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The Setting the Tone from the Start workshop and its associated resources are meant to support course instructors to intentionally design the start of their courses, including practices for before and during the first class session that help connect you to your students and build community. In August 2024, it was held as part of the CTLI's Semester Start-Up programming for MSU educators. We shared actionable strategies that lay the groundwork for an engaging and inclusive course experience from day one including items related to:

syllabi, expectation setting, and pedagogical transparency
checking in on learner needs throughout the term
building classroom community

We ended the workshop by completing individualized Action Plans where instructors listed their next steps (immediate, during the semester, and before next semester) framed as S.M.A.R.T. goals. You can adapt this Action Plan for a mid-semester context, as well as prepare for the next term.You can access the slide deck for this workshop here including links to many MSU resources for course instructors.A recording of the Fall 2023 version of this workshop, facilitated by Makena Neal and Ellie Louson, is available below.Feel free to reach out to CTLI Educational Developers Ellie Louson and/or Bethany Meadows (Inclusive Pedagogy Specialist), if you have any questions about Setting the Tone from the Start or these resources.Photo by Brooke Cagle on Unsplash

MSU seeks new ideas aimed at improving the digital learning experience. Incorporating digital strategies to support pedagogy can enhance students’ learning experiences and offer efficiencies in assessment and analysis. Many digital learning innovations impacting institutional initiatives at scale often start small. Innovations may spring from novel pedagogical approaches in individual courses, as collaborative experiments across disciplines, or the result of student feedback and needs analysis. We recognize the value of providing support and resources to change the student experience for the better. MSU's Center for Teaching and Learning Innovation is committed to facilitating new ideas and announces the following call for proposals for the Catalyst Innovation Program.
Catalyst Innovation Program
The Catalyst Innovation Program seeks to fund creative and innovative uses of tools, technology, and pedagogical approaches up to $10,000 for the purposes of allowing experimentation in spaces with the potential to enhance student learning experiences.
Please note that these funds are intended to fund software, technology, and/or services but are not able to support salary lines, including faculty, staff, undergraduate and graduate students. We are especially interested in proposals that include one or more of the following criteria:
Learning

Demonstrate learning, conceptual understanding, or increased content knowledge

Inclusivity and Accessibility

Increase access, as defined as “providing the means for all qualified, motivated students to complete courses, degrees, or programs in their disciplines of choice (Online Learning Consortium, n.d.; MSU Learning Design Strategy.)” For example, reduced or zero cost to students beyond tuition, universally designed experiences, and the like
Contribute to more equitable and inclusive digital learning experiences and environments
Experiences that are universally designed and accessible

Feedback and Adaptivity

Increase formative feedback (assessment for learning)
Provide learning analytics to educators to enable adaptive or personalized pedagogy
Provide mechanisms for student input and collaboration
Increase student engagement as defined by your discipline. For example as increased participation, collaboration, peer learning, and so on

Proposals
Proposals should include a description of the innovation and idea, implementation approach, evaluation and assessment plan, and budget. Click the following link to apply (Application closed)
Timeline

The Call for Proposals opens: December 16, 2021
Proposals are due: 5:00 pm EST, January 21, 2022
Awards will be announced: February 7, 2022
Once awarded, funding is available through June 30, 2022.  

Selection Criteria

Completeness of the idea proposal

Clearly explained potential impact on student engagement, mastery, or success
Challenge or shift current teaching and learning practices

Readiness to implement

Plan to implement during the funding period in an existing course or program

Opportunity for scale/re-use
Assessment and evaluation plan for your project
Proposed budget
Alignment with MSU Learning Design Strategy

Quality
Inclusivity
Connectivity


References
https://onlinelearningconsortium.org/about/quality-framework-five-pillars/
http://lds.msu.edu

