We found 194 results that contain "digital presence"

"As president of the MSU Chapter of LERA (Labor and Employee Relations Association), I would like to develop a stronger presence and solidify our niche for adding value to our program.  LERA is the newest and most under-represented GSO in our program. By identifying unique ways to leverage our resources, we should be able to establish LERA as a quality organization that enhances the quality of our program." -Jason Kerschke 
 
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1485 

Title: Incorporating equitable pedagogy into your classroomPresenter: Valerie Hedges (Physiology); Casey Henley (Neuroscience & Physiology)

Description: Increasing diversity, equity, and inclusion initiatives in higher education aim to cultivate learning spaces where all students have the ability to thrive and succeed. Our learning community, Equitable Pedagogy: Removing Barriers to Learning, has spent the year reviewing methods for making the classroom more inclusive. In this workshop, we want to share those practices with our participants. Many components of our course design can affect our students’ perceptions of belonging. This workshop will explore how we as instructors can choose to be more equitable in our classrooms towards the creation of more inclusive learning environments. Our focus will be on the course syllabus as a framework to discuss the many ways in which we as instructors can better address issues of equity. Topics will include language and tone of the syllabus, flexible course structure options, fair attendance and late work policies, providing opportunities for collaboration and social connectedness, instructor presence, and equitable grading policies. Participants should bring their course syllabus to the workshop to annotate as we openly discuss practical ways to increase equity and inclusion within our courses. The workshop is relevant to in-person, online, and hybrid courses.

This resource is meant to put information about trauma informed practices into the hands of faculty and instructors. Please see the digital flyer for more information. The references below were used in the creation of the flyer. Special thank you to Cheryl Williamns-Hecksel, Apryl Pooley and the Mental Health Committee (JED) for support in creating this resource.
References for Trauma Informed Practice Digital Flyer 

Cusack SE, et al. (2019). Prevalence and predictors of PTSD among a college sample. J Am Coll Health. Feb-Mar;67(2):123-131. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/29652647/
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148–156. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/25621098/ 
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf 
https://istss.org/public-resources/trauma-basics/trauma-during-adulthood 
Morissette SB, et al. (2021). The effects of posttraumatic stress disorder symptoms on educational functioning in student veterans. Psychol Serv. Feb;18(1):124-133. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/31192672/ 
Boyraz G et al. (2016). Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study. J Couns Psychol. Jul;63(4):475-86. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/26214096/ 
https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf 
Racine N, Killam T, Madigan S. (2020). Trauma-Informed Care as a Universal Precaution: Beyond the Adverse Childhood Experiences Questionnaire. JAMA Pediatr. 174(1):5–6. https://jamanetwork-com.proxy2.cl.msu.edu/journals/jamapediatrics/fullarticle/2754104

This week, we are featuring Dr. Sandro Barros, an Assistant Professor of Multilingualism, Curriculum & Instruction in MSU’s Department of Teacher Education.  Dr. Barros 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. Barros’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses!


