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

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

Learn the underlying principles behind the QM Rubric and the critical elements of the QM quality assurance process. Learn about drafting helpful recommendations as you apply the Rubric to an actual course.

Course Length: Two weeks (May 9th-20th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //

Please refer to the Schedule & Checklist for more information on workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here. 
QM's flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.
In addition to learning about the QM Rubric and the course review process, participants will learn to apply the concept of alignment and draft helpful recommendations for course improvement.
The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.


Recommended For:

Those looking to understand the QM Rubric and course review process.
Members with a stand-alone CPE membership.
Those who wish to complete the Higher Ed Peer Reviewer Course.



Learning Objectives:

After completing this workshop, participants will be able to:

Recognize the foundational concepts of Quality Matters.
Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
Apply the QM Rubric to review online courses.
Make decisions on whether the demo course meets selected QM Rubric Standards.
Apply the concept of alignment.
Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.




What Participants Need:


At least 10 to 12 hours of time per week to spend on achieving the learning objectives.
Some participants report spending at least 15 hours per week.

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 2: August 23, 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    GenAI in Teaching & Learning
Facilitator: Min Zhuang, Hala Sun & Imari Cheyne Tetu (EDLI)
Our presentation will explore how genAI has and will continue to change the context of curriculum and assessment in higher education. Current literature regarding genAI and its use in assessment and curriculum development will be shared. We will conclude with a discussion of ethics of AI use and AI tools available at MSU, as well as ideas on how educators might use genAI to engage and support students inside and outside of the classroom.
Session recording

9:30 - 10:30am    Introduction to the Libraries
Facilitators: Ben Oberdick (Libraries)
Enhance your teaching and research by learning about the Libraries’ extensive collections, services, spaces and expertise.
Session recording

10:30 - 11:30am    D2L Brightspace Essentials: Navigation, Gradebook Creation, and Structuring Accessible Content  
Facilitators: Lindsay Tigue & KJ Downer-Shojgreen (IT&D)
This informational webinar will cover the basics of setting up your course in D2L Brightspace. See an overview of the interface and learn how to set up tools for assessment and engagement, including the gradebook, assignments and assignment collection, quizzes, discussions, syllabus, digital document distribution, announcements and more. Examples will also be shown for uploading and organizing content with links to activities, so that learners can navigate the course efficiently. 
Session recording

11:30am - 12:30pm      BREAK

12:30 - 1:30pm    OneDrive - Getting Started
Facilitators: Michael Julian & Lindsey Howe (IT: Training)
Access, share, and collaborate on all your files from anywhere! Join us for this free, two-hour training session that will introduce you to Microsoft OneDrive. There will be live demonstrations and an opportunity for a Q&A session with our trainers. We will make it easy to learn how to store, access, and collaborate on your shared work files, all while supporting your specific business needs.
Session recording

1:30 - 2:30pm    Setting up your Gradebook
Facilitators: Cui Cheng & Jennie Wagner (IT&D)
Access to accurate and up-to-date grades is very important to students. The D2L online gradebook gives private views to students and a spreadsheet view to instructors. This training will lead you through how to set up a points-based or percentage-based (weighted) gradebook. We will also cover how to connect existing activities or assessments--such as discussions, assignments and quizzes--to the gradebook.
Session recording

2:30 - 3:30pm    MSU Commons
Facilitators: Kristen Lee & Larissa Babak (Libraries)
MSU Commons is an open access platform for connecting with other scholars, sharing your work, and developing your online presence. On MSU Commons, you can upload your scholarly and educational work in an open access repository, join discussion groups and collaborate in your areas of interest, create a WordPress site to host a multitude of content (including course content), and establish a digital presence that allows to you find other members, publications, and networks related to your work. This workshop will provide an opportunity to explore the various facets of MSU Commons, as well as an overview of the brand new repository system, KCWorks!
Session recording

