We found 82 results that contain "adapt"
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Teaching after Tragedy-- Managing Academics
Although there is no simple solution to responding to a tragedy, the ways that we interact with our students in the next few weeks will be essential to rebuilding our community and moving forward. Below is a compilation of resources to employ as you return to the classroom. It is important to attend to the social and emotional needs of both you and your students after this campus tragedy. Once classes resume, it is important to recognize that while some students will be relieved for the return to a schedule, others may struggle to get back into the academic routine. Some students are not sleeping, some are experiencing extreme grief and anxiety, and many will have a hard time focusing on academics. Everyone will experience the campus tragedy differently, and it will be important to be flexible as the university moves forward. Below are recommendations for how to engage in “better” practices during this time.
Move slowly
You will need to acknowledge that learning will be more challenging since students and instructors have experienced a traumatic event:
Adjust your weekly in-class activities to be a quarter to a half of what they were.
Make more space for processing and reflecting on course content both in class and in the time between assignments, readings, etc.
Consider ending class early each week if students are tired mentally and emotionally.
Give more short breaks in long classes (consider two short breaks on the hour, vs. one longer break in the middle).
Resource for Course Policy Modifications After a Crisis Practical Strategies for Returning to Class. This resource contains examples of policies and adaptations you may consider. These are not meant to be read as recommendations that every instructor should adopt, but rather as possibilities that instructors can individually assess and adapt to their own teaching context.
Focus on Mastery Learning
A focus on mastery learning can help with an academic disruption. It is important to be mindful of the cognitive load. The goal of mastery learning is to ensure students learn content, not just perform on assessments. Mastery learning offers students multiple opportunities to demonstrate what they know. This is especially helpful when students’ cognition is overwhelmed by trauma. Ideas for implementation include:
Offer re-takes, re-writes and general revision of work
Offer a variety of formative and summative assessments including performance-based, written response, or oral communication
Offer students the opportunity to review
Organize student review sessions throughout the rest of the semester
Scaffold prior learning and continue to explicitly build content—any review is helpful
Resources for mastery learning (K12 resources are relevant)
What is Mastery Learning. https://research.com/education/what-is-mastery-learning A brief overview of the key elements of mastery learning.
Mastery Learning. https://tea.dtei.uci.edu/resources/mastery-learning/ A brief overview of mastery learning in the STEM field.
Grade Expectations. https://www.gse.harvard.edu/news/ed/19/05/grade-expectations. A brief overview of alternatives to high stakes grading.
Less is more
Adjust your activities and assignments to potentially be a quarter to a half of what they were. This requires that you focus on the absolute core content of the course. While it is interesting to extend learning around a topic, this is a time to get down to the basics of the content. These prompts might be able to help you make revisions to your syllabus and teaching practices:
Are there plans that no longer seem realistic?
Are there activities that you as an instructor do not have the capacity to assess?
Are there assignments you can take out all together?
Are there readings that can be on a “to-read” list after the semester rather than required for each week?
Can students meet in synchronous discussion groups in lieu of writing a discussion board?
If you’ve responded yes to any of these questions, adjust your syllabus and notify your students.
Managing evaluation
After an academic disruption due to a crisis, it can be challenging to adapt your semester plan. Students (and you) will likely have limited cognitive capacity and will need flexibility in learning and assessments. While you should still have high expectations for students, you may need to revise your pedagogy and curriculum. It will be important to consider your curriculum and ask yourself:
Can some units be combined?
Are there extended learning elements that can be taken out to focus on core concepts?
Can assessments (quizzes, tests) be revised slightly to focus on core concepts?
Instead of a lecture, can you create student focused, small group activities
What are other ways students can demonstrate knowledge: voice memos and voice to text, mind map, projects (Zines, podcasts, artwork, presentations, etc.)?
If you’ve responded yes to any of these questions, adjust your syllabus and notify your students.
Student Autonomy
One way to support students who experience trauma is to ensure that students have choices about how to manage their own behavior. While there are tasks students need to accomplish to earn a grade, to learn content, and move forward, they do need some cognitive flexibility. At the same time, some students will need direction with firm deadlines. Here are some recommendations for supporting student success:
Give students an option for when they take exams (day, time, etc.)
Offer options for the order of the work when able
Offer deadline flexibility/negotiation for those who need it, and firm deadlines for those who need the structure
Offer written and verbal options
Responding to Student Experience
When classes resume, it is important to acknowledge the campus tragedy with students. You do not need to be a licensed counselor to pause and explicitly state that you recognize the community has been harmed and that you are able to direct students to university resources meant to help them. It is also imperative to recognize our BIPOC, LGBTQIA2S+ , and international student population may experience this trauma differently, as the threat of violence connects directly to their social identity experiences. You can say:
I recognize that we have been through a tragedy as a campus
This is a hard time for everyone, and I am happy to listen, and there will be no easy fix
Please know that there are many resources available to you
I am happy to refer you to resources that support you during this time
We will all get through this challenging time together
Resources with ideas of how you can respond
https://cft.vanderbilt.edu/guides-sub-pages/crisis/
https://ctl.wustl.edu/resources/strategies-for-supporting-students-through-tragedy/
Students’ Perceptions of Helpful Faculty Actions Following a Collective Tragedy. This article investigates the most common instructor responses following a tragedy and which of those responses students find most helpful.
What to say
Leading Class Discussions
Acknowledging the collective experience after a campus tragedy is essential. This is why it is important for everyone to respond to the student experience, as described on the first day back resource. You do not have to lead a classroom discussion about the events. For some students, having conversations about the crisis makes them feel less safe. If you do choose to have a discussion, it will be important to inform the class ahead of time that you will be giving time in class to discuss and give students the option to arrive late to class. This is also true with “check-ins”. If you plan to give space each class period to discuss the crisis, be sure to inform students ahead of time and give them the option to arrive 10 minutes late to class.
Resources for leading a class discussion
https://www.niu.edu/citl/_pdf/leadingclassdiscussions.pdf
After A Campus Incident: General Talking Points and Conversation Guide
Taking Care of Yourself
Faculty and staff from other universities who experienced a campus crisis have said the most important factor in university recovery was ensuring their own rest and wellness. Examples:
Talk about it with people in your family and work network
Strive for balance in perspective
Turn off media and take a break, even briefly
Honor your feelings
Help others or do something productive
Take care of your physical health
Resources for caring for yourself after a tragedy
How to Respond in the Classroom: Moving Forward after Tragedy and Trauma
https://www.counseling.org/knowledge-center/coping-in-the-aftermath-of-a-shooting
Tips for College and University Students: Managing Your Distress in the Aftermath
These resources have been shared by a wide range of MSU faculty and staff, as well as colleagues from other institutions.
Move slowly
You will need to acknowledge that learning will be more challenging since students and instructors have experienced a traumatic event:
Adjust your weekly in-class activities to be a quarter to a half of what they were.
Make more space for processing and reflecting on course content both in class and in the time between assignments, readings, etc.
Consider ending class early each week if students are tired mentally and emotionally.
Give more short breaks in long classes (consider two short breaks on the hour, vs. one longer break in the middle).
Resource for Course Policy Modifications After a Crisis Practical Strategies for Returning to Class. This resource contains examples of policies and adaptations you may consider. These are not meant to be read as recommendations that every instructor should adopt, but rather as possibilities that instructors can individually assess and adapt to their own teaching context.
Focus on Mastery Learning
A focus on mastery learning can help with an academic disruption. It is important to be mindful of the cognitive load. The goal of mastery learning is to ensure students learn content, not just perform on assessments. Mastery learning offers students multiple opportunities to demonstrate what they know. This is especially helpful when students’ cognition is overwhelmed by trauma. Ideas for implementation include:
Offer re-takes, re-writes and general revision of work
Offer a variety of formative and summative assessments including performance-based, written response, or oral communication
Offer students the opportunity to review
Organize student review sessions throughout the rest of the semester
Scaffold prior learning and continue to explicitly build content—any review is helpful
Resources for mastery learning (K12 resources are relevant)
What is Mastery Learning. https://research.com/education/what-is-mastery-learning A brief overview of the key elements of mastery learning.
Mastery Learning. https://tea.dtei.uci.edu/resources/mastery-learning/ A brief overview of mastery learning in the STEM field.
Grade Expectations. https://www.gse.harvard.edu/news/ed/19/05/grade-expectations. A brief overview of alternatives to high stakes grading.
Less is more
Adjust your activities and assignments to potentially be a quarter to a half of what they were. This requires that you focus on the absolute core content of the course. While it is interesting to extend learning around a topic, this is a time to get down to the basics of the content. These prompts might be able to help you make revisions to your syllabus and teaching practices:
Are there plans that no longer seem realistic?
Are there activities that you as an instructor do not have the capacity to assess?
Are there assignments you can take out all together?
Are there readings that can be on a “to-read” list after the semester rather than required for each week?
