We found 553 results that contain "classroom engagement"

Section 1- Intro
Resource Overview (you are here) 
Think of this article as your table of contents for this playlist. By clicking the hyperlinked titles below or by visiting the full playlist and using the menu in the left column to navigate to articles listed here.
5 Things to do on #iteachmsu
This article is a brief introduction to five functions on iteach.msu.edu. You might want to read if... you’re new to the site and looking for different ways to engage.
Section 2 - Accessibility
Accessibility Checklist for Word-
This article describes the 5 major areas to make Word Documents accessible. You might read this article if… you create word documents that are shared with others to ensure everyone has equal access to the document content. 
LEAD - Digital Access & Inclusion
This article provides an overview of MSU’s Web Accessibility Policy and recognizes relevant units on campus involved with said policy. You might want to read if... you’re looking for ways you can take action to ensure web accessibility is being met!
Section 3 - Inclusion
Cultivating Inclusive Classrooms: Inclusive Curriculum Design
This article discusses some ways educators can make more inclusive curricular design choices. You might read this article if… you’re not sure where to start when it comes to inclusivity and/or could use a few tips for being intentionally inclusive in your design decisions.
Cultivating Inclusive Classrooms: Toward Linguistic Inclusion
This article introduces the idea of linguistic inclusive classrooms as those with nuanced understandings of linguistic diversity (both linguistic repertoire and sociolinguistic competence). You might read this article if… you are interested in practical tips for linguistic inclusion. 
MSU Resources on Civility and Community Enhancement in Academic Environments
This article is a collection of resources aimed at helping MSU Educators navigate the diverse climates and cultures of MSU. You might read this article if… you need help identifying the units and their established supports for supporting an academic environment that welcomes every individual and respects their unique talents.
Section 4 - Educational technology
Free MSU Academic Technology Tools, A-Z and by Use Case
This article is an overview of technology tools that are free for MSU educators. You might read this article if… you have an idea of your technology needs but don’t know what is available. 
Teaching with Teams
This article discusses Microsoft Teams (available to all MSU Educators) as a tool for teaching and learning. You might want to read this article if… you’re looking to learn more about teams and/or are curious about strengths Teams has in a teaching and learning context. 
Flipgrid: Bringing Conversation to Online Learning
This article introduces Flipgrid as a tool to invigorate classroom conversations in remote or blended settings. You might want to read this article if… you care about livening up your digital classroom conversations and want to learn more about the features of Flipgrid!
Producing Accessible Equations 
This article provides an introduction to requirements, tools, and technology that can help make mathematical equations accessible digitally. You might read this article if… you utilize equations in any of your instruction!
Section 5 - Classroom Teaching Tools
Storytelling for Learning 1: Creating Meaning from Chaos
This article is the first in a series of three that focuses on storytelling. You might read this article if… the idea of storytelling and its role in teaching and learning, interests you. (This article is also a cool example of an engaging way to share things on iteach.msu.edu!)
Five Ways to Make Learning Relevant
In this article, the author shares a first-hand account of discovery on ways educators can help situate their teaching in learners’ experiences. You might read this article if… you are interested in five pedagogical moves that can help you make learning more relevant for students. 
10 Tips for Your First Day of Class
This article is a fun way to center on some practical tips for kicking off a new semester. Bookmark this for Spring if you’re not teaching this summer! You might read this article if… you’re in need of a smile (it’s GIF-based) or a confidence booster!
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
This article introduces low-stakes assessments as an alternative to testing. You might read this article if… you’re looking for more information on the benefits of low-stakes assessment and/or want tips for maximizing the benefits without adding undue stress!
Section 6 - Building Community 
Building Community Engagement into Your Course: Preparation
This article is a great intro to the idea of engagement and how engagement can be intentionally integrated into learning experiences. You might read this article if… you’re new to engagement or are looking for ways to determine if integrating engagement is a good fit for your instruction. 
Planning for Cooperative Learning
This article introduces the idea of cooperative learning, an active learning strategy, in contrast to traditional lecturing. You might read this article if… you’re looking for direct and practical ways to incorporate cooperative learning into your classroom.
Three Levels of Praxis: A Model for Reflection on Teaching
In this article, the author shares their own MSU “origin story” as an example of reflection as an example to support the importance of the practice. You might read this article if… you are looking for the what, why, and how of reflection with sample prompts. 
2021 Educator Awards
This article lists all the recipients of the Provost's 2021 #iteachmsu Educator Award by college. You can click the college names to read their nomination stories. You might read this article if... you're looking for inspiration and/or other great educators to connect with!
Section 7 - Reflect & Apply note: This content was originally posted in affiliation with the Teaching Toolkit Tailgate (TTT); an annual "event" to share practical tools and tips with educators at MSU. Historically, the TTT has been hosted in-person, online, as a solo event, and in conjunction with the Spring Conference on Teaching, Learning and Student Success. In attempts to connect broader audiences with these key resources, we have retitled the collection "Getting Started- Educator Resource Overview".Photo by Gia Oris on Unsplash

