We found 233 results that contain "communication"

Suggestions on how to share your research with others outside of your specialization so that they can understand and even engage with what you do.

The following is a proposed system of “Generative AI Use Codes” (GAUC) for academic assignments to provide clearer communication between instructors and students. These can be used to communicate the allowed level of generative AI assistance and desired degree of citation in academic tasks. The codes are meant to be simple and easy to use, reminiscent of the approach of Creative Commons licenses. There are two parts to the code: Part 1 communicates the role of AI in the task, and Part 2 communicates the desired attribution of the work requested.
Part 1: Generative AI Use Codes (GAUC)
GAUC-0: No Generative AI Allowed

Symbol: AI 🚫
Description: Students are not permitted to use generative AI in any capacity for the assignment. 

GAUC-1: Generative AI for Brainstorming Only

Symbol: AI ⛈️
Description: Students can use generative AI for brainstorming ideas, but the final content must be entirely their own. 

GAUC-2: Generative AI as a Reference

Symbol: AI 📚
Description: Students can use generative AI as a reference, similar to how one might use a textbook. However, direct output from the AI should not be included verbatim in the final assignment. 

GAUC-3: Generative AI for Editing and Refinement

Symbol: AI ✍️
Description: Students can draft their own work and use generative AI tools to edit, refine, and polish their content. The initial ideas and content must originate from the student. 

GAUC-4: Collaborative Creation with Generative AI

Symbol: AI 🤝
Description: Students can collaborate with generative AI to create content. While students should be actively involved in the creation process, they can interweave their own content with content generated by the AI. 

GAUC-5: Unrestricted Generative AI Use

Symbol: AI 🌍
Description: Students can use generative AI in any capacity, including generating the entirety of the assignment with the AI. They’re encouraged to experiment and innovate using the technology.

Part 2: Generative AI Attribution Codes (GAAC)
N: No Attribution Required

Symbol: 🆓
Description: Students are not required to provide any citation or acknowledgment for using generative AI, irrespective of the extent of AI’s contribution.

S: Source Attribution Required

Symbol: 🔗
Description: Students are required to mention the AI tool or platform they used (e.g., OpenAI’s GPT-4), but no specific citation format is mandated.

C: Comprehensive Attribution Required

Symbol: 📝
Description: Students should provide a comprehensive citation, detailing not just the AI platform/tool, but also specifying parameters, prompts, or any other specifics of how the AI was utilized.

R: Reflection on AI Use

Symbol: 💭
Description: Beyond merely citing the tool, students need to include a short reflection or description of how the AI was used, its influence on the outcome, and any human-AI collaborative dynamics involved.

Implementation:
Example: On assignment sheets or syllabi, faculty can employ both the GAUC and GAAC codes side by side, for instance, “GAUC-3-C” or “AI✍️📝”. This would indicate that students can use generative AI for editing and refinement, and they need to provide comprehensive attribution for the AI used.
Educational Materials: In addition to the code, it would be beneficial to provide students with a brief guide or overview of the GAUC system, explaining each code and its implications. This could include examples of how to cite or reflect on AI use appropriately.
Honor Code Integration: The concept of proper attribution, even to AI tools, should be ingrained in academic integrity guidelines. Stressing the importance of honest and transparent communication regarding AI assistance aligns with principles of academic honesty.
Faculty Discretion: While these codes provide a structured approach, faculty should retain the discretion to make specific clarifications or exceptions based on the nature of the assignment or the objectives of the exercise.
GAUC – 4S – OpenAI. (2023). ChatGPT (Aug 3rd version) [Large language model]. https://chat.openai.com/chat

With the transition to remote learning we have all faced some difficulties, but how has this affected our students? Based on posts and stories that we have seen on the internet, we compiled this resource for students to help support their transition to remote learning.
Remote Learning for Students
Dear students,
We have been learning more about some of your fears, frustrations, anxiety, loneliness, uncertainty, and challenges that you are facing with the evolving situation of COVID-19, and how that is affecting your lives as well as your relationship with your college or university. We have read some of your stories and posts, and those have helped us start to understand the hardships and uncertainty some of you are facing during this unprecedented time. With the continually evolving updates, changes, and restrictions being communicated daily, your institution’s choice to move to remote learning might seem trivial given everything else happening around you. We hope that this guide can provide you with useful information, resources, and tools to make remote learning approachable and valuable to your education.
For as many different styles of teaching that exist among instructors, whether it’s reading content from slides, assigning multiple chapters of reading, or allowing a space for collaboration between peers, there are a far greater number of diverse ways that students absorb and learn information. We understand that being tossed into an online learning environment may not be the way that many of you prefer to learn, but there are some tools and strategies that you can implement to make it work for you.
One of the strengths of online learning is the diverse set of tools that you can individually use to support your learning. Our institutions want to support you through these times. If you have questions, please consult with your college or university to learn more about the support they offer. Students with minoritized identities may be impacted differently in this situation, and we encourage you to communicate with each other, and advocate for yourselves and your peers.
Student Support
Let’s get real about education, we all learn differently and we all respond differently to changes in our learning environments. Remote learning probably would not have been most students’ first choice. Some of us may thrive with remote learning and some of us may struggle. It is important to be honest with yourself and recognize that this is an unprecedented time and that we may experience struggles we have never encountered before. However, through difficult times comes new opportunities.
Why did my institution move to an online environment?
In this section, we’re not necessarily sharing the specific reasons why our two institutions may have moved to remote, but rather sharing various reasons that institutions have provided. There are a lot of reasons why colleges and institutions of higher education are moving to fully remote instruction. In this time of change, it is important to consider why your institution may have moved to remote instruction. Although it may seem like the obvious answer would have been to cancel classes the following are the reasons why classes may be continuing:

Some students may have already accepted a job contingent upon their graduation and by canceling classes and pushing them to a later time students would not be able to honor these commitments.
If classes were to extend through the summer, some students would have to deal with the unexpected costs of summer housing.
There are accreditation programs that the universities must meet and with those come specific responsibilities and assessment criteria that could not be honored if classes were canceled.
Institutions of higher education and students need to move forward. Putting students behind an entire semester will set back every subsequent class, both incoming and graduating.