Can students meet in synchronous discussion groups in lieu of writing a discussion board?
If you’ve responded yes to any of these questions, adjust your syllabus and notify your students.
Managing evaluation
After an academic disruption due to a crisis, it can be challenging to adapt your semester plan. Students (and you) will likely have limited cognitive capacity and will need flexibility in learning and assessments. While you should still have high expectations for students, you may need to revise your pedagogy and curriculum. It will be important to consider your curriculum and ask yourself:
Can some units be combined?
Are there extended learning elements that can be taken out to focus on core concepts?
Can assessments (quizzes, tests) be revised slightly to focus on core concepts?
Instead of a lecture, can you create student focused, small group activities
What are other ways students can demonstrate knowledge: voice memos and voice to text, mind map, projects (Zines, podcasts, artwork, presentations, etc.)?
If you’ve responded yes to any of these questions, adjust your syllabus and notify your students.
Student Autonomy
One way to support students who experience trauma is to ensure that students have choices about how to manage their own behavior. While there are tasks students need to accomplish to earn a grade, to learn content, and move forward, they do need some cognitive flexibility. At the same time, some students will need direction with firm deadlines. Here are some recommendations for supporting student success:
Give students an option for when they take exams (day, time, etc.)
Offer options for the order of the work when able
Offer deadline flexibility/negotiation for those who need it, and firm deadlines for those who need the structure
Offer written and verbal options
Responding to Student Experience
When classes resume, it is important to acknowledge the campus tragedy with students. You do not need to be a licensed counselor to pause and explicitly state that you recognize the community has been harmed and that you are able to direct students to university resources meant to help them. It is also imperative to recognize our BIPOC, LGBTQIA2S+ , and international student population may experience this trauma differently, as the threat of violence connects directly to their social identity experiences. You can say:
I recognize that we have been through a tragedy as a campus
This is a hard time for everyone, and I am happy to listen, and there will be no easy fix
Please know that there are many resources available to you
I am happy to refer you to resources that support you during this time
We will all get through this challenging time together
Resources with ideas of how you can respond
https://cft.vanderbilt.edu/guides-sub-pages/crisis/
https://ctl.wustl.edu/resources/strategies-for-supporting-students-through-tragedy/
Students’ Perceptions of Helpful Faculty Actions Following a Collective Tragedy. This article investigates the most common instructor responses following a tragedy and which of those responses students find most helpful.
What to say
Leading Class Discussions
Acknowledging the collective experience after a campus tragedy is essential. This is why it is important for everyone to respond to the student experience, as described on the first day back resource. You do not have to lead a classroom discussion about the events. For some students, having conversations about the crisis makes them feel less safe. If you do choose to have a discussion, it will be important to inform the class ahead of time that you will be giving time in class to discuss and give students the option to arrive late to class. This is also true with “check-ins”. If you plan to give space each class period to discuss the crisis, be sure to inform students ahead of time and give them the option to arrive 10 minutes late to class.
Resources for leading a class discussion
https://www.niu.edu/citl/_pdf/leadingclassdiscussions.pdf
After A Campus Incident: General Talking Points and Conversation Guide
Taking Care of Yourself
Faculty and staff from other universities who experienced a campus crisis have said the most important factor in university recovery was ensuring their own rest and wellness. Examples:
Talk about it with people in your family and work network
Strive for balance in perspective
Turn off media and take a break, even briefly
Honor your feelings
Help others or do something productive
Take care of your physical health
Resources for caring for yourself after a tragedy
How to Respond in the Classroom: Moving Forward after Tragedy and Trauma
https://www.counseling.org/knowledge-center/coping-in-the-aftermath-of-a-shooting
Tips for College and University Students: Managing Your Distress in the Aftermath
These resources have been shared by a wide range of MSU faculty and staff, as well as colleagues from other institutions.
Posted by:
Makena Neal
Posted on: #iteachmsu
Teaching after Tragedy-- Managing Academics
Although there is no simple solution to responding to a tragedy, th...
Posted by:
PEDAGOGICAL DESIGN
Friday, Feb 17, 2023
Posted on: IT - Educational Technology
MSU Educational Technology Summit
MSU Educational Technology Summit
June 2 - 5, 2025
This event aims to familiarize instructors, staff, and students with campus technologies supporting teaching and learning. This year, there will be workshops and presentations on useful tips and instructor experiences using technology tools and campus resources such as: Camtasia, Packback, Eli Review, 3D Printing, Quality Matters, Crowdmark, Knowledge Commons, Online Whiteboards, Virtual Reality, D2L, AI, OneNote Class, Spartan A11y, Stable Links, Zoom, iClicker, Open Educational Resources (OER), and more!Interested in attending? You can enroll for the MSU Educational Technology Summit on D2L now! Zoom registration links for all virtual meetings are available by enrolling in the 2025 Educational Technology Summit on D2L. Please enroll for the D2L course and, once in the D2L course, register for each Zoom session you plan to attend. Descriptions of each session and topics covered are available on the D2L course as well. Or you can register to attend through LibCal.
Monday June 2, 2025
9:00 AM - 9:50 AM
AI Playground
The AI Playground is a virtual drop-in space where you can explore creative and practical ways to use AI in teaching and learning. No prep or pressure—just come as you are and see what’s possible!
Presented by MSU IT EdTech / EducationalTechnology@msu.edu
10:00 AM - 10:50 AMEli Review: Exploring How to Improve Feedback Across Multiple DisciplinesPresented by Casey McArdle / cmcardle@msu.edu WRAC11:00 AM - 11:50 AMInvestigating the Relationship of Quality Matters (QM) on Online Student Engagement in Higher EducationPresented by David Goodrich / daveg@msu.edu CTLI1:00 PM - 1:50 PMTransforming Clinical Training with Virtual Reality: A Campus-Wide OpportunityPresented by Andy Greger / gregeran@msu.edu College of Nursing2:00 PM - 2:50 PMTeaching with the OneNote Class Notebook and TeamsPresented by Kevin Markle / marklek2@broad.msu.edu Broad College - Accounting and Information Systems3:00 PM - 3:50 PMFrom Live to Library: Enabling Inclusive, Adaptive Learning through Zoom and MediaSpacePresented by Keith LeRoux & Stephen Elmer / lerouxk1@msu.edu, elmerst2@msu.edu Statewide Campus System College of Osteopathic Medicine
Tuesday June 3, 2025
9:00 AM - 9:50 AM
AI Playground
The AI Playground is a virtual drop-in space where you can explore creative and practical ways to use AI in teaching and learning. No prep or pressure—just come as you are and see what’s possible!
Presented by MSU IT EdTech / EducationalTechnology@msu.edu
10:00 AM - 10:50 AM3D Printing and Modeling for EveryonePresented by Amanda Tickner / atickner@msu.edu MSU Libraries Makerspace11:00 AM - 11:50 AMGetting Started with KCWorks, the New Knowledge Commons Repository!Presented by Larissa Babak / babaklar@msu.edu Knowledge Commons1:00 PM - 1:50 PMD2L Checklists: A Simple Tool to Improve Course NavigationPresented by Andrea Bierema / abierema@msu.edu Center for Integrative Studies in General Science & Dept. of Integrative Biology2:00 PM - 2:50 PMNeuroSupport GPT: Demonstrating the Design Process of a Custom GPT for Inclusive TeachingPresented by Min Zhuang / zhuangm2@msu.edu EDLI3:00 PM - 3:50 PMFrom Classroom to Text: Leveraging SMS for Real-Time Learning and Student SupportPresented by Christina Bridges & Julia Barnes / bridgec3@msu.edu & barne454@msu.edu Strategic Retention Unit, Office of Undergraduate Education
Wednesday June 4, 2025
9:00 AM - 9:50 AM
AI Playground
The AI Playground is a virtual drop-in space where you can explore creative and practical ways to use AI in teaching and learning. No prep or pressure—just come as you are and see what’s possible!
Presented by MSU IT EdTech / EducationalTechnology@msu.edu
10:00 AM - 10:50 AMGetting Started with Camtasia and SnagitPresented by Casey Seiter / c.seiter@techsmith.com TechSmith11:00 AM - 11:50 AMSimple Tools, Big Impact: Modifying Learning Environments with Simple Tech for Non-English SpeakersPresented by Allison Peterson & Cathy Lugibihl / peter382@msu.edu & lugibihl@msu.edu Student Life & Engagement, Human Resources - Talent Development Team1:00 PM - 1:50 PMRemoving Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally/Presented by Kevin Henley & Sam Abele/ henley@msu.edu & abelesam@msu.edu IT-Educational Technology
2:00 PM - 2:50 PMCall Us Irresponsible: Designing Online Curricula for the AI EraPresented by Lisa Batchelder & Sarah Freye/ schulma7@msu.edu & freyesar@msu.edu IT-Educational Technology3:00 PM - 3:50 PMClassroom Engagement Made Simple: iClickerPresented by David Maltby / David.Maltby@Macmillan.com iClicker
Thursday June 5, 2025
9:00 AM - 9:50 AM
AI Playground
The AI Playground is a virtual drop-in space where you can explore creative and practical ways to use AI in teaching and learning. No prep or pressure—just come as you are and see what’s possible!
