We found 47 results that contain "dialogue"
Posted on: Educator Stories
PEDAGOGICAL DESIGN
Educator Stories: Jim Lucas
This week, we are featuring Dr. Jim Lucas, Assistant Dean of Global Education & Curriculum. Dr. Lucas was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Dr. Lucas’ perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Mentor
Share with me what this word/quality looks like in your practice?
Mentors help personally and professionally by pushing you to be your best. I think being a mentor is a good way to think about being an educator. As a mentor, you have to connect with the student where they're at by being developmental and helping them progress as a student and as a person. I also think you need to put yourself out there and empathize with your students. You have to be willing to be a real person with your students, ask the tough questions, and put in the time and the effort to get through to them. Sometimes I think if we all cared more about each other as people that some of the problems we think of as insurmountable would be less insurmountable.
I always tell my students, once a student, always a student. Once they come into my life, they always have access to me as a mentor. I don’t cut students off once the class ends. I am there for them throughout their college experience.
Have your ideas on this changed over time? if so how?
As an administrator, it’s important to have one foot on the ground. It’s easy to forget life from a students’ perspective. It’s important to keep yourself real, keep yourself honest, and keep yourself connected to the students so you can try to relate to them in a way that seems authentic.
When I talk to other educators about how to create curricular experiences or how to work with students, I encourage them to keep doing the work. I don't want to be one of those people that taught 20 years ago but hasn't been in a classroom since. I stay connected to students, particularly first-year students, so I can serve them better. But it also helps me professionally, to help other people think about how to mentor and teach students.
Every time that I'm confronted with a topic that I want to teach, I start by asking myself “how do students learn?”I always push myself to think about how to present topics in the most engaging, exciting, and fun way possible. So I'm constantly pushing myself to think about new ways to do activities and assignments in class. I realize the students I'm teaching in 2021 are different from the students I taught in 1999.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I work with first-year students through UGS offerings, integrative studies teaching, and also teach several education abroad courses.
What is a challenge you experience in your educator role?
I feel that today’s world is very complicated. All students don’t come to college with the mindset and resilience to be successful. We’ve changed so much as a society. Whether students are coming with more home life issues and less social capital or overly structured lives with hovering parents. Figuring out the right balance of challenge and support is hard because you want to challenge them without harming them. You need to find the appropriate way to challenge them to promote growth. Sometimes, we solve problems for students, rather than empowering them to solve the problems themselves, but conversely, sometimes we leave students hanging by a limb expecting them to figure it out on their own. It is a messy grey space.
Another challenge I experience is the lack of recognition or value attributed to teaching in all forms. I think we need to remove the “Grand Canyon” of academic versus student affairs and teaching versus research. I think if you want to work with students, you need all types of people and perspectives. You also need to value your teachers and reward them for putting in the time that it takes to promote growth and learning.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
Having a sense of structure is really important. I always start the class by reviewing prior content and answering any questions students have about the past week. At the end of class, I review where we've been, preview where we're gonna go next week, and talk about what’s due. Also, I create a routine for my class, even more so during COVID, with a set structure they can come to understand the ebb and flow of class.
I work very hard to set norms in my class. I think that a lot of faculty assume that just putting expectations in the syllabus is enough. In my experience, you have to keep talking about and revisiting norms. And if you’re going to set a norm, you have to model it. I can't just say I want you to have good dialogue skills, I have to model it for the students by showing them what I expect, holding them accountable, and managing the issues as they come up. I start every class in small groups and rotate so they get to know each others’ names and have to work across differences.
I'm really trying to set that tone during the first day that we're an active learning community, that we need to learn to listen to each other, and that we all have opinions that are valid to be listened to, but yet also remember not to be racist, sexist, etc., I try to set all that that tone on that very first day. The other thing I would say to anyone that's new to teaching is that it's helpful to have peers and or a more experienced mentor to ask questions. When I first started teaching, I had an elder faculty member in the department that I could go to, or when I was teaching EAD 315, I could go to other grad students and be like, how is this working for you? Did it work? Did it not work?
Teaching is as much of an art as it is a science and I think you have to adapt. For new instructors, I’ll say this: You haven’t taught anything until you’ve taught it three times. After teaching a course three times, you start to realize your own structure and flow. Teaching is like theatre--you have to figure out what you're going to put on stage and what you're going to keep behind the curtain. I think an error that many educators make is putting way too much “behind the stage.” I think students do better when you're more transparent about what you expect, and why you're doing what you're doing. And I think that they respect you for telling them.
Sometimes teachers think that they need to have an air of superiority or infallibility in the classroom. It’s okay to admit “I'm not perfect” and admit to the students when you’re not perfect. For example, I’ll let students know I've had a really bad week, and I'm sorry that I couldn't get to your papers or that the D2L site is messed up.
Be honest and human with the students. These actions are role modeling the behaviors that you want them to see. One of the things that I learned as an educator is how a student assesses you on the first day of class is highly correlated to the way they'll evaluate you later on. The first day of class is super important.
I don't start with a syllabus. I start with some form of fun, engaging activity that sets a tone for my class. So if I'm doing, for example, sustainability I might do like a human barometer activity that gets the students up and moving and establishes dialogue in the classroom where they're hearing from each other more than they're hearing from me. And I make it clear that that's what my class is going to be.
What are practices you utilize that help you feel successful as an educator?
Using class time to give voice to students is really important. Create a positive climate in your classroom where students feel valued and where they can ask questions. I build five minutes at the start and end of every class. Some people might say, well, I'll cover less content. But, you know, my belief is, it doesn't matter if you cover it if they don't retain it. And they're not going to retain it if they're not in a classroom where they feel that they're listened to, and that they're engaged. Figure out the right mix of process and content is important for any teacher. The process of how you run your class is just as important as the information that you're giving.
Also, I'm a big fan of backward design. People need to start with their learning outcomes and go through a process of curricular prioritization. IAs I said, you haven't really taught anything until you've taught it at least three times. In those three times, you start to realize what's important and what's not important.
Next, I like the teaching perspectives inventory (http://www.teachingperspectives.com/tpi/). I encourage educators to work on themselves to understand who you are as a teacher and figure out if the way you run your class aligns with your thoughts about teaching and learning. Ask yourselves questions like do your values as a teacher align with the way you do your learning outcomes, assessment, and all that or is aligned with your values as a teacher? For this reason, I never use a canned curriculum or activity. I take ideas and structures from other places, but I need to adapt them to my needs, outcomes, and teaching style.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
A greater range of activities that hit multiple levels of professional experience. Mid-high level conversations about sticky, difficult issues. What do you do when a student has a breakdown in the middle of your classroom? These are things that I've confronted, but I'm not always sure that I had the best possible approach.