Have you ever wondered why some students engage deeply with a concept while others struggle? Or why a strategy that worked wonders in one class doesn’t seem to resonate with another? If so, you’re already on the path to engaging in the Scholarship of Teaching and Learning (SoTL). At its core, SoTL is about embracing the tinkerer's mindset—approaching your teaching with curiosity, a willingness to experiment, and the drive to make a difference in student learning.
SoTL transforms the everyday tweaks we make as educators into intentional, research-based inquiries. It’s a way to take the questions you already have about your classroom and turn them into powerful insights that can enhance your teaching and your students’ success.
What Is SoTL?
The Scholarship of Teaching and Learning is a research-based approach to improving education. But it’s not just about conducting studies—it’s about actively engaging with your students’ learning processes to make data-informed decisions. SoTL is guided by five key principles:

Inquiry and Curiosity: Start with a question about your teaching or your students’ learning.
Systematic Investigation: Use evidence-based methods to explore that question.
Reflection: Analyze your findings to identify what’s working—and why.
Iterative Improvement: Keep refining your strategies based on what you learn.
Transparency and Sharing: Share your insights with others to contribute to the larger teaching community.

Think of it as bringing the mindset of a scientist into the classroom: What if? Why not? How can I do this better?
Your SoTL Journey in 5 Steps
Engaging in SoTL is a manageable, step-by-step process:

Identify the Research Question- Start with a specific challenge or curiosity. For example, “How does active learning influence student participation in large lecture courses?”
Design the Study- Plan your approach. Will you use surveys? Observations? Focus groups? Ensure your study aligns with your goals and ethical guidelines.
Collect Data- Gather evidence systematically. This could include student reflections, test scores, or LMS analytics.
Analyze the Data and Draw Conclusions- Look for patterns or trends. What do the results tell you about your teaching and your students’ learning?
Disseminate Results- Share your findings with colleagues, present at conferences, or publish in a SoTL journal. Your insights could inspire other educators to try new approaches in their classrooms.

How CTLI Supports Your SoTL Work
You don’t have to go it alone—MSU’s Center for Teaching and Learning Innovation (CTLI) is here to support you at every step of your SoTL journey. Here’s how:

Brainstorm and Design: Not sure where to start? Our consultations can help you refine your research question, choose methods, and plan your study.
Tools and Data: We’ll show you how to leverage psychometric methods and LMS data through tools like D2L Insights or integrate other technologies into your research.
Funding Opportunities: Apply for Catalyst Innovation Funding to bring your project to life.
Workshops and Training: Attend our sessions to build your skills in qualitative and quantitative research methods, ethical considerations, and more.
Share Your Work: Present your findings at CTLI’s Spring TALKS Conference or get advice on submitting to SoTL journals.

Whatever stage you’re at, CTLI is your partner in turning teaching questions into actionable, evidence-based answers.
Small Steps, Big Impact
You don’t need to overhaul your entire course to get started with SoTL. Begin with a single question, a small change, or a simple data collection strategy. Each step you take adds to your understanding of what works in your classroom—and why. Over time, these small steps can lead to big impacts on your teaching, your students, and your professional growth.
So, dare to tinker. Your curiosity could be the spark that transforms not only your classroom but the larger community of educators. Ready to take that first step? CTLI is here to support you every step of the way. Let’s turn your ideas into action!
Upcoming SoTL Workshops:
Introduction to SoTL (Part 1)SoTL Qualitative Methods (Part 2a)SoTL Quantitative Methods (Part 2b)SoTL Advanced Methods (Part 3)Course Analytics & D2L Insights
Register for CTLI Workshops