Concerns with Remote Learning
Whether you have worked in an online environment before or not, you might be concerned about your level of readiness to succeed in your course. In order for our institutions to best support students, some questions have been gathered, and answers generated to address potential concerns among the student population.
I’m worried that transitioning to remote learning is going to impact my success.
Having an open line of communication with your instructor is important now more than ever. Instructors are trying to make sure that they are meeting their students’ needs and providing a successful learning environment for their students. However, this shift has not been easy for the instructors nor the learners. As everyone continues figuring out this change together, we need to be mindful of the challenges. If you have concerns about your performance or have other concerns, do not hesitate to reach out to your instructor. This is an important first step to take.
Does moving online impact the assessments and expectations set at the beginning of the semester?
Moving to an online environment has also caused disruption to initial course objectives, goals, and how to meet them. Many adjustments to syllabi have been made to reflect the possible limitations posed in new learning environments. Focus on the big picture for your course: what is the central idea being taught, what are the main takeaways, and what do you need to know to be successful moving forward? Assessments should reflect the central concepts to your course, so focus your time and energy there and not on the miniscule details. If you are still feeling uncertain or overwhelmed, then reach out to your instructor and ask about their new expectations for you moving forward. If you are concerned with how quizzes or exams may be provided and/or proctored, be sure to communicate with your instructor.
How can I continue collaborating with my classmates?
Communication with classmates can be essential to your success in a course. In a face to face environment, these conversations happen naturally and not much thought goes into it. However, this is something we now have to actively think about and problem solve. If your instructor has not created an environment for student interactions to take place yet, it might be beneficial to request them to do so. This can be an open discussion forum in your Learning Management System (such as Blackboard, Canvas, D2L, etc.), a virtual meeting session especially for students to collaborate, or an outside channel (such as Microsoft Teams) for students to chat. Exchanging phone numbers, emails, or even social media information (to those who have it) can also be beneficial to keep conversations fluid and accessible.
Can I still meet with my instructor in a one on one setting?
Open communication with your instructor is vital. Remote learning can be challenging and we want to make sure we are able to support you in any way necessary. If your instructor held office hours before, they are likely still willing to hold office hours in a virtual setting. Reach out to ask how to schedule a meeting with them.
What impact will remote learning have on my future courses?
The uncertainty or newness in an online learning environment might leave you overwhelmed and concerned about what  impact this may have on your future courses. This can be especially impactful if you are currently in a prerequisite course or in a course that is core to your degree program. Ask yourself the following questions to gauge the potential impact of these courses on future courses:

How does this course affect my future learning?
Is it a requirement for my future courses?
Will I need this information to be successful in my degree program?
Have I thought about which information is the most important for my future success?

Your answers to the above questions should help you in prioritizing your current courses. Also, do not forget to reach out to your instructors if you are feeling overwhelmed, anxious, or concerned during this time.
Where else can I look for more support if these tips and tools aren’t enough?
Your college or university likely has additional resources. For example, if you are a student with physical and/or cognitive disabilities, and you think you may need an accommodation, we really encourage you to contact your Disability Services office. Moving to remote learning may change your needs and these offices are designed to aid students with disabilities in pursuit of their educational goals. Accommodations can be granted based on need, and the requirements for receiving accommodations will vary by institution. A diverse range of disabilities both physical and cognitive may make you eligible for accommodations.
Communication with Instructors
Transitioning to an online learning environment can pose new challenges compared to face to face discussions. Below you can find some templates for communicating with your instructors if you have questions, or are having difficulty in the new environment.
Ask your instructor to host open office hours through a virtual meeting platform for the whole class:
Option One
“Hi (insert name),
I am concerned about my ability to continue to meet with you during your office hours due to the recent shift to online learning. I was curious if you will continue to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? Could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you set up a protocol for how we should sign up for these sessions? All help would be appreciated!
Best,
(insert name)”
Option Two
“Hi (insert name),
With the recent shift to online learning, I am having some difficulty grasping the new concepts being taught. I am worried that without more one on one support I will not be successful for the remainder of the semester. I was curious if you are able to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? If so, could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you had set up protocol for how we should sign up for these sessions. All help would be appreciated!
Best,
(insert name)”
Ask your instructor if you can schedule a one on one meeting with them for support:
“Hi (insert name),
I just wanted to reach out to inquire about the possibility of one on one meetings. Remote learning is new to me and something I have struggled with in the past. I feel like I would perform better through weekly/bi-weekly check ups for clarity and understanding. I typically respond better to one on one interaction. Is this something we could set up? I think 15 minutes would be sufficient for me to ask questions or review content. Let me know if this is something we could set up! I appreciate all your support during this time.
Best,
(insert name)”
Ask the instructor if they can create a space for you and your classmates to have open discussions:
“Hi (insert name),
With the recent change to online learning, I have realized that my classmates and I are no longer able to ask each other questions as easily as before since we no longer have face to face interaction. These conversations helped me a lot throughout this course and it would be very beneficial for us to continue to have these conversations during this time. Below are some options that I think would be helpful to support our conversations in an online environment:



Virtual meeting sessions specially for students
(Class Chat Channel: Microsoft Teams, Slack, Facebook, etc.) channel for our course
Q&A thread in (Course website: Blackboard, Canvas, D2L, etc.)



