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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. In April, 2024 Jessica Sender, Health Sciences Librarian & Library Liaison to the School of Nursing, and Paul Cooper, Digital Scholarship Lab (DSL) Transformative Technologies Coordinator, shared on MSU's Anatomage Table.
The Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) is the only fully segmented real human 3D anatomy platform. Users can visualize anatomy exactly as they would on a fresh cadaver. The Anatomage Table is the most technologically advanced 3D anatomy visualization and virtual dissection tool for anatomy and physiology education and is being adopted by many of the world’s leading medical schools and institutions. Individual structures are reconstructed in accurate 3D, resulting in an unprecedented level of real accurate anatomy, dissectible in 3D.Jessica and Paul shared a live demonstration of the Anatomage Table's functionality and described MSU examples of ways educators have incorporated this resources pedagogically to improve learning experiences. Check out these resources and the recording from Center for Teaching and Learning Innovation’s (CTLI) Welcome to My Classroom with Jessica Sender session on 04/10/24 below.
 

For more information on the Anotomage Table, check out the LibGuide "Anatomage: Introduction to Anatomage at MSU Libraries" (link opens in new window)
For more information on where the data and images from the Anatomage Table come from, visit the National Library of Medicine's page on The Visible Human Project (link opens in new window)
To schedule a consultation to learn more, brainstorm applications, or talk one-on-one with Jessica or Paul, request a consultation with the Digital Scholarship Lab (link opens in new window)

This resource is meant to put information about trauma informed practices into the hands of faculty and instructors. Please see the digital flyer for more information. The references below were used in the creation of the flyer. Special thank you to Cheryl Williamns-Hecksel, Apryl Pooley and the Mental Health Committee (JED) for support in creating this resource.
References for Trauma Informed Practice Digital Flyer 

Cusack SE, et al. (2019). Prevalence and predictors of PTSD among a college sample. J Am Coll Health. Feb-Mar;67(2):123-131. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/29652647/
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148–156. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/25621098/ 
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf 
https://istss.org/public-resources/trauma-basics/trauma-during-adulthood 
Morissette SB, et al. (2021). The effects of posttraumatic stress disorder symptoms on educational functioning in student veterans. Psychol Serv. Feb;18(1):124-133. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/31192672/ 
Boyraz G et al. (2016). Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study. J Couns Psychol. Jul;63(4):475-86. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/26214096/ 
https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf 
Racine N, Killam T, Madigan S. (2020). Trauma-Informed Care as a Universal Precaution: Beyond the Adverse Childhood Experiences Questionnaire. JAMA Pediatr. 174(1):5–6. https://jamanetwork-com.proxy2.cl.msu.edu/journals/jamapediatrics/fullarticle/2754104

(If you model civility, your students will too.)

Generate an atmosphere of trust.
Keep appointments and office hours.
Demonstrate enthusiasm for the course and the subject.
Review course expectations through the syllabus.
Consider asking students to establish rules of behavior.
Be responsive to student questions.
Provide quality feedback, consider grading rubrics.
Model inclusive language that acknowledges student differences.
Decrease anonymity by learning students’ names.


Encourage active learning.

 
Why civility?
Promoting civility in the classroom environment promotes a safe environment that is conducive to learning. An environment that is conducive to learning is one where students are able to focus on what is being taught – in other words to learn.
 
KNOW…
 
The Code of Teaching Responsibility
“Satisfaction of teaching responsibilities by instructional staff members (herein referred to as instructors) is essential to the successful functioning of a university. This University conceives these responsibilities to be so important that performance by instructors in meeting the provisions of this Code shall be taken into consideration in determining salary increases, tenure, and promotion.”
 
For the full policy, please visit:
http://splife.studentlife.msu.edu/regulations/selected/code-of-teaching-responsibility  
 
If you have questions,
Please contact the University Ombudsperson at ombud@msu.edu or (517) 353-8830

Thanks to Philip Strong, who is an assistant dean in Lyman Briggs College (overseeing undergraduate academics, student affairs, and student support) as well as the leader of the East Neighborhood Engagement Center, which is the hub for the pilot of MSU’s Neighborhoods initiative, for sharing this resource from Sarah Marshall and her collaborators at Central Michigan University. 

