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Land Acknowledgements at MSU
 
What are land acknowledgments?
A Land Acknowledgement or Land Recognition is a formal statement, often given orally at the beginning of organized events, celebrations, or activities. It recognizes, respects, and affirms that there is an irreducible and ongoing relationship between Indigenous people and the Land. Land Acknowledgements are especially important in contemporary nation-states, like the US and Canada, in which the political structures are based on settler-colonialism and the expropriation of Lands from Indigenous peoples.  Land Acknowledgements or Land Recognitions serve to illuminate ongoing Indigenous presence, as well as recognize and counter settler-colonial legacies of violence and Land expropriation.
 
Land Acknowledgements Are a Responsibility
We respect the desire to recognize the ancestral, traditional, and contemporary stewards of the Land. However, we ask that when offering a Land Acknowledgement, remember that these Acknowledgements must be preceded by relationships with living Indigenous people, communities, and nations. This declaration must then be followed with ongoing commitments to these same communities. Land Acknowledgements are a responsibility.
 
Provisional Land Acknowledgement
We collectively acknowledge that Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg – Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. In particular, the University resides on Land ceded in the 1819 Treaty of Saginaw. We recognize, support, and advocate for the sovereignty of Michigan’s twelve federally-recognized Indian nations, for historic Indigenous communities in Michigan, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty and will work to hold Michigan State University more accountable to the needs of American Indian and Indigenous peoples. 
– The previous paragraph is intended to be read at the beginning of formal events or published in printed material.
 
Inquiries can be sent to Dr. Dylan Miner (dminer@msu.edu), Director of American Indian and Indigenous Studies
 
This Provisional Land Acknowledgement was developed in Binaakwe-giizis // Leaves Falling Moon – October 2018. The Provisional Land Acknowledgement is a living document developed by American Indian and Indigenous Studies and will be further developed and revised in conversation with communities.
 
Citation: The above information can be found on the American Indian and Indigenous Studies Website. Please visit https://aiis.msu.edu/land/ for more information (as well as an extended land acknowledgement). 
 
 
 

Topic Area: Online Teaching & Learning
Presented By: Darren Hood
Abstract:
One of the most important elements in the online educational experience involves the establishment and maintenance of virtual presence. A key component of achieving this involves what is known as virtual office hours (VOH). Approaching this opportunity strategically and optimizing its execution is critical for learners and educators alike. This talk will highlight several recommendations for making the most of the VOH experience.

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

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

Attendance Policy Linked to Participation Grade Example

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

Attendance Policy Linked to Final Grades Example

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


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

The College of Nursing community is very grateful for the collaboration that brought about the ASPIRE (Asynchronous Program for Instructional Readiness) workshop to enhance our faculty’s ability to teach within the online learning environment in response to the Covid-19 Pandemic. Due to clinical responsibilities and other obligations, many faculty members were not able to commit to the synchronous (SOIREE) version of this workshop. The asynchronous nature of the ASPIRE workshop proved to be a perfect fit for many of our faculty.
 
Starting in April of 2020, I was fortunate enough to pilot the ASPIRE workshop and facilitated a group of ten College of Nursing faculty as they progressed through the six module D2L course. The ability for me to facilitate our faculty’s progress and provide timely feedback made up for some of the benefits lost from not being able to join the synchronous experience. Rather than treating this as a truly “at your own pace” course, I encouraged faculty to complete the workshop within two weeks. I was able to increase engagement and accountability with frequent email communications to set expectations and by requiring faculty to submit deliverables to the assignment folder for each of the six core modules. In order to provide timing feedback, I setup email notifications on the assignments folders to inform me when an assignment was submitted. Thanks to the strong relationship I have with department faculty as a local resource for instructional design and educational technology support, the feedback enhanced course presence and guidance on best practices around the college. For example, there are many ways to develop voiceover presentations, and sharing a similar message regarding best practices promotes consistency throughout our courses. I highly recommend that all faculty take advantage of the wonderful learning opportunities available from the university, and if SOIREE is not an option, a department facilitated version of the ASPIRE workshop is a great option for an interactive professional development experience. 