For example, I had a student who checked out of his housing and was effectively homeless, and then I was with the police on campus looking for the student one night-- as an educator I find myself in the middle of these situations. I would love to have a space to talk with kindred spirits about how to do that work, where our limits reside, how have other people navigate it, and how do we make the system better? I want to make the campus a better place for everyone. And I'd like to be involved in those conversations, not so much tips and tricks for my own classroom.
What are you looking forward to (or excited to be a part of) next semester?
Looking forward to face-to-face teaching and education abroad. I want to see my students and talk with them. I feel very disconnected from them in a remote environment. I decided not to teach online for Spring. As a person that likes to create community in small, experiential educational settings, it is hard for me to do that online.
Read more about Dr. Lucas’ perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Mentor
Share with me what this word/quality looks like in your practice?
Mentors help personally and professionally by pushing you to be your best. I think being a mentor is a good way to think about being an educator. As a mentor, you have to connect with the student where they're at by being developmental and helping them progress as a student and as a person. I also think you need to put yourself out there and empathize with your students. You have to be willing to be a real person with your students, ask the tough questions, and put in the time and the effort to get through to them. Sometimes I think if we all cared more about each other as people that some of the problems we think of as insurmountable would be less insurmountable.
I always tell my students, once a student, always a student. Once they come into my life, they always have access to me as a mentor. I don’t cut students off once the class ends. I am there for them throughout their college experience.
Have your ideas on this changed over time? if so how?
As an administrator, it’s important to have one foot on the ground. It’s easy to forget life from a students’ perspective. It’s important to keep yourself real, keep yourself honest, and keep yourself connected to the students so you can try to relate to them in a way that seems authentic.
When I talk to other educators about how to create curricular experiences or how to work with students, I encourage them to keep doing the work. I don't want to be one of those people that taught 20 years ago but hasn't been in a classroom since. I stay connected to students, particularly first-year students, so I can serve them better. But it also helps me professionally, to help other people think about how to mentor and teach students.
Every time that I'm confronted with a topic that I want to teach, I start by asking myself “how do students learn?”I always push myself to think about how to present topics in the most engaging, exciting, and fun way possible. So I'm constantly pushing myself to think about new ways to do activities and assignments in class. I realize the students I'm teaching in 2021 are different from the students I taught in 1999.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I work with first-year students through UGS offerings, integrative studies teaching, and also teach several education abroad courses.
What is a challenge you experience in your educator role?
I feel that today’s world is very complicated. All students don’t come to college with the mindset and resilience to be successful. We’ve changed so much as a society. Whether students are coming with more home life issues and less social capital or overly structured lives with hovering parents. Figuring out the right balance of challenge and support is hard because you want to challenge them without harming them. You need to find the appropriate way to challenge them to promote growth. Sometimes, we solve problems for students, rather than empowering them to solve the problems themselves, but conversely, sometimes we leave students hanging by a limb expecting them to figure it out on their own. It is a messy grey space.
Another challenge I experience is the lack of recognition or value attributed to teaching in all forms. I think we need to remove the “Grand Canyon” of academic versus student affairs and teaching versus research. I think if you want to work with students, you need all types of people and perspectives. You also need to value your teachers and reward them for putting in the time that it takes to promote growth and learning.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
Having a sense of structure is really important. I always start the class by reviewing prior content and answering any questions students have about the past week. At the end of class, I review where we've been, preview where we're gonna go next week, and talk about what’s due. Also, I create a routine for my class, even more so during COVID, with a set structure they can come to understand the ebb and flow of class.
I work very hard to set norms in my class. I think that a lot of faculty assume that just putting expectations in the syllabus is enough. In my experience, you have to keep talking about and revisiting norms. And if you’re going to set a norm, you have to model it. I can't just say I want you to have good dialogue skills, I have to model it for the students by showing them what I expect, holding them accountable, and managing the issues as they come up. I start every class in small groups and rotate so they get to know each others’ names and have to work across differences.
I'm really trying to set that tone during the first day that we're an active learning community, that we need to learn to listen to each other, and that we all have opinions that are valid to be listened to, but yet also remember not to be racist, sexist, etc., I try to set all that that tone on that very first day. The other thing I would say to anyone that's new to teaching is that it's helpful to have peers and or a more experienced mentor to ask questions. When I first started teaching, I had an elder faculty member in the department that I could go to, or when I was teaching EAD 315, I could go to other grad students and be like, how is this working for you? Did it work? Did it not work?
Teaching is as much of an art as it is a science and I think you have to adapt. For new instructors, I’ll say this: You haven’t taught anything until you’ve taught it three times. After teaching a course three times, you start to realize your own structure and flow. Teaching is like theatre--you have to figure out what you're going to put on stage and what you're going to keep behind the curtain. I think an error that many educators make is putting way too much “behind the stage.” I think students do better when you're more transparent about what you expect, and why you're doing what you're doing. And I think that they respect you for telling them.
Sometimes teachers think that they need to have an air of superiority or infallibility in the classroom. It’s okay to admit “I'm not perfect” and admit to the students when you’re not perfect. For example, I’ll let students know I've had a really bad week, and I'm sorry that I couldn't get to your papers or that the D2L site is messed up.
Be honest and human with the students. These actions are role modeling the behaviors that you want them to see. One of the things that I learned as an educator is how a student assesses you on the first day of class is highly correlated to the way they'll evaluate you later on. The first day of class is super important.
I don't start with a syllabus. I start with some form of fun, engaging activity that sets a tone for my class. So if I'm doing, for example, sustainability I might do like a human barometer activity that gets the students up and moving and establishes dialogue in the classroom where they're hearing from each other more than they're hearing from me. And I make it clear that that's what my class is going to be.
What are practices you utilize that help you feel successful as an educator?
Using class time to give voice to students is really important. Create a positive climate in your classroom where students feel valued and where they can ask questions. I build five minutes at the start and end of every class. Some people might say, well, I'll cover less content. But, you know, my belief is, it doesn't matter if you cover it if they don't retain it. And they're not going to retain it if they're not in a classroom where they feel that they're listened to, and that they're engaged. Figure out the right mix of process and content is important for any teacher. The process of how you run your class is just as important as the information that you're giving.
Also, I'm a big fan of backward design. People need to start with their learning outcomes and go through a process of curricular prioritization. IAs I said, you haven't really taught anything until you've taught it at least three times. In those three times, you start to realize what's important and what's not important.
Next, I like the teaching perspectives inventory (http://www.teachingperspectives.com/tpi/). I encourage educators to work on themselves to understand who you are as a teacher and figure out if the way you run your class aligns with your thoughts about teaching and learning. Ask yourselves questions like do your values as a teacher align with the way you do your learning outcomes, assessment, and all that or is aligned with your values as a teacher? For this reason, I never use a canned curriculum or activity. I take ideas and structures from other places, but I need to adapt them to my needs, outcomes, and teaching style.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
A greater range of activities that hit multiple levels of professional experience. Mid-high level conversations about sticky, difficult issues. What do you do when a student has a breakdown in the middle of your classroom? These are things that I've confronted, but I'm not always sure that I had the best possible approach.