In Fall 2020, we conducted CSE 260 (Discrete Mathematics) as a flipped class, where students were expected to watch videos before class so that they could use class time to work together to solve problems. This class covers foundational mathematics for computer science and computer engineering students. Students need a lot of practice to master the methods and concepts. Unfortunately, these problems do not provide an instant feedback mechanism similar to programming projects. A flipped class where students work together in a group, along with regular assistance by the instructional team, provides such a mechanism. We surveyed students to gather their impressions on the course. Most students liked the flipped class structure and generally preferred it to a traditional lecture format. Furthermore, students reported it helped them develop friendships, something difficult to achieve in the Covid-era.
To access a PDF of the "Benefits of Teaching a Large Course Using a Flipped Zoom Classroom" poster, click here.Description of the Poster 
CSE 260 Flipped Class (Lessons Learned) 
Sandeep Kulkarni and Eric Torng 
 CSE 260: Discrete Mathematics

Topics Covered: 


Propositional and predicate logic 
Set Theory 
Elementary Number theory and its applications to cryptography 


Mathematical Induction 
Counting and probability 
Relations 


Role in Curriculum 


Foundational mathematics for computer science  

Analog to calculus (continuous mathematics) for engineering and natural sciences 
Why Flipped Class 

Students need lots of practice to master the methods and concepts 
Discrete math problems do not provide instant feedback to students if they do something wrong (unlike some programming errors such as a program failing to compile), so doing problems in class in groups helps students get quick feedback on any mistakes 
For Fall 2020, student groups not only improved learning, they also created a sense of community for students who participated regularly. 


80% of students responding to an end of semester survey reported they developed friendships through the homework groups 

 Flipped Class Design 

Class enrollment roughly 200 (10-20% were outside the US, several in Asia) 
Instructional Team 


2 faculty, 6 TAs/ULAs 


Online videos covered the core concepts 


Each video had an associated homework assignment that would be worked on in class by student groups 
Each video had an associated online quiz that every student was required to complete before working on the associated homework in class in groups 


Homework group composition 


20 groups, approximately 10 students per group 
Group creation started about a month before the first class 
Each student was asked to fill out a survey that asked two main things 


Do you request specific group partners? 


15% of students made such requests 


What is your self-perceived math background and ability to lead a group discussion? 
60% of students filled out the survey 


Groups were created based on these responses (group partner requests and balancing self-perceived ability) 
Groups did not change 


Homework group technical support 


Groups had a shared Google drive space for working on assignments 
Groups had predefined Zoom breakout rooms  


Some issues due to Zoom max of 200 participants for predefined breakout rooms 

First Week Activities 

The first week was focused on group work logistics and the daily structure 


We discussed group roles and group dynamics 
We had students practice their group collaboration on ungraded simple math exercises  


We had several technical issues the first week including having to move roughly 80 students rather than the anticipated 20 students to their predefined Zoom breakout rooms 

Daily Structure 

At the end of every class, each group submitted a survey to identify (1) difficulties encountered, (2) their current status in solving the homework problems, (3) and their assessment of the group collaboration. 


Before the next class, we prepared a few slides summarizing the responses in all three dimensions along with 2-3 quoted comments that best captured the current student sentiment. 
At the start of the next class, we spent roughly 20 minutes covering those slides. 
Afterwards, groups began their collaborative work in their assigned breakout rooms 
The instructional team moved through the groups to help as needed for both content and to enforce good group dynamics. 
The work done in class was submitted as (lightly graded) homework to ensure that it was completed 

Common Difficulties 

Internet issues 
Some students not watching the videos before class 
Freeloaders: some students not participating on a regular basis but getting the same homework grade leads to resentment from those that do participate. 
Groups were not perfectly synchronized; leading groups might be 2-3 assignments ahead of trailing groups. 

Lessons Learned 

# instructional staff needs to be about 1/3 # of groups 


This implies we can have at most ~20 groups with current instructional staff size 


Need better mechanisms to address freeloaders 


Perhaps more frequent individual assessments to ensure all students are participating and learning 


Each class/week must have specific deliverables to ensure group synchronization 
Stricter enforcement of requirements to watch videos before class 

 Survey 

Administered by Qualtrics 
Roughly 1/3 of students (65) responded 

Selected Comments 

I think the flipped model is much more effective when it has to be online and potentially I think it could work when in person classes are able to be taught again. I think some students learn a bit differently than others so I think having the option of flipped classes (maybe every other semester) could be beneficial to some and hindering to others.  