Presented by MSU IT EdTech / EducationalTechnology@msu.edu
10:00 AM - 10:50 AMUsing Technology Tools to Engage Students in Extensive ReadingPresented by Wenying Zhou / zhouweny@msu.edu Dept. of Linguistics, Languages, and Cultures11:00 AM - 11:50 AMOnline Whiteboards: Enhancing Teaching, Collaboration, and Community BuildingPresented by Ellie Louson & Makena Neal / lousonel@msu.edu & mneal@msu.edu CTLI & Lyman Briggs College1:00 PM - 1:50 PMAI in the ClassroomPresented by Koelling / jorie.koelling@packback.co Packback
2:00 PM - 2:50 PMStable Links for Electronic ResourcesPresented by Kristen Lee / leekrist@msu.edu MSU Libraries3:00 PM - 3:50 PMThe Best of Both Worlds: The Academic Security of In-Person Assessments and the Ease of Digital GradingPresented by Phillip C,. Delekta / delektap@msu.edu Dept. of Microbiology, Genetics, & Immunology
June 2 - 5, 2025
This event aims to familiarize instructors, staff, and students with campus technologies supporting teaching and learning. This year, there will be workshops and presentations on useful tips and instructor experiences using technology tools and campus resources such as: Camtasia, Packback, Eli Review, 3D Printing, Quality Matters, Crowdmark, Knowledge Commons, Online Whiteboards, Virtual Reality, D2L, AI, OneNote Class, Spartan A11y, Stable Links, Zoom, iClicker, Open Educational Resources (OER), and more!Interested in attending? You can enroll for the MSU Educational Technology Summit on D2L now! Zoom registration links for all virtual meetings are available by enrolling in the 2025 Educational Technology Summit on D2L. Please enroll for the D2L course and, once in the D2L course, register for each Zoom session you plan to attend. Descriptions of each session and topics covered are available on the D2L course as well. Or you can register to attend through LibCal.
Monday June 2, 2025
9:00 AM - 9:50 AM
AI Playground
The AI Playground is a virtual drop-in space where you can explore creative and practical ways to use AI in teaching and learning. No prep or pressure—just come as you are and see what’s possible!
Presented by MSU IT EdTech / EducationalTechnology@msu.edu
10:00 AM - 10:50 AMEli Review: Exploring How to Improve Feedback Across Multiple DisciplinesPresented by Casey McArdle / cmcardle@msu.edu WRAC11:00 AM - 11:50 AMInvestigating the Relationship of Quality Matters (QM) on Online Student Engagement in Higher EducationPresented by David Goodrich / daveg@msu.edu CTLI1:00 PM - 1:50 PMTransforming Clinical Training with Virtual Reality: A Campus-Wide OpportunityPresented by Andy Greger / gregeran@msu.edu College of Nursing2:00 PM - 2:50 PMTeaching with the OneNote Class Notebook and TeamsPresented by Kevin Markle / marklek2@broad.msu.edu Broad College - Accounting and Information Systems3:00 PM - 3:50 PMFrom Live to Library: Enabling Inclusive, Adaptive Learning through Zoom and MediaSpacePresented by Keith LeRoux & Stephen Elmer / lerouxk1@msu.edu, elmerst2@msu.edu Statewide Campus System College of Osteopathic Medicine
Tuesday June 3, 2025
9:00 AM - 9:50 AM
AI Playground
The AI Playground is a virtual drop-in space where you can explore creative and practical ways to use AI in teaching and learning. No prep or pressure—just come as you are and see what’s possible!
Presented by MSU IT EdTech / EducationalTechnology@msu.edu
10:00 AM - 10:50 AM3D Printing and Modeling for EveryonePresented by Amanda Tickner / atickner@msu.edu MSU Libraries Makerspace11:00 AM - 11:50 AMGetting Started with KCWorks, the New Knowledge Commons Repository!Presented by Larissa Babak / babaklar@msu.edu Knowledge Commons1:00 PM - 1:50 PMD2L Checklists: A Simple Tool to Improve Course NavigationPresented by Andrea Bierema / abierema@msu.edu Center for Integrative Studies in General Science & Dept. of Integrative Biology2:00 PM - 2:50 PMNeuroSupport GPT: Demonstrating the Design Process of a Custom GPT for Inclusive TeachingPresented by Min Zhuang / zhuangm2@msu.edu EDLI3:00 PM - 3:50 PMFrom Classroom to Text: Leveraging SMS for Real-Time Learning and Student SupportPresented by Christina Bridges & Julia Barnes / bridgec3@msu.edu & barne454@msu.edu Strategic Retention Unit, Office of Undergraduate Education
Wednesday June 4, 2025
9:00 AM - 9:50 AM
AI Playground
The AI Playground is a virtual drop-in space where you can explore creative and practical ways to use AI in teaching and learning. No prep or pressure—just come as you are and see what’s possible!
Presented by MSU IT EdTech / EducationalTechnology@msu.edu
10:00 AM - 10:50 AMGetting Started with Camtasia and SnagitPresented by Casey Seiter / c.seiter@techsmith.com TechSmith11:00 AM - 11:50 AMSimple Tools, Big Impact: Modifying Learning Environments with Simple Tech for Non-English SpeakersPresented by Allison Peterson & Cathy Lugibihl / peter382@msu.edu & lugibihl@msu.edu Student Life & Engagement, Human Resources - Talent Development Team1:00 PM - 1:50 PMRemoving Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally/Presented by Kevin Henley & Sam Abele/ henley@msu.edu & abelesam@msu.edu IT-Educational Technology
2:00 PM - 2:50 PMCall Us Irresponsible: Designing Online Curricula for the AI EraPresented by Lisa Batchelder & Sarah Freye/ schulma7@msu.edu & freyesar@msu.edu IT-Educational Technology3:00 PM - 3:50 PMClassroom Engagement Made Simple: iClickerPresented by David Maltby / David.Maltby@Macmillan.com iClicker
Thursday June 5, 2025
9:00 AM - 9:50 AM
AI Playground
The AI Playground is a virtual drop-in space where you can explore creative and practical ways to use AI in teaching and learning. No prep or pressure—just come as you are and see what’s possible!
Presented by MSU IT EdTech / EducationalTechnology@msu.edu
10:00 AM - 10:50 AMUsing Technology Tools to Engage Students in Extensive ReadingPresented by Wenying Zhou / zhouweny@msu.edu Dept. of Linguistics, Languages, and Cultures11:00 AM - 11:50 AMOnline Whiteboards: Enhancing Teaching, Collaboration, and Community BuildingPresented by Ellie Louson & Makena Neal / lousonel@msu.edu & mneal@msu.edu CTLI & Lyman Briggs College1:00 PM - 1:50 PMAI in the ClassroomPresented by Koelling / jorie.koelling@packback.co Packback
2:00 PM - 2:50 PMStable Links for Electronic ResourcesPresented by Kristen Lee / leekrist@msu.edu MSU Libraries3:00 PM - 3:50 PMThe Best of Both Worlds: The Academic Security of In-Person Assessments and the Ease of Digital GradingPresented by Phillip C,. Delekta / delektap@msu.edu Dept. of Microbiology, Genetics, & Immunology
Posted by:
Lindsay Tigue
Posted on: #iteachmsu Educator Awards
PEDAGOGICAL DESIGN
Other Educator Units with 2021 #iteachmsu Educator Award Recipients
The following is a list of the educators receiving the #iteachmsu Educator Award from all other educator units. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Human Resources
Amanda Farrar: Amanda was THE integral component in helping me navigate onboarding to a new role at MSU. Though my transition was messy (from graduate student employee to full time employee) and Amanda wasn't always the "power person"; she helped me feel heard, gave great recommendations, and followed up promptly. At such a large organization and at such a complicated time, I felt overwhelmed and stuck in the lack of clarity I felt around my transition... Amanda helped me feel like (and see how) things were moving.
Hub for Innovation in Learning and Technology
Jerry Rhead: Jerry is one of the kindest, down-to-earth people I've met in my multiple years at MSU. He brings a wealth of experience and expertise everywhere he goes, but shares it in a way that is always accessible and collegial. I've never felt a sense of competition around Jerry. He always lifts others up. What an amazing colleague, friend, and educator.
Breana Yaklin: Bre deserves a huge shout out for her leadership of the SOIREE and ASPIRE efforts. Countless times across the past six months, I've heard rave reviews from instructors who had to pivot their courses last minute due to Covid19. Not only has Bre designed an experience that introduces other educators to online teaching and learning, but also helps those who have been working in the online space revisit their courses to ensure they're aligned with best practices. Breana Yaklin is a meta educator... teaching other educators in a way that helps them be better!