I am also open to suggestions you may have as well to help in this area. Please let me know what you think of the above options.
Best,
(insert name)”
Communication with Classmates
We’ve been monitoring ways that students around the United States are choosing to keep in touch with each other. Below are popular options to support your continued engagement with your classmates.
Virtual Meeting Sessions (e.g., Bluejeans/Hangouts Meet/Zoom, etc.)
With the shift to remote learning, natural conversations that may have occurred before or after class can become more difficult to continue. These times are often a space to talk through questions or concerns with fellow classmates. If these conversations were something you found useful, we encourage you to reach out to your instructor to see if they would be willing to start a virtual meeting session early or keep it open after the class has ended as a space for students to collaborate. If you want a private space to talk with you and your classmates, then ask the instructor if they would be willing to share a virtual space where students can join at certain times to talk through content, concerns, or frustrations.
Teams Channel
Teams is a great resource for communicating with your classmates. It imitates direct messaging and you are able to download the application onto your phone allowing you to receive instant notifications from chat responses. If your instructor was able to create a Teams channel for you class you might benefit from asking them to create separate channels within the course channel so that you can communicate more directly with classmates on group projects and more. Once a separate channel has been created for your group only members of that group would be able to see your messages (including your instructor if they so choose).
Facebook Groups
Facebook groups are an easy way to stay in touch with your classmates. If you are looking for a space to converse more naturally than on a university platform then Facebook would be a great option. Keep in mind that not all of your classmates may have a Facebook or have access to continuous wireless support and may prefer exchanging phone numbers instead. It is best to have an open conversation with your groupmates or classmates to see which platform they may prefer.
WhatAapp
WhatsApp is a great platform for instant messaging, sharing content, voice messages, and video calls. Given the current situation, many students have returned to their permanent places of residence across the United States and abroad. WhatsApp allows users to communicate via Wi-Fi without a phone plan and without long distance rates. It can be an inclusive option for students who are not located on or near campus. It can be downloaded on Android and Apple devices as well as Mac or PC.
GroupMe
GroupMe is a free instant messaging app that works across iOS, Android, and Windows Phones, but you can send messages from your laptop as well. Users don't need to have the app to text, just add anyone from your contacts and they can chat within the group through SMS.
Slack Channel
Slack is a messaging platform that is used all around the world, throughout industry, and higher education. Within Slack users have the ability to create public and private groups, and send direct messages. Group work can be divided into “channels” for greater organization, and clarity. Slack even has integrations for apps like Google Drive and Box, if you’d prefer to avoid such integrations, then you’re able to share files through Slack as well. Calls can be made via Slack as well if you’ve integrated a video-conferencing solution like Bluejeans, or Zoom; however, on the free version of Slack, only 1:1 voice or video calls can be made, so you may consider using a video-conferencing software for that purpose specifically. Slack can be downloaded on MacOs or PC, and is mobile friendly for Android, and iPhone users.
Discord Channel
Discord is a free voice, video, and text chat service that is available to download on your PC, mobile device, or directly within your browser. This app was originally designed for online gaming, however over the past few years more instructors have been incorporating this tool into their courses to promote ongoing conversations among classmates.
Participation
If your instructor has enabled the “chat” feature in your virtual meeting sessions, try to participate and ask questions as they arise. On some platforms, you have the ability to submit questions anonymously. It is encouraged to use this feature if you are concerned about singling yourself out. Remember, if you need clarification or have a question, it is likely that others in class do as well. Don’t hesitate to join discussions if your instructor allows you the ability to collaborate. You can also share your contact information with others to provide support for them or vice versa. It is encouraged to find a platform where you can share information and questions with classmates. Try to regularly check the platform(s) and answer questions to support your classmates when you can help provide guidance.
Discussion Forums
Ask your instructor when new discussion forums will be opened, as well as when initial posts and responses are due. This will make it easier for you to keep track of your tasks as well as to keep you on top of checking the forums. Make sure you have a clear understanding of how many posts you need to contribute as well as the expectations for quality and quantity in your posts. Often, instructors will ask you to disperse your responses to prevent you from responding to the same post more than once. It is key that you understand what is being expected of you. Try to respond to topics that are of interest to you to provide more meaningful interactions even when tempted by others that only require a quick response. You will learn more from topics that draw your attention.
Assessments such as Quizzes and Exams
Your instructors may not know how their syllabus is going to be affected or how they expect to deliver quizzes or exams or other ways of checking your learning. You should ask your instructor if previously established quizzes and exams have been rescheduled. Update these assessment dates in your notes and begin to organize study materials accordingly. Remember, quizzes and exams may now be delivered through an online platform. Ask your instructor how they intend to offer their exams and how this might impact you.
Technical Support and Resources
Please note, that none of these links are endorsements towards any product or company, but rather are here as potential resources which you can look into on your own.
Wifi Access
Nationwide (United States) Connectivity Resources
With a note of thanks to Richard Saouma, Michigan State University, for compiling the original list. This was last reviewed 03/18/2020.
With the shift to remote learning, the need for reliable Internet connection has become vital. Below is a list from major internet providers and the services they are offering in response to COVID-19:

Comcast

Free essential internet for two-months and no data caps (60 days).


T-Mobile & Sprint

Unlimited smartphone data to existing customers (60 days), 20GB/month wi-fi hotspot for smartphone customers (60 days), free international calls to Level 3 impacted countries.


ATT

Free hotspot access to anyone, $10 home unlimited internet for qualifying households, no late fees and no disconnects.


Verizon

No late fees.


CenturyLink

No late fees, no disconnects, and no data caps (60 days).


EduROAM

Your institution may be part of this network, and you can login to your institution’s domain on multiple campuses throughout the United States.



Free Resources for Students
Please note that your institution may use or not use some of these tools. This list is not designed to indicate endorsement of any individual tool, but rather to help provide some starting points for students looking to adapt their learning style to the shift to remote instruction. These technologies may be potential useful tools for personal use. We did not test the accessibility of each of these technologies, but recommend you check out these and other technologies that support your learning or your peer group’s learning. The authors of this document do not imply endorsement, but rather want to link to Assistive Technology and studying tools. Please be sure to read the Terms & Conditions and End User License Agreements, and consider asking your instructors what tools they recommend. Be sure to read and make informed decisions when making agreements with companies.

Note Taking Tools

Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.




Study Tools

Quizlet

Quizlet allows you to either build your own custom digital notecards or import your notes which can be converted into notecards. Once your note cards have been created you can easily share them with fellow classmates. If you have a particular card you are struggling with, Quizlet allows you to “star” certain cards and only review those cards at a particular time.