Resources:
1. CTLI-Specific Resources

Past Workshop Slides: SoTL Introduction (CTLI), SoTL (EDLI)
CTLI Workshops and Training: Events Calendar, Request a Workshop
Catalyst Innovation Funding: Details on how to apply.
Spring TALKS Conference: Call for Proposals coming soon. Check website.
CTLI Consultation Services

2. SoTL Guides and Handbooks

Books:

Engaging in the Scholarship of Teaching and Learning: A Guide to the Process, and How to Develop a Project from Start to Finish by Bishop-Clark and Dietz-Uhler.
The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact by Hutchings, Huber, and Ciccone.

Online Guides:

ISSOTL’s (International Society for the Scholarship of Teaching and Learning)
University of Georgia: Getting started with SoTLVanderbilt: Doing SoTL
Notre Dame: SoTL Overview
University of Minnesota: A Guide to theScholarship of Teaching & Learning


3. SoTL Communities and Networks

Professional Organizations:

International Society for the Scholarship of Teaching and Learning (ISSOTL).

What is Hybrid Teaching and Learning?
Whether or not they think of this as “hybrid teaching,” most educators have their students do scholarly work between course meetings, such as preparing notes, completing a set of problems, drafting an essay, or reflecting on a previous project. Often this work uses digital technologies. This student work then becomes the focus of the next face-to-face (f2f) meeting (e.g. by having students take an exam, self-assess their work, give and receive feedback, conduct lab experiments, or revise their writing). While some might call these activities “homework” or “studying,” all educators recognize that well-thought out and structured learning outside the classroom can enhance the f2f experience and free up class time educators can use to provide feedback, facilitate conversations, point to resources, and model the kind disciplinary inquiry they are asking students to engage with. In short, the f2f experience better supports learning when educators provide well-designed lessons for students outside of the classroom.
 
If this is part of your practice, you are already engaged in the work of “hybrid” teaching and learning.
 
To be clear, hybrid teaching and learning: 

Includes online interaction among learners and between instructor and learners
Has significant instructor presence online throughout the course
Devotes significant classroom time to discussion and interaction between learners and instructor
Engages students in learning activities both online and in the classroom
Explicitly integrates online content and activities with in-class content and/or activities

Because “hybrid” courses substitute online work for some amount of f2f time, explicit, designed hybrid teaching and learning asks educators to be even more attuned to the work they provide students outside of the classroom. Kathryn Linder writes: 
 
Hybrid pedagogy is a method of teaching that utilizes technology to create a variety of learning environments for students. Instructors who employ hybrid pedagogies intentionally incorporate technology tools both to enhance student learning and to respond to a wide range of learning preferences. In hybrid classroom settings, face-to-face activities are often combined with technology-mediated activities so that there is more active learning in the face-to-face setting as well as more intentional guidance when students are learning outside the classroom. (11)
 
Consequently, the shift to hybrid teaching and learning requires being more mindful of the “way[s] that instructors can ensure that students are engaged with the course content by incorporating online learning communities, synchronous and asynchronous discussion, and a variety of online collaboration methods that encourage students to interact with the course materials, their instructors, and their peers in a variety of ways” (Linder 12). Thinking in terms of hybrid teaching and learning can open the opportunity for creativity regarding how to use our resources to best support our students’ engagement with the content, ourselves, and one another. 
 
At the same time, as members of the university community living through a pandemic, we are challenged to think creatively about how to use our teaching resources to support student learning. Hybrid teaching and learning, may be, depending on the context, one option to minimize risk and support learning, while still helping students benefit from key campus community resources. This short document is meant to help educators make the transition to hybrid teaching and learning. To help you imagine and design your hybrid course, we’ll provide a series of hybrid teaching “dos” and “don'ts” before supplying some examples from educators across MSU. The bibliography at the end of this document will also provide you with some additional resources to help you plan and design your course. 
Hybrid Teaching and Learning “Dos”
The following list is meant to provide you with a few starting points to help you plan your hybrid course. As you plan...

