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If a student discloses that they have experienced discrimination or harassment, you must refer them to the Office of Institutional Equity. The Office of Institutional Equity (OIE) reviews concerns related to discrimination and harassment based on age, color, gender, gender identity, disability status, height, marital status, national origin, political persuasion, race, religion, sex, sexual orientation, veteran status and weight under the University's Anti-Discrimination Policy (ADP) and concerns of sexual harassment, sexual assault, stalking, dating violence, domestic violence, and other forms of sexual misconduct under the Relationship Violence and Sexual Misconduct and Title IX (RVSM) Policy.  
A student can file a report here.  
 
Confidential reporting for students
There are a number of resources on campus that can provide a confidential space where students can explore their options, talk about what happened, and obtain support services. Individuals often find it difficult to speak about what happened. Talking with someone once, or receiving ongoing support, can aid in recovery and assist with safety planning. If students access these services, they will be directed to other needed resources.  These private and confidential resources are available at no cost. These services are not required to report incidents to the Office of Institutional Equity or campus police.  
A student can access confidential resources here.
 
Mandatory reporting for faculty and staff
All University “responsible employees” and volunteers who are not otherwise exempted by this policy and/or applicable law must promptly report incidents of relationship violence, sexual misconduct, stalking, and retaliation that they observe or learn about in their professional capacity or in the context of their work and that involve a member of the University community or which occurred at a University-sponsored event or on University property. Please review the University Reporting Protocol.
 

Teaching for Equity in Treacherous Times
In over half of US states legislators have introduced bills that would limit or prevent DEI-related curriculum and programming in higher education. There are additional legislative threats to the rights of LGBTQIA2S+ individuals in education. Movements to restrict college and university instructors’ academic freedom are permeating state legislatures, boards of higher education, and boards of trustees. Although postsecondary education in Michigan is not currently facing anti-DEI legislation the time is right for understanding why and how equity and inclusion should be central to our work as educators at MSU. This talk will offer context for understanding the stakes we face and what is at stake for our institutions and students, as well as strategies for moving forward within a national and state context divided on our rights and responsibilities to teach in ways that advance diversity, equity, inclusion, and belonging in higher education.



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Kris Renn
Kristen A. Renn, PhD, is the Mildred B. Erickson Distinguished Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research at Michigan State University. With her background in student affairs administration and commitment to equitable opportunities and outcomes, Dr. Renn’s focuses her research on the learning, development, and success of minoritized students in higher education. She is author or co-author of nine books about higher education, including Student Development in College: Theory, Research, and Practice and College Students in the United States: Characteristics, Experiences, and Outcomes. She is Michigan State University’s Liaison to the University Innovation Alliance and co-Principal Investigator on several grants related to increasing success for low-income and underrepresented students.

Title: Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity, Belonging, and A Growth MindsetPresenter: Mary Beth HeederFormat: WorkshopDate: May 11th, 2023Time: 1:30 pm - 2:30 pmClick to registerDescription:As they read their syllabi there are some students who wonder, “Can I do this? Do I belong in this class and in college? The negative stories the students tell themselves and come to believe discourage them from using academic and social supports that can help them build attention, engage, and flip the negative narrative. Instead, the negative thoughts and self-talk set into motion a downward cycle that can lead to what many of us have seen and are seeing in our classrooms – “a stunning level of disconnection.” Decades of research show that brain science and instructor mindset, the degree to which instructors believe every student is capable of meeting their expectations, have a measurable effect on student learning. Syllabus language, which communicates mindset, can affect student outcomes. During this session those in attendance will experience how the syllabus can be used as a tool that promotes belonging, equity, a growth mindset, and learning. Objectives include considering the impact of instructor mindset on student learning and adding to the syllabus belonging and growth mindset messages informed by brain science so the syllabus becomes a tool that can reverse negative recursive cycles about belonging and learning. Those intending to attend should bring a copy of the syllabus they are working on or one they plan to revise; during the Workshop they will have an opportunity to begin to design “a friendlier syllabus.”

Consider equity and inclusion when making decisions about AI use in your course.  

How does the development and use of generative AI affect identity groups differentially? What biases exist within the development and use of generative AI? What are the potential challenges regarding AI from an equity-lens (e.g., historic issues with facial recognition and BIPOC populations)? 
What data sources does generative AI use to generate a response, and how representative is this data source?


Consider how AI content and perspectives can enhance dialogue and collaboration between diverse disciplines, departments, and individuals. 
Consider how integration of generative AI technologies into the classroom help or hinder students’ success.
Consider situations in which some students may have access to more advanced technology than others based on cost or other factors.  
Consider if generative AI technology provides accommodation for certain populations and how its use may help achieve equity for persons with disabilities.  

