Health Sciences Librarian, Liaison to the College of Nursing, and CTLI Affiliate. Jessica will be showcasing the Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) and the ways it can be incorporated pedagogically to improve learning experiences. Learn more and register here 
Dialogue and Deliberation
February 21, 2024, 10 – 11 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here 

 
Citing Generative AI (e.g., ChatGPT) in Higher Education Scholarship, Teaching, and Professional Writing
As generative AI tools like ChatGPT are increasingly used in academic settings—for teaching support, scholarly writing, and even faculty development—it's important to adopt citation practices that are centerend on ethics and that ensure clarity, transparency, and academic integrity. Below are structured guidelines across major citation styles (APA, MLA, Chicago), tailored to the needs of university instructors, researchers, and students. A final section also offers examples of less formal disclosures appropriate for drafts, instructional materials, and academic development work. 
 
Note that as large language models continue to develop, it will become increasingly important to cite the specific model or agent that was used to generate or modify content. It will also be important to regularly revisit citation guidelines, as these, too, are rapidly evolving to meet the demands of the ever-changing AI landscape. 
APA (7th ed.) Style
Official Guidance:APA Style Blog: How to Cite ChatGPT
Reference Entry Template:Author. (Year). Title of AI model (Version date) [Description]. Source URL
Example Reference:OpenAI. (2023). ChatGPT (May 24 version) [Large language model]. https://chat.openai.com/
In-text citation:(OpenAI, 2023)
Higher Education Example:When asked to summarize Bandura’s concept of self-efficacy for use in an introductory education course, ChatGPT stated that “self-efficacy refers to an individual’s belief in their ability to execute behaviors necessary to produce specific performance attainments” (OpenAI, 2023).
MLA (9th ed.) Style
Official Guidance:MLA Style Center: Citing Generative AI
Works Cited Template:“[Prompt text]” prompt. ChatGPT, Version Date, OpenAI, Access Date, chat.openai.com.
Example Entry:“Summarize Bandura’s concept of self-efficacy” prompt. ChatGPT, 24 May version, OpenAI, 26 May 2023, chat.openai.com.
In-text citation:("Summarize Bandura’s concept")
Chicago Manual of Style (17th ed.)
Official Guidance:Chicago recommends citing AI-generated text via footnote only, not in the bibliography.
Footnote Example:


Text generated by ChatGPT, May 24, 2023, OpenAI, https://chat.openai.com.


Higher Education Example:


Used in a teaching statement to describe inclusive pedagogy practices. ChatGPT, response to “Give an example of inclusive teaching in STEM,” May 24, 2023, https://chat.openai.com.


 
Less Formal Disclosures for Transparency
In many instructional or professional academic contexts—such as teaching statements, reflective memos, informal reports, or early-stage drafts—it may be more appropriate to disclose use of generative AI tools in a narrative or parenthetical style rather than a formal citation format. Below are examples of how this can be done responsibly and transparently:
Examples of Less Formal Attribution:


“This draft was developed with the assistance of ChatGPT, which helped generate an outline based on course goals I provided. All final content was authored and reviewed by me.”


“In preparing this teaching philosophy, I used ChatGPT to help articulate distinctions between formative and summative assessment. The generated content was edited and integrated with my personal teaching experiences.”


“Some of the examples included in this workshop description were drafted with the help of ChatGPT (May 2023 version). I adapted the AI-generated responses to better align with our institutional context.”


“This syllabus language on academic integrity was initially drafted using a prompt in ChatGPT. The AI output was revised significantly to reflect course-specific values and policies.”


(Used in slide footnotes or speaking notes): “Initial ideas for this section were generated using ChatGPT and reviewed for accuracy and alignment with our campus policy.”


When to Use Informal Attribution:


Internal memos or reports


Course or assignment drafts


Teaching statements or portfolios


Slide decks or workshop materials


Informal educational publications (e.g., blog posts, teaching commons)


Best Practices for Academic Use in Higher Education


Transparency is key. Whether using a formal citation style or a narrative disclosure, always clearly communicate how AI tools were used.


Human review is essential. AI-generated content should always be edited for accuracy, nuance, inclusivity, and disciplinary alignment.


Tailor to context. Use formal citation when required (e.g., published research); use informal attribution for pedagogical artifacts or collaborative drafts.

Register HereEvent Description




In response to the tragic events that occurred at MSU, the WorkLife Office has prepared a training geared towards all MSU Faculty and Staff to assist with your own personal response as well as how to apply this information to assist in your colleagues’ response to the trauma we have faced. In this presentation, we will discuss the different ways in which we respond to trauma, what the natural recovery process looks like, as well as resources available to all of our MSU community.