Summer Issawi: Thank you for your role as mentor for the 2020-2021 Hub Faculty Fellow Project, and I want to especially thank you for participating as a judge in the MSU/ISS Film Festival and for providing so many thoughtful comments on the individual student films. You might not always received feedback on your particular impact on actual students in our MSU classes, but I am here to publicly thank and acknowledge your very important and positive impact on instructors and students at MSU. You are appreciated!
Ashley Braman: I'm a learning designer working with faculty to design experiential, interdisciplinary courses at MSU. Ashley Braman is the project manager in our unit and this year her support, advice, and skills have made a huge difference in my work on these courses. In the last few months, she helped me build next year's budget, consulted on our quarterly reporting, and helped me strategize about future trajectories for this project. The latter especially was a huge help before presenting those plans to our director for his decision. As a project lead, I'm much better equipped for success being able to draw on Ashley's expertise. My work goes so much more smoothly now that I can reach out to a competent and insightful project manager with issues big and small. In addition, she has been a wonderful resource during work-from-home as we struggle with productivity under covid and work-life balance; she makes herself available to check-in and support her team and help us find solutions that are a good fit for our situations. Ashley's work definitely makes a difference to our academic projects, and that's why she deserves a big thank you.
Integrative Studies in Social Science
Alison Rautman: I love Dr. Rautman and I think she is handling the online teaching very well! She is always checking in on her students and making sure we are keeping up with our material!
Center for Statistical Training and Consulting (CSTAT)
Sanket Jantre: Sanket provides thorough and thoughtful advice on statistical methods for research projects at CSTAT. He is also a member for the student organization Statistics in the Community (STATCOM) that provides pro bono statistical consulting to local nonprofit, governmental, and community service organizations and was a team leader for a project in 2020 working on an interactive online tool designed for analyzing water pollution samples. Sanket was selected for a competitive internship position with the National Science Foundation Mathematical Sciences Graduate Internship program for summer 2021 to explore probabilistic deep learning methods at Los Alamos National Laboratory in New Mexico. Congratulations!
Sichao Wang: Sichao is very engaged in helping MSU graduate students and scholars in their research at CSTAT. She is president of the student organization Statistics in the Community (STATCOM) that provides pro bono statistical consulting to local nonprofit, governmental, and community service organizations. Sichao has a wide range of interest in statistical topics and takes every opportunity to learn new skills through seminars and workshops.
Associate Provost for Undergraduate Education Office
Jim Lucas:
Dr. Lucas has made an exceptional impact on my life as a professor, a mentor, and a friend. Throughout my time at MSU he has always offered a helping hand, and has been willing to go the extra distance to help me achieve my goals. MSU is truly lucky to have someone like Dr. Lucas.
Dr. Lucas is the most influential instructor that I've ever had and having him in my life has helped me grow tremendously as a student at MSU. He gave me the support I needed to choose a path that is typically discouraged by society and encourages me to reach my full potential. I do best learning in an open environment, and Dr. Lucas creates this by making students feel as though their voice matters in the world. Dr. Lucas carries his variety of passions into the classroom and inspires me to be inventive, knowledgeable, and passionate.
I consider myself extremely blessed to have Dr. Lucas as one of my first professors during my academic career. When I came to MSU, I was apprehensive based on the horror stories I had heard about college instructors. From the get-go, Dr. Lucas had an extremely inviting classroom. Not only was the course content in UGS101 interesting, but he designed his classroom in a way where every student could feel at home. He stimulated interesting discussions each class period, and every week his course was the highlight of my busy schedule. He was not afraid to joke around with students, and I felt like I was able to connect with Dr. Lucas on a personal level. I was sad when the semester ended, as I thought it would also mean the end of my relationship with Dr. Lucas. Instead, Dr. Lucas went above and beyond his duty as an instructor, becoming not only a mentor but a friend. As I am set to graduate next semester, I look back and think of all the support Dr. Lucas has provided over the years, be it academic or personal. I am confident that as I move to medical school and beyond, Dr. Lucas will continue being an important figure in my life. While I have met some really great professors at Michigan State University, they all pale in comparison to the enormous positive impact Dr. Lucas has had on me.
He was my professor at my study abroad 2 summers ago, and he has been like my second father type figure, helping me around throughout my freshman year at MSU
Through two classes and a study abroad trip with Dr. Lucas over the years, he has not only showed his capability to reach various types of students on a wide variety of topics, but he has shown a true desire to raise important issues, for students as individuals as well as the world as a whole, and explore them in a meaningful way. Dr. Lucas has changed my views on topics I felt nihilistic towards or was misguided in my judgement on, from commercial whaling to minority representation in film, and everything in between. He takes it upon himself to prioritize such valuable discussion both in the classroom and outside of it, and I have come to know Dr. Lucas as an extraordinary professor as well as a great friend.
Technology at State
Nick Noel: Nick dedicated himself to supporting instructors with the transition to online. He worked tirelessly to lead hundreds through a course peer-review process through the summer, and has been working to provide workshops and training about key instructional technologies. He works hard to collaborate with others across campus and improve the teaching and learning experience for instructors and students.
Kevin Henley
Kevin is always willing to help on projects, troubleshoot issues, or research solutions. He has a wide breadth of knowledge, but also understand things deeply, and can apply his experience across a broad spectrum of issues. Kevin isn't a member of my team, but he is still an invaluable part of it, and IT as a whole.
Kevin is an excellent collaborator. He thinks through educator issues when the learning takes place virtually, knows a lot about platforms and how they do/not work for learners, and always has creative ideas on how to solve problems and make things better. He is endlessly patient, and helps everyone feel like their voices are heard.
Drew Beach: RCPD had a difficult issue we were trying to resolve that dealt with a students D2L exam and whether they received the correct testing accommodations. The student was very upset and the instructor was adamant they had provided the accommodations correctly. Drew Breach stepped in and took time to walk me through exactly what happened, explained how the instructor misunderstood the process to extend testing time. He then provided additional information about D2L settings for my knowledge, offered to work with the instructor on further training, and typed up a detailed email with screen shots and helpful information so we could better advise faculty in the future. I was very thankful for the extra effort Drew provided to help. The student was even more grateful as it made a substantial difference in his grade and success in the course. During these difficult times and having to navigate technology in new ways, it is great to have caring and supportive IT staff!!! Thank YOU!
Libraries
Jessica Sender: Jessica worked through the summer and into the fall to support the transition to online. She jumped in to help develop and facilitate training and workshops to support instructors with the move to online. She is working to connect librarians across campus to support teaching and learning efforts in new ways.
Susan Kendall: Susan has presented at many workshops and meeting with faculty to educate others about copyright law and how to adjust for copyright in the online environment. She's become active in the SOIREE workshop to teach others about copyright and answer questions. She volunteered to write a page for the ASPIRE workshop and has worked diligently to support and teach others about copyright in their courses.
Julie Taylor: Julie is a gem in the landscape of MSU. I originally reached out to Julie in regards to a personal book printing project (which turned out beautifully, thanks to her). After having such a great experience working with her asynchronously, we scheduled a proactive meeting regarding formatting for another larger project. A short zoom call with her was not only pleasant (as far as company goes) but informative and will save me tons of time and headache as I begin a huge writing/formatting project. If only I had found her before I was trying to submit my dissertation - so much frustration could have been circumnavigated. I will be telling all my colleagues and friends still working on their dissertations to reach out to Julie! What a lifesaver (especially during covid-life which is already so stressful on the daily). Big love for Julie!
University Outreach and Engagement
Diane Doberneck: Diane is one of the most astounding people I've had the pleasure of getting to know during my time at MSU. Diane regards and value everyone she encounters for their knowledge and lived experience- and on top of that is a global leader in her field. Down to earth, kind, and collaborative- Diane is one of MSU's educators who truly lifts others up. She is a joy to work with, a wealth of knowledge, and to top it all off helps other educators at MSU utilize practices to engage in partnership with communities!
WorkLife Office
John Girdwood: John has been an exceptional example of flexibility and innovation in a rapidly changing landscape. He helped advance technology usage in the office prior to the pandemic. This allowed the office to quickly adjust to online educational and community connection events which helped the university faculty and staff populations adjust to the unknowns of the drastically shifting landscape of work and life. John is an incredible collaborator who shares ideas that continue to enhance the topics and audience reach for WorkLife Office programming. He's been a wonderful influence in my life and I've enjoyed working alongside him.
