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The Hub for Innovation in Learning and Technology is transforming into a new unit under the Office of the Provost umbrella, within the MSU Libraries: the MSU Center for Teaching and Learning Innovation (Center for TLI).  
In a recent message to the MSU educator community, Provost Woodruff explained that this transition represents a deliberate effort to locate fundamental support for educators at the academic heart of the university, the Main Library. Centrally located, and central to the lives of our faculty and instructional staff, this new role and added portfolio of services will bring together outstanding faculty and academic staff from across campus to advance teaching and learning methodology, technology, and innovation at MSU. 
The Center for TLI will be staffed by a combination of former Hub and current library employees. According to a message from Dean of Libraries and Interim Associate Provost for Teaching and Learning Innovation Joe Salem, the Center for TLI will also be looking for additional staff next year. 
“The team and I know there are already invaluable educator support efforts in place across campus. We intend to collaborate with and help amplify those,” says Salem. “The Center for TLI will use a networked approach, keeping a core team supporting educator efforts centrally while working closely and collaboratively with center affiliates in colleges, departments, and units across campus.” 
As a new initiative, The Center for TLI is still evolving. Salem wants to ensure the process of building out the unit involves stakeholders in the crucial, early phase of development. “As part of our process, a small group of educator development stakeholders are being asked to participate in a kick-off summit this January,” he says. “Together, this team will synchronously contribute to developing ideas for how a networked approach can best complement the existing MSU educator ecosystem and fill gaps in support.” 
Salem adds that in addition to the kick-off summit and follow-up work with educator development stakeholders, his team will be offering additional engagement opportunities for educators themselves in the new year. 
This engagement and the feedback collected will be used to help shape the vision and mission of the unit.  
“There is a remarkable amount of expertise on our campus regarding teaching and learning innovation,” says Salem. “We are extremely excited to have the Provost’s support in aligning the great work so many are already doing, and just as excited to break new ground in this space. We’re bringing together a team of cross-unit educators to plan opportunities for MSU educators to share ideas about making the Center for TLI as supportive and collaborative as it can be.” 
While still under construction, the evolving vision for the Center for TLI has at its core an unalterable value: faculty and staff success. As stated unequivocally in MSU’s recently unveiled strategic plan, faculty and staff are MSU’s biggest investment and most important asset. The Center for TLI will be a place to fortify this crucial strategic pillar. Stakeholders across campus can expect a continued commitment from the Center for TLI to iterate on the colossal professional development strides and technological innovation created as a response to the demands of remote teaching and learning.  

Step into the CTLI office, and you are immediately enveloped in an atmosphere of collaboration and respect. This welcoming environment is largely attributed to LeChele Parris (she/her), the Project Intake & Event Coordinator whose attention to detail and inclusive leadership ensures that everyone, from seasoned administrators to new student employees, feel part of the team.
LeChele’s role at the Center for Teaching and Learning Innovation [CTLI] is multifaceted and essential to the organization’s smooth operation. With a keen eye for efficiency, she ensures that all team members have the resources and support they need to perform their jobs effectively. Her responsibilities include [but are certainly not limited to] monitoring various CTLI communication channels, such as emails and intake forms, to guarantee that inquires are promptly addressed and directed to the appropriate personnel. LeChele’s expertise in delegating problems to the right team members ensures that issues are solved efficiently and effectively, contributing to the overall productivity of the center. 
Beyond her administrative duties, LeChele plays a crucial role in managing the daily schedules of CTLI administrators. Her meticulous coordination of meetings and appointments optimizes productivity, allowing the center to function seamlessly. Perhaps one of her most impactful contributions is her oversight of student employees. LeChele provides invaluable guidance and mentorship, fostering an environment where young professionals can grow and thrive. Her approach is personalized; she takes time to get to know everyone individually, always offering a friendly face and a listening ear in the workspace.
In 2022, she earned her Bachelor’s degree in Psychology through Central Michigan University’s Global Campus. Her decision to return to school came later in life, after her children had become more independent. However, like many others, her educational plans were impacted by the uncertainty of the COVID-19 pandemic. Despite the challenges of remote learning and the ongoing global crisis, LeChele persevered, completing her degree and subsequently joining CTLI in 2023.
Her personal experience as a non-traditional student has given LeChele a unique perspective on higher education. She openly shares her journey of completing her Bachelor’s degree after establishing a family and career path, making her decision to work in higher education truly motivating. Initially hesitant about entering the field, LeChele found her calling in supporting online education at MSU.
“Coming here [to CTLI] and hearing about how my coworkers administrate the online programs here at MSU, I wanted to support them in that,” LeChele explains. “I want to be a part of making an online program better for MSU students”. This sentiment encapsulates her dedication to improving educational experiences and her commitment to lifelong learning.
LeChele’s presence at CTLI goes beyond her official duties. She brings a wealth of life experience, empathy, and a passion that enriches the center’s culture. Through her work, LeChele continues to make a significant impact on the CTLI team and the broader MSU community, embodying the values of perseverance, inclusivity, and continuous growth.