Kahoot!

You can create a Kahoot (quiz) for yourself off of items you think will be asked on an assessment. You can then make Kahoot live and share it with friends to see how everyone does.




Screen Recording Tools

Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


Techsmith Snagit

Snagit is a screen capture and screen recording tool. It makes screen recording and screen capturing an easy and seamless process for users. TechSmith is currently offering Snagit for free through the end of June 2020.




Speech to Text, Text to Speech, and Captioning Tools

Otter.ai

Otter ai is a free captioning tool for real time video content that allows users up to 600 free minutes a month. It can also be used as a speech to text tool for creation of notes.


Kurzweil 3000

Kurzweil 3000 is a text to speech software that allows a user to have electronic text aloud. It can help with concentration and focus and is beneficial for those who learn through auditory means. For MSU students: before downloading a free trial reach out to your campus’ Resource Center for Persons with Disabilities since they often have free licenses.


Read&Write

Read&Write is an additional text to speech software that allows a user to have text read aloud and that can also be useful for writing and note-taking. For University of Michigan students, faculty, and staff: please visit the accessible computing webpage at ITS for details on how to download this free of charge.


NonVisual Desktop Access (NVDA)

NVDA is a free, open-source screen reader technology which can be used to read webpages, documents, or applications. NVDA is a commonly used assistive technology by folks who are blind and low vision.


Google Docs

Google Docs has many useful built-in features to support students. One to highlight is the speech to text feature. This tool can be used to support the creation of notes, papers, discussion responses, etc.




Time Management Tools

Be Focused Timer

This app has a built-in timer that provides users with a way to stay focused, manage tasks, and track progress over time. You can set timers for work durations as well as short and long breaks to help maximize productivity.


Remember the Milk

This app allows users to create to do lists and set up reminders that link can be linked to other apps such as Gmail, Outlook, and Google Calendar. The user even has the ability to attach documents to tasks to stay organized.




Focus Tools

Freedom

This app allows the user to take control of distractions. Freedom can limit websites, desktop apps, or the internet as a whole and can sync these blocks across all devices.


Reader View Chrome Extension

Reader View strips away unnecessary clutter on a webpage and allows you to focus only on the content. It removes all advertisements to help prevent distraction. It also allows you to change the text size, font, contrast and layout for easier reading.




Additional Tools

Grammarly

Grammarly is a browser plugin that runs a grammar check on your content and offers suggestions on how you can improve your wording or punctuation. This can prove especially useful for email correspondence.


EquatiO

EquatiO is a tool designed to support students in mathematics and STEM courses. With this tool the user has the availability to type, write, and dictate expressions and equations. It also has the ability to predict expressions and transform your handwritten expressions into text. It also allows the user to grab an equation and transform it into digital text. Users can take a picture of a written equation and upload it into a digital format.


WordToEPUB

WordToEPUB is a tool that allows for the converting of Word documents to accessible EPUB files. The EPUB format makes for easier reading on laptops, smartphones, and other devices.





Note Taking Support
How you take notes might be a new obstacle with changing to an online environment. There are many tools available to help support the note taking process and to ease the burden on the student. Below are some tools to assist in the process as well as some organizational recommendations in platforms you might already be using (such as Microsoft Word documents). None of these are endorsements and please make informed decisions and review user agreements when choosing a tool that works for you. or You may also consider asking your instructor or classmates if they would like to create a shared note document. Make sure to choose a platform that works for all students in your class or group, regardless of any disability. Sometimes technologies may not be as accessible as we like.

Tools:

Evernote

Evernote is a note taking tool that allows you to take and organize notes, as well as include files, photos, and voice memos in the same area. The basic version of Evernote is free and can be downloaded and synced across multiple devices.


Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information over notes. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.


Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


OneNote

OneNote is a note taking tool that allows users to take and organize notes in one place. You can sort your notes into different tabs, sections, and pages. Flag important information with to-do tags, insert files and record audio files within your notes. OneNote also allows you to draw and annotate on a touchscreen that will save within your notes.




Tips

Microsoft Word

Making use of the following features while taking notes in a Word document will make it easier to organize your content and easily navigate your content when revisiting notes for studying.

Make use of headings in your document. Main content areas can be marked with headings. This will make navigating your document more seamless because with the use of headings an outline will be available in the navigation view.
Make use of comments throughout your document to place emphasis on important topics and details.
Organize your notes with the built-in list styles. This will help you to create a natural hierarchy of information throughout your notes.
Through Office365, you have the ability to share your documents with others to collaborate on a document in one place at the same time.







Accessible Note Taking
When it comes to sharing notes or sharing content it is important to keep in mind that accessible content is better content. Accessible content is content that can be accessed by any individual regardless of disability. This is important when it comes to sharing content with fellow classmates or professors. Here are a few quick tips for accessible content:

Make use of heading styles.
Make use of built in list styles.
Consider your color contrast (text vs. background color).
Try to avoid using color alone to denote meaning.
Make use of descriptive link text.
Add alternative text to images that are non-decorative.
Make use of header rows and columns when building tables.

For more detailed information on how to produce accessible content please visit Michigan State University's Webaccess website where detailed tutorials can guide you through accessibility of various document types.
Organization
You probably have heard several different strategies for doing this from your instructors. We wanted to provide an additional strategy for when you run out of all of those other ones. Here’s some things that we’ve heard have worked for others. Maybe they’ll help you, too. We also just wanted to quickly note that all of us are different. We each have different responsibilities, strategies, and spaces to work from in this time. Some of us have families to care for or are balancing other work responsibilities. Take from these what you will. An important tip: you learn how you learn. This is not a one-size-fit-all solution.
Managing your Calendar
There are a variety of ways to keep a calendar, or manage a calendar. Many of us have calendars on our phones, and laptops that make it easy to save events, schedule appointments, and access a high-level overview of our week. Additionally, many Learning Management Systems (LMS’s) like D2L and Canvas, have built-in calendars and calendar integrations to things like Google Calendar, which allow you to automatically schedule assignments and receive reminders. You may find it helpful to set recurring reminders for study time and homework time.
Managing your Email

Keeping emails organized and unifying information streams from instructors is important. Advocate for a single source of information that links to other areas.
Create a separate folder for each of your classes within your email so you can more easily navigate back to content. You can also set up rules so that information is funneled appropriately as it comes in.
Compile resources as you go in one single document. With all the information that is being shared it can be easy to lose information or track down that information once you leave it. By copying information into one single document you will have an easier time referring back.