Do have clearly defined learning objectives (“After the completion of this course, students will be able to…”) and projects/tasks and assessments that move students towards the learning objectives.
Do choose course technologies that help you and your students achieve those learning objectives. 
Do scaffold your tasks, assignments, and projects. This means breaking down larger projects into smaller tasks while providing formative feedback and explaining how the smaller parts build towards the larger project. Students need and want to know why they are engaging in some task, as well as how they are doing as they complete the tasks. This will also help you to make decisions about what to do in an online space and in your face-to-face meetings.
Do give time for students to learn how to use and interact with your course technologies.
Do use your face to face meetings to practice, provide feedback, encourage collaboration among students, reflect on learning, and/or foster discussion. 
Do consider your students’ prior knowledge and experience, as well as the resources your students have available in their local learning context, such as their home, neighborhood, or community.

Hybrid Teaching and Learning “Don’ts”
The following list reflects a common set of concerns for faculty and educators as they design their hybrid courses. As you plan...

Don’t forget there are people on the other side of the technology.
Don’t forget to build community among students.
Don’t spend too much time worrying about the percentage of work done online versus face-to-face (even in f2f courses, the bulk of learning can--and often does--take place outside of the classroom). Learning objectives should guide the way: 

What do I want my student to learn? 
How will I know when students meet the learning objectives?
What activities, projects, tasks, etc. will help my students achieve those learning objectives? 
Which of those activities, projects, tasks, should be done in a f2f setting? Why? 
Which of those activities, projects, tasks, should be done in an online setting? Why? 

Don’t approach course design as though you’re simply “transitioning” some f2f components into an online environment. Rather, understand that the online component of a hybrid course deserves its own theorization and attention, as it will only increase the power of the f2f meetings. In short, well-thought out online learning can make the f2f meetings more focused on practice, feedback, revision, and active learning. 
Don’t forget about accessibility and ensuring your students have access to course materials.

Models of Hybrid Courses
The following list provides a set of models from MSU faculty across the disciplines. More examples will be added in the near future:

A first-year writing course from the Department of Writing, Rhetoric, and American Cultures
A sophomore and junior-level biomedical laboratory science course


A first-year general chemistry lab course in Lyman Briggs College
A series of Russian language courses
Sophomore level course for students with an interest in Communicative Sciences and Disorders, including the minor in CSD.

Resources and Further Reading
Online

Michigan State University - Community D2L site for experiential learning 


Hybrid Learning Consortium 
University of Central Florida - Blended Learning Toolkit (or BlendKit) 
Cornell - Getting Starting with Designing Hybrid Courses Online 
Penn State U - What is Hybrid Learning? 
University of Texas - Hybrid Learning and Teaching 
Northeastern University - 5 Reasons Hybrid Learning May be Right for You 
A11Y Project 

PDFs, Design Resources, and Articles

Jay McTighe and Giselle O. Martin-Kniep - Seven Strategies for Supporting Student Learning in a Remote Environment
Jay McTighe and Ronald S. Thomas - Backwards Design for Forward Action
Kathryn E. Linder -  Blended Course Design Workbook (contains useful worksheets for designing your hybrid learning course).
https://www.sciencedirect.com/science/article/abs/pii/S1096751606000492
James Lang and Flower Darby - Small Teaching Online: Applying Learning Science in Online Classes
Angelo, T. A. A “Teacher’s Dozen”: Fourteen General, Research-based Principles for Improving Higher Learning in Our Classrooms.” AAHE Bulletin, 45(8), 3-13.
Banditvilai C. “Enhancing Students’ Language Skills through Blended Learning.” The Electronic Journal of e-Learning 14(3), 220-229.

Marisa Brandt (Lyman Briggs), Michael Ristich (Writing, Rhetoric, and American Cultures), Amy Ward (Human Medicine), and Arthur Ward (Lyman Briggs)
 
Contributors: Rachel Barnard (Lyman Briggs), Rachel Morris (Biomedical Laboratory Diagnostics), Shannon Donnally Spasova (Linguistics & Germanic, Slavic, Asian and African Languages), Lisa Kopf (University of Northern Iowa, Department of Communication Sciences and Disorders)
 

Photo by Jon Tyson on Unsplash
 
Questions Driving You
 
Why did you choose the discipline you’re teaching and researching in now? What was it about its unique lens on the world that inspired you? Sometimes, in the rush to design syllabi and curriculum, and feeling buried by stacks of grading at points, it can be easy to forget the reasons we were driven to choose our disciplines in the first place. And just as these reasons inspired and inspire you, so too can they inspire students and provide a cohesion to your curriculum.
 