For example, I had a student who checked out of his housing and was effectively homeless, and then I was with the police on campus looking for the student one night-- as an educator I find myself in the middle of these situations. I would love to have a space to talk with kindred spirits about how to do that work, where our limits reside, how have other people navigate it, and how do we make the system better? I want to make the campus a better place for everyone. And I'd like to be involved in those conversations, not so much tips and tricks for my own classroom.
What are you looking forward to (or excited to be a part of) next semester?
Looking forward to face-to-face teaching and education abroad. I want to see my students and talk with them. I feel very disconnected from them in a remote environment. I decided not to teach online for Spring. As a person that likes to create community in small, experiential educational settings, it is hard for me to do that online.
Authored by:
Kristen Surla
Posted on: Educator Stories
Educator Stories: Jim Lucas
This week, we are featuring Dr. Jim Lucas, Assistant Dean of Global...
Authored by:
PEDAGOGICAL DESIGN
Thursday, Mar 4, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Etiquette for Peer-Educator Learning-Experience Sessions
Thinking about how to improve your educator practice, tapping in to expertise on campus, or engaging with high-impact peers can feel intimidating. Here are a few etiquette tips to accompany Peer-Educator Dialogue Guide and Protocol.
Remember, peer-educator dialogues can be initiated for multiple reasons including: an instructor-educator looking for peer-educator feedback on a learning session observation, OR a peer-educator looking to observe a peer-educator employ a practice they'd like to incorporate/improve
Regardless, avoid engaging in a learning-expereince as a peer-educator during the first two or three weeks of a semester.
Before going to observe the class, check with the instructor-educator to see if they would like to meet with you in advance. It helps to find out in advance about the class you will be engaging with— what the course is designed to do, what level the students are at, what the teacher is planning to do in the specific class to be observed and why. This could help you to make more sense of what it is that goes on in the learning-expereince.
note: if you cannot meet to have this conversation due to the complex nature of schedules, it is recommended that you asynchronously ammend the Peer-Educator Dialogue Guide to ensure the engagement meets goals all around.
Double-check with the instructor-educator prior to the engagement on:
where you sit in the classroom. Many educators may not care where you sit, as long as it doesn’t interfere with instruction, but some may have preferences.
If you didn’t have a chance to meet prior to the observation, ask the instructor-educator when you arrive.
whether or not it’s all right to move around from group to group during group-work activities.
whether or not you are going to participate in activities or just observe. (Generally speaking, it’s preferable not to participate while doing an observation. When the purpose is to observe instructor-educator, it makes more sense to focus your attention on that task.)
Arrive on time, or early — arriving late is always an interruption. And stay throughout the entire class period. Getting up and leaving early is also an interruption.
No matter how non-threatening and cooperative the peer-educator may be, learning-session observations are a necessary imposition (but an imposition nonetheless). As peer-educators, it’s good to keep this in mind when observing and let it guide your actions.
Also keep in mind that the observation should be a positive experience for both the peer-educator and the instructor-educator. Ideally, both educators will learn something as a result of the observation.
When the learning-experience ends, thank the instructor-educator (and, if possible, the learners) for inviting/allowing you to observe them.
Debriefing should be done as soon as is feasible after the class session, while the events are still fresh in mind.
In general, if you have concerns, you can ask questions to clarify some things that happened in the class
“I’m very interested in learning more about XXXX. Could you explain why you set up the XXXX activity the way you did?”
“How do you think it went?”
The instructor-educator may have planned something that they thought was going to work marvelously, but didn’t... Or, if they noticed that it didn’t work, they may ask you for your ideas about how it could have been more effective.
Keep in mind how you would feel if you were the one being observed, and what kinds of feedback would be most useful to you.
If you notice a number of areas where the learning-expereince could be enhanced, try not to overwhelm the instructor-educator with suggestions; limit your feedback to the areas where they are seeking feedback, or perhaps those points that seem most immediately important to address.
Share your notes and onservations from the Peer-Educator Dialogue Guide and Protocol with ONLY the instructor-educator. This practice is purely a itterative dialogue amongst peers, NOT an evaluative report to be shared with administratiors. What an instructor-educator chooses to do with your notes is up to them.
This list has been adapted from the University of Hawai'i, English Language Institute "Guidelines and Etiquette for Observers".Photo by Dom Fou on Unsplash
Remember, peer-educator dialogues can be initiated for multiple reasons including: an instructor-educator looking for peer-educator feedback on a learning session observation, OR a peer-educator looking to observe a peer-educator employ a practice they'd like to incorporate/improve
Regardless, avoid engaging in a learning-expereince as a peer-educator during the first two or three weeks of a semester.
Before going to observe the class, check with the instructor-educator to see if they would like to meet with you in advance. It helps to find out in advance about the class you will be engaging with— what the course is designed to do, what level the students are at, what the teacher is planning to do in the specific class to be observed and why. This could help you to make more sense of what it is that goes on in the learning-expereince.
note: if you cannot meet to have this conversation due to the complex nature of schedules, it is recommended that you asynchronously ammend the Peer-Educator Dialogue Guide to ensure the engagement meets goals all around.
Double-check with the instructor-educator prior to the engagement on:
where you sit in the classroom. Many educators may not care where you sit, as long as it doesn’t interfere with instruction, but some may have preferences.
If you didn’t have a chance to meet prior to the observation, ask the instructor-educator when you arrive.
whether or not it’s all right to move around from group to group during group-work activities.
whether or not you are going to participate in activities or just observe. (Generally speaking, it’s preferable not to participate while doing an observation. When the purpose is to observe instructor-educator, it makes more sense to focus your attention on that task.)
Arrive on time, or early — arriving late is always an interruption. And stay throughout the entire class period. Getting up and leaving early is also an interruption.
No matter how non-threatening and cooperative the peer-educator may be, learning-session observations are a necessary imposition (but an imposition nonetheless). As peer-educators, it’s good to keep this in mind when observing and let it guide your actions.
Also keep in mind that the observation should be a positive experience for both the peer-educator and the instructor-educator. Ideally, both educators will learn something as a result of the observation.
When the learning-experience ends, thank the instructor-educator (and, if possible, the learners) for inviting/allowing you to observe them.
Debriefing should be done as soon as is feasible after the class session, while the events are still fresh in mind.
In general, if you have concerns, you can ask questions to clarify some things that happened in the class
“I’m very interested in learning more about XXXX. Could you explain why you set up the XXXX activity the way you did?”
“How do you think it went?”