This article is a component of the Resources for Teaching After Crisis playlist.
Teaching on the Day After a Crisis by Alex Shevrin Venet, Unconditional Learning [blog] This morning, thousands of teachers are walking into classrooms across the country, trying to show up for their students after a national crisis. A crisis within a crisis, really, as that “walk into the classroom” might look like logging onto Zoom. How do we show up for our kids when we feel shattered, too? How can we help others feel safe when we feel unsafe?
Navigating Discussions Following a School Shooting A special The Moment section from Learning for Justice magazine, by Southern Poverty Law Center [online magazine section]This edition of The Moment shares resources to help educators support students after a school shooting. Its 3 articles are “When Bad Things are Happening” “Showing up strong for yourself—and your students—in the aftermath of violence” and “A love letter to teachers after yet another school shooting.”
On Days Like These, Write. Just Write. by Tricia Ebarvia on Moving Writers website [blog post]This article for writing instructors recommends giving students time and space to write to help reflect and process their experiences. Written in the aftermath of the Parkland school shooting.
Resources for Talking and Teaching About the School Shooting in FloridaNew York Times article by Natalie Proulx and Katherine Schulten [article]Features suggestions from teachers, recommendations, and conversation topics for students (13+) about school shootings. Also has age-appropriate reading suggestions and class activity prompts, offers some history and political context around school shootings and gun control debates, and discusses feeling “numb” to violence.
PERSPECTIVE: Teaching Through Traumaby Dave Stieber for TRiiBE, a digital media platform for Black Chicago [perspective]This article is from the point of view of a public school teacher reflecting on what educators do when a student dies.
Support Students Who Experience Trauma Edutopia article by Alex Shevrin Venet [blog post]Brief list of classroom tips and strategies to support students who are or have gone through traumatic experiences. Communicate with counselors or social workers; Provide structure and consistency; Ease transitions; Provide choice; Develop strengths and interests; Be there; Make an “out” plan; Take care of yourself.
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu

Attention Faculty, Staff and Students:  
The Center for Teaching and Learning Innovation is pleased to announce the finalists for the Teaching Center Director position. Candidates will visit campus next week. 
Each finalist will host a public presentation/open forum where they will share their views on a critical educational topic of their choice; their vision for the teaching center at MSU, and their response to a case-study scenario prepared by the search committee. You are welcome to attend in-person (details to come) or via Zoom webinar. Time will be provided for audience interaction with the candidates in each of the three segments. 
Jeremy Van Hof Public Presentation/Open Forum  
Date: Tuesday, July 25, 2023  
Time: 1:00p – 2:30p  
Location: 443 Hannah Administration Bldg. or Zoom  
Zoom Registration Link for Jeremy Van Hof’s Presentation 
 
Crystal Dawn Howell Public Presentation/Open Forum  
Date: Wednesday, July 26, 2023  
Time: 1:00p – 2:30p  
Location: 443 Hannah Administration Bldg. or Zoom  
Zoom Registration Link for Crystal Dawn Howell’s Presentation 
 
Kate Birdsall Public Presentation/Open Forum  
Date: Thursday, July 27, 2023  
Time: 1:00p – 2:30p  
Location: 443 Hannah Administration Bldg. or Zoom  
Zoom Registration Link for Kate Birdsall’s Presentation    Public presentations will be recorded and posted to the search webpage afterward and include a candidate feedback survey link.Photo adapted by Jan Huber on Unsplash

MSU seeks new ideas aimed at improving the digital learning experience. Incorporating digital strategies to support pedagogy can enhance students’ learning experiences and offer efficiencies in assessment and analysis. Many digital learning innovations impacting institutional initiatives at scale often start small. Innovations may spring from novel pedagogical approaches in individual courses, as collaborative experiments across disciplines, or the result of student feedback and needs analysis. We recognize the value of providing support and resources to change the student experience for the better. MSU's Center for Teaching and Learning Innovation is committed to facilitating new ideas and announces the following call for proposals for the Catalyst Innovation Program.
Catalyst Innovation Program
The Catalyst Innovation Program seeks to fund creative and innovative uses of tools, technology, and pedagogical approaches up to $10,000 for the purposes of allowing experimentation in spaces with the potential to enhance student learning experiences.
Please note that these funds are intended to fund software, technology, and/or services but are not able to support salary lines, including faculty, staff, undergraduate and graduate students. We are especially interested in proposals that include one or more of the following criteria:
Learning

