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

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

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

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

11:30am - 12:30pm      BREAK

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

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

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

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

Session recording

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

Overview:
Self-grading involves students assessing their own work, which fosters autonomy, reflection, and ownership of their learning process. This approach aligns with a student-centered approach by focusing on self-assessment and personal growth.
Key Aspects:

Active Student Involvement: Students evaluate their work, which enhances their engagement and investment in the learning process.
Enhanced Metacognition: Encourages students to reflect on their learning, identify strengths and weaknesses, and set goals for improvement.
Ownership and Responsibility: Increases students' ownership of their learning and motivation to improve their work.
Personalized Feedback: Allows students to provide immediate and relevant feedback to themselves.
Increased Engagement: Self-assessment can lead to greater involvement and commitment to learning.
Development of Critical Thinking: Helps students develop critical thinking and evaluation skills.
Alignment with Learning Objectives: Assists students in understanding and aligning their work with course objectives.
Formative Assessment: Provides insights into students' learning progress and areas for development.

Benefits:

Empowerment: Students feel more in control of their learning journey.
Deep Learning: Promotes deeper engagement with material and better retention.
Self-Regulation: Encourages independent learning and self-regulation.
Equity: Provides a more personalized and equitable assessment process.

Implementation Tips:

Provide clear grading criteria and rubrics to guide self-assessment.
Include reflection activities where students analyze their work and identify areas for growth.
Create feedback loops where students compare their self-assessments with peer and instructor feedback.
Allow revisions based on self-assessment and feedback to encourage continuous improvement.
Offer training and support to help students develop effective self-assessment skills.


Resources:

Five Innovative Grading Strategies (iteach article)
A student-centered approach to Grading (CTLI Workshop Slides)
Why students should be allowed to Grade Themselves (Insider Higher Ed article)
Self-Assessment (Center for Teaching Innovation Cornell University)
How to Shift to Self-Grading in English Classes (Edutopia)

 

2025 Educator Seminars are presented by MSU IT Educational Technology, MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), the Enhanced Digital Learning Initiative (EDLI), and MSU IT Training​. 
Day 1: August 21, 2025
Instructions: Click on the registration link and sign-up for the sessions you're interested in. After completing your registration you will receive an email with the Zoom link for the session. Any questions or concerns contact us at ITS.FallEducatorSeminar@msu.edu.

8:30 - 9:30am    Spartan 365 Overview
Facilitators: Michael Julian & Lindsey Howe (IT Training)
A live training session that will introduce learners to the suite of software that will help users store data, collaborate, and work efficiently. Spartan 365 has powerful tools that allow users to get more done with Microsoft apps like Outlook, Forms, OneNote, and OneDrive.
Registration Link

9:30 - 10:30am    MSU’s generative AI guidelines
Facilitators: Jeremy Van Hof (CTLI)
Join CTLI for a practical workshop unpacking MSU’s generative AI guidelines and exploring how they impact course design, instruction, and assessment. Participants will consider implications for academic integrity, student learning, and pedagogical decision-making.
Registration link

10:30 - 11:30am    Creating Your Scholarly Presence with KCWorks and MSU Commons
Facilitators: Kristen Lee and Larissa Babak (Libraries)
Registration Link

11:30am - 12:30pm      BREAK

12:30 - 1:30pm     Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities
Facilitators: Sarah Freye and Lisa Batchelder (IT&D)
Registration Link
 

1:30 - 2:30pm    OneDrive - Getting Started
Facilitators: Michael Julian & Megan Rozman (IT Training)
A live training session that will introduce the essential functions of OneDrive, the go-to app for storing data and synchronizing it across other Microsoft applications. Learn how to ensure that work is saved, backed up, and available wherever and whenever access is needed.
Registration Link

2:30 - 3:30pm    D2L Brightspace Essentials: Navigation, Gradebook Creation, and Structuring Accessible Content
Facilitators:  Dr. Jennifer Wagner and Dr. Cui Cheng (IT&D)
Registration Link
 