Managing your Files/Documents

If you are downloading content from a course and adding notes try to save those files with descriptive file names (e.g., Biology_Lecture_001) in a specific folder designated to that course on your Laptop.
If your computer has limited storage you can make use of OneDrive which is a free tool to all students.

Managing your Time
If you’re new to online learning it can be easy to become overwhelmed with the lack of structure, and subsequently fall behind in all your classes. The following strategies may help you to more efficiently manage your time:

Try to avoid working in bed.
Get ready as though you were leaving your home.
Eat breakfast, just coffee does not count.
Whether your classes are synchronous or asynchronous, follow your class schedule to keep structure to your days.
Take a 15 minute break for every hour of work or study time. Your eyes will strain from looking at screens for too long.
Minimize distractions by working with the TV off, and away from your Xbox, PS2, Atari, GameCube, etc.
Schedule online co-working sessions with your classmates to increase accountability and productivity.
Put your phone on “Do not disturb.”
Make a to do list for each class and pick which items you will work on each particular day.

Wellness Strategies

Plan a healthy lunch to the best of your ability.
If it’s an option, work in different locations within your permanent residence. You can get stagnant being in one place for too long.
If you’re able: do some stretches, go for a walk, or exercise in some way that works for you in order to keep your energy up and your mind sharp.
If you’re in isolation, call, email, Facetime, or video chat a friend. We’re primarily social beings, and even the most introverted among us require human contact.
Reach out to your campus Mental Health Professionals (MHP’s) if you’re feeling isolated, anxious, or depressed. These services are free on most campuses.

Applications to Support Health and Wellness

What’s Up (Free; What's Up for iOS and What's Up for Android)

What’s up uses Cognitive Behavior Therapy and Acceptance Commitment Therapy approaches to help users cope with depression, anxiety, and stress. The app contains over 100 different questions to help pinpoint what you are feeling and offers thinking patterns to teach you how to stop negative internal thoughts.


Mind Shift (Free; Mind Shift for iOS and Mind Shift for Android)

Mind Shift is an app designed specifically for young adults with anxiety. Mind Shift helps users change their focus from avoiding anxious feelings to being mindful about how you think about anxiety and process through anxious situations and feelings.


Self-Help for Anxiety Management (SAM) (Free; SAM for iOS and SAM for Android)

SAM supports users in creating a build your own 24 hour anxiety toolkit. This toolkit supports users in tracking anxious thoughts and behavior and then pulls from 25 different self-help techniques and tailors the recommendations to the user. SAM also allows users to connect to an online community for additional support.



Phone and Hotline Resources

The National Suicide Prevention Lifeline provides free and confidential emotional support to people in a suicidal crisis or emotional distress. By calling 1.800.273.TALK (8255) you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7. Hearing-impaired TTY users may dial (800) 799-4889. 
The Trevor Lifeline is the nation’s only around-the-clock crisis intervention and suicide prevention lifeline for lesbian, gay, bisexual, transgender, and questioning youth. Call 1.866.488.7386. [Note: the lifeline will talk with any individual regardless of sexuality or gender.]

For University of Michigan and Michigan State students: for further information about available resources, please visit Michigan State University’s Emergency Resources for Students or University of Michigan’s CAPS Services Regarding Covid 19 Update.
Productive Ways to Fill Your Time

Join a Facebook group that is of interest for you.
Schedule FaceTime/Snapchat/Facebook video sessions with your friends and family to keep up with social interactions.
Refresh your resume.
Apply for jobs.
Apply for scholarships.
Take a free online course through the libraries if you are interested in a specific topic.
Look into graduate school programs that might be of interest in the future.
Take a YouTube crash course and build your own website.
Develop a daily schedule.

What should I do if I have unresolved concerns?
It is a difficult time and we are all doing the best we can. However, if you feel frustrated or have a concern that warrants attention and you have not received a response in a timely fashion, then it is important to know with whom to speak. Ensure you have accurately and succinctly voiced your concerns to your instructor. Instructors have struggles and time constraints just like you, and they might just need a few days to circle back. If your instructor is not responsive, or you believe they've requested something of you that is inappropriate, e.g., such as attending midterms in person, the next step would be to escalate those concerns to the chair of your department, or find an associate dean or dean of your college. If you have a course coordinator or are aware of a program coordinator they would also be a good person to reach out to as well. Do not be afraid to follow up as many times as are necessary, it is the responsibility of these offices and persons to support you. If you feel as though you need to escalate even further, you can bring the issue to your University’s Ombudsperson office. Their charge is to assist students in resolving conflicts.
Keep Learning
Remember, higher education institutions are here to help you learn. What is important right now (for us, and we’re hoping for you, too) is that you are safe and that you have good opportunities to learn. We’ve heard from some students that the reason we call this remote teaching is because we have “no remote idea” what we’re doing, and you may be onto something there... So help us help you, and communicate openly with your instructor about your needs! We know that these times have not been kind or fair to many of you, and that many of you face significant personal challenges or uncertainty at this time. We hope that you can get to where home is or needs to be right now. Things can be ambiguous and scary right now. We hope that you can focus on learning the things that move you forward and keep you safe, and that you will share in the joy in learning that all of us in higher education have. We thank you for your patience and grace in this process. And for keeping us going, too. #KeepLearning
Sincerely,
Brooke Knapp (Michigan State University), Darrell Williams (University of Michigan), Gabrielle King (Michigan State University), and Phillip Deaton (University of Michigan)
References