Tiana Carter: Tiana jumped into the deep end with a new role in the middle of a crisis situation and a quickly shifting landscape of work. She continues to adapt to her changing role while connecting with and inspiring the people that she meets along the way. I've seen the impact that she's had on educational and community connection events over the course of the past six months. She is a talented organizer who focuses on a commitment to follow thru and keeps the many variable pieces moving forward. She has been a delightful addition to the WorkLife team and I'm so grateful to have her as part of my life.Jaimie Hutchison: Jaimie has been an incredible force for good over the past year. I appreciate her answers and messages on Facebook. She helped me feel included even though I was isolated and gave the campus a friendly face for information and guidance! She definitely made a difference.
Barbara Roberts: Barbara and her team have made such a big impact over this past year. Knowing I have a place I can go to and ask questions during a time of such uncertainty has felt very comforting. I am grateful for what she does for MSU!Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Human Resources
Amanda Farrar: Amanda was THE integral component in helping me navigate onboarding to a new role at MSU. Though my transition was messy (from graduate student employee to full time employee) and Amanda wasn't always the "power person"; she helped me feel heard, gave great recommendations, and followed up promptly. At such a large organization and at such a complicated time, I felt overwhelmed and stuck in the lack of clarity I felt around my transition... Amanda helped me feel like (and see how) things were moving.
Hub for Innovation in Learning and Technology
Jerry Rhead: Jerry is one of the kindest, down-to-earth people I've met in my multiple years at MSU. He brings a wealth of experience and expertise everywhere he goes, but shares it in a way that is always accessible and collegial. I've never felt a sense of competition around Jerry. He always lifts others up. What an amazing colleague, friend, and educator.
Breana Yaklin: Bre deserves a huge shout out for her leadership of the SOIREE and ASPIRE efforts. Countless times across the past six months, I've heard rave reviews from instructors who had to pivot their courses last minute due to Covid19. Not only has Bre designed an experience that introduces other educators to online teaching and learning, but also helps those who have been working in the online space revisit their courses to ensure they're aligned with best practices. Breana Yaklin is a meta educator... teaching other educators in a way that helps them be better!
Summer Issawi: Thank you for your role as mentor for the 2020-2021 Hub Faculty Fellow Project, and I want to especially thank you for participating as a judge in the MSU/ISS Film Festival and for providing so many thoughtful comments on the individual student films. You might not always received feedback on your particular impact on actual students in our MSU classes, but I am here to publicly thank and acknowledge your very important and positive impact on instructors and students at MSU. You are appreciated!
Ashley Braman: I'm a learning designer working with faculty to design experiential, interdisciplinary courses at MSU. Ashley Braman is the project manager in our unit and this year her support, advice, and skills have made a huge difference in my work on these courses. In the last few months, she helped me build next year's budget, consulted on our quarterly reporting, and helped me strategize about future trajectories for this project. The latter especially was a huge help before presenting those plans to our director for his decision. As a project lead, I'm much better equipped for success being able to draw on Ashley's expertise. My work goes so much more smoothly now that I can reach out to a competent and insightful project manager with issues big and small. In addition, she has been a wonderful resource during work-from-home as we struggle with productivity under covid and work-life balance; she makes herself available to check-in and support her team and help us find solutions that are a good fit for our situations. Ashley's work definitely makes a difference to our academic projects, and that's why she deserves a big thank you.
Integrative Studies in Social Science
Alison Rautman: I love Dr. Rautman and I think she is handling the online teaching very well! She is always checking in on her students and making sure we are keeping up with our material!
Center for Statistical Training and Consulting (CSTAT)
Sanket Jantre: Sanket provides thorough and thoughtful advice on statistical methods for research projects at CSTAT. He is also a member for the student organization Statistics in the Community (STATCOM) that provides pro bono statistical consulting to local nonprofit, governmental, and community service organizations and was a team leader for a project in 2020 working on an interactive online tool designed for analyzing water pollution samples. Sanket was selected for a competitive internship position with the National Science Foundation Mathematical Sciences Graduate Internship program for summer 2021 to explore probabilistic deep learning methods at Los Alamos National Laboratory in New Mexico. Congratulations!
Sichao Wang: Sichao is very engaged in helping MSU graduate students and scholars in their research at CSTAT. She is president of the student organization Statistics in the Community (STATCOM) that provides pro bono statistical consulting to local nonprofit, governmental, and community service organizations. Sichao has a wide range of interest in statistical topics and takes every opportunity to learn new skills through seminars and workshops.
Associate Provost for Undergraduate Education Office
Jim Lucas:
Dr. Lucas has made an exceptional impact on my life as a professor, a mentor, and a friend. Throughout my time at MSU he has always offered a helping hand, and has been willing to go the extra distance to help me achieve my goals. MSU is truly lucky to have someone like Dr. Lucas.
Dr. Lucas is the most influential instructor that I've ever had and having him in my life has helped me grow tremendously as a student at MSU. He gave me the support I needed to choose a path that is typically discouraged by society and encourages me to reach my full potential. I do best learning in an open environment, and Dr. Lucas creates this by making students feel as though their voice matters in the world. Dr. Lucas carries his variety of passions into the classroom and inspires me to be inventive, knowledgeable, and passionate.
I consider myself extremely blessed to have Dr. Lucas as one of my first professors during my academic career. When I came to MSU, I was apprehensive based on the horror stories I had heard about college instructors. From the get-go, Dr. Lucas had an extremely inviting classroom. Not only was the course content in UGS101 interesting, but he designed his classroom in a way where every student could feel at home. He stimulated interesting discussions each class period, and every week his course was the highlight of my busy schedule. He was not afraid to joke around with students, and I felt like I was able to connect with Dr. Lucas on a personal level. I was sad when the semester ended, as I thought it would also mean the end of my relationship with Dr. Lucas. Instead, Dr. Lucas went above and beyond his duty as an instructor, becoming not only a mentor but a friend. As I am set to graduate next semester, I look back and think of all the support Dr. Lucas has provided over the years, be it academic or personal. I am confident that as I move to medical school and beyond, Dr. Lucas will continue being an important figure in my life. While I have met some really great professors at Michigan State University, they all pale in comparison to the enormous positive impact Dr. Lucas has had on me.
He was my professor at my study abroad 2 summers ago, and he has been like my second father type figure, helping me around throughout my freshman year at MSU
Through two classes and a study abroad trip with Dr. Lucas over the years, he has not only showed his capability to reach various types of students on a wide variety of topics, but he has shown a true desire to raise important issues, for students as individuals as well as the world as a whole, and explore them in a meaningful way. Dr. Lucas has changed my views on topics I felt nihilistic towards or was misguided in my judgement on, from commercial whaling to minority representation in film, and everything in between. He takes it upon himself to prioritize such valuable discussion both in the classroom and outside of it, and I have come to know Dr. Lucas as an extraordinary professor as well as a great friend.
Technology at State
Nick Noel: Nick dedicated himself to supporting instructors with the transition to online. He worked tirelessly to lead hundreds through a course peer-review process through the summer, and has been working to provide workshops and training about key instructional technologies. He works hard to collaborate with others across campus and improve the teaching and learning experience for instructors and students.
Kevin Henley
Kevin is always willing to help on projects, troubleshoot issues, or research solutions. He has a wide breadth of knowledge, but also understand things deeply, and can apply his experience across a broad spectrum of issues. Kevin isn't a member of my team, but he is still an invaluable part of it, and IT as a whole.
Kevin is an excellent collaborator. He thinks through educator issues when the learning takes place virtually, knows a lot about platforms and how they do/not work for learners, and always has creative ideas on how to solve problems and make things better. He is endlessly patient, and helps everyone feel like their voices are heard.
Drew Beach: RCPD had a difficult issue we were trying to resolve that dealt with a students D2L exam and whether they received the correct testing accommodations. The student was very upset and the instructor was adamant they had provided the accommodations correctly. Drew Breach stepped in and took time to walk me through exactly what happened, explained how the instructor misunderstood the process to extend testing time. He then provided additional information about D2L settings for my knowledge, offered to work with the instructor on further training, and typed up a detailed email with screen shots and helpful information so we could better advise faculty in the future. I was very thankful for the extra effort Drew provided to help. The student was even more grateful as it made a substantial difference in his grade and success in the course. During these difficult times and having to navigate technology in new ways, it is great to have caring and supportive IT staff!!! Thank YOU!
Libraries
Jessica Sender: Jessica worked through the summer and into the fall to support the transition to online. She jumped in to help develop and facilitate training and workshops to support instructors with the move to online. She is working to connect librarians across campus to support teaching and learning efforts in new ways.
Susan Kendall: Susan has presented at many workshops and meeting with faculty to educate others about copyright law and how to adjust for copyright in the online environment. She's become active in the SOIREE workshop to teach others about copyright and answer questions. She volunteered to write a page for the ASPIRE workshop and has worked diligently to support and teach others about copyright in their courses.