Registration is now open for the Basic Needs Educator Training, which will be held in-person on Tuesday, April 2nd from 9:30AM-11:30AM. This training aims to equip MSU advisors and instructors with knowledge and skills to identify and support students who are having difficulty in meeting one or more basic needs. The training will cover how to navigate these sensitive situations with compassion, respect boundaries, and connect students with campus and community resources. 
Participants will also have an opportunity to put together finals week thriving kits to take back to their spaces and share with students. A wishlist has been created if you are interested in donating items for the finals week thriving kits. All items not used for the thriving kits will be donated to divisions on campus that stock free self-care items and toiletries for students, including the Student Parent Resource Center. Items are linked to Amazon but do not have to be purchased from this site.
Upon successful completion of the Basic Needs Educator Training, attendees will receive a digital certificate of completion.
Recommended Prerequisite: Attend or watch all recordings from the four Basic Needs Series presentations. All session recordings can be found on iteachmsu: https://iteach.msu.edu/pathways/437/playlist Register here for the Basic Needs Educator Training: https://bookings.lib.msu.edu/calendar/CTLI/BasicEducatorTraining Space is limited, please sign-up soon if interested!

MSU does not currently have a university-wide policy on cameras/videos (e.g. web cameras) for online learning. Much like attendance/participation policies, camera/video policy statements will be determined by individual instructors, departments, and programs. Instructors are responsible for communicating the individual course policy to students.
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design.   The information below is shared as key considerations for developing your course policy.  If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).  
Benefits and Challenges of Webcams 
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include: 

Students working in groups 
Showing physical evidence or materials 
Proof of attendance 
Classes that focus on communication skills, performance, or physical movement 

Students may wish to keep their webcams off because: 

Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location 
They may have privacy concerns (e.g. roommates, children, or other family members in the background) 
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class 
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content 
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns 
They may have a disability where the video feed will decrease their success in the course 
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description. 

Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies 
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events! 
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind. 
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.  
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment. 
Relevant MSU Documents and Policies 
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility). 
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed.  References & Further Readings 
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347  
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035  or http://dx.doi.org/10.2139/ssrn.3820035   
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198.  Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context  
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf   
Photo by Chris Montgomery on Unsplash 
 

How can generative AI technologies assist with collaborative, integrated, and interdisciplinary work in the classroom?  
What is the appropriate use of generative AI in the subject-area and/or discipline to advance scholarship and maintain excellence?  
What are the current uses, concerns, and dialogue relative to generative AI within the subject and/or discipline?  
How will generative AI affect the unit/major/courses’ content, assignments, instructional objectives, learning outcomes, or assessment models? Might these outcomes need to change to account for AI technology?  
How will generative AI influence job growth, skills, and responsibilities in the future? 

To help facilitate this work, the Center for Teaching and Learning Innovation (CTLI) and the Enhanced Digital Learning Initiative (EDLI) will be producing resources, offering workshops, and facilitating discussions throughout the year.Photo by charlesdeluvio on Unsplash