I feel like there would be more participation if the flipped class happened in person rather than zoom. People would likely hold themselves more accountable.  
I think the reason group work helped me learn was because it was over zoom. This way everyone is able to see a screen and hear each other. If it had been an in-person flipped class it would have been more difficult to communicate with such a large group, so groups would have to be smaller. The people sitting furthest away from wherever the work is being done would not participate. I think I learned the most when I was doing problems as a group.  
Flipped classroom in person is very nice.  For example CMSE 201, 202 and STT 180 all do very nice jobs of balancing the in class work and the pout of class lecture.  Also, having TA's walking around to help is very nice.  

 Information from Graphs 
Most students preferred flipped class 
There was a preference towards flipped in-person class 
Most students reported that they learnt a great deal from their peers 
49% students preferred flipped class, 5% preferred any option, Remaining students were ok with either. 

Title: Exploring the effects of the flipped classroom approach in an undergraduate lab math coursePresenters: Jun Fu (Neighborhood Student Success Collaborative); Angela Wholehan (Biomedical Laboratory Diagnostics Program);  Julie Libarkin (Associate Dean for STEM Education Research and Innovation)Format: Paper PresentationDate: May 11th, 2023Time: 1:30pm - 2:30pmClick here to viewDescription:The flipped classroom approach has been applied as an instructional strategy to enhance active learning and critical thinking – even in basic science courses. During this past year, the participants of a MSU faculty learning community has collaboratively designed and implemented an action research study to examine the effects of a flipped classroom approach on students' integration and application of content knowledge, sense of belonging, and critical thinking skills in an undergraduate lab math course. This presentation will share the findings of this work and implications on the assessment of student learning in the STEM context.

Topic Area: Information Session
Presented By: Joyce Meier
Abstract:
Our international/multilingual students face unique challenges: not only differences in language and academic cultures, but also time differences, online communication blocks, visa issues, and the recent toxic nationalist movement in the U.S. Yet we need the diverse views that such students contribute. How can we ensure that these students feel welcome and included in our courses, even when the courses are on-line, and the students studying from 12 hours away? How can we encourage our multilingual students to participate more, both synchronously and asynchronously? What can we do to minimize any possible communicative gaps? How might our courses be reframed from a translingual perspective, so that the students’ languages and cultures are seen as assets that contribute to rather than detract from the course learning goals? Supported by a Creating Inclusive Excellence Grant, and winner of a Research-in-Progress Award at the recent Diversity Showcase, our team of three undergraduates, as mentored by two faculty, has produced a video examining these challenges ‘from the inside out.’ Surfacing the students’ concerns, our faculty workshop uses this video as a starting point to name challenges faced by these diverse learners, and for collaboratively inviting participants to propose solutions that work within their own teaching contexts.

MSU’s religious observance policy is in place to ensure that students and their instructors are free to observe cultural and religious traditions without academic penalty. This year, with Finals Week falling at a time when many religious observances are likely to be happening, it is worth reflecting on how we as educators can best build a culture of flexibility and accommodation into our teaching. Each class and each scenario will require a unique response, so blanket policy statements can only provide broad guidance; our responses when accommodation requests come in must be bounded by that guidance, but must also be responsive to the specific demands of our class and the individual needs of the students making the requests. 
MSU's religious observance policy underscores the importance of believing students' needs for accommodations without requiring them to prove their religious commitments. It's crucial for instructors to be open and encouraging towards such self-advocacy, creating a classroom atmosphere that is both welcoming and safe, while providing clear mechanisms for students to communicate with the instructor any accommodation requests that they may have.
It’s also essential to acknowledge that accommodations need to be flexible and tailored to the specific context of each class, considering factors such as course size, modality, type, timing, structure, and many others.  Instructors should be responsive to the needs of their individual students, adapting as necessary while keeping the educational objectives in focus. The goal is always to ensure an equitable learning experience, which is more easily accomplished when a class employs the principles of Universal Design for Learning. 
By being open to modifying our approaches based on the unique needs and circumstances of our students, we can create a more inclusive and supportive learning environment. This not only benefits students who require accommodations but enriches the educational experience for the entire class.