You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? Share with me what this word/quality looks like in your practice?
Whenever I think about what being an educator entails, I think about the Latin roots of the English word “education:” educare, which means 'to train or to mold' and educere, which means 'to draw out'. While the two meanings are quite different, they are both represented in the ethical activity of the educator. But to me, educere is more appealing because it suggests  a particular attention to intelligence as equal in human beings. We differ biologically and intellectually from one another. So, it is only natural to expect that our intelligence will manifest differently. 
Have your ideas on this changed over time? If so, how?
Thinking about the task of educators in connection with educere helps me deconstruct pernicious ideas around notions of intelligence as something that our system encourages as quantifiable. It also keeps me on my toes regarding how I must model to students the kind of deep listening society so sorely needs to heal itself as it deals with misinformation. 
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 am currently an Assistant Professor in the Department of Teacher Education. I teach graduate and undergraduate courses in the Curriculum, Instruction, and Teacher Education program and advise dissertations on subjects related to the Educational Humanities, Multilingualism, and Curriculum Theory. I am also affiliated with the Second Language Studies program and Latin American and Caribbean studies.  
What is a challenge you experience in your educator role?
Although I have been teaching for decades, listening deeply and mindfully to students is something I struggle with to this day. I am not sure if the level of listening I am describing here is what you would consider a “best practice.” Teaching is both artful and directive, so it responds to different criteria depending on whom you ask and where you find yourself. All I know is that teaching is a mysterious activity done in communion and through communicative means. Accordingly, it can introduce new possibilities to see, think, and feel the world in different ways. 
Throughout my life, I’ve had great teachers who performed the type of attentive listening to which I aspire. Their listening afforded me the necessary space to think for myself out loud and work out problems without interferences that felt oppressive or traumatizing. If there’s a generative practice associated with teaching, listening is it, mainly as we think about how our listening interventions can bring out greater intellectual clarity. Having experienced from my teachers the effect of the power of listening deeply and authentically, I know such a skill can be cultivated as a habit. 
What are practices you utilize that help you feel successful as an educator?
I feel most “successful” when the relationships I build with students allow for transparency of commitments and expectations that will enable them to develop their intellectual curiosity as well as my own. As I mentioned earlier, deep listening is crucial. 
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? 
I would like us to engage in a serious conversation about mental health. And I would like this conversation to take place away from the toxic positivity discourse that highlights meritocratic perseverance. We struggle a lot, and we fail a lot. The kind of “personal conquest narrative” we see in education today is imbued with banal sentimentality and hope.  would do well to bear in mind that hope, in particular, without criticism, detracts us from epistemic and structural injustices. Being more open about our struggles and failures and being honest with ourselves and each other requires difficult conversations, and compassion is an essential practice to achieve that goal. But for that to occur, we need to develop a culture that activates our dispositions to cooperate instead of competing for limited resources. The toll that social inequalities spilling over higher education takes in our psyches is grave. To heal forward, we need to tend to our wounds collectively so that we may have the kinds of difficult conversations we need to; not despite our incommensurable differences but precisely because of them.
What are you looking forward to (or excited to be a part of) this semester?
I am teaching TE908 Sociocultural Foundations of English Learning. I am also involved in a project on transnational heritage language activism inside and outside school settings. I am interested in the mundane strategies people employ to demonstrate new models of linguistic citizenship within diasporic cultures, thereby challenging nationalist and essentialist views of language and culture. I am primarily concerned with the activism of teachers, artists, and public intellectuals around language and citizenship issues as forms of public pedagogy. I hope this work can give us some clues as to how to imagine more desirable solutions to problems caused by nationalism’s enduring presence in education—namely, how we approach minoritized students’ education vis-a-vis identity politics and strategic essentialism. My scholarly work has taught me that these options have not served marginalized students very well. In addition to a core course I teach at the undergraduate level, these activities keep me pretty busy, but I very much enjoy them.



Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!

MSU Scoring & Assessment Services offers an online assessment solution through DigitalDesk WebAssess, as well as StudentPortal, the student gateway to assessment scores and results. This online solution provides in-class, remote, proctored, and testing center assessment options, standard and custom reports, management of supplemental materials and test aids, and more.
In addition to secure online testing through DigitalDesk WebAssess, MSU Scoring & Assessment Services provides bubble sheet scanning for objective tests, general data collection, the Student Instructional Rating System (SIRS), and other MSU instructional evaluations/surveys.  Both online and bubble sheet testing includes a full complement of reports: item analysis, test statistics, student feedback, and grade keeping (see examples of DigitalDesk Reports).
Students can take exams on WebAssess or in the classroom on bubble sheets with combined reporting.  Make-up tests can be added to the same exam at any time, either from WebAssess or bubble sheets. The MSU Scoring & Assessment Services image scanners create an image of the bubble sheet so essay questions and other types of questions can be graded online by the instructor.  These types of questions can also be pre-graded by the instructor entering scores into the score boxes included on the bubble sheets.   
MSU funds MSU Scoring & Assessment Services for all MSU courses. There is no cost for departments or students. For non-instructional assessments, see Non-Instructional Pricing.
The MSU Scoring & Assessment Services Office also provides:

Crowdmark scanning and support
D2L quiz/exam and grade book support
Gradescope scanning and support
LON-CAPA scanning
Respondus/LockDown Browser support
Qualtrics technical support
Custom form design
Custom scanning programs

CONTACT
MSU Scoring & Assessment ServicesComputer Center450 Auditorium Road, Room 114East Lansing, MI 48824(517) 355-1819scoring@msu.edu