Questions Driving Your Course
 
Scholars have advocated for designing classroom work out of the very real inquiry and issues at the core of our academic disciplines. Applebee (1996) believes that our curriculum design should support the opportunity for our students to engage in the “conversations” that have built our disciplines and continue to sustain our inquiry within them. Bain (2004), in his study of what makes for the best college teaching, found some of the most impactful teachers to be the ones basing their courses out of the disciplinary questions that mattered to them. And McTighe and Wiggins (2005) suggest the use of what they call “essential questions” from your discipline to anchor your syllabus, teaching, and learning.  Even in introductory courses, framing in this manner can help students be more active participants in their learning as they take up the very real current questions that the discipline seeks to answer outside the classroom. So, as you begin your course this week, we have four questions for you to ask yourself in an effort to drive your course with the questions driving you:
 
Why did you choose your discipline?: Answering this question can oftentimes help re-anchor you in the fundamental passion and inquiry at the core of your discipline and help you better see through the perspectives of your students. From there, you can identify the specific questions your discipline attempts to answer.
 
What questions does your discipline attempt to answer?: Here is where you can begin to stake some claims about the affordances and limits of your discipline’s view of the world. Does your discipline seek answers connected to literary interpretation and meaning-making? About the best ways to engineer physical structures? Your discipline no doubt asks and answers through specific lenses.
 
How are the questions in your discipline currently being asked in your discipline and out in the world?: Contemporary relevance can help with overall engagement, as students see how what they’re doing in your course may connect with present-day applications. This allows students to begin to answer the “so what?” about your course and why one may care to know the content and skills you’re engaging in.
 
How does your course help students ask or begin to ask the questions you identified in two and three above?: Your curriculum design choices are key. Provide opportunities for students to be anchored in the real inquiry and perspectives that matter most in your discipline. Make this inquiry explicit along the way. Your assessment choices are also important here, as you have the opportunity to provide real-world tasks for students that you and others in your discipline would engage in outside the classroom.
 
Resources
Applebee, A. N. (1996). Curriculum as Conversation: Transforming Traditions of Teaching and Learning. Chicago; London: University of Chicago Press.
Bain, K. (2004). What the Best College Teachers Do. Cambridge, Mass: Harvard University Press.
Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition. Alexandria, VA: Pearson.
 

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.

2024 Educator Seminars are presented by MSU IT Educational Technology, MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), the Enhanced Digital Learning Initiative (EDLI), Testing Center & Assessment Services, and MSU IT Training​. 
Day 1: August 22, 2024
Instructions: Click on the registration link and sign-up for the sessions you're interested in. After completing your registration you will receive an email with the Zoom link for the session.

8:30 - 9:30am    Spartan 365 Overview
Facilitators: Michael Julian & Lindsey Howe (IT: Training)
Spartan 365 (aka Microsoft 365) is the productivity Cloud that brings together best-in-class Office apps with powerful Cloud services, device management, and advanced security. Join us for this free virtual training where you will learn how to empower your employees to do their best work and simplify your business processes.
Session recording

9:30 - 10:30am    Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities
Facilitators: Rhonda Kessling & Sarah Freye (IT&D)
This session explores the diverse range of classroom technologies, from traditional to high-tech, empowering you to make the most of your learning environment. You'll be able to confidently identify the technologies available in classrooms, distinguish between different classroom types, and engage in informed discussions on the most suitable modalities in a variety of situations.  
Session recording

10:30 - 11:30am    Student-Centered Grading: Considerations, Approaches & Tools  
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to guide MSU educators in developing and implementing grading mechanisms that are efficient, transparent, and effective. By exploring various grading strategies and leveraging the capabilities of the D2L gradebook, educators will learn how to enhance student engagement, increase transparency, reduce anxiety, and promote equity in their courses.
Session recording