Topic Area: Pandemic Pivot
Presented by: Masani Shahnaz, Cassie Dresser-Briggs
Abstract:
The COVID-19 pandemic and subsequent shift to remote teaching posed a unique challenge to courses that included a hands-on or experiential component. Left with a choice, forgo the hands-on components or get creative, we chose to get creative and develop a DIY lab stream feasible and safe for students to experience from home. In addition to sharing the lessons learned during the development and implementation of our remote lab stream (“GoGreen”) and at-home laboratory kits (“SpartanDIYBio”), our roundtable discussion will be an opportunity to collaborate and (1) curate a list of innovative laboratory streams, (2) identify the strengths and address the shortcomings of each stream, and (3) discuss approaches to evaluate the impact of these novel lab streams on student learning. GoGreen: The “GoGreen” remote lab stream was designed for the introductory cell and molecular biology course at Lyman Briggs College. Inspired by a paper in Biochemistry and Molecular Biology Education we created “SpartanDIYBio” kits which allowed students to perform DNA extraction, PCR, and gel electrophoresis from home. Instead of extracting DNA with a series of laboratory-grade reagents, students used household ingredients, such as salt, meat tenderizer, and rubbing alcohol. Instead of using a multi-thousand dollar thermocycler for PCR, they used affordable sous-vide machines to regulate water bath temperatures. Furthermore, student research teams used these supplies to experimentally test a unique research question pertaining to backyard or commercial vegetable production (e.g. one group aimed to detect the presence of bacteria on vegetables packaged in plastic, glass, cardboard, and an eco-friendly alternative - cornhusks).

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

Feb. 13, 2024, resources for campus
 As we look to the Spring 2024 semester, we are also approaching the one-year mark of the violence of Feb 13, 2023. The university’s commemoration events are being designed to provide opportunities for all members of our community to come together and take the time and space they need for ongoing healing.Plans are underway for a student-led day of action and an evening remembrance gathering on Feb. 13, 2024. Committees consisting of students, staff, and faculty are actively planning these university-wide commemoration events. Committee members are engaging interest groups for additional input as they work through the details.
As a reminder, there will be no classes held on Feb. 13, 2024, though the university will remain open to support students and our community. 
Guidance to Campus in Support of Unit Level Efforts
To ensure that our campus is handling the commemoration of Feb 13 in the most sensitive and trauma-informed way as possible, it is not recommended that groups, units, or offices hold smaller commemoration events.  
If your unit is considering an independent commemoration event, here is some trauma-informed guidance to consider: 

Be aware of the university-wide events and avoid overlapping efforts, if possible. Additional timing, location, and details will be announced soon, and updates will be regularly available here. Additional timing, location, and details will be announced soon.
Ensure invitees are well prepared for exactly what will occur at your event, so that the details and their participation is not met with surprise.
Describe your event as fully as possible – what will you be doing, where will it be, what is expected of attendees or participants?
 Attendance should always be optional, and participants should be able to exit easily at any time. 
Commemorative events should not be a source of retraumatization, to this end, we do not recommend that individuals publicly share personal stories or that groups engage in expression of memories and experiences from Feb 13.
Providing narratives or listening to others’ stories can be quite activating for those who have experienced trauma.
Without the support and direction of mental health professionals, this type of exercise can create additional distress, often unexpectedly.
Share links to supportive resources with planners and attendees however possible. Some helpful resources may include:

Counseling & Psychiatric Services
Employee Assistance Program
Office for Resource and Support Coordination


Engage with IPF Events early for assistance in planning events which will involve entities outside your department or immediate responsibility and/or take place in university-managed spaces.
IPF Events can help you identify, coordinate, and schedule logistical support needs, such as Parking, Security, space-use approval, waste management, restroom facilities, electrical service, and seating.
They typically require 90 days notice for many approval processes, so contact them as early as possible for support.
MSU counseling staff will not be readily available for individual unit events, as MSU will be utilizing 3rd party support for presence at university-wide events, and MSU UHW staff will not be on duty to provide them an opportunity to engage in commemorative events. Plan accordingly.
Notify ORSC about your planned commemoration efforts, so that publicly announced offerings can be shared via our website and any important coordination can occur. 
Email orsc@msu.edu with planned dates, times, locations, and event details. 




Who is ORSC?