Introducing "Educators of Impact," a profile series that celebrates the remarkable faculty and staff at the Center for Teaching and Learning Innovation at Michigan State University. This series will highlight the achievements and contributions of our dedicated team members who are passionate about the advancement of education. Through their stories, you'll gain insight into the innovative projects and teaching practices shaping the future of learning at MSU. Each profile will showcase their unique contributions, highlighting the passion and expertise that make our center a beacon of excellence and collaboration. Join us in recognizing and celebrating their impactful work.------------In the tapestry of educational excellence at Michigan State University, Dr. Bethany Meadows (she/they) stands out as a vibrant thread, weaving together the principles of inclusivity and accessibility in education. As the Inclusive Pedagogy Specialist at the Center for Teaching and Learning Innovation [CTLI], Bethany brings a unique perspective shaped by a diverse academic background and a passionate commitment to creating equitable learning environments.
Bethany’s educational journey is as multifaceted as her current role. Beginning at Ashland University, she earned dual degrees: a Bachelor of Arts in English and a Bachelor of Science in Education in Integrated Language Arts Education. This interdisciplinary foundation laid the groundwork for her burgeoning interest in inclusive pedagogy. Seeking to deepen their understanding of language and communication in educational settings, Bethany pursued a Master of Arts in Rhetoric and Composition from Ball State University. This program equipped her with both theoretical knowledge and practical tools, enhancing her ability to engage with the complexities of language in an educational setting. 
The culmination of Bethany’s formal education came with their doctorate in Writing and Rhetoric from Michigan State University, complemented by a graduate specialization in Women’s and Gender Studies. This combination of disciplines reflects Bethany’s approach to education, recognizing the intersectionality of identity, language, and learning. Their doctoral work not only honed their research skills but also deepened their understanding of how gender and other aspects of identity influence educational experiences and outcomes.
Bethany’s undergraduate academic journey, which spanned five majors, is a testament to their intellectual curiosity and interdisciplinary mindset. This diverse academic background has proved invaluable in their current role, allowing them to approach inclusive pedagogy from multiple angles and connect with educators and students across various disciplines.
Transitioning from the intimate setting of a small liberal arts college to the vast expanse of a Big Ten land-grant university such as MSU, Bethany gained invaluable insights into the nuances of educational environments. Particularly in terms of funding, resources, and the unique challenges that each presents. This experience has undoubtedly enriched their understanding of the complexities inherent in fostering an inclusive learning experience, allowing them to navigate these landscapes with a well-rounded perspective. 
One of the key observations Bethany made during this transition was the tendency for large universities like MSU to inadvertently silo people into different fields due to their size, potentially hindering interdisciplinary collaboration. Recognizing this challenge, Bethany has made it a central part of their mission at CTLI to bridge these divides, fostering cross-disciplinary dialogue and collaboration in pursuit of more inclusive and accessible education.
In her current role at CTLI, Bethany’s commitment to inclusivity is evident in every aspect of her work. She collaborates closely with various campus partners to ensure compliance with the Department of Justice’s accessibility guidelines, but her vision extends far beyond more compliance. Bethany sees accessibility as a cornerstone of effective education, working diligently to embed these principles into the fabric of MSU’s teaching and learning practices. They not only implement best practices in inclusive pedagogy but also challenge others to rethink their approaches to teaching and learning.
What truly sets Bethany apart is their unwavering passion for their work and their ability to articulate complex ideas with clarity and conviction. Whether leading a workshop on inclusive teaching practices, consulting with faculty on curriculum design, or advocating for policy changes to support diverse learners, Bethany brings energy and empathy to every interaction. Her driven nature and visible commitment to inclusivity make her a valuable addition to the CTLI team and broader MSU community.

Here is a recording of the Spartan SELC's demonstration at the 2024 Spring Conference on Teaching & Learning. "The Spartan SELC: Demonstrating a new resource for data-driven equity in introductory STEM courses" was presented on April 19th by members of the MSU STEM Equity Learning Community. The SELC project is a multi-institiution, NSF-funded initiative of the SEISMIC Collaboration. We are excited to move into the next phase of this work, which involved thoughtfully creating opportunities and/or trainings for educators and units to access and learn from these data visualizations of equity measures in MSU courses.The slides from this presentation can be accessed here.For further reading, see this exploration of the impact of systemic advantages on STEM grades and grade anomalies at multiple institutions in this SEISMIC paper:
Castle, S.D., Byrd, W.C., Koester, B.P. et al. Systemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities. IJ STEM Ed 11, 14 (2024). https://doi.org/10.1186/s40594-024-00474-7
If you have any questions or would like to learn more, please reach out to Ellie Louson lousonel@msu.edu in the CTLI.