The instructor-educator may have planned something that they thought was going to work marvelously, but didn’t... Or, if they noticed that it didn’t work, they may ask you for your ideas about how it could have been more effective.
Keep in mind how you would feel if you were the one being observed, and what kinds of feedback would be most useful to you.
If you notice a number of areas where the learning-expereince could be enhanced, try not to overwhelm the instructor-educator with suggestions; limit your feedback to the areas where they are seeking feedback, or perhaps those points that seem most immediately important to address.
Share your notes and onservations from the Peer-Educator Dialogue Guide and Protocol with ONLY the instructor-educator. This practice is purely a itterative dialogue amongst peers, NOT an evaluative report to be shared with administratiors. What an instructor-educator chooses to do with your notes is up to them.
This list has been adapted from the University of Hawai'i, English Language Institute "Guidelines and Etiquette for Observers".Photo by Dom Fou on Unsplash
Posted by:
Makena Neal
Posted on: #iteachmsu
Etiquette for Peer-Educator Learning-Experience Sessions
Thinking about how to improve your educator practice, tapping in to...
Posted by:
PEDAGOGICAL DESIGN
Monday, Oct 3, 2022
Posted on: #iteachmsu
NAVIGATING CONTEXT
MSU Resources on Civility and Community Enhancement in Academic Environments
MSU Resources on Civility and Community Enhancement in Academic Environments
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans.
Resources available at MSU
Conflict Resolution:
The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.
The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.
MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships.
The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:
Inclusive Communications Guide (coming soon).
One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments.
Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)
Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.
Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate.
List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff)
MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester.
MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments:
List of behavioral competencies
Free online learning opportunities through elevateU including topics such as:
Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.)
In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include:
Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change
Prevention, Outreach and Education Department offers a variety of trainings on violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families.
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions offers intercultural leadership training for departments and organizations
Other useful external resources
Climate/Culture/Inclusive Environments
Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time.
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture
Inspiration & Personal Growth
Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success
8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work
There are also numerous resources available at the MSU Library:
Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans.
Resources available at MSU
Conflict Resolution:
The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.
The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.
MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships.
The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:
Inclusive Communications Guide (coming soon).
One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments.
Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)
Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.
Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate.
List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff)
MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester.
MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments:
List of behavioral competencies
Free online learning opportunities through elevateU including topics such as:
Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.)
In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include:
Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change
Prevention, Outreach and Education Department offers a variety of trainings on violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families.
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions offers intercultural leadership training for departments and organizations
Other useful external resources
Climate/Culture/Inclusive Environments
Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time.
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture
Inspiration & Personal Growth
Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success
8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work
There are also numerous resources available at the MSU Library:
Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online
Authored by:
Patti Stewart
Posted on: #iteachmsu
MSU Resources on Civility and Community Enhancement in Academic Environments
MSU Resources on Civility and Community Enhancement in Academic Env...
Authored by:
NAVIGATING CONTEXT
Tuesday, Nov 5, 2019
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Spring into Spring: Educator Development Opportunities with CTLI (Jan. & Feb.)
Demystifying [Online] Student Engagement
January 18, 2024, 11 a.m. – 12 p.m., virtual via ZoomPresented by Dr. Ashley Moore
Join CTLI Affiliate and Assistant Professor, Dr. Ashley Moore, in a dialogue about common challenges engaging students in an online course setting. We’ll talk about how to set the stage for a warm classroom environment, different ways to check in with students, and pedagogical strategies to get student buy-in for your course—all grounded in humanizing praxis.Learn more and register here
Online Program Director Coffee Hour: Best Practices in course design, QM alignment, and D2L templates
January 18, 2024, 1 – 2 p.m., virtual via ZoomCTLI invites you to join us for the Online Program Directors Coffee Hour session for the month of January. We will be focusing this months discussion on best practices in online course design, alignment with Quality Matters, and D2L course templates available at MSU. Please contact Alicia Jenner (jennera1@msu.edu) for event invitation.
Introduction to Peer Dialogues
January 18, 2024, 2 – 3 p.m., virtual via ZoomPresented by Dr. Jay Loftus
Peer dialogue is a structured methodology for observation and feedback. It is intended to be a colleague-to-colleague process to help improve instructional practice, and ultimately student learning experiences and outcomes. Unlike a formal review of instructional practice that may occur as part of tenure and promotion, peer dialogue is a collegial and collaborative practice aimed at improving skills and strategies. In part 1 of peer dialogues participants will learn about the process.Learn more and register here
Using Collaborative Discussion
January 24, 2024, 10 – 11:30 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
"Welcome to My Classroom" Series: Pedagogy of Care Panel
January 25, 2024, 10 – 11 a.m., virtual via ZoomMediated by Dr. Makena Neal | Panelists include Dr. Crystal Eustice (CSUS) & Dustin DuFort Petty (BSP)
We're excited to start the new calendar year with a panel of educators discussing the what a "pedagogy of care" means to them and what it looks like in their learning environments.Learn more and register here
Advising/Tutoring Appointment Systems Training
January 25, 2024, 2 – 3 p.m., virtual via ZoomPresented by Katie Peterson and Patrick Beatty
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of this system, including how to manage appointment availability, adding a student to you or another advisor’s schedule, and additional tips and tricks. Learn more and register here
Book Discussion: “Teaching on days after: educating for equity in the wake of injustice”
January 30, 2024, 1:30 – 3 p.m., virtual via ZoomFacilitated by Drs. Makena Neal and Ashley Moore
For our second discussion, we’ll be reading “Teaching on days after: educating for equity in the wake of injustice" by Alyssa Hadley Dunn (published by Teachers College Press in 2022). This title is available via the MSU Main Library as an eBook (ProQuest EBook Central).Learn more and register here
Boosting student engagement: Easy tactics and tools to connect in any modality
February 5, 2024, 1 – 2 p.m., virtual via ZoomFacilitated by Drs. Ellie Louson and Makena Neal
Using zoom chat, google docs and slides, word clouds, D2L, and other MSU tech tools, we will focus on low-barrier ways that instructors can connect with students, help students connect with each other, organize whole-class or small-group brainstorms, and translate effective in-person activities for hybrid or online classrooms.Learn more and register here
Taking Care of Yourself in Times of Uncertainty
February 8, 2024, 9 – 10 a.m., virtual via ZoomPresented by Jaimie Hutshison of the WorkLife Office
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. This presentation will address best practices for self-care. Learn more and register here
Generative AI Open Office Hours
February 16, 2024, 12 – 1:30 p.m., virtual via ZoomHosted by Dr. Jeremy Van Hof & colleagues from the Enhanced Digitial Learning Initative
This time will be treated like "office hours", where any educator with questions or looking for futher conversation about Generative AI is welcome to join this zoom room whenever suits them!Learn more here
"Welcome to My Classroom" Series: Jessica Sender
February 20, 2024, 1 – 2 p.m., virtual via ZoomPresented by Jessica Sender
This month, we are excited to hear from Jessica Sender, Health Sciences Librarian, Liaison to the College of Nursing, and CTLI Affiliate. Jessica will be showcasing the Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) and the ways it can be incorporated pedagogically to improve learning experiences. Learn more and register here
Dialogue and Deliberation
February 21, 2024, 10 – 11 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
January 18, 2024, 11 a.m. – 12 p.m., virtual via ZoomPresented by Dr. Ashley Moore
Join CTLI Affiliate and Assistant Professor, Dr. Ashley Moore, in a dialogue about common challenges engaging students in an online course setting. We’ll talk about how to set the stage for a warm classroom environment, different ways to check in with students, and pedagogical strategies to get student buy-in for your course—all grounded in humanizing praxis.Learn more and register here
Online Program Director Coffee Hour: Best Practices in course design, QM alignment, and D2L templates
January 18, 2024, 1 – 2 p.m., virtual via ZoomCTLI invites you to join us for the Online Program Directors Coffee Hour session for the month of January. We will be focusing this months discussion on best practices in online course design, alignment with Quality Matters, and D2L course templates available at MSU. Please contact Alicia Jenner (jennera1@msu.edu) for event invitation.