As we contemplate re-entering the classroom, we are likely still grappling with our own reactions to this tragic event. At the same time, many of us are wondering how best to support students experiencing grief, trauma, and fear in the aftermath of violence. There is no perfect way to teach during a crisis, but it is important to explicitly acknowledge what has happened and adjust your teaching accordingly. How you adjust will depend on your relationships to students, the size and nature of your class, and the types of interventions you feel equipped to make. These might range from a simple moment of silence and a reduced workload to a more structured debrief and discussion. Specific pointers for such debriefs are offered by trauma therapist Carolyn Schuyler (LCSW, UVA Visiting Scholar) below, along with general strategies for signalizing compassion and care that are relevant for all of us.




While it is necessary to acknowledge the tragic gun violence and the devastating loss of classmates and to create space for connecting with the emotions and needs of students, we recognize not everyone feels equipped for this work or is inclined to go there for a variety of reasons. We hope this information provides enough suggestions to help you arrive at an approach that works for you.
To guide your decisions, consider asking for quick feedback from your students. Being prepared to meet students where they are is worth the time and thought. Points to consider:

In times of turmoil, predictability and structure are vitally important. Students will benefit from the structure and predictability you provide.
Sharing feelings and discussing the tragic events may be too overwhelming for some students, so it is important to make clear students have choice in how they participate. Opting out is perfectly acceptable. Welcome and invite direct feedback.
It may be wise to send an email to your students to let them know what to expect when they return to class. This Google Folder contains a "Post-crisis student feedback form" is one way to get a read on your students’ needs before sending a proposed class agenda. You may make clear that the plan is subject to change based on the evolving input and needs of the class.

This document outlines how you can make a copy of the form and customize for your setting. 
please make sure you are logged into your MSU google drive to access.


You may be concerned students will be overwhelmed if every class includes processing, but it is better to err on the side of providing support than to overlook student needs. This is such a significant event. It is important to acknowledge the event at minimum even if others will do the same.