Julie Taylor: Julie is a gem in the landscape of MSU. I originally reached out to Julie in regards to a personal book printing project (which turned out beautifully, thanks to her). After having such a great experience working with her asynchronously, we scheduled a proactive meeting regarding formatting for another larger project. A short zoom call with her was not only pleasant (as far as company goes) but informative and will save me tons of time and headache as I begin a huge writing/formatting project. If only I had found her before I was trying to submit my dissertation - so much frustration could have been circumnavigated. I will be telling all my colleagues and friends still working on their dissertations to reach out to Julie! What a lifesaver (especially during covid-life which is already so stressful on the daily). Big love for Julie!
University Outreach and Engagement
Diane Doberneck: Diane is one of the most astounding people I've had the pleasure of getting to know during my time at MSU. Diane regards and value everyone she encounters for their knowledge and lived experience- and on top of that is a global leader in her field. Down to earth, kind, and collaborative- Diane is one of MSU's educators who truly lifts others up. She is a joy to work with, a wealth of knowledge, and to top it all off helps other educators at MSU utilize practices to engage in partnership with communities!
WorkLife Office
John Girdwood: John has been an exceptional example of flexibility and innovation in a rapidly changing landscape. He helped advance technology usage in the office prior to the pandemic. This allowed the office to quickly adjust to online educational and community connection events which helped the university faculty and staff populations adjust to the unknowns of the drastically shifting landscape of work and life. John is an incredible collaborator who shares ideas that continue to enhance the topics and audience reach for WorkLife Office programming. He's been a wonderful influence in my life and I've enjoyed working alongside him.
Tiana Carter: Tiana jumped into the deep end with a new role in the middle of a crisis situation and a quickly shifting landscape of work. She continues to adapt to her changing role while connecting with and inspiring the people that she meets along the way. I've seen the impact that she's had on educational and community connection events over the course of the past six months. She is a talented organizer who focuses on a commitment to follow thru and keeps the many variable pieces moving forward. She has been a delightful addition to the WorkLife team and I'm so grateful to have her as part of my life.Jaimie Hutchison: Jaimie has been an incredible force for good over the past year. I appreciate her answers and messages on Facebook. She helped me feel included even though I was isolated and gave the campus a friendly face for information and guidance! She definitely made a difference.
Barbara Roberts: Barbara and her team have made such a big impact over this past year. Knowing I have a place I can go to and ask questions during a time of such uncertainty has felt very comforting. I am grateful for what she does for MSU!Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Posted by:
Makena Neal
Posted on: #iteachmsu Educator Awards
Other Educator Units with 2021 #iteachmsu Educator Award Recipients
The following is a list of the educators receiving the #iteachmsu E...
Posted by:
PEDAGOGICAL DESIGN
Monday, Aug 2, 2021
Posted on: Center for Teaching and Learning Innovation
NAVIGATING CONTEXT
Classroom Scenarios Sample Responses
This article provides sentence starters for various classroom scenarios, especially for Fall 2024. This post is the final part of the Civil Discourse in Classrooms series and playlist.
The following pages include scenarios with accompanying sentence starters that can help defuse or deflect speech or behavior that distracts or interrupts instruction. As always, these are context-, identity-, and classroom-dependent, and educators should use their discretion when adapting them. These scenarios are provided as a way to pre-reflect before you encounter these or similar scenarios. When the below sentence starters mention resources, you don’t need them immediately, as you can always follow-up with students when you don’t know. As educators, it is acceptable to not know the answer, to ask for time to find the right words, and to follow up after the fact with additional information.
Educator-Student Interactions and Boundaries
Scenario: You (the educator) make a remark that a student strongly reacts to.
Apologizing: “I used language that may have impacted several of you. I want to apologize, and I’ll do better in the future before using that language.”
Acknowledging: “That content of discussion must have been really heavy to deal with. I will follow-up with support resources after class, and if you want to talk more about it, [contact method].”
Acknowledging and Apologizing: “I have observed that I may have made a remark that has made some of you uncomfortable, and I apologize and promise this will be a learning moment for me.”
Scenario: A student directly asks you who you will vote for or your stance on a political issue.
The MSU Faculty Handbook states, “As citizens, the faculty/academic staff members of Michigan State University have the same rights and responsibilities of free speech, thought, and action as all citizens of the United States. Their position, however, imposes special obligations, such as emphasizing that they are not institutional spokespersons, and exercising appropriate restraint.” Some examples of reinforcing boundaries are below.
Reinforcing Boundaries: “Voting is a deeply personal decision for many folks. If you’re wanting to know more about the process to vote, I’m happy to provide those resources for you.”
Reinforcing Boundaries: “Because of my role at MSU, I’m going to keep my political positions to myself.”
Reinforcing Boundaries: “I have many deeply held beliefs that inform my decision to vote, and for whom I vote. In the classroom, I am focused on course content and making sure this is a place where all students can learn.”
Reinforcing Boundaries: “As a teacher, I’m here to teach you how to think, not what to think. As a voter, you should base your voting decision on the candidates’ stance on different issues, not on who others vote for.”
Redirecting to Course: “That political stance has been discussed in our field quite a bit. Would you like some scholarship on those various views in this field?.”
Defusing through Humor (humor is extremely context-dependent and may escalate tensions, so use discretion by choosing that path): “I can't tell you who I'm voting for, but I can tell you that whoever invents automatic sock sorters has my full endorsement!”
Classroom Disruption and Conflict
Scenario: Two students enter into a verbal disagreement that persists and intrudes on the instruction in the class.
Redirecting: “Let’s remember that our classroom norms mention that we respect class instruction time and our peers within the classroom.”
Acknowledging and Redirecting: “I notice y’all have some pretty strong emotions right now and that might be difficult. Right now, we need to turn our attention to the course instruction time, and we can chat after class to discuss more.”
Redirecting: “Is the discussion related to [teaching topic]? If not, I’ll have to ask you two to respect your classmates’ time and discuss this after class.”
Scenario: A student stands up in class and begins to speak loudly with the intent of disrupting or stopping instruction.
Ideally, refer to an existing norm or policy stated in the syllabus that clearly defines acceptable discourse practices in your classroom.
Listening and Redirecting: “I hear you, and your opinion matters. Right now is a time to focus on class content. Let’s continue this after class.”
Listening and Redirecting: “Thank you for your input, but right now, we need to continue with the course content for everyone’s learning.”
Defusing: If comfortable, you may want to use proximity to get closer to the student and calmly ask, “Please take a seat so I can continue instruction. If that’s not possible today, I’d be happy to catch up with you about course materials in office hours.”
Scenario: A student makes a particularly incendiary remark that clearly affects others in the room.
Acknowledging and Defusing: “I just want to take a moment here to recognize that those words may have impacted others in the room. As discussed in our community norms, we don’t use disparaging remarks in class. It’s my goal to keep our discourse focused on course content and to uphold our discourse norms so all are comfortable learning here.”
Acknowledging and Defusing: “Thank you for sharing and it sounds like you’re really feeling strongly about that issue. For now, we want to be cognizant that those words may have negative connotations for others. In order to abide by our classroom norms, we should not use phrases like that. “
Acknowledging and Defusing: “I think that we’ve heard some pretty heavy things, and I know that it can be helpful to take some time to process before we return to course material. Let’s take a brief moment for us all to channel our thoughts in a free write about this. ”
Naming Expectations: “These types of remarks can make students in this classroom uncomfortable. I will have to ask you to stop using this language in order to make this a respectful learning environment.”
Naming Expectations: “You know, that comment was outside the bounds of what’s acceptable in this class. I am going to return to the subject at hand.”
Scenario: A major news event distracts multiple students or otherwise interrupts the normal operations of the class.
Acknowledging and Defusing: “I wanted to acknowledge [event]. This is a heavy and difficult topic, and I want to take a moment to give us all time to process. We’ll try to move back into course content once we take a collective breath.”
Acknowledging and Defusing: “I know many of us may not be able to be fully present today because of [event]. I am going to do my best to move on with class, but I will post today’s core content online as well, for you to navigate when you are in a space to learn. You should review this before our next class on [day].”
Acknowledging and Redirecting: “Today may be hard for us today. We have some stress relief activities on campus for anyone who wants to participate [e.g., direct to therapy dogs on campus, other college/department stress relief or wellness activities happening].”
Political Engagement and Class Participation
Scenario: A student tells you they will miss class to attend a political event or protest.
Acknowledging and Setting Expectations: “Thank you for letting me know ahead of time, and that is your choice. If that is the case, the outcome for that decision in this course is [policy].”
Acknowledging and Setting Expectations: “I appreciate you letting me know and that is your right as a student. In terms of this course, you have [X] excused absences with no questions asked and this can count toward that.”
Acknowledging and Setting Expectations: “Just a reminder that this will overlap with our exam, and the policy on that is [policy].”
Acknowledging: “While I cannot comment on your decision to attend the event, as a teacher, I will ask you to please prioritize your personal safety when attending the event.”