In April 2023, Michigan State University established the Office for Resource and Support Coordination, a temporary office to coordinate the university's continued response and supportive resources following the Feb. 13 violence on campus. The office is led by co-directors Natalie Moser and Dave Brewer. 
Moser currently serves as the director of the MSU Psychological Clinic and is a founding member of the university’s Trauma Services and Training Network. She is a licensed clinical psychologist, a leading expert in anxiety and has expertise providing consultation to families and communities. She holds a doctorate from the University of Delaware. 
Brewer most recently served as the director of building services for MSU Infrastructure Planning and Facilities and was a key architect behind the university’s logistical response to COVID-19 to ensure the health and well-being of the campus community. Brewer has been an active member of the university’s Emergency Operations Center and training and planning efforts. He holds a doctorate in mass communication with a focus on organizational communication from the University of Alabama.  
More information on the ORSC team can be found below.
To contact our office, please email us at orsc@msu.edu.Photo by Tom Shakir on Unsplash

Upsetting and sometimes tragic events that occur locally, nationally, or internationally can divert attention away from learning and teaching. In these situations, instructors are faced not only with the challenge of coping with the events personally, but also with the task of managing the responses of their students. In response to previous tragic events, the higher education community has developed resources to help instructors address the concerns of their students. 
Whether and how to broach the subject of a tragedy is always at the instructor’s discretion. However, as a most basic response, it can be helpful to acknowledge the event in class in a humane way to help students cope and focus on their coursework. Students can find a total lack of response from their instructors frustrating and disappointing. Furthermore, many students find it unhelpful for an instructor to say that the “class has to go on” or that “there is nothing we can do” without offering additional comment. An instructor need not hold a discussion about the event in class, especially if they feel it is unrelated to the class topic, or if they feel unprepared to have such a challenging discussion. However, there are simple teaching strategies which students find helpful during times of crisis (Huston and DiPietro, 2007): 

Up to date MSU Crisis Response Resources
Offer extensions to students who request them. 
Offer to add review sessions or to revisit class information at a later date. 
Allow a minute or two of silence before proceeding with the course material. 
Give students a few minutes to write their thoughts down about the event. Instructors don’t need to collect these writings; they can simply be placeholders for students’ thoughts so that they can focus on the course material. 
Read an inspirational passage. 