Introduction to Peer Dialogues
January 18, 2024, 2 – 3 p.m., virtual via ZoomPresented by Dr. Jay Loftus
Peer dialogue is a structured methodology for observation and feedback. It is intended to be a colleague-to-colleague process to help improve instructional practice, and ultimately student learning experiences and outcomes. Unlike a formal review of instructional practice that may occur as part of tenure and promotion, peer dialogue is a collegial and collaborative practice aimed at improving skills and strategies. In part 1 of peer dialogues participants will learn about the process.Learn more and register here
Using Collaborative Discussion
January 24, 2024, 10 – 11:30 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
"Welcome to My Classroom" Series: Pedagogy of Care Panel
January 25, 2024, 10 – 11 a.m., virtual via ZoomMediated by Dr. Makena Neal | Panelists include Dr. Crystal Eustice (CSUS) & Dustin DuFort Petty (BSP)
We're excited to start the new calendar year with a panel of educators discussing the what a "pedagogy of care" means to them and what it looks like in their learning environments.Learn more and register here
Advising/Tutoring Appointment Systems Training
January 25, 2024, 2 – 3 p.m., virtual via ZoomPresented by Katie Peterson and Patrick Beatty
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of this system, including how to manage appointment availability, adding a student to you or another advisor’s schedule, and additional tips and tricks. Learn more and register here
Book Discussion: “Teaching on days after: educating for equity in the wake of injustice”
January 30, 2024, 1:30 – 3 p.m., virtual via ZoomFacilitated by Drs. Makena Neal and Ashley Moore
For our second discussion, we’ll be reading “Teaching on days after: educating for equity in the wake of injustice" by Alyssa Hadley Dunn (published by Teachers College Press in 2022). This title is available via the MSU Main Library as an eBook (ProQuest EBook Central).Learn more and register here
Boosting student engagement: Easy tactics and tools to connect in any modality
February 5, 2024, 1 – 2 p.m., virtual via ZoomFacilitated by Drs. Ellie Louson and Makena Neal
Using zoom chat, google docs and slides, word clouds, D2L, and other MSU tech tools, we will focus on low-barrier ways that instructors can connect with students, help students connect with each other, organize whole-class or small-group brainstorms, and translate effective in-person activities for hybrid or online classrooms.Learn more and register here
Taking Care of Yourself in Times of Uncertainty
February 8, 2024, 9 – 10 a.m., virtual via ZoomPresented by Jaimie Hutshison of the WorkLife Office
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. This presentation will address best practices for self-care. Learn more and register here
Generative AI Open Office Hours
February 16, 2024, 12 – 1:30 p.m., virtual via ZoomHosted by Dr. Jeremy Van Hof & colleagues from the Enhanced Digitial Learning Initative
This time will be treated like "office hours", where any educator with questions or looking for futher conversation about Generative AI is welcome to join this zoom room whenever suits them!Learn more here
"Welcome to My Classroom" Series: Jessica Sender
February 20, 2024, 1 – 2 p.m., virtual via ZoomPresented by Jessica Sender
This month, we are excited to hear from Jessica Sender, Health Sciences Librarian, Liaison to the College of Nursing, and CTLI Affiliate. Jessica will be showcasing the Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) and the ways it can be incorporated pedagogically to improve learning experiences. Learn more and register here
Dialogue and Deliberation
February 21, 2024, 10 – 11 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
Posted by:
Makena Neal
Posted on: #iteachmsu
Spring into Spring: Educator Development Opportunities with CTLI (Jan. & Feb.)
Demystifying [Online] Student Engagement
January 18, 2024, 11 a.m. ...
January 18, 2024, 11 a.m. ...
Posted by:
PEDAGOGICAL DESIGN
Monday, Jan 8, 2024
Posted on: #iteachmsu
NAVIGATING CONTEXT
Recommended teaching, learning, and student success resources
Thank you for helping our students achieve their goals; recommendations include:
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Authored by:
Educators Empowering Student Success Committee (part of t...
Posted on: #iteachmsu
Recommended teaching, learning, and student success resources
Thank you for helping our students achieve their goals; recommendat...
Authored by:
NAVIGATING CONTEXT
Friday, Jul 29, 2022
Posted on: Teaching Toolkit Tailgate
NAVIGATING CONTEXT
Image from insidehighered.com
How do MSU faculty view their strengths and weaknesses as educators?
What resources do they need to continue to grow?
In 2018, our Learning Community of Adams Academy graduates surveyed 215 faculty to find out.
Here are some of our results:
Strengths: We see ourselves as having more strengths than challenges, especially:
Teaching with enthusiasm
Fostering active learning
Female respondents: mentoring, teaching teachers, facilitating connections and creating community.
Challenges:
Student assessment was the most commonly cited challenge
Fostering active learning (again!)
Fostering dialogue
Familiarity with evidence-based teaching practices: much variation!
Broad Business College and the College of Music, no respondents familiar with the concept (or at least the term).
James Madison, the College of Law, the College of Veterinary Med. and the College of Osteopathic Med.: all respondents familiar with it.
Labor categories: a plurality of “no” responses only from tenure-track and “other”: tenured, fixed-term and academic specialists had plurality of “yes” answers.
Barriers to developing teaching practice:
“More time” is no. 1 response.
Most frequently used resources for developing teaching practice:
Brown Bag or Learn at Lunch presentations
Departmental workshops
Academic Advancement Network
MSU Learning Communities
Following our survey, in 2019 we developed a peer-observation protocol.