Demonstrate learning, conceptual understanding, or increased content knowledge

Inclusivity and Accessibility

Increase access, as defined as “providing the means for all qualified, motivated students to complete courses, degrees, or programs in their disciplines of choice (Online Learning Consortium, n.d.; MSU Learning Design Strategy.)” For example, reduced or zero cost to students beyond tuition, universally designed experiences, and the like
Contribute to more equitable and inclusive digital learning experiences and environments
Experiences that are universally designed and accessible

Feedback and Adaptivity

Increase formative feedback (assessment for learning)
Provide learning analytics to educators to enable adaptive or personalized pedagogy
Provide mechanisms for student input and collaboration
Increase student engagement as defined by your discipline. For example as increased participation, collaboration, peer learning, and so on

Proposals
Proposals should include a description of the innovation and idea, implementation approach, evaluation and assessment plan, and budget. Click the following link to apply: https://msu.co1.qualtrics.com/jfe/form/SV_cSa6sOXdRCQxPtc
Timeline (Extended deadline)

The Call for Proposals opens: April 29, 2022
Proposals are due: 5:00 pm EST, June 3, 2022
Awards will be announced: June 15, 2022
Once awarded, funding is available through December, 2022.  

Selection Criteria

Completeness of the idea proposal

Clearly explained potential impact on student engagement, mastery, or success
Challenge or shift current teaching and learning practices

Readiness to implement

Plan to implement during the funding period in an existing course or program

Opportunity for scale/re-use
Assessment and evaluation plan for your project
Proposed budget
Alignment with MSU Learning Design Strategy

Quality
Inclusivity
Connectivity


References
https://onlinelearningconsortium.org/about/quality-framework-five-pillars/
http://lds.msu.edu

Thinking about how to improve your educator practice, tapping in to expertise on campus, or engaging with high-impact peers can feel intimidating. Here are a few etiquette tips to accompany Peer-Educator Dialogue Guide and Protocol.

Remember, peer-educator dialogues can be initiated for multiple reasons including: an instructor-educator looking for peer-educator feedback on a learning session observation, OR a peer-educator looking to observe a peer-educator employ a practice they'd like to incorporate/improve

Regardless, avoid engaging in a learning-expereince as a peer-educator during the first two or three weeks of a semester. 


Before going to observe the class, check with the instructor-educator to see if they would like to meet with you in advance. It helps to find out in advance about the class you will be engaging with— what the course is designed to do, what level the students are at, what the teacher is planning to do in the specific class to be observed and why. This could help you to make more sense of what it is that goes on in the learning-expereince. 

note: if you cannot meet to have this conversation due to the complex nature of schedules, it is recommended that you asynchronously ammend the Peer-Educator Dialogue Guide to ensure the engagement meets goals all around.


Double-check with the instructor-educator prior to the engagement on:

where you sit in the classroom. Many educators may not care where you sit, as long as it doesn’t interfere with instruction, but some may have preferences.

If you didn’t have a chance to meet prior to the observation, ask the instructor-educator when you arrive.


whether or not it’s all right to move around from group to group during group-work activities.
whether or not you are going to participate in activities or just observe. (Generally speaking, it’s  preferable not to participate while doing an observation. When the purpose is to observe instructor-educator, it makes more sense to focus your attention on that task.)


Arrive on time, or early — arriving late is always an interruption. And stay throughout the entire class period. Getting up and leaving early is also an interruption.
No matter how non-threatening and cooperative the peer-educator may be, learning-session observations are a necessary imposition (but an imposition nonetheless). As peer-educators, it’s good to keep this in mind when observing and let it guide your actions.

Also keep in mind that the observation should be a positive experience for both the peer-educator and the instructor-educator. Ideally, both educators will learn something as a result of the observation.


When the learning-experience ends, thank the instructor-educator (and, if possible, the learners) for inviting/allowing you to observe them.
Debriefing should be done as soon as is feasible after the class session, while the events are still fresh in mind.
In general, if you have concerns, you can ask questions to clarify some things that happened in the class

“I’m very interested in learning more about XXXX. Could you explain why you set up the XXXX activity the way you did?”
“How do you think it went?” 
The instructor-educator may have planned something that they thought was going to work marvelously, but didn’t... Or, if they noticed that it didn’t work, they may ask you for your ideas about how it could have been more effective. 