Scenario: A student asks for an extension on an assignment or leniency on a grade due to political or protest activity on campus or more broadly in the world.
Acknowledging: “That sounds like you are trying to balance a lot. Your options in this case are [provide options for your course].”
Acknowledging and Setting Expectations: “You have the absolute right to protest; however, this extension would count toward your one late assignment submission. Is that something you’d like to use in this case?”
Acknowledging and Setting Expectations: “You are definitely free to make that decision, but there are consequences in the class for late assignments, which means [policy].”
Interpersonal Interactions and Political Concerns
Scenario: A student tells you that interactions with their peers on a course project made them uncomfortable or feel unsafe because of its politically-charged tone.
Please note that Mandatory Reporter guidelines apply to all RVSM and Title IX related statements.
Instruct the class on how to work with people who may have different points of view than you, with an emphasis on focusing on completing the group assignment and using respectful language and manners during work time. Also, decide whether allowing students to form their own groups would be a better way to avoid this situation from reoccurring.
Acknowledging and Defusing: “I’m so sorry to hear you did not feel safe in this course, and I appreciate you letting me know. What supports or modifications do you currently need to feel safer in the course?”
Acknowledging and Defusing: “Thank you for telling me. That must have been hard to do. Because this course does overlap with political topics, sometimes this may occur, but in the meantime, what would make you feel safer in these interactions in the future?”
Acknowledging and Defusing: “That sounds really difficult, and I’m so sorry that happened. Let’s discuss how you can still get the most out of this assignment?”
Scenario: A student comments to you about political or social remarks they heard another faculty or staff member make.
Reinforcing Boundaries: “Everyone’s stances are their personal decisions and sometimes we may disagree with others, but they still have the right to that expression.”
Redirecting to the Course: “That sounds like it upset you, and I’m sorry that happened. In this course, we will keep course content focused on the course learning goals.”
Resources
President Guskiewicz’s video on free speech and civil discourse
MSU’s Freedom of Speech
MSU Dialogues
MSU Votes
MSU Student Activism
Tuft’s Free Speech and Inclusion on Campus
Bridging Differences Playbook
Inclusive and Civil Classrooms
Maintaining Campus Community During the 2024 Election
Return to the Civil Discourse in the Classroom playlist.
The following pages include scenarios with accompanying sentence starters that can help defuse or deflect speech or behavior that distracts or interrupts instruction. As always, these are context-, identity-, and classroom-dependent, and educators should use their discretion when adapting them. These scenarios are provided as a way to pre-reflect before you encounter these or similar scenarios. When the below sentence starters mention resources, you don’t need them immediately, as you can always follow-up with students when you don’t know. As educators, it is acceptable to not know the answer, to ask for time to find the right words, and to follow up after the fact with additional information.
Educator-Student Interactions and Boundaries
Scenario: You (the educator) make a remark that a student strongly reacts to.
Apologizing: “I used language that may have impacted several of you. I want to apologize, and I’ll do better in the future before using that language.”
Acknowledging: “That content of discussion must have been really heavy to deal with. I will follow-up with support resources after class, and if you want to talk more about it, [contact method].”
Acknowledging and Apologizing: “I have observed that I may have made a remark that has made some of you uncomfortable, and I apologize and promise this will be a learning moment for me.”
Scenario: A student directly asks you who you will vote for or your stance on a political issue.
The MSU Faculty Handbook states, “As citizens, the faculty/academic staff members of Michigan State University have the same rights and responsibilities of free speech, thought, and action as all citizens of the United States. Their position, however, imposes special obligations, such as emphasizing that they are not institutional spokespersons, and exercising appropriate restraint.” Some examples of reinforcing boundaries are below.
Reinforcing Boundaries: “Voting is a deeply personal decision for many folks. If you’re wanting to know more about the process to vote, I’m happy to provide those resources for you.”
Reinforcing Boundaries: “Because of my role at MSU, I’m going to keep my political positions to myself.”
Reinforcing Boundaries: “I have many deeply held beliefs that inform my decision to vote, and for whom I vote. In the classroom, I am focused on course content and making sure this is a place where all students can learn.”
Reinforcing Boundaries: “As a teacher, I’m here to teach you how to think, not what to think. As a voter, you should base your voting decision on the candidates’ stance on different issues, not on who others vote for.”
Redirecting to Course: “That political stance has been discussed in our field quite a bit. Would you like some scholarship on those various views in this field?.”
Defusing through Humor (humor is extremely context-dependent and may escalate tensions, so use discretion by choosing that path): “I can't tell you who I'm voting for, but I can tell you that whoever invents automatic sock sorters has my full endorsement!”
Classroom Disruption and Conflict
Scenario: Two students enter into a verbal disagreement that persists and intrudes on the instruction in the class.
Redirecting: “Let’s remember that our classroom norms mention that we respect class instruction time and our peers within the classroom.”
Acknowledging and Redirecting: “I notice y’all have some pretty strong emotions right now and that might be difficult. Right now, we need to turn our attention to the course instruction time, and we can chat after class to discuss more.”
Redirecting: “Is the discussion related to [teaching topic]? If not, I’ll have to ask you two to respect your classmates’ time and discuss this after class.”
Scenario: A student stands up in class and begins to speak loudly with the intent of disrupting or stopping instruction.
Ideally, refer to an existing norm or policy stated in the syllabus that clearly defines acceptable discourse practices in your classroom.
Listening and Redirecting: “I hear you, and your opinion matters. Right now is a time to focus on class content. Let’s continue this after class.”
Listening and Redirecting: “Thank you for your input, but right now, we need to continue with the course content for everyone’s learning.”
Defusing: If comfortable, you may want to use proximity to get closer to the student and calmly ask, “Please take a seat so I can continue instruction. If that’s not possible today, I’d be happy to catch up with you about course materials in office hours.”
Scenario: A student makes a particularly incendiary remark that clearly affects others in the room.
Acknowledging and Defusing: “I just want to take a moment here to recognize that those words may have impacted others in the room. As discussed in our community norms, we don’t use disparaging remarks in class. It’s my goal to keep our discourse focused on course content and to uphold our discourse norms so all are comfortable learning here.”
Acknowledging and Defusing: “Thank you for sharing and it sounds like you’re really feeling strongly about that issue. For now, we want to be cognizant that those words may have negative connotations for others. In order to abide by our classroom norms, we should not use phrases like that. “
Acknowledging and Defusing: “I think that we’ve heard some pretty heavy things, and I know that it can be helpful to take some time to process before we return to course material. Let’s take a brief moment for us all to channel our thoughts in a free write about this. ”
Naming Expectations: “These types of remarks can make students in this classroom uncomfortable. I will have to ask you to stop using this language in order to make this a respectful learning environment.”
Naming Expectations: “You know, that comment was outside the bounds of what’s acceptable in this class. I am going to return to the subject at hand.”
Scenario: A major news event distracts multiple students or otherwise interrupts the normal operations of the class.
Acknowledging and Defusing: “I wanted to acknowledge [event]. This is a heavy and difficult topic, and I want to take a moment to give us all time to process. We’ll try to move back into course content once we take a collective breath.”
Acknowledging and Defusing: “I know many of us may not be able to be fully present today because of [event]. I am going to do my best to move on with class, but I will post today’s core content online as well, for you to navigate when you are in a space to learn. You should review this before our next class on [day].”
Acknowledging and Redirecting: “Today may be hard for us today. We have some stress relief activities on campus for anyone who wants to participate [e.g., direct to therapy dogs on campus, other college/department stress relief or wellness activities happening].”
Political Engagement and Class Participation
Scenario: A student tells you they will miss class to attend a political event or protest.
Acknowledging and Setting Expectations: “Thank you for letting me know ahead of time, and that is your choice. If that is the case, the outcome for that decision in this course is [policy].”
Acknowledging and Setting Expectations: “I appreciate you letting me know and that is your right as a student. In terms of this course, you have [X] excused absences with no questions asked and this can count toward that.”
Acknowledging and Setting Expectations: “Just a reminder that this will overlap with our exam, and the policy on that is [policy].”
Acknowledging: “While I cannot comment on your decision to attend the event, as a teacher, I will ask you to please prioritize your personal safety when attending the event.”
Scenario: A student asks for an extension on an assignment or leniency on a grade due to political or protest activity on campus or more broadly in the world.
Acknowledging: “That sounds like you are trying to balance a lot. Your options in this case are [provide options for your course].”
Acknowledging and Setting Expectations: “You have the absolute right to protest; however, this extension would count toward your one late assignment submission. Is that something you’d like to use in this case?”
Acknowledging and Setting Expectations: “You are definitely free to make that decision, but there are consequences in the class for late assignments, which means [policy].”
Interpersonal Interactions and Political Concerns
Scenario: A student tells you that interactions with their peers on a course project made them uncomfortable or feel unsafe because of its politically-charged tone.