If you’re interested in trying it out, either in your own department or with one of our group, please contact Mike or Cheryl.
Dr. Cheryl Caesar, caesarc@msu.edu
Dr. Michael Ristich, ristich@msu.edu
MSU Faculty Attitudes towards Teaching: Reports from the Field
Image from insidehighered.com
How do MSU faculty view their strengths and weaknesses as educators?
What resources do they need to continue to grow?
In 2018, our Learning Community of Adams Academy graduates surveyed 215 faculty to find out.
Here are some of our results:
Strengths: We see ourselves as having more strengths than challenges, especially:
Teaching with enthusiasm
Fostering active learning
Female respondents: mentoring, teaching teachers, facilitating connections and creating community.
Challenges:
Student assessment was the most commonly cited challenge
Fostering active learning (again!)
Fostering dialogue
Familiarity with evidence-based teaching practices: much variation!
Broad Business College and the College of Music, no respondents familiar with the concept (or at least the term).
James Madison, the College of Law, the College of Veterinary Med. and the College of Osteopathic Med.: all respondents familiar with it.
Labor categories: a plurality of “no” responses only from tenure-track and “other”: tenured, fixed-term and academic specialists had plurality of “yes” answers.
Barriers to developing teaching practice:
“More time” is no. 1 response.
Most frequently used resources for developing teaching practice:
Brown Bag or Learn at Lunch presentations
Departmental workshops
Academic Advancement Network
MSU Learning Communities
Following our survey, in 2019 we developed a peer-observation protocol.
If you’re interested in trying it out, either in your own department or with one of our group, please contact Mike or Cheryl.
Dr. Cheryl Caesar, caesarc@msu.edu
Dr. Michael Ristich, ristich@msu.edu
Authored by:
Cheryl Caesar and Mike Ristich
Posted on: Teaching Toolkit Tailgate
Image from insidehighered.com
How do MSU facu...
MSU Faculty Attitudes towards Teaching: Reports from the Field
Image from insidehighered.com
How do MSU facu...
Authored by:
NAVIGATING CONTEXT
Monday, Jul 27, 2020
Posted on: #iteachmsu
NAVIGATING CONTEXT
After A Campus Incident: General Talking Points and Conversation Guide
General Talking Points and Conversation Guide After A Campus Incident
Beginning the Conversation.
Start by welcoming students and introducing yourself. If you have not met the student before, ask for name, pronouns, year at MSU, etc. If more than one student is present, make sure students introduce themselves to others in the space.
Thank students for attending and acknowledging the difficulty of the incident.
Identify Goals of the conversation.
A introduction suggestion: “The goal of this conversation is to provide students an opportunity to share their immediate thoughts and feelings the incident has raised. As educators and Spartans, we would like to know how we can best support you and your peers as well as we can continue our commitment to foster community at inclusion at MSU”
It also may be helpful to mention that the goal of the space is dialogue, “Dialogue is about shared inquiry, a way of thinking and reflecting together.”
Note that students will approach this conversation from varied emotional places and that all expressions of emotions are welcomed.
Lastly some students might have clear visions of what the University should be doing as action steps. It is suggested to allow space for some of those ideas but also remind students of the intended goal.
If time is available and needed, establish Community Intentions.
This is suggested if having conversations with several students, especially if they are not an intact group. A quick and accessible way to do this is through the acronym ROPES:
R=Respect
O=Open Mindedness
P=Participation/pass (Step Up/Step Back)
E=Experiment with new ideas
S=Sensitivity/Safety (Confidentiality)
Provide a “What We Know” of the Incident.
Offer known of publicized facts of the incident. It’s often helpful to do this as a timeline, chronological order. A few suggestions from MSU Interim Deputy Police Chief Chris Rozman's statements (the late hours of 2/13/23):
The first report of shots fired came at 8:18 p.m. ET from Berkey Hall, an academic building on the northern end of campus. Officers responded to the building within minutes and found several shooting victims, including two who died.
Immediately after that, another shooting was reported at the nearby student union building. That’s where the third slain victim was found.
It’s not known how long the suspect was on campus before opening fire
Hours after the first gunshots rang out, the suspect “was contacted by law enforcement off campus,” Rozman said.
Afterward, it appeared the “suspect has died from a self-inflicted gunshot wound.”
The university has moved into emergency operations for the next two days (Feb. 14-15). Students will see a continued police presence as investigators probe multiple scenes. Classes will resume on Monday, 2/20/23
It’s important to relay to students that some information they request may not be given due to campus policy and privacy laws. Acknowledge how that might be limiting and frusterating.
Lastly, it may be helpful to provide an overview of MSU Alert processes:The Michigan State University Police Department is responsible for developing and distributing Timely Warning and Emergency Notification messages. These messages are intended to warn the community about certain crimes and notify it of potentially dangerous situations on or near campus. These messages inform community members about incidents that may pose an ongoing threat and provide information to promote safety and prevent similar crimes.
MSU Faculty, Staff, and Students: Login to the Everbridge self-help portal to manage your contact data. You will be redirected to an MSU login page to use your NetID credentials for authentication. After a successful login, you will be on the everbridge.net site to manage your information.
All information provided is kept strictly confidential and private in accordance with the Everbridge privacy policy.
The primary goal of this process is to support impacted students/de-escalation/safety, and intervention.
How Are You Feeling?/ What Do You Need?
Allow students space to share immediate feelings, reactions and thoughts. Ask what immediate needs come to mind.
Now What?/Moving Forward (Time Permitted).
Ask students what they think is needed to move the campus forward. Frame this conversation segment not only on what the campus can collectively do but also on what they can offer individually to move us forward as a community.
Closing the Space.
A few options based on of the conversation dynamic:
One word check in to capture how they are
One thing they are willing to continue to support inclusivity and fostering community at MSU
Adapted from a draft by Dre Domingue, Assistant Dean of Students for Diversity & Inclusion at Davidson College, November 2018
Beginning the Conversation.
Start by welcoming students and introducing yourself. If you have not met the student before, ask for name, pronouns, year at MSU, etc. If more than one student is present, make sure students introduce themselves to others in the space.
Thank students for attending and acknowledging the difficulty of the incident.
Identify Goals of the conversation.
A introduction suggestion: “The goal of this conversation is to provide students an opportunity to share their immediate thoughts and feelings the incident has raised. As educators and Spartans, we would like to know how we can best support you and your peers as well as we can continue our commitment to foster community at inclusion at MSU”
It also may be helpful to mention that the goal of the space is dialogue, “Dialogue is about shared inquiry, a way of thinking and reflecting together.”
Note that students will approach this conversation from varied emotional places and that all expressions of emotions are welcomed.
Lastly some students might have clear visions of what the University should be doing as action steps. It is suggested to allow space for some of those ideas but also remind students of the intended goal.