3:30 - 4:30pm    Achieving your Course Goals with Backward Design
Facilitators: Rhonda Kessling & KJ Downer-Shojgreen (IT&D)
The backward design process begins with the final learning outcomes and works backward from there. When we ask ourselves precisely what the student should know or do, then we have a starting point for building the course, the lesson or the program. We will work together to create learning outcomes and to align them with assessments. This design process will help you become more intentional with your activities and assessments and make them more meaningful to your students.  
Session recording

Monica Mills, the Engagement Assessment Development Specialist at Michigan State University’s Center for Teaching and Learning Innovation [CTLI], brings a unique blend of psychology, cognitive science, and educational expertise to her role. Her journey into this field wasn’t a straight path but rather a series of explorations that shaped her deep understanding of how people learn and how they can be better engaged in the classroom.
Growing up in Central Florida, Monica’s early interests ranged from becoming a high school teacher to an animal behaviorist. It wasn’t until she encountered the field of psychology at the University of Central Florida that she found her true calling. “Cognition and behavior can be analyzed and changed was very interesting to me,” Monica shared, reflecting on her fascination with cognitive psychology. Her curiosity led her to pursue graduate education in psychology at the University of Nebraska, where she delved into the nuances of human attention, perception  and environmental factors that shape thinking.
Monica’s transition from academia to instructional design was driven by a desire to apply her knowledge of cognitive psychology from the research lab to real-world educational challenges. Now, with her experience in research, teaching, and instructional design, she is uniquely positioned to bridge the gap between theory and practice. Her role at CTLI allows her to make a significant impact on the way education is delivered, particularly in fostering student engagement and enhancing instructional practices.
In her role at CTLI, Monica draws upon her diverse experience to foster meaningful engagement in the classroom. Her time as an adjunct professor at Alma College provided her with invaluable insights into the challenges instructors face. “You can say to instructors all day long what the textbook says you need to do, but unless you’ve felt those pushbacks in the classroom, you don’t have a leg to stand on,” she explained. This hands-on experience has been instrumental in her ability to relate to professors and offer practical, empathetic advice.
One of Monica’s most memorable projects, a research project that spanned three years, involved experimenting with different instructional approaches to improve student engagement. “Does giving autonomy and choice to students improve engagement?” was the research question Monica sought to answer. The results were clear: small changes can have significant impacts. This experience solidified her belief in the power of experimentation and the importance of giving students a voice in their own learning journey.
At the heart of Monica’s work is a commitment to transparency and inclusivity. She believes that no student should be left in the dark about how they are being assessed. Her dedication to creating equitable learning environments is evident in her advocacy for ‘Transparent Assignment Design’, where she explains a framework that provides clear expectations and support for students.“It’s about making clear the expectations in how students are being assessed ,” Monica emphasized, underscoring her belief in the importance of student-centered education.
Looking ahead, Monica remains passionate about innovation in education. Whether it’s experimenting with new assessment techniques or exploring the potential of educational technology, she is constantly “tinkering” with ways to improve the learning experience. For Monica, success in higher education is not about reaching a final destination but about the journey of continuous improvement and discovery.

Catalyst Innovation Program
MSU is dedicated to enhancing digital learning experiences for students. The Center for Teaching and Learning Innovation (CTLI) is committed to supporting new ideas to improve the student experience through seed grant opportunities that align with the program's goals of enhancing digital learning experiences and inclusivity. By integrating digital strategies into pedagogy, we can enrich student learning and streamline assessment and analysis. Many impactful digital learning innovations at the institutional level often begin with small, experimental projects. These innovations may arise from unique pedagogical approaches in individual courses, cross-disciplinary collaborations, or responses to student feedback and needs analysis. This funding program is intended for one-time, just-in-time funding, to test ideas or achieve incremental improvement. Proposals that require recurring funding to sustain the innovation should be specific for how they are seeking on-going funding outside of the Catalyst Innovation Program.
How to Apply
Catalyst Innovation Program (CIP) proposals must be submitted through our application portal. Participants should include the following in their proposals:


Description (aim, hypothesis, and rationale) of the innovation project and idea


Implementation approach


Evaluation and assessment plan


Budget with rationale


Link to Application
Review Process and Evaluation Criteria
The Catalyst Innovation Program offers up to $10,000 in funding for creative and innovative uses of tools, technology, and pedagogical approaches. These funds are intended for experimentation in areas with the potential to enhance student learning experiences on a digitally-immersed, global campus. Please note: Funds are restricted, and designated only for one-time expenses of software, technology, equipment, and services (either external vendors or internal through a service center with a controller’s office approved ratesheet). Catalyst funds cannot be used for salary lines or recurring expenses.
Our priorities include:

Articulates clear alignment of the project to a student learning objective(s) e.g., “Students will enhance their systems thinking skills by using the virtual reality program Noda to build concepts maps collaboratively.”
Aims to increase access, as defined as “providing the means for all qualified, motivated students to complete courses, degrees, or programs in their disciplines of choice" (Online Learning Consortium, n.d.) e.g., universally designed experiences.
Fosters more equitable and inclusive digital learning environments e.g., making course materials more accessible.
Utilizes learning analytics to enable adaptive or personalized pedagogy.
Incoporates mechanisims and/or tools for implementing real-world and innovative assessment strategies.
Incorporates mechanisms and/or tools for increasing student engagement e.g., through participation, collaboration, peer learning, etc.

Project proposals will be evaluated by the following criteria:

It aligns well with one or more of our priorities
Readiness to implement
Opportunity for scalability or reuse in a different course
Well-articulated assessment and evaluation plan
Solid plan for sustainability

We will not fund proposals that:


Request funding for salary lines, direct hourly-payroll, or personal compensation.


Lack a clear plan for implementation, evaluation, or sustainability (for the future outside of the one-time grant).


Do not align with the program's goals of enhancing digital learning experiences and inclusivity.


Intend to start a software or other educational technology pilot that is used by more than one instructor or more than one course. These should seek advice from MSU IT.


Important Dates:

Preparing for Catalyst - Information Session: 2:00-3:00pm, Friday, February 28, 2025 (Online link, recording, slides)
The Call for Proposals opens: Friday, February 28, 2025 (application link)
Proposals are due: Monday, March 31, 2025 at 11:59pm
Awards will be announced: Saturday, April 12, 2025

Funding available through: In the current semester or before the next. Also, by Jun. 30, 2025 (Preference will be given to projects that can utilize the award before this deadline). *This grant happens twice a year in the Spring and the Fall.
Request a Consultation










 
 
 
 
 
 
 

The ideal learning expereince fosters thoughtful discussions between educators and students. These collaborative conversations, dialogues, and even debates can empower students to develop and grow their ideas and perspectives. It is important to remember that conflict is normal, and there are effective [healthy] ways to navigate difficult conversations with your students. By adopting an open and proactive approach to conflicts, you can reduce the frequency with which conflicts arise and their impact. Here are some strategies to help you both prevent and manage conflicts in your teaching:
Preventing conflicts

Be credible. Credibility is built from the first day of class and is continually judged throughout the term. On the first day, establish your credibility by providing some background information about your experience with the subject matter, your experience as a student, your research, etc. Show that you are focused and prepared. Keep this up throughout the term by coming to lectures prepared and sharing your lecture goals with your students. Organization, enthusiasm, solid knowledge of the content, and fairness all help to build and maintain credibility. Finally, you do not need to be perfect to be credible. If you make a mistake or don’t know the answer to a question, acknowledge the situation and focus on ensuring that the students get access to the required information as soon as possible. Defensive reactions tend to build conflict instead of preventing it.
Set clear expectations. Provide expectations from the start, both by writing them in your course outline and stating them in class. You can describe the goals of the course and outline roles for you and your students. You can also clearly emphasize your expectations for student behaviour and the consequences for prohibited behaviour, stressing mutual respect as a rationale for any ground rules. You can also include University policies towards certain behaviours (e.g., plagiarism) in your course outline. What this looks like in practice:

Listing expectations in your course syllabus. 
Discussing the expectations in class at the beginning of the semester. 
Reminding students of the expectations throughout the semester when teaching and during office hours.