Photo by Pietro Jeng on Unsplash

General Policy
The policy, administered by the Office of Institutional Equity (OIE), prohibits discrimination on the basis of sex and sexual harassment, including gender-based harassment, sexual assault/misconduct, relationship violence, and stalking.
Policy Link: https://oie.msu.edu/policies/rvsm.html
Audience:
TIPS FOR FACULTY, ACADEMIC STAFF AND GRADUATE TAs
MSU Office(s):

Office for Civil Rights and Title IX Education and Compliance
Office for Institutional Equity (oie.msu.edu)
Office of Prevention, Outreach and Education (poe.msu.edu)

LEADERSHIP
Instructors demonstrate leadership by communicating policy, modeling expected behavior, responding to possible violations effectively, and staying engaged in the learning process
Communicating Policy

Explain that you cannot promise confidentiality
Make sure the individual is aware of your duty to report the information to authorized individuals who are trained to respond.

Model expected behavior

Model by being a partner in the MSU community’s effort to reduce sexual violence and misconduct. See the new website from the Prevention, Outreach and Engagement Office (PO&E) of the Office for Civil Rights and Title IX Education and Compliance (poe.msu.edu) for ways you can become involved. Some examples include:

Place language in your syllabus about resources and your responsibilities
Participate in events connected to MSU’s It’s On Us campaign
Follow MSU’s It’s On Us campaign on Facebook @ItsOnUsMSU
Publicize MSU’s It’s On Us events and offer extra credit to students who attend
Consider service on a committee
Check out volunteer and support opportunities for campus service providers



Respond to issues as soon as you become aware of them

Respond to disclosure using a trauma-informed interpersonal approach

Address and establish safety - find a private space to talk; be open and listen - avoid asking directive or leading questions; follow the lead of the survivor and go at their pace; avoid physical touch; maintain an open body language and use non-verbal skills to show you are listening
Believe the survivor and offer support - “I believe you”; “I am glad you are telling me”
Provide support for overwhelming emotion - normalize the emotions; provide an opportunity for grounding (deep breathing); brainstorm other coping methods (relaxation, meditation, etc).
 

Respond to disclosure by carrying out your responsibilities as a university employee

To report sexual violence or relationship violence

Option 1 (preferred method) - complete the university’s online Public Incident Report Form available on the Office of Institutional Equity (OIE) website: http://www.oie.msu.edu. This will fulfill your obligation to notify both OIE and MSU Police. Please note: A Public Incident Report Form is NOT a police report. To file a police report directly please contact the MSU Police at (517) 355-2221
Option 2 - Call OIE and MSUPD. Employees must call both offices. Call OIE at 517-353-3922. Call MSUPD at 517-355-2221.


To report sexual harassment

Stay in engaged in the learning process

Complete MSU’s online Public Incident Report Form available on the Office of Institutional Equity(OIE) website: www.oie.msu.edu or call OIE at (517) 353-3922.
Learn by reading about trauma-informed approaches to teaching across disciplines; practicing active listening; talking to peers about strategies for supporting students. Learn by completing the required online training.

Empower- Help students make their own choices and develop confidence and competence by creating conditions for inclusive teaching and learning

Provide disclaimers - give students advance warning of a discussion so survivors are not caught off guard.; Structure the discussion so students opt-in, which allows survivors who are concerned; about their ability to participate without being triggered to opt-out of the discussion without drawing attention to themselves (as they might if they had to get up and leave class); offer opportunities for students to debrief with you after the classroom discussion; notify students upfront about faculty duty to be a mandatory reporter so that students understand what will happen if they disclose an experience.

ADVOCATE - Refer students to campus and community resources and follow-through and check-in with students.

Connect students to resources including resources for reporting; confidential and private resources, additional campus resources; health care and mental health resources; other resources; community resources; national resources.

DESIGN - You use a trauma-informed approach to make decisions about your curriculum, how you engage students, and how you assess learning and get student feedback.

Questions to ask yourself:

Do I have content in my class that could be triggering to survivors of sexual assault, relationship violence, or sexual harassment? If so, how will I empower (see above) students to make decisions about how they engage with the content?
How am I going to engage my students from Day 1 in class? How upfront am I going to be about my approach to LEADING, EMPOWERING, and ADVOCATING around issues of sexual assault, relationship violence and sexual harassment?
How might I be responsive in my course design and implementation to issues of diversity and oppression?