Create A Work From Home Workplace Wellness Program
How to Work From Home & Still Be Productive
EMERGENCY Resources for Students | Counseling & Psychiatric Services | Michigan State University
Tips for Excelling in an Online Learning Environment
Purdue Online Student Toolkit
A Brief Letter to an Institution that Believes Extensions are the Accommodations We Need Right Now

This post delves into inclusive syllabi as part of the Inclusive Pedagogy playlist.
Syllabi communicate required policies and information as designated by MSU and your department. They also communicate your values as an educator. They are one of the first documents learners refer to in the course thus meaning that centering equity, inclusion, and belonging in this course document is instrumental in setting and communicating values and norms to learners. 
In the following sections, I will overview strategies for inclusive syllabi (including a template you may use), reflections for your syllabus, and resources to learn more that also inspired some of this content. 
What are some strategies for inclusive syllabi? 
An example template for an inclusive syllabus can be copied, revised, and modified for your course. It includes annotations and example policies. 
Welcoming and Representative
A welcoming syllabus means it communicates care, support, and accessibility. A representative syllabus means that it recognizes the diversity of learners in a room and welcomes them as well as represents a range of diverse backgrounds and experiences. Some strategies to implement this include: 

Refrain from demands and punishment-based language (e.g., “must comply,” “failure will…”). You may also want to use language that invites and supports rather than list rules/regulations. 
Revise to have a warm and encouraging tone throughout. For example, you can include welcome statements or introduction to you as a person (not just an academic educator). You can also use “we” rather than “you” language to lessen hierarchies of knowledge. 
Consider how course policies may cause barriers and build in flexibility, empathy, and understanding. For example, rigid attendance policies disproportionally affect disabled learners, parents and caretakers, and those working multiple jobs. Another example is that requiring only verbal participation may exclude those that don’t feel comfortable speaking in front of others or those that have different processing speeds.
Revise the syllabus to appeal to various learners and perspectives by incorporating Universal Design for Learning and accounting for differences in prior knowledge. You can also include plain language, diverse representations, and openness to feedback.
Create accessible documents and only use accessible materials within the course. You may learn more about accessible composing on iTeach and MSU’s D2L accessibility supports.
Consider what sections of your syllabus you may be able to co-create with learners
Communicate how inclusivity and equity will be centered in discussions, policies, etc.
Content in the syllabus (e.g., graphics, readings, assignments) should include a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)

Learner-Centered and Asset-Based
Creating an inclusive syllabus with a focus on learner-centered and asset-based strategies involves recognizing and valuing the diverse strengths and experiences learners bring to the classroom.

Frame content with confidence in the learners’ capabilities rather than framing the course as an almost impossible challenge.
Promote a growth mindset by emphasizing effort, learning from mistakes, and continuous improvement..
Use language that highlights learners' strengths, potential, and contributions rather than focusing on deficits or shortcomings.
Foster policies and assignments that value collaboration over competition.
Offer a range of assessment types to cater to different strengths, such as projects, presentations, written assignments, and creative work.
Allow for choice and flexibility in assignments to let learners approach tasks in ways that leverage their strengths.

Transparent
A transparent syllabus makes explicit connections that may be less clear for learners as well as clearly communicates expectations for learners. Some strategies include: 

Make language of the syllabus have limited academic jargon and instead use plain language
Make visible the implicit connections between course pieces. For example, answering for learners what connections there are between content, how that content is organized and related, and why it’s structured the way it is. 
Explain basic success information for the course, especially for learners who may not understand the hidden curriculum of college. For instance, this may include explaining what office hours are, how learners can get support from you, peers, and tutoring. It may also include providing resources to learners for financial aid, wellness, etc.
Articulate policies with your values and also the outcomes of what not aligning to that policy is. You can frame with a welcoming, but also transparent tone. An example includes, “I understand we all have complex lives outside of the course. While it is important for your learning to keep up with the deadlines as much as you can, let me know as soon as you’re able if an assignment’s deadline isn’t feasible, and we will come to a solution together. There is no grade penalty if you submit an assignment late; however, I will not give detailed feedback on late work.”

How can I reflect on my syllabus for inclusion? 
Some reflection questions for you as you write and/or revise your syllabus include: 

Does my syllabus use welcoming, supportive language without being punitive?
How does it communicate confidence in learners' abilities and promote a growth mindset?
How does my syllabus acknowledge and welcome diverse backgrounds and experiences?
Have I included diverse content (readings, graphics) representing various perspectives?
Do my policies consider potential barriers for different learner groups (e.g., attendance, participation)?
How have I incorporated flexibility, empathy, and understanding?
Have I offered a range of assessment types to cater to different strengths?
How do my assignments and policies value collaboration over competition?
Is the language free from academic jargon and easy to understand?
Have I clearly explained course content connections and basic success information (e.g., office hours, support)?
How have I made learners aware of available resources (e.g., financial aid, wellness)?
Do my policies reflect my values and clearly state consequences in a welcoming tone?
Have I provided clear examples of flexibility and support?

Where can I learn more about inclusive syllabi?
The resources below informed this article’s content. They are also great resources for learning more: 

Brantmeier et al.’s Inclusion by Design: Survey Your Syllabus and Course Design
Center for Urban Education’s Equity-Minded Series on Syllabus Review
Columbia’s Designing an Inclusive Syllabus 
Indiana University Bloomington’s Inclusive and Equitable Syllabus
Ohio University’s Inclusive Pedagogy Academy
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice

Continue to read more about inclusive pedagogy in the next article on inclusive assignments and assessments or return to the Inclusive Pedagogy playlist.