At the heart of Michigan State University’s Center for Teaching and Learning Innovation [CTLI] is Tom Cheng [he/him], a Senior Learning Experience Designer whose journey from Hong Kong to East Lansing embodies the transformative power of education.
Growing up in a grassroots community in Hong Kong, Tom understood the importance of equitable education from an early age. Despite attending a high school where university admittance was hard to achieve, Tom’s intellectual curiosity and drive propelled him forward. Wanting to become a local English teacher, he pursued a double degree at The Chinese University of Hong Kong [CUHK], earning a Bachelor of Arts in English Studies and a Bachelor of Education in English Language Education.
Tom’s educational journey took him beyond Hong Kong’s borders. Through his university program, he taught in Beijing and rural South Korea, experiences that would later shape his perspective on diverse educational needs.
After becoming a first-generation graduate in 2018,  Tom began his career teaching English at various high schools in Hong Kong. It was during his second year of teaching that COVID-19 emerged, sparking his interest in online learning processes. This pivotal moment led him to pursue a Master’s in Learning Design and Technology at Stanford University, fully funded by a unique scholarship. The Bei Shan Tang Scholarship provides support to an ‘outstanding [CUHK] graduate’ to pursue postgraduate study at the Graduate School of Education of Stanford University.
“Teachers don’t just teach,” Tom reflects on his time in K-12 education. “Of course, I can teach exam skills or what’s in a textbook, but a lot of what teachers do is show care to students, especially if they’re not getting care at home.” This experience taught Tom to be more sympathetic and to consider things from a student’s perspective – skills that prove invaluable in his current role. 
Now at MSU’s CTLI, Tom brings his diverse background in education to bear on several exciting projects. He’s currently working on improving online.msu.edu and teachingcenter.msu.edu, as well as developing a self-directed course for MSU educators called ‘Spartan Learning Experience Design’. Based on the nationally recognized ‘Quality Matters’ framework, this course aims to help educators, especially one’s just beginning their career in education, design effective online and in-person courses. Tom is also collaborating with the Forest Carbon Management Program at MSU on a successful Coursera course, with more modules in development. These projects showcase Tom’s commitment to making quality education accessible to a wider audience.
As a relatively new face at MSU, having only started six months ago, Tom is focused on establishing himself within the community. He is running the Spartan Learning Experience Design Sessions, aiming to build the kind of reputation that his long-standing colleagues retain. Tom acknowledges the unique challenges of working in higher education, where one often advises highly knowledgeable educators on changing their teaching practices. “It can be an uphill battle,” he admits, emphasizing the importance of building credibility and rapport within a university.
For Tom, success isn’t about wealth or quantifiable metrics. “It’s about how much positive impact you can make to the community you care about,” he explains. “Sometimes it’s just about touching lives, and in education, you never know how many lives you’ve touched until one day someone tells you, ‘Hey, you recommended this tool, and it works great.’”
As Tom continues to innovate and inspire at MSU’s CTLI, his journey serves as a testament to the power of education to transform lives and communities. His work bridges cultures, technologies, and teaching methodologies, embodying the very essence of learning experience design in the 21st century.

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

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).

This article is a component of the Resources for Teaching After Crisis playlist.
Helping Your Children Manage Distress in the Aftermath of a Shootingresource for parents from the American Psychological Association [article]Series of tips for parents to help children through their distress after a community or school shooting.
Resiliency After Violence: After Uvalderesource from the education research outreach site Usable Knowledge, from the Harvard Graduate School of Education. Expanded from their 2016 article on the same topic [article]This article shares strategies from psychologist Richard Weissbourd for age-appropriate conversations about difficult events involving trauma and community violence. Also focuses on student activism and protests, positive school culture and student inclusion in decision-making, and reducing bullying / creating welcoming school climates.
Responding to Tragedy: Resources for Educators and Parents Edutopia resource compiled by Matt Davis [list of links]This list of resources focuses on addressing children’s trauma and grief.
Managing Fear After Mass Violence New York Times Parenting article by Jessica Grose [article]Suggestions from psychiatrists and pediatricians about how parents can handle increased anxiety and fear connected to school shootings, and how they can support their children to do the same.
When Bad Things Happen: Help kids navigate our sometimes-violent world article by Sean McCollum in Learning for Justice magazine, by Southern Poverty Law Center [magazine feature]Article about children and teens’ experiences of community violence, the danger of toxic stress, psychological first aid frameworks, recovery, and healing (2013).
Childhood Traumatic Grief: Youth Information from the National Child Traumatic Stress Network [factsheet]This factsheet is designed for a youth audience to explain the normal range of feelings, thoughts, and behaviors that make up grief; the characteristics of traumatic grief; and ways to feel better and cope with grief-related traumatic reactions.
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu

This article is a component of the Resources for Teaching After Crisis playlist. These external organizations are taking action and advocating to eliminate gun violence in schools and communities and/or affect legislation.

