We found 80 results that contain "belonging"

Diversity Employers is a career database with the goal of providing professional and career information to African Americans, Asian Americans and Pacific Islanders, Latino/Hispanic Americans, Native Americans and women.

If you are concerned about a student, employee or other individual for any reason, please consider making a CAIT referral — this is the centralized reporting system at MSU.
The Care and Intervention Team consists of university personnel with expertise in student affairs, mental and physical health, student conduct, human resources, and law enforcement/campus safety.
Membership on the Care and Intervention Team represents an ongoing commitment to the mission of the Care and Intervention Team. Team members are critical to the functioning of the team. They are responsible for completing ongoing training, attending meetings, and assisting with follow-up and intervention as designated by their membership category.
CAIT Mission
The Care and Intervention Team strives to promote individual well-being and success, while also prioritizing community safety. Utilizing a collaborative and proactive approach, the team is committed to identifying, preventing, assessing, intervening, and reducing threats to the safety and well-being of the MSU community.
CAIT Goals

Provide a safe and supportive physical and emotional environment for members of the university community. 
Identify, assess, and intervene with individuals who are struggling or who demonstrate concerning or threatening behavior.  
Provide support and resources to community members who are concerned for another individual.

When should I refer a student or employee?
Make A Referral

This summer, the Center for Teaching and Learning Innovation is launching two asynchronous courses for educators: Inclusive Pedagogy and Welcome to Teaching. These two courses represent early offerings in what will be an expansive suite of self-paced, asynchronous educator development programming that will roll out throughout the 2025-2026 academic year.
Inclusive Pedagogy CTLI Course
This self-paced course is designed for MSU educators—broadly defined to include not only faculty and instructors, but also advisors, librarians, teaching assistants, instructional designers, coaches, Extension educators, and anyone involved in teaching, learning, or student success. In this course, you’ll explore the foundations of inclusive pedagogy and how it can be applied in your unique context. You’ll engage with videos, readings, reflections, and activities across seven modules, each building toward practical strategies for creating more inclusive educational spaces. The course is now available for self-enroll and offered in D2L. 
 
Welcome to Teaching CTLI Course [Forthcoming in early Fall 2025]
Discover the foundations of effective teaching at MSU through this self-paced online course designed for educators across roles and disciplines. Through CTLI-curated content, you’ll examine key principles of quality instruction, learn practical strategies for creating equitable and engaging learning environments, and build your understanding of pedagogy and instructional design within the context of Michigan State University—all on your own schedule. Whether you're new to teaching or looking to refresh your practice, this course offers a meaningful entry point to MSU’s commitment to teaching and learning for student success.

Neighborhood Engagement Centers Services: The Engagement Centers, located in each Neighborhood, are also home to the Math Learning Center, the Writing Center, the Social Science Help Room, and other academic support services to assist students with math coursework, writing papers, and other academic subjects. The NSSC provides academic and wellness support through midterm and finals preparation events. Peer Educators are another academic service that works with students on various academic skills like “learning how to learn,” time management skills, study skills, goal setting, test preparation, and provide tutoring in chemistry, physics, computer science, and more. In addition to academic support, the Neighborhoods offers Career and Major Exploration resources and various health and wellness resources through Recreation and Fitness Programs, the Health Clinic, and Counseling and Psychiatric services. Intercultural Dialogues and Identity Consciousness programs are resources to support the inclusion and equity of students.
Visit and Connect with an Engagement Center: For more information about NSSC programs or resources, visit https://nssc.msu.edu and follow the NSSC on Instagram at @nsscmsu. To schedule an appointment, email nssc@msu.edu.