This article provides an overview of example syllabus language for discourse, especially for Fall 2024. This post is the third part of the Civil Discourse in Classrooms series and playlist.
Attendance policies can vary widely for various factors, such as educator values, classroom size, and discipline. MSU does not have a specific attendance policy, but does state: 
There is no university-wide regulation requiring class attendance. However, attendance is an essential and intrinsic element of the educational process. In any course in which attendance is necessary to the achievement of a clearly defined set of course objectives, it may be a valid consideration in determining the student's grade. It is the responsibility of the instructor to define the policy for attendance at the beginning of the course.
This statement makes it clear that while attendance is important to learning, there is not a specific policy from the university. However, if an educator wants to have a policy, then they must communicate this at the beginning of the course being sure to be clear how it will factor into grades, if applicable. Below, we will provide various pathway examples of attendance policies that can be adapted to individual educational contexts.
Attendance Policy Unrelated to Grades Example

Reflect: In this example, this educator, who has smaller class sizes without exams, values students’ agency to make their own decisions about attendance to place flexibility with life events. This educator believes that there is a natural consequence built in already if students don’t attend class, which is that they miss content.
Frame: An example framing could be, “Active learning and discussion needs everyone to participate and be present to their capacity. I understand that absences may occur and no excuse notes are needed.”
Set Expectations: An example of setting expectations could be, “Regularly missing class makes it difficult for your own and others’ learning processes.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “If there’s a regular pattern of absence, we will have a conversation about ways we can better support your learning.”

Attendance Policy Linked to Participation Grade Example

Reflect: In this example, this educator, who has discussion-based classes, values regular attendance because it is integral to everyone’s learning. They also want to build in some flexibility to life events. 
Frame: An example framing could be, “Discussion and participation is an integral part of this class. Attendance is recorded for each class session and contributes to the participation component of the final grade.”
Set Expectations: An example of setting expectations could be, “Students may miss 3 class periods without question, and additional absences must be documented and communicated with the instructor as soon as possible. Excused absences with documentation include medical emergencies, family emergencies, religious observances, and university-sanctioned events.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Unexcused absences beyond 3 missed class periods will result in no participation points for that day’s class (see grading scheme for more details on final grade calculation).”

Attendance Policy Linked to Final Grades Example

Reflect: In this example, this educator, who has hundreds of students in each class, values regular attendance to ensure students are engaging with the content. They want to make it transparent that they use a systematic attendance recording method. 
Frame: An example framing could be, “Attendance is an essential and intrinsic element of the educational process.”
Set Expectations: An example of setting expectations could be, “Students must sit in their assigned seats for each class period. Attendance is recorded within the first five minutes of each class period based on presence in one’s assigned seat. Students must attend at least 90% of class sessions.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “For students that go below 90% of missed class sessions, there will be a 1% drop to the final grade for each class period below the 90%.”


Continue to read more about in the next article, “Classroom Norms & Disruptions,” or return to the Civil Discourse in the Classroom playlist.

This article provides some resources for faculty resuming courses in February 2023 and is a cross-post from the original post on the Enhanced Digital Learning Initiative (EDLI) website.
Per guidance from the Provost's office, faculty are encouraged to be flexible and accommodating with themselves and their students. Some courses may resume as planned, and others may need to make pedagogical changes in order to accommodate faculty and student needs. These changes may be very different depending on your specific course and will require some flexibility in thinking through options. As you assess the needs of your students and courses we encourage you to adopt a flexible and student-centered approach.

During the first week of returning to classes, you may wish to hold conversations or conduct activities that allow you and your students to understand where you are at and what your needs are for the remainder of the semester. You may wish to provide a survey to your students to allow those who may not be attending classes in person to contribute and to allow for anonymous contributions as you plan for any changes you wish to make.

Ideas for what you might do during this first week back include:


Reflect on where you are.  Reflect on where your students are.
It is ok to not require any academic work this next week. Students may not want to, or be able to, work on academic material in the first days/weeks.
Don’t make any large adjustments. Don’t rewrite the syllabus now but do take notes on what you are hearing or thinking in terms of longer-term changes.
Provide opportunities that allow students to come together, but without the necessity to speak. You could show a film or do some other activity that allows students to engage as they wish.
If you are feeling a particular way, talk about it, and be open about it.


As you consider what changes you may need to make in your courses remember that you may need to reset expectations, but do keep in mind the following:


Keep your course goals and learning objectives at the forefront of any redesigned assignments or activities.
Communicate your plan to your students. (link includes template and email language that may be useful to copy/paste)
Discuss needs with your students and try to be flexible with accommodations.
Adopt practices and approaches that enable students to engage with you and other classmates as much as they are comfortable and able, and in ways that work for you and for them.


Some examples of changes you may wish to make either temporarily or in the long-term best interest of your course and students:


Modify attendance policies to allow students to attend remotely or to take the time they need to process the events. 
Consider changing assignment due dates or the number/length of assignments. If you need to drop an exam or assignment, just do so.
Recording or streaming class sessions to allow students who may need opportunities to revisit course content to do so or to allow students who were not able to be present on campus to access course sessions. 
Accommodating students who are not able to be on campus can be as simple as opening a Zoom session and/or recording your class. Most MSU classrooms are equipped with cameras and software capable of facilitating this style of teaching. 


Some Additional Resources that may be helpful are listed below. 

Making changes to your class


Adapting a Syllabus During the Semester (provided by Ellen Moll, Director of Integrative Studies in Arts and Humanities)
Guide to Modifying Your Course Mid-Semester
Multimodal instructor guide - Contains recommendations for classroom set-up in a multimodal or hyflex-style course.
EDLI Online and Hybrid Course Development Process - Considerations and guidelines for creating online or hybrid courses.


Capturing and Streaming Your Class


MSU Hybrid Classroom Support & Tips - Guide to using MSU Classroom equipment to capture or stream your class.
Live streaming in-person classes Guide - a short guide to learning the process of live streaming in-person classes.
Zoom Meeting Top Ten - A reminder of the top ten most important settings on Zoom.
Preferred Zoom Settings - Recommended Zoom settings for teaching.
Recording Videos in Zoom and Uploading to MediaSpace - Learn how to record your Zoom Meetings to the cloud and then upload them to MediaSpace


Communicating With Your Students


Template & Considerations for Student Notification in Temporary Course Modality Change - A guide to communicating with your students in the event of a temporary course modality change.
Whole Spartan Framework


Further information and resources can be found on the #iteachMSU website. These resources will continue to be updated in the coming days so please check back if you do not find what you are looking for at first.