Develop rapport and listen for understanding. Strengthening your relationships with students can help prevent conflict. Students work better when they feel that their instructors care about them; therefore, try to reduce anonymity and use students’ names whenever possible (e.g., in lectures and when grading assignments or papers). Be present a few minutes before and after class to answer questions and chat with the students informally. If students feel comfortable sharing their concerns with educators, every effort should be made to take those opportunities to listen. Employ these tips for productive conversations: 

Enter conversations with an open mind. 
Recognize that there may be something going on in the student’s life outside of academics that is impacting them. 
Express empathy for how a student’s life experiences can impact their behavior. The student’s reaction may differ from your interpretation of the conflict. 
Acknowledge and validate the student's feelings by listening fully without judgment. 
Help the student feel heard and valued by asking questions to clarify what they are trying to say. 


Use a dynamic teaching style. Good presentation and facilitation skills as well as enthusiasm for your teaching are assets that will keep students’ attention focused and help prevent distracting classroom behaviour such as lateness, talking, sleeping, etc. Using interactive teaching methods also helps to prevent distracting behaviours by involving students in the lecture.

Responding to conflict situations
Not all conflicts can be avoided with proactive measures. The following six steps describe a flexible response to many conflict situations. To practice implementing these steps, remember a conflict you have experienced and think about how these steps could be adapted to help you respond to that situation.

Don’t take it personally (but reflect on your impact). Conflict situations can make the participants feel upset, threatened, frustrated, and/or angry. These emotional reactions are unpleasant and they can interfere with your ability to respond constructively. Educators are in a position of authority when dealing with students and how you react/respond matters. Be aware of the power dynamic and take responsibility for initiating the conflict resolution process. Help to control your emotional responses to challenging situations by changing your perceptions of them. Due to this power imbalance, there may be times when your intentions do not align with your impact. Take steps to evaluate your actions and rectify the situation. What this looks like in practice:

Reframe your reaction...think to yourself, “That student is really upset – I wonder what the problem is?”, or “This is a distraction that needs to be addressed.”
Consider the impact of your words and actions on students.
Ask yourself if your message or delivery was disproportionately demanding or hurtful. 
Take responsibility for the harm caused and discuss actions you will take in the future to ensure it does not happen again.  You can serve as a role model by showing students a positive example of taking ownership of your impact and working to repair harm.
Ask yourself if you are the best person to discuss the situation with the student. Would other faculty, staff or students be better suited to respond? Sometimes asking for help to initiate a difficult conversation can be beneficial.





Choose when and where to deal with the situation. Responding immediately to student concerns, distress and inappropriate behaviour demonstrates that you are attentive to your students’ needs and reinforces your expectations for student behaviour. For example, if students are noisy in class you can respond immediately by pausing until you regain the students’ attention, making eye contact with the disruptive students, or asking if there is a problem you can help resolve. Some situations can not be fully addressed immediately. For example, addressing a serious disagreement in class can distract the students, undermine your authority and take time away from the planned learning activities. The best response can be to note that there is a situation that needs to be resolved and suggest when and where it might be further investigated. Try to be attentive to both your needs and the student’s situation when picking the time and place. If you sense that a student is intimidated by authority, you may want to meet in a neutral location, like a conference room, rather than in your office. By meeting at an appropriate time and place, you can facilitate open communication between yourself and the students.


Follow up, listen, and find common ground. When you meet with students, indicate that you are interested in hearing their perspectives by keeping a positive tone, and asking them open-ended questions, like “What part of the marking do you see as unfair?” When the students explain their situation, really listen: focus on their communication, don’t interrupt, and let them finish. Consider asking:

What outcomes do you and the student each hope come from the resolution? 
How can you and the student work together to meet each other’s needs? 
What steps can you and the student take to achieve these goals? 