If time is available and needed, establish Community Intentions.
This is suggested if having conversations with several students, especially if they are not an intact group. A quick and accessible way to do this is through the acronym ROPES:
R=Respect
O=Open Mindedness
P=Participation/pass (Step Up/Step Back)
E=Experiment with new ideas
S=Sensitivity/Safety (Confidentiality)
Provide a “What We Know” of the Incident.
Offer known of publicized facts of the incident. It’s often helpful to do this as a timeline, chronological order. A few suggestions from MSU Interim Deputy Police Chief Chris Rozman's statements (the late hours of 2/13/23):
The first report of shots fired came at 8:18 p.m. ET from Berkey Hall, an academic building on the northern end of campus. Officers responded to the building within minutes and found several shooting victims, including two who died.
Immediately after that, another shooting was reported at the nearby student union building. That’s where the third slain victim was found.
It’s not known how long the suspect was on campus before opening fire
Hours after the first gunshots rang out, the suspect “was contacted by law enforcement off campus,” Rozman said.
Afterward, it appeared the “suspect has died from a self-inflicted gunshot wound.”
The university has moved into emergency operations for the next two days (Feb. 14-15). Students will see a continued police presence as investigators probe multiple scenes. Classes will resume on Monday, 2/20/23
It’s important to relay to students that some information they request may not be given due to campus policy and privacy laws. Acknowledge how that might be limiting and frusterating.
Lastly, it may be helpful to provide an overview of MSU Alert processes:The Michigan State University Police Department is responsible for developing and distributing Timely Warning and Emergency Notification messages. These messages are intended to warn the community about certain crimes and notify it of potentially dangerous situations on or near campus. These messages inform community members about incidents that may pose an ongoing threat and provide information to promote safety and prevent similar crimes.
MSU Faculty, Staff, and Students: Login to the Everbridge self-help portal to manage your contact data. You will be redirected to an MSU login page to use your NetID credentials for authentication. After a successful login, you will be on the everbridge.net site to manage your information.
All information provided is kept strictly confidential and private in accordance with the Everbridge privacy policy.
The primary goal of this process is to support impacted students/de-escalation/safety, and intervention.
How Are You Feeling?/ What Do You Need?
Allow students space to share immediate feelings, reactions and thoughts. Ask what immediate needs come to mind.
Now What?/Moving Forward (Time Permitted).
Ask students what they think is needed to move the campus forward. Frame this conversation segment not only on what the campus can collectively do but also on what they can offer individually to move us forward as a community.
Closing the Space.
A few options based on of the conversation dynamic:
One word check in to capture how they are
One thing they are willing to continue to support inclusivity and fostering community at MSU
Adapted from a draft by Dre Domingue, Assistant Dean of Students for Diversity & Inclusion at Davidson College, November 2018
Authored by:
Dre Domingue
Posted on: #iteachmsu
After A Campus Incident: General Talking Points and Conversation Guide
General Talking Points and Conversation Guide After A Campus Incide...
Authored by:
NAVIGATING CONTEXT
Tuesday, Feb 14, 2023
Posted on: #iteachmsu
JUSTICE AND BELONGING
Inclusivity in the Classroom
The first 48 minutes the professor spoke only in Telefolmin, a language from a remote tribe in Papua New Guinea, says Jay Loftus, curriculum development specialist who shared the story of his own experience as an undergraduate student listening to a lecture on defining culture from a professor of Anthropology. “He wouldn’t respond to questions in English, and he ignored pleas from the class to ‘explain’ what he was doing. He drew pictures on the board to try to explain things to the puzzled audience and pointed at people and objects to help us make sense of what was going on. During the last minute of the class, the professor said something to the effect that it must be disturbing not knowing the language or the culture of your surroundings.”
Such an experience is an almost perfect inversion of the inclusivity practices MSU faculty strive for. MSU’s inclusion ideal is wide-ranging; inclusion isn’t limited to identity or history, but the multi-dimensional layers that create unique individuals. Pedagogy isn’t written with formulas and checkboxes to ensure we’ve covered every facet of human experience. Inclusion is awareness of what we know and acknowledgement of what we don’t know. It’s the human side of the work, that when done well still has the risk of causing unintentional harm, and when ignored can impede a learner’s progress and ultimately student success.
The Digital Pedagogy Lab (DPL) stresses the role that intentionality can play in mitigating negative impacts and empowering groups of learners often neglected by traditional approaches. The course Inclusive Design and Design Justice in Practice within the DPL uses the description, "Inclusive design is intentional and iterative design work aimed at supporting a range of human diversity. In education, inclusive design focuses on the creation of learning spaces and materials that support diverse learners and that help to counteract biased and exclusionary designs that pervade education.”
Those looking to center inclusivity in their pedagogy are not alone — a host of resources exists at the university to enable educators to bolster their inclusivity practices.
In the Classroom
“Every single person has their own lived experiences and truths that can be used to teach others,” said Jackie Heyman, director of the MSU Dialogues course. Student videos produced during an Integrative Studies in Social Science course highlight a few such perspectives. The “Free My Brothers” video by MSU student Naomi Johnson shares insights into the system of race and class that impact her family and many others. Dailin “James” Song provides a glimpse into “Garbage Sorting Guangzhou, China” and the change that resulted to the surrounding community. Anna Forest’s video entitled “The Blind Leading the Blind” discussed a world that so few people experience while educating them to better engage with the visually impaired population.
A shift in focus to digital accessibility and the move to captions for video, as well as digital artifacts that can be read with a screen reader, has seen improved comprehension in overall classroom performance when made available to the entire class. As educators, there are expansive resources and ideas to implement in the classroom. Below are a few examples followed by a long list of additional resources.
Start with the “Cultural Embeddedness in Learning” assignment, recommended Dave Goodrich. This assignment pairs students with someone they do not know to interview each other using the StoryCorps app on their phones and a pre-selected set of questions. They tend to find the assignment helpful for building an inclusive community of learning together in the class early on. When we first ran it, we didn’t have it at the beginning of class which we quickly learned was a much better place for it.
Use an intergroup dialogue model of sharing and learning to help students connect.
Consider authors and researchers used in the curriculum to offer a variety of identities that may relate to students in different ways.
Bring DEI to the forefront in a project-based way, using technology to create a visual digital story. Eddie Boucher, Assistant Professor in the Center for Integrative Studies in Social Sciences and Hub Faculty Fellow, designed classes to complement the conversations and experiences 18-20-year-olds are already having, and to incorporate integrative studies and DEI into those experiences.
Consider using open-format for final assessments. In Ellie Louson’s HPS classes at Lyman Briggs College, MSU, students can choose to write a standard paper or select from a variety of other formats: podcast, photo display, video, painting, presentation, or any other creative format where they can apply themes from the class and demonstrate what they’ve learned. In her experience, students enjoy and are more engaged by these projects, they’re more comfortable working in their preferred format, and they describe feeling much less pressure at the end of the term.