Keep in mind how you would feel if you were the one being observed, and what kinds of feedback would be most useful to you.
If you notice a number of areas where the learning-expereince could be enhanced, try not to overwhelm the instructor-educator with suggestions; limit your feedback to the areas where they are seeking feedback, or perhaps those points that seem most immediately important to address.
Share your notes and onservations from the Peer-Educator Dialogue Guide and Protocol with ONLY the instructor-educator. This practice is purely a itterative dialogue amongst peers, NOT an evaluative report to be shared with administratiors. What an instructor-educator chooses to do with your notes is up to them.

This list has been adapted from the University of Hawai'i, English Language Institute "Guidelines and Etiquette for Observers".Photo by Dom Fou on Unsplash 

General Talking Points and Conversation Guide After A Campus Incident
Beginning the Conversation.

Start by welcoming students and introducing yourself. If you have not met the student before, ask for name, pronouns, year at MSU, etc. If more than one student is present, make sure students introduce themselves to others in the space.
Thank students for attending and acknowledging the difficulty of the incident. 

Identify Goals of the conversation.

A introduction suggestion: “The goal of this conversation is to provide students an opportunity to share their immediate thoughts and feelings the incident has raised. As educators and Spartans, we would like to know how we can best support you and your peers as well as we can continue our commitment to foster community at inclusion at MSU”
It also may be helpful to mention that the goal of the space is dialogue, “Dialogue is about shared inquiry, a way of thinking and reflecting together.”
Note that students will approach this conversation from varied emotional places and that all expressions of emotions are welcomed.
Lastly some students might have clear visions of what the University should be doing as action steps. It is suggested to allow space for some of those ideas but also remind students of the intended goal.

If time is available and needed, establish Community Intentions.

This is suggested if having conversations with several students, especially if they are not an intact group. A quick and accessible way to do this is through the acronym ROPES:

R=Respect
O=Open Mindedness
P=Participation/pass (Step Up/Step Back)
E=Experiment with new ideas
S=Sensitivity/Safety (Confidentiality)



Provide a “What We Know” of the Incident.

Offer known of publicized facts of the incident. It’s often helpful to do this as a timeline, chronological order. A few suggestions from MSU Interim Deputy Police Chief Chris Rozman's statements (the late hours of 2/13/23):

The first report of shots fired came at 8:18 p.m. ET from Berkey Hall, an academic building on the northern end of campus. Officers responded to the building within minutes and found several shooting victims, including two who died.
Immediately after that, another shooting was reported at the nearby student union building. That’s where the third slain victim was found.
It’s not known how long the suspect was on campus before opening fire
Hours after the first gunshots rang out, the suspect “was contacted by law enforcement off campus,” Rozman said.
Afterward, it appeared the “suspect has died from a self-inflicted gunshot wound.”
The university has moved into emergency operations for the next two days (Feb. 14-15). Students will see a continued police presence as investigators probe multiple scenes. Classes will resume on Monday, 2/20/23




It’s important to relay to students that some information they request may not be given due to campus policy and privacy laws. Acknowledge how that might be limiting and frusterating.
Lastly, it may be helpful to provide an overview of MSU Alert processes:The Michigan State University Police Department is responsible for developing and distributing Timely Warning and Emergency Notification messages. These messages are intended to warn the community about certain crimes and notify it of potentially dangerous situations on or near campus. These messages inform community members about incidents that may pose an ongoing threat and provide information to promote safety and prevent similar crimes.
MSU Faculty, Staff, and Students: Login to the Everbridge self-help portal to manage your contact data. You will be redirected to an MSU login page to use your NetID credentials for authentication. After a successful login, you will be on the everbridge.net site to manage your information.
All information provided is kept strictly confidential and private in accordance with the Everbridge privacy policy.

The primary goal of this process is to support impacted students/de-escalation/safety, and intervention.