Will I ask my students for their preferred names and/or pronouns? Will I make transparent bias’ in terms of gender identity and/or sexual orientation in the content of my field? How will I do that?

ADDITIONAL RESOURCES



SPARE - Reporting relationship violence: Email Thread
Resource Guide (distributed at Quick Start and New TA Institute)
Disclosure & Services Providers Document (distributed at Quick Start and New TA Institute)
Syllabus Language: http://titleix.msu.edu/policy-info/mandatory-reporting.html
Trauma-Informed Approach to Teaching: https://socialwork.msu.edu/sites/default/files/newsletters/Social-Work-News-Special-Edition-Spring-2018.pdf



1 Carello, J., & Butler, L.D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35 (3), 262-278. 2 Moylan, C. (2018). Conducting safe classroom discussions on sexual assault. Michigan State University School of Social Work News – Special Edition, Spring 2018 3 Office of Institutional Equity, Michigan State University (2018). Relationship Violence and Sexual Misconduct: Employee Mandatory Reporting Guide

For many instructors, COVID revealed unintentional barriers to learning in the classroom. Perhaps it was inflexible attendance policies, or grading policies that focused on behavior and concealed true learning, or hidden curriculum that privileged students who were willing to ask for more time / credit / help over students too embarrassed to do so.  
The equitable pedagogy learning community will welcome educators looking to dismantle these barriers. By creating learning environments where all students feel supported, all students can succeed. Students enter our classrooms with different backgrounds, perspectives, identities, and experiences, and the intellectual communities we form can be enriched by those differences.  
As a community, we will read and discuss topics such as humanizing the classroom, equitable grading practices, Universal Design for learning, culturally responsive pedagogy, pedagogy of kindness, and similar themes. The goal for each member would be to develop and integrate changes to teaching practices to be more inclusive and equitable. As a community, we would like to create resources to share with instructors; this could look like a collection of reflections from the community members and/or easily digestible professional development documents like infographics.  If you are interested in joining this learning community, find us on Microsoft Teams or contact Valerie Hedges (hedgesva@msu.edu) or Casey Henley (mcgove14@msu.edu). The community will meet the third Friday of every month from 10-11:30 both in person (room TBD) and on Zoom. Every other month (October, December, February, April) we will meet at 9:00 in Synder-Phillips for breakfast. For the fall semester, we will read Radical Hope: A Teaching Manifesto by Kevin Gannon. 

Learning Objectives

Define transparent Task instructions
Describe the importance of clearly written task instructions in an assignment
List 10 tips for writing clearly stated task assignment instructions.
Identify whether the transparency in a set of task instructions is weak or strong 

Introduction
This is part 3 of a 5 part series of articles on Transparent Assignment Design (Part 1, Part 2)The second critical element of a transparent assignment is the Task. The task is what students should do and deals with the actions the students have to take to complete the assignment. 
The Significance of Transparency in Task
Have you ever had to follow a cooking recipe or build a piece of furniture with poor instructions? Perhaps the instructions were word-heavy or confusing, the steps were out of order, a step was missing, or the diagrams were incorrect, confusing, or absent. When writing instructions for an assignment, especially multi-step, scaffolded types of assignments, we need to think like Instructional Designers. A guiding question that should be at the forefront of an Instructional Designer’s mind is: How could a non-expert complete this activity with the fewest errors? Our goal as educators is to set students up for success, not to create obstacles with unclear instructions. Instructions should be concise, straightforward, include all the required tools/resources, and be seamless to follow.
The "Task" section explains to students the steps they need to take to complete the assignment. It often includes any additional resources that students will need, such as data sets, articles to cite, websites to visit, etc.

Watch:

10 Tips for Writing an Effective “Task” Section:
1. Keep it Simple:

Avoid text-heavy instructions. Over-explaining can lead to distraction and confusion.

2. Use Positive and Direct Instructions:

Cognitive psychologists have found that it is easier for our brains to process what ‘to do’ than what ‘not to do’. If you must add avoidance statements, start with what students should do first.
Focus on direct instructions for what students should do, and limit how often you focus on what students should not do.
Example: Instead of saying, "Don’t forget to use APA style," say, "Use APA style for citations."

3. Consistent Formatting:

Use sparing bolding, underlining, italicizing, highlighting, all caps and font color.
Overuse of these features can create accessibility problems for screen readers and dilute the importance of truly key information.

4. Utilize Visual Aids:

Incorporate screenshots, mini-videos, gifs, and diagrams. As the saying goes, pictures can speak a thousand words and sometimes it's just easier to see someone carry out the task first.