Resources
Academic Advancement Network resources on accessibility
MSU Technology accessibility site
Accessible Learning Conference
Office of Inclusion and Intercultural Initiatives Anti-Racist Pathway resources
MSU Hub for Innovation in Learning and Technology Medium blog
General Education with a Twist article
Student films from their perspectives
#iteachmsu Commons articles
LEAD - Digital Access & Inclusion, a compilation of MSU policy and resources by Nate Evans
Keeping Identity In Mind: A Teaching and Learning Story, playlist of articles by Maddie Shellgren
Cultivating Inclusive Classrooms: Inclusive Curriculum Design, article by Melissa McDaniels
Seven Tips Toward Linguistic Inclusion: article by Maddie Shellgren
Accessibility Considerations in Remote Teaching, playlist posted by Makena Neal
NATIONAL
Learning for Change - We provide free resources to educators—teachers, administrators, counselors, and other practitioners. Educators use our materials to supplement the curriculum, to inform their practices, and to create inclusive school communities where children and youth are respected, valued, and welcome participants.
SEISMIC - sustained multi-institutional, multi-disciplinary STEM education research and development collaboration. This collaboration is motivated by a clear-eyed, openly stated focus on equity and inclusion in large foundational courses as the central goal of the reform process, harnessing a higher level of collective passion from the students, faculty, staff, and administrators who participate. We will help to define a new standard for STEM reform projects: a class cannot be successful unless it is equitable and inclusive.
NCFDD - National Center for Faculty Development & Diversity: an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. MSU has institutional access to the NCFDD that is available to educators. Learn more at AAN.
Such an experience is an almost perfect inversion of the inclusivity practices MSU faculty strive for. MSU’s inclusion ideal is wide-ranging; inclusion isn’t limited to identity or history, but the multi-dimensional layers that create unique individuals. Pedagogy isn’t written with formulas and checkboxes to ensure we’ve covered every facet of human experience. Inclusion is awareness of what we know and acknowledgement of what we don’t know. It’s the human side of the work, that when done well still has the risk of causing unintentional harm, and when ignored can impede a learner’s progress and ultimately student success.
The Digital Pedagogy Lab (DPL) stresses the role that intentionality can play in mitigating negative impacts and empowering groups of learners often neglected by traditional approaches. The course Inclusive Design and Design Justice in Practice within the DPL uses the description, "Inclusive design is intentional and iterative design work aimed at supporting a range of human diversity. In education, inclusive design focuses on the creation of learning spaces and materials that support diverse learners and that help to counteract biased and exclusionary designs that pervade education.”
Those looking to center inclusivity in their pedagogy are not alone — a host of resources exists at the university to enable educators to bolster their inclusivity practices.
In the Classroom
“Every single person has their own lived experiences and truths that can be used to teach others,” said Jackie Heyman, director of the MSU Dialogues course. Student videos produced during an Integrative Studies in Social Science course highlight a few such perspectives. The “Free My Brothers” video by MSU student Naomi Johnson shares insights into the system of race and class that impact her family and many others. Dailin “James” Song provides a glimpse into “Garbage Sorting Guangzhou, China” and the change that resulted to the surrounding community. Anna Forest’s video entitled “The Blind Leading the Blind” discussed a world that so few people experience while educating them to better engage with the visually impaired population.
A shift in focus to digital accessibility and the move to captions for video, as well as digital artifacts that can be read with a screen reader, has seen improved comprehension in overall classroom performance when made available to the entire class. As educators, there are expansive resources and ideas to implement in the classroom. Below are a few examples followed by a long list of additional resources.
Start with the “Cultural Embeddedness in Learning” assignment, recommended Dave Goodrich. This assignment pairs students with someone they do not know to interview each other using the StoryCorps app on their phones and a pre-selected set of questions. They tend to find the assignment helpful for building an inclusive community of learning together in the class early on. When we first ran it, we didn’t have it at the beginning of class which we quickly learned was a much better place for it.
Use an intergroup dialogue model of sharing and learning to help students connect.
Consider authors and researchers used in the curriculum to offer a variety of identities that may relate to students in different ways.
Bring DEI to the forefront in a project-based way, using technology to create a visual digital story. Eddie Boucher, Assistant Professor in the Center for Integrative Studies in Social Sciences and Hub Faculty Fellow, designed classes to complement the conversations and experiences 18-20-year-olds are already having, and to incorporate integrative studies and DEI into those experiences.
Consider using open-format for final assessments. In Ellie Louson’s HPS classes at Lyman Briggs College, MSU, students can choose to write a standard paper or select from a variety of other formats: podcast, photo display, video, painting, presentation, or any other creative format where they can apply themes from the class and demonstrate what they’ve learned. In her experience, students enjoy and are more engaged by these projects, they’re more comfortable working in their preferred format, and they describe feeling much less pressure at the end of the term.
Resources
Academic Advancement Network resources on accessibility
MSU Technology accessibility site
Accessible Learning Conference
Office of Inclusion and Intercultural Initiatives Anti-Racist Pathway resources
MSU Hub for Innovation in Learning and Technology Medium blog
General Education with a Twist article
Student films from their perspectives
#iteachmsu Commons articles
LEAD - Digital Access & Inclusion, a compilation of MSU policy and resources by Nate Evans
Keeping Identity In Mind: A Teaching and Learning Story, playlist of articles by Maddie Shellgren
Cultivating Inclusive Classrooms: Inclusive Curriculum Design, article by Melissa McDaniels
Seven Tips Toward Linguistic Inclusion: article by Maddie Shellgren
Accessibility Considerations in Remote Teaching, playlist posted by Makena Neal
NATIONAL
Learning for Change - We provide free resources to educators—teachers, administrators, counselors, and other practitioners. Educators use our materials to supplement the curriculum, to inform their practices, and to create inclusive school communities where children and youth are respected, valued, and welcome participants.
SEISMIC - sustained multi-institutional, multi-disciplinary STEM education research and development collaboration. This collaboration is motivated by a clear-eyed, openly stated focus on equity and inclusion in large foundational courses as the central goal of the reform process, harnessing a higher level of collective passion from the students, faculty, staff, and administrators who participate. We will help to define a new standard for STEM reform projects: a class cannot be successful unless it is equitable and inclusive.
NCFDD - National Center for Faculty Development & Diversity: an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. MSU has institutional access to the NCFDD that is available to educators. Learn more at AAN.
Posted by:
Erica Venton
Posted on: #iteachmsu
Inclusivity in the Classroom
The first 48 minutes the professor spoke only in Telefolmin, a lang...
Posted by:
JUSTICE AND BELONGING
Tuesday, Jul 30, 2024