Below you will find a suggestion for the first class back and a list of alternative approaches for acknowledging the tragic event. All suggestions may be adapted for office hour meetings or for classes.
First Class Back: Normalize Feelings
It is natural to experience a wide range of fluctuating emotions in response to the events of the last few days. Some students may present as highly emotional and distressed, while others may appear shut down and numb. Many will question why they are not feeling strong emotion at all. Normalizing all reactions paves the way for open sharing and the healing power of community.
In greeting students when they come back to class, you might begin by naming and honoring those students lost by stating their names slowly with reverence.
"In honor of the beloved students we lost on Monday, I would like to take a moment to say their names. Please join me in honoring them and their loved ones. Brian Fraser, Alexandria Verner, Arielle Anderson" (Read the names slowly or invite a student to do so.)
After allowing for a moment of silence, briefly share how you have been processing the news. This gives permission for the students to reflect on their own experiences and shows that you have their needs in mind.
"I have been holding all of you in my thoughts in the last few days. I notice that I have deep concern about the rise of gun violence and its cost for your generation, and I find myself reflecting on how it may be impacting your worldview."
Secondly, take a moment to validate and normalize feelings. Make explicit your understanding of the wide range of reactions students may be experiencing.
"Whatever you are feeling, you can be sure you are not alone in that experience. There are others who are traveling this path right along with you. We can expect a range of reactions from outrage to anxiety to numbness. You may feel a wide range of feelings at different points and in different contexts. To process this experience, it is vital to connect with others and seek support as needed."
After this introduction, you may give the students the option for a 1) quiet moment of reflection or 2) time to journal for five minutes. Suggest a clear prompt such as: "I am _____."  This sentence stem gives permission to go in any direction while centering the writing on the self.
Following the reflection time or journal writing, ask a few volunteers to read excerpts of their work or to share their thoughts. In large classes, you may invite students to share with a partner. Ask that comments not be made after reading or listening to each other, but rather suggest that gratitude be expressed for the opportunity to connect. 
"Thank you for the gift of your words."
To wrap up the experience, speak to the power of sharing our stories to build strong networks of social support. Mention your hope that students will continue to share deeply with each other.
"Our ability to speak to our experience connects us in meaningful ways. Knowing and caring for each other is what makes healing possible."
Our job is simple but profound. It is to be present with what students are experiencing with genuine openness, concern, and curiosity. To do this, we may take a moment to ground ourselves and set an intention to be relaxed and open in our demeanor. There is deep cultural conditioning to try to move away from distress, but it is the ability to stay with feelings without judgment or agenda that offers the strongest emotional support.
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard?  Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others?
Additional Ways to Support Students
The shared purpose of all the strategies below is to honor the students’ emotional experience, provide a holding space for connecting on a deep level, and invite hope for moving forward. Gestures of connection and care restore a sense of safety and allow for a renewed sense of community to emerge.
Offer nurturance. Often the first step in assisting people in crisis is to offer a blanket, some water, and food to eat. While this is not the response called for in our circumstance, the ability to offer gestures of support and care for one another is essential. You might bring tea or coffee to class, flowers to share with each student, or an invitation for a meal at your home. Once the basic need for nurturance is met, healing truly begins. If none of these concrete suggestions fit, consider taking a moment to directly express you care for the students.
"I want to take a moment to say to you directly that I care deeply about what you have experienced since Monday evening. I have found myself imagining what your days have been like with a hope that you are finding the kindness, gentleness, and care we all need right now.  I am hoping that you can feel this from me even though we don’t have adequate space and time to do all that is truly called for in this circumstance."
Name the feelings. Ask students to call out the feeling words and phrases that match their experience of the last few days. 
“I want to honor each one of you and the experiences you have had in the last few days. To do that, I am going to ask you to share words or short phrases (popcorn style) that capture your feelings. Likely, you have had a wide range of emotional reactions, and I invite you to name them in all their complexity. I will be recording the words without comment on the white board*. I ask that we speak and listen to the words with a spirit of reverence for our shared humanity, recognizing the broad range of histories and experiences that inform our reactions. Once the words and phrases are up, we will take a moment of silence to acknowledge our variety of experience.”*In virtual spaces, a similar outcome can be acheived by using a chat water fall (prompting participants to share their words in the chat at the same time [countt down]) and pulling responses into a word cloud to visualize. 
When the brainstorm is complete, validate the full range of human emotions that arise in times of tragedy. If the words and phrases shared do not capture a full range of emotion, you may mention to students some of the internal experiences that are expected in times of distress.
"I’d like to share with you some of the additional experiences you may notice in yourself and your friends. It is expected that you may have difficulty concentrating. You may experience waves of anger, sadness, fear, and anxiety. Some of you may notice a strong sense of compassion and tenderness and a desire to connect with others to honor the deceased or make your voice heard by lawmakers. At times, you may also notice a sense of disorientation and unease given the violent disruption of life on our campus. You may also notice painful associations from earlier in your life. Some of you may feel a need to 'move on' or a sense of unease with the feeling that violence has become expected and, in some ways, normalized."
To transition the conversation, take a moment to acknowledge their willingness to share.
"I want to thank you for your willingness to share the truth of your experience. I am now inviting all of us to take two minutes in silence to honor one another, the larger community, and those most impacted by the tragic loss on Monday. If you would like to reflect in writing, drawing, or movement, please feel free to do that."
If it feels right, you may move towards brainstorming ways of coping that promote mental wellness. 
"There is wisdom in this room. This is not the first hardship you have faced, although it may feel very different. Many of you have found ways of coping and even thriving through challenging times. I want to invite a period of sharing concrete mindsets and strategies that are in your toolboxes or that you feel the need to create now. I will record the ideas on the white board. You’ll be invited to take a picture of the white board for further reflection. Sometimes we need a chance to reflect on unhelpful approaches that we want to discontinue and space to consider new strategies. I hope this time will give you that opportunity."
Again, thank the students.
Affirm community. Ask students how they want to affirm community at MSU in the days ahead.
"At some point in our processing of the events of the last few days, we may start to wonder what we can actually do that will be meaningful and genuinely helpful. Without a doubt, cultivating a strong sense of community is powerfully important. We are social beings and healing happens together, never alone. I want to invite you to reflect on what you believe builds community in your own life and on campus. Please find two other classmates to spend five minutes discussing what builds connectedness in this time and beyond. For example, you might point to the importance of slowing down to greet people when walking or having longer, leisurely meals with friends to intentionally check in with each other. You may have larger ideas having to do, for example, with how spaces are configured or how information is communicated. Once we have had time to talk in small groups, we will reconvene for idea sharing."
Please note: You may broaden this discussion to suggest reflection on actions on a societal level. This will open discourse on our political climate, on race, and other critical issues that students may have a pressing need to discuss. If you go this direction, it is critical to set ground rules (Agreements for Multicultural Interactions) or review already established expectations for difficult conversations.
Seek connection. Ask students to interview each other about works of art and literature (books, paintings, poems, music, and films) that have helped them in hard times before.
"Artists, musicians, writers, and poets have always been guides and supports in deepening our understanding of what it means to be human, particularly in times of suffering.  As a means of coming together as a class today, I would like to invite you to gather in groups of three to discuss the art and literature that has been most nourishing to you. Please reflect on what it may mean to you now. To set the stage, I would like to briefly share with you (a piece of music, a painting, a short reading) that has been meaningful to me. I hope it will be of support to you as well."
Encourage students to plan times outside of class to share these sources of meaning and inspiration with each other. Remind them of the power of nature on campus to offer solace.
"Thank you for taking the time to share with each other the power of your experiences with art and literature. I encourage you to continue having these discussions and invite you to seek out new sources of beauty, wisdom, and understanding. The natural world on our campus, like a piece of art, may serve as a source of solace and strength as well. I hope you will have time to linger in spaces you enjoy."
Thank you again for your thoughtful work preparing to meet with students. As is often the case, your presence and genuine concern will be what the students remember, rather than the actual words spoken. Gratitude to our colleagues at UVA Center for Teaching Excellence for sharing the foundations of this resource. 