Topic Area: Student Success
Presented By: Jesse Beal, Heather Shea
Abstract:
In this interactive, data- and practice-informed presentation, we will explore LGBTQA+ student success as a vital component of University student success efforts. Due to the lack of data on traditional student success metrics (persistence, retention, time to degree, and graduation) for LGBTQA+ students, LGBTQA+ student success work must be creative, collaborative, cross-disciplinary, and expansive. We will show how developing LGBTQA+ inclusive policies and practices supports student success and increases a sense of belonging. We will share the impact of implementing LGBTQA+ inclusive data collection practices on understanding student success on other campuses. We will explore the mental health challenges LGBTQA+ students face due to LGBTQA+ oppression, how these challenges have intensified during the COVID-19 pandemic, available mental health support services, and promising practices for intervention and support. We will also discuss ways in which each of us, as educators, can make a real and tangible difference for our LGBTQA+ students. The ability of LGBTQA+ students to learn, develop, and succeed is inextricably tied to their sense of belonging and the support provided to them by the University to face and overcome challenges. This session will provide an introduction to theories of LGBTQA+ student success, as well practical application, creative solutions, and methods of intervention.

There are a variety of considerations when it comes to course content. Now, if you’re close to the start of the semester, it is likely that you have already chosen (and submitted to the Registrar Office) your textbook and/or required materials for student purchase. Please consider the following when selecting your supplemental course content (additional materials, case studies, scenarios, etc.)... and for your primary texts next term. 
Diversifying voice - who is represented?
“Does your syllabus demonstrate to students that everyone has a place in your field of study? … Pedagogically, we might find it challenging to create a sense of belonging in a course when some students cannot imagine themselves as part of the community of scholarship and practice” (Marcella Addy et al., 2021, p. 52). Wow, that statement is really powerful, especially considering some recent scholarship. Schucan Bird and Pitman (2020) found, after an analysis of reading lists, that the reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff (dominated by white, male, and Eurocentric authors). Despite challenges across disciplines and settings, educators should make every effort to center students in their course design and make course materials a descriptive representation of the student body itself (Schucan Bird & Pitman, 2020). This shift can include showcasing the contributions of marginalized groups (Blackburn, 2017) with greater representation of perspectives, histories and approaches of scholars (Le Grange, 2016), along with adopting efforts to decolonialize teaching and learning (Phillips & Archer-Lean 2018). 
Looking for ways to get started? Colleagues at Tufts University Libraries (according to this Inside Higher Ed article) have noted that diversifying your course materials to include content about and by marginalized scholars (groups whose characteristics result in the systematic denial of equal rights and opportunities within a community or society including but not limited to race, socioeconomic status, gender identity, sexual orientation)  helps to “foster an environment that includes knowledge that has been systematically excluded from academia.” You might…

Considering diverse authorship of readings (ethnicity, gender, geographic location)
Inviting guest speakers who bring different perspectives
Using diverse audio and visual materials, such as films, interviews and TED talks
Incorporating readings that challenge standard approaches
Using primary research with authorship that reflects local collaborators
Offering multiple perspectives in assigned readings and letting students choose what to read or discuss at times.

Faculty members “can identify resources that highlight historically underrepresented researchers and activists in our fields,” she suggests. “We can include statements and topics in syllabi to decode our courses, structures and expectations. We can work to decolonize the power dynamics of our classrooms so what students already know and experience is also seen as a valuable contribution to the learning environment,” said Bridget Trogden (presently serving as Dean of Undergraduate Education at American University). Improving diversity and inclusion of voices in educational materials isn’t necessarily difficult, educators just need to be intentional. Fuentes et al. (2021) go beyond centering authors of mariginalized backgrounds, and recommend educators transparently acknowledge their intentional material selections. The example they provide in their article Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion is, "The following text/articles for the course have been chosen in efforts to highlight the important work of historically underrepresented and marginalized scholars in the field" (Fuentes et al., 2021, p.75).
“The proof is in the data: children are more likely to have a more productive learning experience and thrive in the classroom, throughout the school and in their communities when they see themselves represented in curriculum and library materials,” said Lessa Kanani'opua Pelayo-Lozada, President of the American Library Association. If data supports diversifying reading may boost a student’s development and well-being, WHILE ALSO increasing a sense of belonging and breaking down barriers to collegiate success… what reasons do we have not to reimagine our course materials?
Accessibility of digital content
The experts at MSU IT who manage the Digital Accessibility page recommend that educators ask the following questions before adopting digital content (adapted with permission from UC-Boulder’s Digital Accessibility Program):