This post was co-authored by Makena Neal, Scott Schopieray, Jessica Sender, and Jeremy Van Hof.

Introduction
Peer review has long been recognized as a valuable tool in education, offering students an opportunity to develop critical thinking, communication, and collaboration skills while engaging deeply with course material. However, effectively incorporating peer review into a course requires intentionality and a strategic approach.
One effective way to design and implement peer review activities is by using a transparent assignment design framework. This approach ensures that students clearly understand the purpose, tasks, and criteria for peer review, making the process more equitable and impactful.
In this article, we’ll explore a roadmap for integrating peer review into your teaching, weaving in the role of transparency to enhance the experience. From reflecting on your goals to identifying practical tools, we’ll cover five key areas to help you make peer review an enriching experience for your students.
1. Reflecting on Intentionality in Peer Review
Incorporating peer review is most impactful when done with a clear purpose. Before introducing it into your course, ask yourself:

What specific skills or outcomes do I want students to achieve through peer review?
How does peer review support my course objectives?

To make your goals explicit to students, use a transparent assignment design framework. That is, clearly communicate:

The purpose of the peer review activity (e.g., to develop critical thinking or improve a draft).
The specific tasks students will perform and t he related resources needed (e.g., providing feedback and rubric needed to evaluate a peer's work.
The criteria for which their peer review asignment will be graded.

This intentionality and transparency ensure that peer review isn’t just an add-on but an integral part of the learning process.
2. Skills Students Develop Through Peer Review
Peer review offers students a unique opportunity to develop a range of skills that are crucial both academically and professionally:

Critical Thinking: Analyzing peers’ work encourages students to evaluate ideas, apply concepts, and synthesize information.
Communication: Providing constructive feedback helps students articulate their thoughts clearly and diplomatically.
Collaboration: Peer review fosters a sense of community and helps students learn to work effectively with others.
Metacognition: By reviewing others’ work, students reflect on their own learning, recognizing strengths and areas for improvement.

Transparency can further enhance these benefits. For example, providing explicit criteria for feedback helps students focus on specific aspects of their peers’ work, reducing anxiety and promoting constructive critiques.
3. Considering a Peer Review-Focused Course Objective
A course-level learning objective focused on peer review can make its purpose and value explicit to students. For example:

"Provide constructive feedback on a peer’s work, focusing on both strengths and areas for improvement"
"Review a peer’s design proposal for adherence to engineering standards."
"Analyze a peer’s speech draft for clarity, persuasion, and audience engagement."

Transparent assignment design can support this goal by helping students understand how peer review aligns with their broader learning outcomes. This clarity ensures that students see peer review not just as a task but as a meaningful opportunity for growth.
4. Best Practices for Applying Peer Review as an Assessment Strategy
Successfully integrating peer review into your course involves thoughtful planning and execution. Here are some best practices:

Set Clear Expectations: Use the transparent assignment design framework to outline the purpose, tasks, and criteria for peer review.
Train Students: Dedicate some time in-class or offer an asynchronous pre-recorded lecture with resources on how to give constructive and respectful feedback. (e.g., see tips on providing helpful feedback)
Incorporate Reflection: Encourage students to reflect on the feedback they receive and how they can apply it.
Balance Workload: Use peer review for formative purposes (e.g., drafts) as well as summative assessments to avoid overwhelming students.
Monitor the Process: Be available to mediate or guide discussions if necessary, ensuring feedback remains constructive.

Transparency ensures that students understand the "why" and "how" of peer review, reducing confusion and increasing their investment in the process.
5. Tools and Resources for Faciliating Peer Review
Technology can make implementing peer review more efficient and scalable. Some tools to consider:

Learning Management Systems (LMS): While D2L does not offer a native Peer Review feature there are ways of setting up a D2L course so that it can handle Peer Reviews. 
Internal Tools that offer Peer Review functionality: EliReview and Perusall. 
External Dedicated Peer Review Tools: Tools such as Kritik or FeedbackFruits provide specialized features for peer assessments.

Using the transparent assignment design framework, you can integrate these tools effectively by providing clear instructions and rubrics. Additionally, many institutions provide support through teaching and learning centers, offering templates and guides to help you design peer review assignments.
Conclusion
Integrating peer review into your course can transform the learning experience, fostering critical skills and deeper engagement among students. By reflecting on your goals, aligning peer review with course objectives, following best practices, and leveraging transparency, you can create a meaningful and efficient process.
Transparent assignment design enhances every step of this process, making expectations clear and accessible to all students. This not only supports equity but also empowers students to fully engage with peer review as a valuable learning activity.
Have you used peer review in your course? Share your experiences and insights in the comments! If you’re new to peer review, consider trying a small activity in your next course and building from there. For additional support, reach out to the Center for Teaching & Learning Innovation!

Resources:

Transparent Assignment Design, Transparent Grading
Generic Peer Review Assignment Examples
46 Peer Review-Related Learning Objectives

Topic Area: Pandemic Pivot
Presented by: Ryan Thompson, Andrew Dennis, Valeta Wensloff
Abstract:
When MSU’s campus activity closed due to COVID-19, units and departments across campus sought solutions to transition to remote learning and maintain student engagement. The game development program in the Department of Media and Information turned to a familiar source; a video game communication platform called Discord. While we were already using Discord for casual links and outside of class communication, the quarantine put our server into overdrive. Now, our community Discord is a thriving community spanning 30 classes, 10 faculty, and over 800 members. It is helping game developers of all stripes learn, share, and communicate in a screen dominated era, and keeping faculty, students, and alumni connected and collaborating.
Join three Media & Information faculty as they discuss their experience building, fostering, growing, and maintaining this online community consisting of hundreds of game and interaction design students on Discord. By involving alumni and forthright peers, they found a natural balance between professionalism and creative expression.