11:30am - 12:30pm      BREAK

12:30 - 1:30pm     Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally
Facilitators: Kevin Henley, Sam Abele, Jennie Wagner (Assistant) (IT&D)
D2L Brightspace is a powerful learning tool that allows instructors to deliver course materials, create learning activities and assessments, and communicate with students. However, the wide range of content types and user activities available through the platform can create barriers for some users. In this session we will cover how to identify and remediate accessibility issues associated with your course content using Ally, an automated accessibility tool integrated into D2L. We will also demonstrate other accessibility features included with D2L and discuss overall best practices for improving the accessibility and usability of course content.
Session recording

1:30 - 2:30pm    Forms - Creating Forms and Surveys
Facilitators: Michael Julian & Megan Nicholas (IT: Training)
Looking for an app that will assist in creating and soliciting feedback? Microsoft Forms is the answer to all your data collection needs! Join our trainers during these free training events and learn how to create surveys and easily see the results as they come in.
Session recording

2:30 - 3:30pm    Creating a Student-Centered Course Hub: What, Why, and How of Learning Management Systems
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to equip MSU educators with the knowledge and skills to create an effective and student-centered course hub using MSU’s Learning Management System (D2L). Participants will explore the fundamental aspects of D2L to enhance student engagement, streamline course management, and foster an inclusive learning environment.
This program is intended for all MSU Educators, specifically those teaching in-person courses.
Topics Covered:

Gradebook: Learn why and how to set up and manage the gradebook to provide timely and transparent feedback to students, ensuring they are informed about their progress and performance throughout the course.
Course Structure: Understand the principles of communicating an intuitive and logical course structure that guides students through the learning journey, making it easier for them to access resources and stay on track.
Communication: Discover effective strategies for using D2L communication tools to maintain clear and consistent interaction with students, fostering a supportive and responsive learning community.
Document Distribution: Explore best practices for distributing course materials efficiently, ensuring all students have access to the necessary resources in a timely manner.
Document Collection: Learn why and how to streamline the process of collecting assignments and other documents from students, making it easier to manage submissions and provide feedback.

Session recording

3:30 - 4:30pm    Course Assessment Processes and Testing Services
Facilitator: Nathan James (MSU Testing Center)
Faculty are charged with assessing their students' understanding of course material.  Assessment services is here to help you through the assessment process to include developing your exam scoring rules, scanning completed scantron forms, and producing your scoring reports.  Need help find a place to support accommodated or makeup examinations for your student?  The MSU Testing Center is there to support you in our office or by sending proctors to a location of your choice.
Session recording

Teaching Toolkit Tailgate  (TTT) is a "resource fair" aimed at connecting educators across campus with practice-oriented tools, activities, and resources. In the past, TTT has been an in-person event with rooms dedicated to particular themes and individuals stationed at tables with printed "cards". Given public health guidance related to Covid19 and group gatherings, we're shifting to some online opportunities instead!
 
For starters, all TTT resource cards are being uploaded into this group. We've asked the original creators of the content to upload their cards, but if they didn't have the capacity to do so, their card was uploaded with attributions given to each author. You will see that some authors have chosen to upload their actual card file, so you can download, and print double-sided, while others have copied their content into #iteachmsu's blog-like article format. Both are getting you connected with tools and resources and that is what we care about. Additionally, articles will be organized into playlists in the hopes that we can still connect you with themed information (in lieu of visiting a specific room, you can click a playlist for themed tools).
 
Opportunities to engage:

We will host a #iteachmsu Ed Chat on twitter with practice-oriented prompts on August 20th from 12-1pm. For more information on what an Ed CHat is and a glimpse at the history of #iteachmsu Ed Chat's, you can check out this blog from the Hub. On 8/20, all prompts will be shared out from the Hub's Twitter handle (@MSUHUB) using #iteachmsu.

 

Additionally, we're arranging "Ask Me Anything" (AMA) with hosts who have contributed to the broad TTT categories. Each host will be checking in here (the #iteachmsu TTT group) for questions about their topic or area of expertise. The line up of AMA hosts is still evolving, so check back in on this article for updates. 

If you see a host is willing to answer questions and share their ideas/experience around a topic of interest, log into iteach.msu.edu on their day and share your questions with them via posts in the TTT group. They'll respond with comments and you can engage in further conversation. 