Remind students of support structures on campus which are equipped to manage students in stress or shock. MSU’s office of Counseling and Psychological Services offers a walk-in service for students who need help.
Additional details shared below compiled from various sources, and these should be applied with adequate consideration to the unique needs of each course section and students.
Take time to talk as a group or class.
Consider providing an opportunity at the beginning of a class period. Often, a short time period is more effective than a whole class period. This serves the purpose of acknowledging that students may be reacting to a recent event, without pressuring students to speak. Introduce the opportunity by briefly acknowledging the tragic event and suggesting that it might be helpful to share personal reactions students may have.
Have students discuss “facts” first, then shift to emotions.
Often the discussion starts with students asking questions about what actually happened and “debating” some details. People are more comfortable discussing “facts” than feelings, so it’s best to allow this exchange for a brief period of time. After facts have been exchanged, you can try to shift the discussion toward sharing personal and emotional reactions.
Invite students to share emotional, personal responses.
You might lead off by saying something like: “Often it is helpful to share your own emotional responses and hear how others are responding. It doesn’t change the reality, but it takes away the sense of loneliness that sometimes accompanies stressful events. I would be grateful for whatever you are willing to share.”
Respect each person’s dealing with the loss.
Some will be more vocal or expressive than others with their feelings and thoughts. Everyone is affected differently and reacts differently. Some may view events at least in part from the perspective of their discipline and/or background. Be aware that the presence of someone in our classroom who is evidently from a different background or who has a different relationship to crisis events will alter the dynamics of the classroom. We must be aware that differences (such as religion or nationality) are not always obvious or visible. The challenge is to create a meaningful, educational dialogue without creating an uncomfortable situation for any student. All students must feel that it is truly safe to express their thoughts, but they must do so with reasonable courtesy and willingness to allow that there are other valuable points of view.
Allow freedom of participation.
If students feel uncomfortable during class discussion, allow them to leave. If they feel coerced into the conversation, then they are likely to withdraw from the conversation or guard closely what they say. .
Acknowledge both verbal and non-verbal communication.
In a discussion or conversation, silence can make faculty feel uncomfortable, but silence and other non-verbal behaviors can be just as vital to a productive conversation as words are. It is tempting to fill silence with variations on the question asked, but doing so can inhibit students’ abilities to think through the issue and to prepare to share their thoughts with their classmates. If students repeatedly need extremely long silences, however, faculty should invite conversation as to why students do not feel comfortable sharing with their classmates.
Be prepared for blaming.
When people are upset, they often look for someone to blame. Essentially, this is a displacement of anger. It is a way of coping. The idea is that if someone did something wrong, future tragedies can be avoided by doing things “right.” If the discussion gets “stuck” with blaming, it might be useful to say: “We have been focusing on our sense of anger and blame, and that’s not unusual. It might be useful to talk about our fears.”
It is normal for people to seek an “explanation” of why the tragedy occurred.
By understanding, we seek to reassure ourselves that a similar event could be prevented in the future. You might comment that, as intellectual beings, we always seek to understand. It is very challenging to understand “unthinkable” events. By their very natures, tragedies are especially difficult to explain. Uncertainty is particularly distressing, but sometimes is inevitable. It is better to resist the temptation to make meaning of the event. That is not one of your responsibilities and would not be helpful.
Make contact with those students who appear to be reacting in unhealthy ways.
Some examples include isolating themselves too much, using alcohol excessively, throwing themselves into academics or busy work in ways not characteristic of them, etc.
Ask a professional counselor to come and talk to your students.
Students may experience such feelings as shock, sadness, anxiety, and suffering which may be better addressed by a trained counselor. Trained professionals can accurately interpret student responses and actions, collaborate with you to identify student concerns and needs, implement referrals, and establish a follow-up course of action. In addition, the counselor can assist you to develop strategies to successfully navigate through the remainder of the academic year.
Find ways of memorializing the loss, if appropriate.
After the initial shock has worn off, it may be helpful to find a way of honoring and remembering the person in a way that is tangible and meaningful to the group.
Make accommodations as needed, for you and for the students.
Many who are directly affected by the tragedy may need temporary accommodations in their workload, in their living arrangements, in their own self-expectations. It is normal for people not to be able to function at their full capacity when trying to deal with an emotional situation. This is the time to be flexible. Adapt your syllabus for the week following the crisis to accommodate reduced workload. Modify expectations to meet current conditions and provide additional time and support for student learning.
Thank students for sharing and remind them of resources on campus.
In ending the discussion, it is useful to comment that people cope in a variety of ways. If a student would benefit from a one-on-one discussion, you can encourage him or her to make use of campus resources.
Give yourself time to reflect.
Remember that you have feelings too and thoughts about what occurred, and these thoughts and feelings should be taken seriously, not only for yourself, but also for the sake of the students with whom you may be trying to work. Some find it helpful to write down or talk out their feelings and thoughts.
Take care of yourself.
Engage in healthy behaviors to enhance your ability to cope with stress. Eating well, resting, and exercising help us handle stressful situations more effectively and deal with students and their needs.
Come back to the feelings as a group at a later time.
It is important to acknowledge the adjustments people have made. Just because everything seems to be back to normal does not mean that everyone has finished having feelings about the loss.
When in doubt, consult your department chair.
If you think a particular course topic or course activity could result in unintended responses from students, please consult your department chair on planning alternatives.
If you choose to discuss the tragedy in class, set up discussion structures that support the emotional and psychological safety of students in the class. 
 
Adapted from IUB Center for Innovative Teaching and Learning & NIU Center for Innovative Teaching and Learning with special thanks to Virginia Tech’s Cook Counseling Center, NIU’s Counseling and Student Development Center, Western Kentucky University’s Faculty Center for Excellence in Teaching, and Vanderbilt University’s Center for Teaching. 
 
References 
Huston, T. A., & DiPietro, M. (2007). In the eye of the storm: Students perceptions of helpful faculty actions following a collective tragedy. In D. R. Robertson & L. B. Nilson (Eds.) To Improve the Academy. Vol 25. Resources for faculty, instructional, and organizational development (pp. 207-224). Bolton, MA: Anker.