Learning Objectives





Understand different responses people may have to trauma or to a traumatic event
Understand what a natural recovery process timeline could look like
Understand the importance of maintaining routine and other ways of managing stress





About the Speaker: Jaimie Hutchison, MA, LPC















Jaimie Hutchison is the Director of the WorkLife Office at Michigan State University, supporting MSU’s recruitment and retention of a high performing workforce and the wellbeing of a diverse community of staff and scholars. Jaimie and her team contribute to the development of MSU’s policies and special initiatives, and the office oversees MSU’s University-wide work-life strategies. The office administers a range of programs for faculty, staff, academic staff, and postdocs, including those focused on mental health, workplace flexibility, dependent care, family support, workplace culture, career development, leadership, and workplace-based well-being. Jaimie has worked for 24 years as a leader, therapist, consultant, director, supervisor, trainer, mentor, and administrator. In addition to her work-life role, she is also a therapist at Insight Counseling working primarily with tweens, teens, and families. Jaimie is highly engaged with the local community and has volunteered over 10,000 hours.

The Center for Teaching and Learning Innovation and educators discussed the title “What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching” By Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell, Mallory SoRelle (published by Routledge in 2021) on 11/2/23. This title is available in print at the MSU Main Library (Call Number: LB2331 .A34 2021) or as an eBook (via ProQuest EBook Central).
If you missed the discussion or want to continue your reflection, in addition to the great reflection questions incorporated in each chapter of the book, here are the prompts we used for our discussion:


The book defines inclusive instructors as the “literal embodiment of inclusion. Inclusive instructors generate spaces through their scholarship, service, mentorship, teaching, activism, and their very selves. To be an inclusive instructor is to critique and challenge traditions, systems and structures that were constructed to exclude and marginalize”.Is this aspirational or achievable? How / what would you add or change in the definition of an inclusive instructor? 


What are you currently doing to create inclusive and welcoming learning environments? How do you incorporate inclusivity in the beginning, middle, and end of the course? How do these things create and support educational equity and belonging?


The book talks about the importance of growth mindset in this work. That as humans we never "fully arrive". How do you (currently or aspire to) continue your learning and development journey in this area?


In your opinion, how can educators measure the effectiveness of their inclusive teaching practices? What indicators or assessment tools can help them gauge the impact of their efforts? The naming and framing of this work is important. How can/do you tell the story of your inclusive educator practices?


The group had a conversation rich with activities and resources. Here are a few of the items that came up:


Resources:



Microvalidations


Power Wheel


OFASD Learning Communities



Practices and ideas from the group:


smaller assessments give students feedback on a limited amount of knowledge and they’re less likely to forget everything after the midterm





removed all grades related to "participation" or attendance


1 min check outs (What rocked today? What sucked today?)


Break large exams into the smallest chunks for learning assessments… this allows educators to demonstrate flexibility in large courses


“made a mistake and I had total points of 105 - rather than correcting it, it gave students some room to miss deadlines on some of discussion forums”


small-group exams


“I have my quizzes open Monday and close Friday each week, and they can take as many times as they want while it is open - I still have students who don’t do them, so they will typically use the drops”


“I've been offering flexibility in assignment format. Granted, I teach small grad-level courses so this might not work for larger undergrad courses. But I give students the option to do a traditional academic paper, powerpoint presentation with recorded narrative, or if they have other ideas I ask them to meet with me to talk it through.”






If you’d like to nominate a title for a future CTLI book discussion and/or volunteer to co-facilitate a discussion, please reach out to Makena Neal at mneal@msu.eduCover-photo by Sincerely Media on Unsplash

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Introduction
In institutions like MSU, we as educators serve a variety of students from different backgrounds who all bring their life experiences to the classroom. There are already numerous barriers for students when pursuing higher education, and accessing course content should not be one of them. At its most basic, digital accessibility removes barriers for all students when attempting to navigate technology-based tools, resources, and materials related to your course.
Context
Making sure the world is equitable and accessible is not just important, but also a legal requirement. Our websites and digital tools should be just as accessible as the physical classrooms our students access on a daily basis. Just like accessibility in buildings, digital accessibility is protected by the law. The U.S. Department of Justice Civil Rights Division has developed Guidance on Web Accessibility and the ADA to provide information on who needs to make sure their web content is compliant and how to do so. Additionally, in December 2023 the White House released a memo explaining the significance of digital accessibility and how to strengthen the components related to technology and the web in Section 508 of the Rehabilitation Act. The Office of Educational Technology website offers definitions and resources related to accessibility as well.
UMOnline’s "Why is Digital Accessibility Important?"

This article is part of the Digital Accessibility Toolkit.