Please note that Mandatory Reporter guidelines apply to all RVSM and Title IX related statements.
Instruct the class on how to work with people who may have different points of view than you, with an emphasis on focusing on completing the group assignment and using respectful language and manners during work time. Also, decide whether allowing students to form their own groups would be a better way to avoid this situation from reoccurring.
Acknowledging and Defusing: “I’m so sorry to hear you did not feel safe in this course, and I appreciate you letting me know. What supports or modifications do you currently need to feel safer in the course?”
Acknowledging and Defusing: “Thank you for telling me. That must have been hard to do. Because this course does overlap with political topics, sometimes this may occur, but in the meantime, what would make you feel safer in these interactions in the future?”
Acknowledging and Defusing: “That sounds really difficult, and I’m so sorry that happened. Let’s discuss how you can still get the most out of this assignment?”
Scenario: A student comments to you about political or social remarks they heard another faculty or staff member make.
Reinforcing Boundaries: “Everyone’s stances are their personal decisions and sometimes we may disagree with others, but they still have the right to that expression.”
Redirecting to the Course: “That sounds like it upset you, and I’m sorry that happened. In this course, we will keep course content focused on the course learning goals.”
Resources
President Guskiewicz’s video on free speech and civil discourse
MSU’s Freedom of Speech
MSU Dialogues
MSU Votes
MSU Student Activism
Tuft’s Free Speech and Inclusion on Campus
Bridging Differences Playbook
Inclusive and Civil Classrooms
Maintaining Campus Community During the 2024 Election
Return to the Civil Discourse in the Classroom playlist.
Posted by:
Bethany Meadows
Posted on: Center for Teaching and Learning Innovation
Classroom Scenarios Sample Responses
This article provides sentence starters for various classroom scena...
Posted by:
NAVIGATING CONTEXT
Tuesday, Aug 13, 2024
Posted on: GenAI & Education
ChatGPT FAQ for MSU Educators
ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.
What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?
Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue.
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education.
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students.
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.
Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators
Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus.
MSU policies and resources related to academic integrity:
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity
Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools, what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:
Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School
Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)
Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist
EDLI (Enhanced Digital Learning Initiative) and Broad College
Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023
OSSA (Office of Student Support & Accountability) and MSU Policy
When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity
Spartan Newsroom and MSU Today
Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement
Additional Resources:
Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington
Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.
What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?
Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue.
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education.
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students.
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.
Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators
Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus.
MSU policies and resources related to academic integrity:
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity
Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools, what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:
Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School
Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)
Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist
EDLI (Enhanced Digital Learning Initiative) and Broad College
Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023
OSSA (Office of Student Support & Accountability) and MSU Policy
When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity
Spartan Newsroom and MSU Today
Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement
Additional Resources:
Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington
Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023
Authored by:
Sue Halick and Cui Cheng
Posted on: GenAI & Education
ChatGPT FAQ for MSU Educators
ChatGPT FAQ for MSU Educators
This Q&A is for educators who are...
This Q&A is for educators who are...
Authored by:
Friday, Aug 2, 2024
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
MSU Libraries OER Program Award Call for Applications Now Open
The MSU Libraries’ Open Educational Resources (OER) Award Program call for applications for the academic year 2022-2023 is now open.
Now in its 4th year, the OER Award Program provides financial incentives and support to instructors interested in adopting, adapting, or creating OER as an alternative to traditional learning materials to advance our goals of affordability, access, equity, and student success.
You can download the Call for Proposals overview to learn more about the application categories, eligibility, participation requirements, timelines, and criteria for evaluation.
Application forms are available in the OER LibGuide. The deadline for submission is January 16, 2023. The OER Advisory Committee will meet to review applications, and we will notify successful awardees on February 10, 2023.
Regina Gong, OER & Student Success Librarian, offers a one-on-one project consultation if you have questions about the OER Award program and the application categories. You can send an email to Regina at gongregi@msu.edu to schedule a project consultation.
Now in its 4th year, the OER Award Program provides financial incentives and support to instructors interested in adopting, adapting, or creating OER as an alternative to traditional learning materials to advance our goals of affordability, access, equity, and student success.
You can download the Call for Proposals overview to learn more about the application categories, eligibility, participation requirements, timelines, and criteria for evaluation.
Application forms are available in the OER LibGuide. The deadline for submission is January 16, 2023. The OER Advisory Committee will meet to review applications, and we will notify successful awardees on February 10, 2023.
Regina Gong, OER & Student Success Librarian, offers a one-on-one project consultation if you have questions about the OER Award program and the application categories. You can send an email to Regina at gongregi@msu.edu to schedule a project consultation.
Authored by:
Regina Gong
Posted on: #iteachmsu
MSU Libraries OER Program Award Call for Applications Now Open
The MSU Libraries’ Open Educational Resources (OER) Award Program c...
Authored by:
PEDAGOGICAL DESIGN
Wednesday, Oct 19, 2022
Posted on: #iteachmsu Educator Awards
PEDAGOGICAL DESIGN
College of Agriculture and Natural Resources 2022 #iteachmsu Educator Award Recipient
The following is a list of the educators receiving the #iteachmsu Educator Award from College of Agriculture and Natural Resources. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Tyler Becker: Dr. Becker is a wonderful colleague and faculty member. He cares deeply about teaching and students. He continually works to improve and expand his teaching skills. He applies those skills to HN250 as a co-instructor working with me to regularly adapt and update the course. He instructs and interacts with students across the continuum of our curriculum impacting students in our major all along their journey. It is a pleasure to work with him as a colleague here at MSU. Thank you for all that you do for our students and colleagues here at MSU.
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Tyler Becker: Dr. Becker is a wonderful colleague and faculty member. He cares deeply about teaching and students. He continually works to improve and expand his teaching skills. He applies those skills to HN250 as a co-instructor working with me to regularly adapt and update the course. He instructs and interacts with students across the continuum of our curriculum impacting students in our major all along their journey. It is a pleasure to work with him as a colleague here at MSU. Thank you for all that you do for our students and colleagues here at MSU.
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Posted by:
Makena Neal
Posted on: #iteachmsu Educator Awards
College of Agriculture and Natural Resources 2022 #iteachmsu Educator Award Recipient
The following is a list of the educators receiving the #iteachmsu E...
Posted by:
PEDAGOGICAL DESIGN
Wednesday, May 4, 2022
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Fostering Inclusive Learning: MSU's Approach to Religious Accommodations
MSU’s religious observance policy is in place to ensure that students and their instructors are free to observe cultural and religious traditions without academic penalty. This year, with Finals Week falling at a time when many religious observances are likely to be happening, it is worth reflecting on how we as educators can best build a culture of flexibility and accommodation into our teaching. Each class and each scenario will require a unique response, so blanket policy statements can only provide broad guidance; our responses when accommodation requests come in must be bounded by that guidance, but must also be responsive to the specific demands of our class and the individual needs of the students making the requests.
MSU's religious observance policy underscores the importance of believing students' needs for accommodations without requiring them to prove their religious commitments. It's crucial for instructors to be open and encouraging towards such self-advocacy, creating a classroom atmosphere that is both welcoming and safe, while providing clear mechanisms for students to communicate with the instructor any accommodation requests that they may have.
It’s also essential to acknowledge that accommodations need to be flexible and tailored to the specific context of each class, considering factors such as course size, modality, type, timing, structure, and many others. Instructors should be responsive to the needs of their individual students, adapting as necessary while keeping the educational objectives in focus. The goal is always to ensure an equitable learning experience, which is more easily accomplished when a class employs the principles of Universal Design for Learning.
By being open to modifying our approaches based on the unique needs and circumstances of our students, we can create a more inclusive and supportive learning environment. This not only benefits students who require accommodations but enriches the educational experience for the entire class.
MSU's religious observance policy underscores the importance of believing students' needs for accommodations without requiring them to prove their religious commitments. It's crucial for instructors to be open and encouraging towards such self-advocacy, creating a classroom atmosphere that is both welcoming and safe, while providing clear mechanisms for students to communicate with the instructor any accommodation requests that they may have.
It’s also essential to acknowledge that accommodations need to be flexible and tailored to the specific context of each class, considering factors such as course size, modality, type, timing, structure, and many others. Instructors should be responsive to the needs of their individual students, adapting as necessary while keeping the educational objectives in focus. The goal is always to ensure an equitable learning experience, which is more easily accomplished when a class employs the principles of Universal Design for Learning.
By being open to modifying our approaches based on the unique needs and circumstances of our students, we can create a more inclusive and supportive learning environment. This not only benefits students who require accommodations but enriches the educational experience for the entire class.
Authored by:
Jeremy Van Hof
Posted on: #iteachmsu
Fostering Inclusive Learning: MSU's Approach to Religious Accommodations
MSU’s religious observance policy is in place to ensure that studen...
Authored by:
PEDAGOGICAL DESIGN
Tuesday, Mar 19, 2024