5. Use Lists:

Numbered or bulleted lists help cut back on words and make instructions clearer. Avoid excessive levels of granularity in your lists (e.g., 1.2.5.14), which can be confusing.

6. Leverage Collaborative Tools:

Consider using Google Docs or other collaborative, cloud-based processors instead of the upload/download method of sharing assignment documents. 
The perks of using cloud-based processors include avoiding multiple versions of the same document, allowing for seamless updates, embedding of images, videos, and hyperlinks, allowing for students to “comment” on the document.

7. Hyperlink to Resources:

This increases usability and reduces time spent searching for materials buried in the course by centralizing all necessary resources to complete the assignment in one spot.

8. Consistent Labeling of Key Terms:

Use consistent terminology. Avoid using different labels for the same concept, as this can be confusing, especially for non-experts and second-language speakers.

9. Provide Troubleshooting Tips:

Include a separate document with common issues and their solutions, linked from the main instructions. Invite students to help curate this FAQ.

10. Seek Feedback:

Have someone unfamiliar with the assignment go through the instructions or use a generative AI tool to identify areas for improvement in usability and understanding.


Examples of Tasks Instructions
Weak Task Instructions:
Assignment: Write a Literary Analysis Essay on a Novel of Your Choice.
Task Section: Read the novel and write an essay about it.
Explanation: This task section is too vague and lacks specificity. It doesn’t provide clear steps, structure, or resources, leaving students uncertain about what is expected.

Strong Task Instructions:
Assignment: Write a Literary Analysis Essay on a Novel of Your Choice.
Task:

Choose a Novel:


Select a novel from the provided list in the course’s Week 2 folder. Ensure your choice is approved by [date].

2. Read the Novel:

Read the entire novel. Take notes on key themes, characters, and plot points as you read.

3. Develop a Thesis Statement:

Craft a clear, arguable thesis statement that reflects your analysis of the novel. Your thesis should focus on a specific theme, character, or literary device.

4. Gather Evidence:

Collect textual evidence (quotes, passages) from the novel to support your thesis. Make sure to note the page numbers for proper citation.

5. Outline Your Essay:

Create an outline that includes an introduction, body paragraphs, and a conclusion. Each body paragraph should focus on a single point that supports your thesis.

6. Write the First Draft:

Write the first draft of your essay, following the outline. Ensure your essay is 1500-2000 words in length and includes an introduction with a thesis statement, body paragraphs with evidence, and a conclusion.

7. Use MLA Formatting:

Format your essay according to MLA guidelines. Include in-text citations and a Works Cited page for the novel and any other sources you reference.

8. Peer Review:

Submit your draft to the peer review forum by [date]. Review at least two of your classmates' essays and provide constructive feedback.

9. Revise and Edit:

Based on peer feedback and your own review, revise and edit your essay. Focus on clarity, coherence, and correct grammar.

10. Submit the Final Essay:

Submit your final essay via the course’s online portal by [date]. Ensure you attach your draft with peer review comments.

Resources:

Refer to the “Literary Analysis Guide” available in the Resources folder for detailed instructions on developing a thesis and gathering evidence.
Use the “MLA Formatting Guide” linked [here] for help with citations and formatting.

Submission Checklist:

Thesis statement
Evidence from the text with citations
Outline
Draft with peer comments
Final essay in MLA format

Explanation: 
This task section is detailed and structured, providing clear, step-by-step instructions and necessary resources. It specifies what students need to do at each stage, the tools they should use, and deadlines, ensuring that students understand how to proceed and complete the assignment effectively.

Resources: 
Note: This is article 3 of a 5-part series on Transparent Assignments.

Quick Guide to Transparent Assignments (CTLI:MSU)

Introduction
In an age where technology can help to remove barriers and foster inclusivity, it is still quite common for users to encounter accessibility challenges in the digital space. The ChatGPT platform, while revolutionary in its capabilities, is not exempt from such hurdles. In this article we will discuss some known accessibility issues associated with the ChatGPT tool and its associated support site, and provide suggestions for making the platform more accessible for users with disabilities.
Current Issues and Potential Workarounds
In general, both the ChatGPT tool (chatbot) and associated documentation are accessible to most users, however, the platform does present barriers to users who access digital content using a screen reader, those who navigate using only a keyboard or alternative navigation tools, and users with color related vision issues or low vision.Note: This review lists issues observed as of December 2023. Please comment if you believe specific issues have been addressed and we will update the article as needed.
Both the Chat GPT tool and associated support website were tested against the W3C WCAG 2.0 AA standard in Windows and MacOS using NVDA and Voiceover screen readers and common browsers. The following information details which accessibility barriers were identified, how they may affect users, and some potential workarounds for helping to provide equitable access to the desired functionality.
Login Process
During the login process users are presented with the option to create an account or login using an existing Google, Microsoft, or Apple accounts. There are multiple issues with this process that may present barriers for users.