Title: Exploring Perusall and summarizing findings from GEO & ISS coursesPresenter: Ryan ShadboltFormat: Learning Tech DemoDate: May 11th, 2023Time: 10:00 - 11:15 amClick to hereDescription:To increase student engagement, educators are shifting toward digital textbooks, which often improve student access as a lower-cost option, and provide immediate access at the time of purchase. Some digital textbook platforms are adding features that allow students to engage more deeply with the text or collaborate with peers. The premise is that increasing student engagement, collaboration, and community will improve student understanding of course content. This learning technology demonstration includes a summary of findings spanning Spring 2021 to Spring 2023 following use of such a platform in one undergraduate section of ISS205 Big Ideas in Social Science, three undergraduate sections of ISS310 People and Environment, one lower-division undergraduate section of GEO203 Introduction to Meteorology, and one upper-division undergraduate section of GEO480 Undergraduate Seminar in Geography. Findings suggest gains in student engagement, collaboration, and assessment, particularly when reading is supported with required assignments. The online platform used is Perusall® (pronounced “peruse-all”), which launched at Harvard University in 2015. To date, the business has served 2 million students at 3000 educational institutions in 90 countries. Following free registration, instructional content guides a new educator through creating a course or a new student through registering for an existing course. Educators may select textbooks from a vast digital catalog, at which point students may purchase access to the digital textbook at a competitive market price. Current features include assignments, quizzes, analytics, confusion reports, chat, grade book with synchronization to learning management systems, and more.