How Are You Feeling?/ What Do You Need?

Allow students space to share immediate feelings, reactions and thoughts. Ask what immediate needs come to mind.

Now What?/Moving Forward (Time Permitted).

Ask students what they think is needed to move the campus forward. Frame this conversation segment not only on what the campus can collectively do but also on what they can offer individually to move us forward as a community.

Closing the Space.
A few options based on of the conversation dynamic:

One word check in to capture how they are
One thing they are willing to continue to support inclusivity and fostering community at MSU


Adapted from a draft by Dre Domingue, Assistant Dean of Students for Diversity & Inclusion at Davidson College, November 2018

Catalyst Innovation Program
MSU is dedicated to enhancing digital learning experiences for students. The Center for Teaching and Learning Innovation (CTLI) is committed to supporting new ideas to improve the student experience through seed grant opportunities that align with the program's goals of enhancing digital learning experiences and inclusivity. By integrating digital strategies into pedagogy, we can enrich student learning and streamline assessment and analysis. Many impactful digital learning innovations at the institutional level often begin with small, experimental projects. These innovations may arise from unique pedagogical approaches in individual courses, cross-disciplinary collaborations, or responses to student feedback and needs analysis. This funding program is intended for one-time, just-in-time funding, to test ideas or achieve incremental improvement. Proposals that require recurring funding to sustain the innovation should be specific for how they are seeking on-going funding outside of the Catalyst Innovation Program.
How to Apply
Catalyst Innovation Program (CIP) proposals must be submitted through our application portal. Participants should include the following in their proposals:


Description (aim, hypothesis, and rationale) of the innovation project and idea


Implementation approach


Evaluation and assessment plan


Budget with rationale


Link to Application
Review Process and Evaluation Criteria
The Catalyst Innovation Program offers up to $10,000 in funding for creative and innovative uses of tools, technology, and pedagogical approaches. These funds are intended for experimentation in areas with the potential to enhance student learning experiences on a digitally-immersed, global campus. Please note: Funds are restricted, and designated only for one-time expenses of software, technology, equipment, and services (either external vendors or internal through a service center with a controller’s office approved ratesheet). Catalyst funds cannot be used for salary lines or recurring expenses.
Our priorities include:

Articulates clear alignment of the project to a student learning objective(s) e.g., “Students will enhance their systems thinking skills by using the virtual reality program Noda to build concepts maps collaboratively.”
Aims to increase access, as defined as “providing the means for all qualified, motivated students to complete courses, degrees, or programs in their disciplines of choice" (Online Learning Consortium, n.d.) e.g., universally designed experiences.
Fosters more equitable and inclusive digital learning environments e.g., making course materials more accessible.
Utilizes learning analytics to enable adaptive or personalized pedagogy.
Incoporates mechanisims and/or tools for implementing real-world and innovative assessment strategies.
Incorporates mechanisms and/or tools for increasing student engagement e.g., through participation, collaboration, peer learning, etc.

Project proposals will be evaluated by the following criteria:

It aligns well with one or more of our priorities
Readiness to implement
Opportunity for scalability or reuse in a different course
Well-articulated assessment and evaluation plan
Solid plan for sustainability

We will not fund proposals that:


Request funding for salary lines, direct hourly-payroll, or personal compensation.


Lack a clear plan for implementation, evaluation, or sustainability (for the future outside of the one-time grant).


Do not align with the program's goals of enhancing digital learning experiences and inclusivity.


Intend to start a software or other educational technology pilot that is used by more than one instructor or more than one course. These should seek advice from MSU IT.


Important Dates:

Preparing for Catalyst - Information Session: 2:00-3:00pm, Friday, February 28, 2025 (Online link, recording, slides)
The Call for Proposals opens: Friday, February 28, 2025 (application link)
Proposals are due: Monday, March 31, 2025 at 11:59pm
Awards will be announced: Saturday, April 12, 2025

Funding available through: In the current semester or before the next. Also, by Jun. 30, 2025 (Preference will be given to projects that can utilize the award before this deadline). *This grant happens twice a year in the Spring and the Fall.
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