March For Our Lives
Everytown 
Sandy Hook Promise 
Moms Demand Action 
Mothers of the Movement

If you want to contribute a resource to the above list, please email the link or attachment to us or add it by commenting below.
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu

"Anniversary reactions may occur because of the way a traumatic experience is saved in memory. Memories of trauma contain information about the danger during the event."-National Center for PTSD
Office for Resource and Support Coordination (ORSC) Educator Guidance

Acknowledge February 13 and its significance via a one-time statement but avoid constant, regular, or frequent reminders.
Validate that everyone will have their own reactions to the anniversary.
Respect the wide range of reactions and emotions to the commemoration that will occur.
Remember not everyone in the class may have been part of the community last year.
Include those who were not present by acknowledging that not everyone will have the same reactions; this can tie them to the community now.
Trust and believe your students who express the need for additional time, space, and support during this period.

6-Word Framework for Resilience
Laughman, L. (2017) The 6-Word Framework for Resilience.  Michigan State University.University Health and Wellbeing, Spartan Resilience Education  spartanresilience@msu.edu
Sentence Starters to acknowledge the eventsGoals: Collective empathy, understanding, & care

Before Class:




“Next week marks one year since the tragic shooting on campus. Our class will {your approach} before carrying on…”
“I understand that our next class session may bring up strong emotions as we reflect on what has happened. Please know that your feelings are valid and respected here…”
“I want to acknowledge that our upcoming class might be difficult for many of us. Please know that it's completely okay …”




During Class (Feb. 12):




“Today, as we reflect on what happened a year ago, our classroom is a community where all feelings are valid and respected”
“I want to begin class acknowledging the solemnity of the remembrances this week, and honoring the unique ways in which we all process this…”
“ Our memories of Feb. 13 challenge many of us and leave us all processing in our own way…”



Practicing Care (for yourself):
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard?  Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others? Consider author Eleanor Brownn's statement, "Rest and self-care are so important. When you take time to replenish your spirit, it allows you to serve others from the overflow. You cannot serve from an empty vessel." Here are recommendations from National Center on PTSD - “What can help” section of “Reactions to Chronic Stress”: 

Increase self-care and sleep hygiene. 
Practice relaxation exercises.
Make use of periods of reduced stress. 
Organize your thoughts and feelings. 
Gain a broad perspective.
Help others.

Check out the recording below for more details and examples!Resources for Continued Growth:
MSU Office for Resource and Support Coordination have compiled guidance and external resources

Feb 13, 2024 resources
Educator-facing guidance
Other MSU campus support resources (mental health, academic, financial) 
FAQ


Mindfulness for better living (MSU Extension)
University Health and Wellbeing (MSU)

Employee Assistance Program 
Health4U Wellness Programs 

Health and Wellness Resources (MSU Library)
Trauma Services & Training Network Resources (MSU)
Skills for Psychological Recovery: Field Operations Guide (National Center for PTSD)

Choosing Positive Activities 
Supporting Someone After a Disaster
Helpful Thinking Handout


From the workshop:
To support your ongoing professional development and encourage the application of these insights, I've compiled a list of resources:

Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (embedded below).

Slide Deck: You can access CTLI's Preparing to Teach on Solemn Anniversaries slide deck which has Feb. 13 & 14th policies, educator guidance, an overview of the Spartan Resilience Framework, example phrases to acknowledge the event, recommendations for self care, and additional resources - along with reflective questions based in the aforementioned framework.



 In order to access the slides, you'll need to log in to Google drive with your MSU credentials. If you haven't done this before, you just enter your MSU email (@msu.edu) included in the "email or phone" box and google will automatically open Okta/single sign on. You can either log out of your personal Gmail account OR if you use Chrome as your browser, you can create a new "profile".



Online Discussion: Based on the content of this session, you may be interested in exploring the Resources for Teaching After Crisis playlist (developed directly following 02/13/2023 violence) or sharing your own reflections for employing the Spartan Resilience Framework in the comments below. Login with your MSU netID to connect with fellow educators, exchange ideas, and seek further guidance.



Photo by Renáta-Adrienn on Unsplash