Course Design: Modality & Technology
Our June workshops are focused on planning courses for Fall semester. We are hosting 6 workshops, 4 vendor demonstrations, and 3 "office hours" sessions. The workshops and demonstrations will be recorded and shared by email to all registrants and also posted to the MSU Tools and Technologies D2L self-enrollment course (enroll here). As always, if you would like a one-on-one consultation on course design or academic technologies, please submit a service request to the MSU Help Desk and ask for the Instructional Technology & Development team.
Defining and Exemplifying the Modalities
Tuesday June 8th, 10 am – 11:30 am ET 
What do Hybrid, Hyflex, Flipped, etc. mean? What do they look and feel like in action for you and for your students? Some of these intersect, like a flipped hybrid class, what does that look like? In this workshop, we will define and discuss these terms and faculty will showcase how they implemented these modalities in their courses. 
Register for Defining & Exemplifying the Modalities
Choosing your Instructional Technologies 
Tuesday June 15th, 10 am – 11:30 am ET 
How do you pick instructional technologies? Which ones will work best for your modality and goals? When should you compromise on the performance of a technology to increase versatility and reduce the number of different technologies you use? In this informational workshop, we will discuss the intersections of teaching modalities, course platforms, & other instructional technologies to help answer these questions. We will also review what other external considerations should inform your design decisions. 
Register for Choosing your Instructional Technologies
Course Design “Office Hours” 
Friday June 18th, 10 am – 12 pm ET 
For 2 hours, the Instructional Technology and Development Team will be on hand to individually answer questions about course modalities and choosing your instructional technologies.  
Register for Course Design “Office Hours”
Choosing a Course Platform 
Tuesday June 22nd, 10 am – 11:30 am ET 
In this informational workshop, we will discuss the different course platforms commonly used in MSU courses: D2L Brightspace, LON CAPA, Microsoft Teams, Google Classroom, etc. We will summarize the strengths & weaknesses of each course platform, best use cases, tool integrations, and where to go for more information. 
Register for Course Platform Overview
Overview of D2L Brightspace 
Wednesday June 23rd, 10 am – 11 am ET 
D2L is one of the main technologies used at MSU to deliver online and remote classes. This workshop will cover the basics of D2L. This includes an overview of the interface, how to create and manage the grade book, assessment tools, external technology integrations, and uploading and creating your course content. 
Register for D2L Brightspace
Overview of Microsoft Teams for Education 
Thursday June 24th, 10 am – 11:30 am ET 
In this informational workshop, we will have and in-depth presentation on using Microsoft Teams as a course platform. Topics will include: 

Integrating Teams into instruction  
Student engagement 
Formative assessment  
Advantages of Teams  
Video  
File sharing  
Chat groups  

Register for Microsoft Teams for Education
Course Platform “Office Hours” 
Friday June 25th, 10 am – 12 pm ET 
For 2 hours, the Instructional Technology and Development Team will be on hand to answer any questions you have about selecting and setting up your course platform.  
Register for Course Platform “Office Hours”
Assessment Technologies Overview 
Tuesday June 29th – 10 am – 11:30 am ET 
In this informational workshop, we will introduce the wide array of assessment technologies supported by MSU, provide example use cases, and compare & contrast similar tech. The goal is to summarize your options and inform your selection of assessment strategies & the tools you want to use (e.g., discussions, quizzes/exams, creative projects/essays). 
Register for Assessment Technologies Overview 
iClicker Demo 
Wednesday June 30th, 10 am – 11 am ET  
Join us for a vendor demonstration of iClicker, a tool for student engagement, formative assessment, attendance, quizzing, and polling. iClicker has undergone many major updates recently, including mobile-device usage options, new question types, and D2L integrations. Even iClicker veterans are encouraged to attend.
Register for iClicker Demo
Crowdmark Demo 
Wednesday June 30th, 1 pm – 2 pm ET  
Join us for a vendor demonstration of Crowdmark, an online collaborative grading platform that allows for grading of a number of different assessment types, integrates with D2L, and provides robust analytics. The Crowdmark team will walk you through how to set up a remote assessment, grade and distribute grades using a variety of question types (multiple choice questions as well as text entry and image/pdf uploads for student responses). We will provide some tips and tricks for student troubleshooting and answer any lingering questions. 
Register for Crowdmark Demo
 
Gradescope Demo 
Wednesday June 30th, 2 pm – 3 pm ET  
Join us for a vendor demonstration of Gradescope, a tool to design and deliver assessments via D2L integrations, including handwritten work and online problem sets, projects, worksheets, quizzes, exams, and more. 
Register for Gradescope Demo 

DigitalDesk Demo 
Wednesday June 30th, 3 pm – 4 pm ET
Join us for a vendor demonstration of DigitalDesk, Inc. - Instructor Tools/Student Portal, an intuitive, multi-modal learning platform that provides a seamless pathway between paper/pencil, scan based, and online testing. Test builder includes item banking, rich content, as well as fully integrated monitor/review and remote proctoring solutions. Rubric Creator facilitates instructors’ scoring of essays and portfolio submissions. Comprehensive reporting features include exam analysis, on-demand score reports and automatic reporting. Customizable reports can be emailed whenever students submit assignments or complete exams, or at designated times. 
Register for DigitalDesk Demo
Assessment Technology “Office Hours” 
Thursday July 1st, 10 am – 12 pm ET 
For 2 hours, the Instructional Technology and Development Team will be on hand to answer any questions you have about choosing and using assessment technologies. 
Register for Assessment Technology “Office Hours”