Ask for Publisher Information: Contact the publisher to ask them for details about the accessibility of your particular textbook and/or digital content. This should include all known accessibility issues, any workarounds that the student can use, a named point of contact, and any guidance on how to ensure any content you create within the platform is accessible.
Review your Assessments: If you use digital online quizzes, ask the publisher for a list of quiz question types that are accessible. Review your own quiz content to ensure that none of your questions rely on drag-and-drop actions, images without alt text, or other inaccessible mechanisms.
Consult with Digital Accessibility Specialists: Contact your local Accessibility Policy Liaison for support and reach out to the MSU IT Digital Experience (DigitalX) team for help evaluating your digital content at webaccess@msu.edu or call the IT Help Desk at 517-432-6200.
Notify your Students: If the digital content (including texts, assignments, tests, or online homework systems) used in your course are not fully accessible, please notify your students in your syllabus with the following statement: “This course requires the use of [name of software or service], which is currently not accessible. Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities, with documentation from the MSU Resource Center for Persons with Disabilities, may be requested by contacting [insert Professor name or "me"] at the start of the term and/or two weeks prior to the accommodation date (test, project, etc). Requests received after this date will be honored whenever possible. For questions, contact the Resource Center for Persons with Disabilities at 517.884.7273”

For more information on Digital Accessibility check out the “Course Accessibility: Commitments, Support, and Resources” article, visit the Accessibility Evaluation Questions for Digital Content page, or contact your college/department’s Web Accessibility Policy Liaison. 
Cost as a barrier to access
Buying school materials can cost a lot, creating a barrier for students and impacting their collegiate success. Taking measures to curtail expenses on mandatory learning resources is not only a stride towards rendering college more cost-effective and attainable but also promotes equity. Embedding no-cost course materials into a syllabus provides the avenue to diminish financial burdens on students, foster more inclusive access to education, and enables the repurposing, blending, and creation of course content specifically tailored to each class. According to MSU Libraries Open Educational Resources (OER) Program, OER are “teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. Examples of OER include open textbooks, videos, images, course modules, lectures, homework assignments, quizzes, lab and classroom activities, games, simulations, and other resources contained in digital media collections from around the world.” 
Diversifying Course Materials: A How-To Guide on Inside Higher Ed (previously linked) shared four additional considerations for instructors when considering their course materials.

Accessibility, affordability and adaptation
Relatability and reflection
Clarity and intentionality
Alternative perspectives

Read more about each of these four considerations at the link above and check out the resources below for more in depth from authors cited throughout this article. 
Resources

Marcella Addy, Dube, Mitchell & SoRelle (2021) What Inclusive Instructors Do. Stylus Publishing. https://doi.org/10.4324/9781003448655
Schucan Bird, K. & Pitman, L. (2020) How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79, 903–920. https://doi.org/10.1007/s10734-019-00446-9. 
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education. https://doi.org/10.20853/30-2-709.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries. https://doi.org/10.1080/0194262X.2017.1371658.
Phillips, S. R., & Archer-Lean, C. (2018). Decolonising the reading of Aboriginal and Torres Strait Islander writing: reflection as transformative practice. Higher Education Research & Development, 38(1), 24–37. https://doi.org/10.1080/07294360.2018.1539956.
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79. https://doi.org/10.1177/0098628320959979


Photo by Paul Hanaoka on Unsplash

The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Valerie shared the ways she has integrated practices in her courses to enhance and center equitable opportunities for learning!