If you are a user who has had experience with a question that has been asked, we encourage you to also comment. The AMAs are intended to connect you with other educators at MSU and create opportunities to engage in deeper conversation. *Luckily, this is one the exact intentions of the #iteachmsu Commons!





There is no registration required to participate in either of these TTT "events", please log in and engage as often as you can!
 
 
AMA hosts:

Aug. 24th: Cheryl Caesar - Teaching Multilingual Students
Aug. 25th: Megan Kudzia - Digital Pedagogy/Research in Current Remote Moment
Aug. 26th: Justin Wigard - Teaching with Comics in the Online Classroom
Aug. 27th: Justin Wigard - Teaching with Video Games in the Online Classroom
Aug. 28th: Justin Wigard - Zines and Zine-Making as Critical Making Pedagogy
Sept. 1st: Ellie Louson - Experiential Learning
Sept. 2nd: Shannon Burton (Office of the University Ombudsperson) - Code of Teaching Responsibility, Academic Integrity & Student Rights
Sept. 3rd: Kristen Mapes - Building your digital presence and website development
Sept. 9th: Dustin De Felice -Using/Making Videos
Sept. 30th: Sarah Schultz - Out-of-class learning and engagement; co-curricular records

 
Additional hosts and dates are still being confirmed. This article will be updated as we know more!
 

Photo by William Iven on Unsplash
 
What is active learning?
When visualizing a “traditional” college classroom, what often comes to mind is a room filled with students being lectured to by an instructor. Although some students have come to expect this type of model, the majority of students prefer (or may come to prefer) opportunities in class to discuss, test, or apply their knowledge. Through the incorporation of active learning strategies, a shift in learning occurs; classrooms shift from instructor-centered environments to student-centered ones, with students now more engaged with the material.
 
This process can occur in many different ways, and thus, active learning can also take on a variety of forms, some of which may be more feasible in specific teaching environments. According to Bonwell and Eison (1991), who popularized the idea of active learning, there are certain characteristics of active learning, including more involvement and engagement from students, a greater emphasis on skill development, and increased participating in higher orders of thinking (applying, analyzing, evaluating, creating) instead of memorization and recall. Overall, these types of strategies have led to a “better and deeper understanding of the material and the development of learning skills that extend beyond the subject matter at hand and into lifelong learning” (Hettler 2015). Clearly, these strategies are beneficial to students; however, there has still yet to be a complete redesign of college classrooms, mostly due to administrative and logistical roadblocks.
 
Strategies:
“Bookending”
One simple method is to frame brief lectures (10-15 minutes) by short periods of discussion (3-5 minutes), usually by providing the students with some type of discussion-based question. By breaking up the class, students are able to evaluate their knowledge. Questions can be complex, or could follow a multiple-choice format, but they need to be thought-provoking and discussion worthy.
 
Think-Pair-Share
In this method, after a question is posed, students individually work through the problem, then pair with neighboring student(s) to discuss, then these groups share their answer with the class. Discussion can then occur at the classroom level, with multiple groups sharing and discussing their solutions.
 
Formative Assessment
By interrupting lecture to ask a question, not only can you determine if you have been effective in teaching, you can also use the opportunity for further discussion, if needed. Technology, such as clickers, are helpful in this measure, as it provides instant feedback, as well as anonymity. If it is clear students know the answer to the question, you may move on to a new idea, while if students appear to be struggling, you may need to revisit that topic or use the opportunity for student discussion.
 
Problem-Based Learning & Case Studies
Finally, methods of problem-based learning, such as case studies provide a way for students to apply their knowledge to real-life situations. With these types of exercises, students engage in more active, as opposed to passive, learning where they can apply their knowledge with the help of others in the class. Not only does this encourage group skills, but it allows students to think about things in ways they may have not otherwise.
 
Further Reading

Allen, Deborah, and Kimberly Tanner (2005) Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. Cell Biology Education 4:262-268.
Bonwell, Charles C., and James A. Eison (1991) Active learning: Creative excitement in the classroom. ASHE-ERIC Higher Education Reports.
Hettler, Paul L. (2015) Active learning in economics: increasing student engagement, excitement and success. International Advances in Economic Research 21(4):357.