Check your perception. It’s very easy to misinterpret someone, especially if either of you are at all emotional. To ensure that you understand your students, you can check your perception of their accounts by describing your understanding and asking them to correct any misinterpretations or elaborate on anything that you find unclear. When describing your understanding, reframe their points as positive comments using non-blaming words. For example, “If my group members think they can do this to me again, they’re mistaken!” can be rephrased as “It’s important to you that your rights are respected.” Rephrasing the problem reassures the students that you are listening to them and it ensures that all the parties understand the problem. You can also ask lots of open-ended questions until you have enough information to understand the problem. Ideally, the feedback process would end when the students’ comments and body language confirm that they are sure that you have completely understood their message.


Select and explain your position. Now that you understand the students, you are in a good position to select a course of action. Be sure to choose an action that is in line with your teaching goals for the course. Tell the students what you have decided and give them your rationale for your decision. For example, when responding to a mark dispute, you might choose to review the assignment with the student by making reference to the marking criteria. In explaining your position, you might want to show an example of an assignment that better meets your expectations.


Discuss next steps and document your decision. When you have explained what you have decided to do, you can discuss possible next steps with the students. Finally, in many cases, you will want to document your decisions and, where appropriate, the information upon which you have based your decision.

If your plan of action requires follow-up on your part, you may want to briefly explain the process. For example, if you agree to review an assignment, you might want to indicate when they can expect to receive your comments.
You may want to direct students to other resources on campus, including counseling or health services, to get support and/or documentation.
If the students are not satisfied with your decision, it is good practice to direct them to an appropriate avenue for appeal (e.g., department chair).



Responding to highly emotional students

Schedule an appointment. If a student is too emotional to communicate his or her situation, it may help to schedule an appointment for a later time. This delay gives both parties a chance to calm down and to review the problem.
Open your door. This gives a chance for neutral, outside observers to witness the event. Leaving the door open protects both the student and the instructor.
Acknowledge behaviours and emotions. You may want to recognize the student’s emotional state at the beginning of your meeting. For example, you could say, “I can see that you are really upset. Can you tell me what you find especially frustrating?” If a student’s behaviour becomes inappropriate, point it out to the student.
Get assistance. If you don’t know how to approach a conflict situation, get assistance from a colleague or one of MSU's relevant offices (IDI, Ombudsperson, CTLI). If a student becomes very aggressive or threatening, contact the Michigan State Univesity police.
Keep others informed. If you are concerned that a difficult situation is developing, consider notifying others immediately. For example, if you are a teaching assistant, you could notify the instructor, the department chair, and the Graduate School GTA-Development staff.

Ineffective ways to deal with conflicts

Conquest. Trying to win an argument will turn a disagreement into a battle for dominance. Intimidation tactics can cause students to challenge you further and discourage their participation.
Avoidance. Ignoring problems does not make them go away.
Bargaining. Compromise can be a laudable way to resolve a conflict, but not when your teaching objectives get subverted by the resolution process. For example, asking a student to be less disruptive in class in exchange for a better grade on an assignment rewards unacceptable behaviour, harms your credibility, and is unfair to your other students. Make sure that your response to conflict situations is consistent with your teaching and assessment goals and is equitable to all in your course.
Quick fix. A band-aid solution, like changing a grade to get rid of a student, can not solve a conflict. This strategy also rewards unacceptable behaviour, harms your credibility, and is unfair to other students.