Issue:
Several elements associated with the login process do not meet minimum contrast requirements which will make the associated text difficult or impossible to read (e.g., elements using light green text on a white background and white text on a light green background).

Who this may affect:
Users with low vision or color related vision issues who rely on high contrast between text and the associated background may find the associated text difficult or even impossible to read.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.


Issue:
  Focus indication for the login and account creation buttons is not sufficient. Some users may not be able to move past the account creation and login area without assistance.

Who this may affect:
Keyboard users who rely on clear and obvious visual indicators to track which element is currently selected when navigating a webpage.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.


Issue:
During the account creation process, password requirements appear after the password creation field. Instructions and requirements for a form field should be presented prior to the user accessing that field. Also, there is no error indication for assistive technology users who enter a password that does not meet minimum requirements. The cursor simply remains in the password field with no feedback for the user. This also occurs if an incorrect password is entered during login.

Who this may affect:
Screen reader users may not be able to move past the account creation and/or login area without assistance.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the account creation and login process. Include password requirements and an explanation of the application’s behavior when the password either does not meet the minimum requirements or is entered incorrectly.
Chatbot User Interface
Some elements within the ChatGPT chatbot user interface make the tool difficult to use and potentially confusing for assistive technology users. Issues we experienced include portions of the screen that cannot be accessed by keyboard-only users and numerous interactive elements that do not include descriptive names/labels causing them to be unusable by screen reader users.


Issue:
Not all buttons contain descriptive labels or information about their purpose or function (e.g., send message button, clipboard, and up/down vote icons).

Who this may affect:
Screen reader users who rely on clearly labelled buttons and interactive elements for navigating and interacting with an application. If a label is not provided or does not describe the purpose of the button or element, that button or element is essentially useless to screen reader users and will block their ability to effectively use the associated application. Example: the “Send Message” button is simply read as “button, group” by screen readers, giving users no indication of its purpose or functionality.

Workaround:
Screen reader users may require assistance navigating the user interface to help learn the functionality of interactive elements when initially using the tool. Consider not requiring the use of unlabeled elements such as the voting buttons.


Issue:
Elements of the main message and reply functionality are not presented in a logical order, a typical workflow would not have replies appearing above the message input box. This layout requires users to navigate back up the page to interact with chatbot replies/answers. There is no indication to assistive technology users that replies/answers have been generated or that they appear above the message input field.

Who this may affect:
Screen reader users require notification when information on a page is changed, when that change is complete, and where the new information is located. Lack of notification about when reply generation is complete and how to access the replies will make the tool difficult to use without assistance.

Workaround:
Screen reader users may require assistance navigating the user interface to help learn the main workflow and how to navigate the message and reply when initially using the tool. Consider providing documentation detailing the chatbot message and reply window to help assistive technology users more effectively use the tool.


Issue:
Under user account Settings and Custom Instructions some of the associated pop-up windows are not read in a meaning sequence (e.g., the Custom Instructions pop-up opens with focus on the “Ok” button and no indication that there is text/information above that button). These windows also contain unlabeled buttons (e.g., buttons used to close the pop-up windows).

Who this may affect:
Screen reader users rely on information being presented in a logical order. When a new window is opened the screen reader software should be told to start reading from the top of the new content, not set to a button or element at the bottom of the window. Also, lack of descriptive labels on buttons used to close the pop-up windows may prevent users from exiting the Settings windows.

Workaround:
Screen reader users may require assistance navigating the account related tool windows. Consider providing documentation detailing the Settings and Custom Instructions windows.
 
The Impact on Users
Barriers to access limit a platform’s usability for a wide variety of users. All students deserve equal access to information and opportunities, inaccessible technology widens the digital divide and hinders the ability of users to fully participate in online conversations and access valuable resources. 
The Importance of Accessibility
Addressing accessibility concerns is not just a matter of compliance; it is a moral and ethical imperative. Inclusivity should be at the core of technological advancements. As we work to provide the best possible learning experience for our students, we must ensure that no one is excluded or left behind. By acknowledging and actively working to overcome accessibility challenges we can create a more equitable and inclusive online space and experience for all users.