Here are some key take-aways from Dr. Hedges:


When it comes to syllabus language, be transparent about your choices and don't be afraid to cite sources for your rationale. We ask students to cite their sources, we should too. If you need help surfacing and/or naming your pedagogical practices, contact the Center for Teaching and Learning Innovation!
Fostering a sense of belonging is important to student success. Instructors can design interactions at three levels to help promote a students sense of belonging: learner-learner interations, learner-instructor interactions, and learner-content interactions. Check out the recording (below) for more on each!
Being flexible can make a big impact.  Where and when do students in your course have a sense of choice or agency in their learning? Are you sharing content in ways that allow people multiple modes of engagement? What barriers to accessing your learning experience exist? What are your current late work policies (and why do they exist - see takeaway bullet one)?
Not all the things "we've always done" are the best way of ding things. When it comes to grading, one simple way to make your practices more equitable is to remove participation and attendance based grades. If you want to consider bigger shifts, you might think about giving students multiple attempts at quizzes. Valerie incorporates feedback and learner reflection into this practice, and has ultimately moved away from a point-based grading system to what she calls "ungrading-lite"
A more student-center course with a focus on equitable practices has ultimately contributed to a more accommodating and empathetic environment for all!

Resources for Continued Growth:
To support your ongoing professional development please consider these resources:

Slide Deck: Access Valerie’s Welcome to My Classroom slide deck which outlines why equitable pedagogy is important, shares examples of how Valerie fosters a sense of belonging through a welcoming course structure, and highlights key considerations of equity in assessments and grading.
Syllabus Example: In the Q&A following Valerie's formal presentation she shared an example of one of her course syllabi to demonstrate the language she uses to set the tone for her learning environment, describe her approach to grading, and more.
Online Discussion: Do you have excamples of equitable, inclusive educator practices that you'd be willing to share broadly? Consider adding an article describing your practice, outlining an activity, or even reflecting on an experience! You can also share how Valerie's talk sparked ideas and questions about equitable pedagogy in the comments below. Both can be done by logging in to the #iteachmsu commons (you're already here!) with your MSU netID (click "log in" in the upper right corner)! 
Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (also embedded below).

The cover photo for this article was sourced from "EquityTool". 

As an instructor, you may have questions about if your students are feeling engaged, understanding the material, feel like they belong to the classroom community, etc. A survey is a great way to check-in with your students about issues and topics such as these.  
 
Types of Survey Questions:
Open ended – Asks a questions and leaves a text box for an individual to type a response.   ex: How could this class be improved?
 
Response Scales – Asks an individual to select a response based on a scale.   ex. On a scale from 1 (strongly disagree) to 5 (strongly agree), do you feel as if you belong to the classroom community?
 
There is a tradeoff between different types of questions. Open-ended questions allow for more details and specifics to be collected, but scales provide good summary information (e.g. average sense of belonging).
 
Tips for a Survey:

Make sure students know why the information is being collected and why it is important to complete the survey.
Have a student or colleague review the survey prior to administration and get their thoughts (e.g. what is unclear?).
Try and ask your questions as clear and straightforward as possible.
Try to keep your survey short, as longer survey can lead to fewer or fatigued responses.
Avoid asking sensitive questions and consider making your survey anonymous 
Have a plan for how to use the information collected.

Resources and Tools
 
Survey Platforms:
 
https://www.surveymonkey.com/ (Free)
 
https://qualtrics.msu.edu/ (Free to MSU Students, Faculty, etc.)
 
Scale Examples:
 
Sarah Mae Sincero (Jun 6, 2012). Survey Response Scales. Retrieved from Explorable.com: https://explorable.com/survey-response-scales
 
Additional Resources:
 
Fanning, E. (2005). Formatting a Paper-based Survey Questionnaire: Best Practices. Practical Assessment, Research & Evaluation, 10(12), http://pareonline.net/getvn.asp?v=10&n=12 
 
SurveyMonkey.com. Surveys 101: Best practices for every step of survey creation. Retrieved from https://www.surveymonkey.com/mp/survey-guidelines/. 
 
Harrison, C. (2007). Tip Sheet on Question Wording. Harvard University Program on Survey Research. https://psr.iq.harvard.edu/files/psr/files/PSRQuestionnaireTipSheet_0.pdf