Thank you to colleagues in university educator development at the Center for Teaching Excellence at the University of Waterloo, the Division of Student Affairs at the University of Colorado Boulder and others for their materials that informed or were adapted into this resource. Photo by Kenny Eliason on Unsplash

The Setting the Tone from the Start workshop and its associated resources are meant to support course instructors to intentionally design the start of their courses, including practices for before and during the first class session that help connect you to your students and build community. In August 2024, it was held as part of the CTLI's Semester Start-Up programming for MSU educators. We shared actionable strategies that lay the groundwork for an engaging and inclusive course experience from day one including items related to:

syllabi, expectation setting, and pedagogical transparency
checking in on learner needs throughout the term
building classroom community

We ended the workshop by completing individualized Action Plans where instructors listed their next steps (immediate, during the semester, and before next semester) framed as S.M.A.R.T. goals. You can adapt this Action Plan for a mid-semester context, as well as prepare for the next term.You can access the slide deck for this workshop here including links to many MSU resources for course instructors.A recording of the Fall 2023 version of this workshop, facilitated by Makena Neal and Ellie Louson, is available below.Feel free to reach out to CTLI Educational Developers Ellie Louson and/or Bethany Meadows (Inclusive Pedagogy Specialist), if you have any questions about Setting the Tone from the Start or these resources.Photo by Brooke Cagle on Unsplash

2024 Educational Technology Development Opportunities
Instructional Technology and Development at the 2024 Fall Educator Seminars   
Instructional Technology and Development is participating once again in the annual Fall Educator Seminars. ITD will be hosting five virtual sessions from August 22 to 23, 2024.  
The Fall Educator Seminars is a virtual event that features a variety of no-cost trainings and webinars to help MSU educators and staff prepare for the fall semester and beyond. The seminars will focus on ways to enhance student success and connect to an array of resources. 
The Fall Educator Seminars are developed by MSU IT’s Educational Technology department, MSU IT Training, MSU Libraries, the Enhanced Digital Learning Initiative (EDLI), and the Center for Teaching and Learning Innovation (CTLI). 
For more details and to register for all the event's sessions, visit the 2024 Fall Educator Seminars page on iTeach.
 
Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities  August 22, 2024, 9:30 – 10:30 a.m., Virtual 
Presented by Rhonda Kessling and Sarah Freye, Instructional Technology and Development, MSU IT 
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.  
 
Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally 
August 22, 2024, 12:30 – 1:30 p.m., Virtual 
Presented by Kevin Henley and Sam Abele, Instructional Technology and Development, MSU IT 
D2L Brightspace is a powerful learning management system, however, the wide range of content types and user activities can produce accessibility roadblocks for some users. We'll 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 course usability and accessibility. 
 
D2L Brightspace Essentials: Navigation, Gradebook Creation, and Structuring Accessible Content 
August 23, 2024, 10:30 a.m. - 11:30 a.m., Virtual
Presented by Dr. Lindsay Tigue and Kareem Downer Shojgreen, Instructional Technology and Development, MSU IT 
This informational webinar will cover the basics of setting up your course in D2L Brightspace. See an overview of the interface and learn how to set up tools for assessment and engagement, including the gradebook, assignments and assignment collection, quizzes, discussions, syllabus, digital document distribution, announcements, and more. Examples will also be shown for uploading and organizing content with links to activities, so that learners can navigate the course efficiently. 
 
Setting up your Gradebook in D2L Brightspace 
August 23, 2024, 1:30 p.m. - 2:30 p.m., Virtual 
Presented by Dr. Cui Cheng and Dr. Jennifer Wagner, Instructional Technology and Development, MSU IT 
Access to accurate and up-to-date grades is very important to students. The D2L online gradebook gives private views to students and a spreadsheet view to instructors. This training will lead you through how to set up a points-based or percentage-based (weighted) gradebook. We will also cover how to connect existing activities or assessments--such as discussions, assignments and quizzes--to the gradebook. 
 Achieving your Course Goals with Backward Design 
August 23, 2024, 3:30 – 4:30 p.m., Virtual 
Presented by Rhonda Kessling and Kareem Downer Shojgreen, Instructional Technology and Development, MSU IT  
The backward design process begins with the final learning outcomes and works backward from there. When we ask ourselves precisely what the student should know or do, then we have a starting point for building the course, the lesson or the program. We will work together to create learning outcomes and to align them with assessments. This design process will help you become more intentional with your activities and assessments and make them more meaningful to your students.