We found 84 results that contain "equity"
Posted on: The MSU Graduate Leadership Institute
NAVIGATING CONTEXT
Supporting Black Women in CEPSE
Who did you work with (college administrators, key stakeholders, offices on campus, etc.) and what was their role in your project? I was one of eight women, PhD students, who authored the letter listed here:
Madison Allen
Joi Claiborne
Andryce Clinkscales
Adrianna E. Crossing
Briana Green
Brooke Harris-Thomas
Lindsay Poole
Briana J. Williams
We met and worked with various people in CEPSE including several faculty members, Program Directors from Scholy psych and EPET. Department Chair Carey Roseth was instrumental in our working for change. We worked with other student groups including EPET Allies for Change and in other capacities in the EPET townhall meetings with Jen Schmidt. We also met with Dr. Terah Chambers in her capacity as the Associate Dean for Equity and Inclusion. How did you manage relationships with key stakeholders in your college to achieve your project goals? We outlined our disappointments and goals in our open letter to CEPSE and were open to meeting with anyone who wanted to discuss the letter and its aim. We scheduled regular meetings with Dr. Roseth and others to check in on progress. What has been the impact of your project? Who was your target audience and what difference did your project make for them? We supported the efforts of our department to create real and lasting change in CEPSE that supported BIPOC students and dismantled barriers to our education. Changes that have already occurred relates to admissions requirements and student representation. If someone were to continue your work in the future, what advice would you have for them? My advice to anyone doing this work is to take care of themselves and always stand up for your values and beliefs. People will try to wrap your efforts in red tape and make you feel that you have done the wrong thing by pointing out injustice. You haven’t. This work is uncomfortable. Get used to that. This work means dismantling places of comfort. How did this work contribute to your personal leadership development? I was able to be a part of a team of women who cared about more than just themselves. We wanted change for everyone. We started out with just conversations and bonding, but we developed into a group of Black leaders without putting one person over the other. We support every effort of every person, small or large.
Madison Allen
Joi Claiborne
Andryce Clinkscales
Adrianna E. Crossing
Briana Green
Brooke Harris-Thomas
Lindsay Poole
Briana J. Williams
We met and worked with various people in CEPSE including several faculty members, Program Directors from Scholy psych and EPET. Department Chair Carey Roseth was instrumental in our working for change. We worked with other student groups including EPET Allies for Change and in other capacities in the EPET townhall meetings with Jen Schmidt. We also met with Dr. Terah Chambers in her capacity as the Associate Dean for Equity and Inclusion. How did you manage relationships with key stakeholders in your college to achieve your project goals? We outlined our disappointments and goals in our open letter to CEPSE and were open to meeting with anyone who wanted to discuss the letter and its aim. We scheduled regular meetings with Dr. Roseth and others to check in on progress. What has been the impact of your project? Who was your target audience and what difference did your project make for them? We supported the efforts of our department to create real and lasting change in CEPSE that supported BIPOC students and dismantled barriers to our education. Changes that have already occurred relates to admissions requirements and student representation. If someone were to continue your work in the future, what advice would you have for them? My advice to anyone doing this work is to take care of themselves and always stand up for your values and beliefs. People will try to wrap your efforts in red tape and make you feel that you have done the wrong thing by pointing out injustice. You haven’t. This work is uncomfortable. Get used to that. This work means dismantling places of comfort. How did this work contribute to your personal leadership development? I was able to be a part of a team of women who cared about more than just themselves. We wanted change for everyone. We started out with just conversations and bonding, but we developed into a group of Black leaders without putting one person over the other. We support every effort of every person, small or large.
Authored by:
Madison Allen
Posted on: The MSU Graduate Leadership Institute
Supporting Black Women in CEPSE
Who did you work with (college administrators, key stakeholders, of...
Authored by:
NAVIGATING CONTEXT
Monday, Oct 11, 2021
Posted on: #iteachmsu
JUSTICE AND BELONGING
Globally Inclusive Teaching Resources
Greetings Educators!Are you, do you, or have you ever - crossed paths with an international student or colleague at MSU? It is highly unlikely that your answer to these prompts would be "no" given the following information provided by the Office for International Students and Scholars (OISS):
Since admitting its first international students in 1873, MSU has welcomed tens of thousands of international students and scholars to East Lansing. Today, MSU is home to over 9,000 international students, scholars, and their dependent family members from more than 140 countries. In addition to contributing to the academic and intercultural environment, international students also have a tremendous positive economic impact on the Greater Lansing area. Michigan State University's international students contribute $324.5 million to the local economy through spending on education, housing, dining, retail, transportation, telecommunications, and health care. This economic impact supports 4,675 jobs in the Greater Lansing area. Source: NAFSA International Student Economic Value Tool
Given the significant presence of international students and scholars and the depth of contributions they make in the Spartan community, it is crucial that you consider diversity, equity, and inclusion from a global perspective. For starters, check out the Michigan State University's own: James M. Lucas, Nicola Imbracsio, and Sheila Marquardt have shared an excellent resource on Global Diversity, Equity, and Inclusion for educators entitled "Global DEI Models and Methods" (2021). You can access the PDF of this resource on iteach.msu.edu. You should also visit the Global and Intercultural Learning at MSU page for more information about internationalizing undergraduate experiences. To learn more about this topic, review the "Internationalizing the Student Experience: Working Group Report."You should also consider varying degrees of familiarity with spoken and written english. Every learner is unique in their exposure to and experience with english. For a guided asynchronous experience to help you think more on this topic, explore the "Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" playlist! An additional resources is "Seven Tips Toward Linguistic Inclusion". Both of these resources were shared directly by other educators at MSU. Another MSU resource for linguistic inclusion is the English Language Center. You should, at a minimum, be aware of the services and programs they provide!More broadly speaking, there are other resources to help you think about inclusive teaching. A great place to start is MSU Libraries' Inclusive Teaching page. In partnership with the Office of the Associate Provost for Undergraduate Education and the Office for Inclusion and Intercultural Initiatives, MSU librarians have developed this site to highlight research and resources focusing on inclusive teaching in the disciplines. The site is a work in progress. Librarians have begun gathering resources by carrying out preliminary searches in their subject areas and summarizing their findings and search processes. These lists are meant to serve as a starting point for faculty interested in looking into research on pedagogy and inclusion in their fields. A breadth of very insighful reasources (relevant to all) are shared in the "Trauma Informed Practice: Resources for Best Practices in the Classroom" article and site. Similarly, an important centeralized resource for all is MSU's Institutional Diversity and Inclusion office, that has developed a great foundational set of resources for Building Inclusive Communities. Some of these resources are also represented, along side many others, in the "Inclusive Teaching and Pedagogy" section of the "Expanded Educator Resources" playlist.Making big changes to your practice can seem overwhleming, but working toward a globally inclusive classroom is critical for the culture of MSU broadly and student success as a whole. You can take small steps to shifting the way you think about the design of your assignments (time based deadlines might not be that inclusive for individuals in time zones other than Eastern), your activities (whose perspectives are represented on your reading list), or even the your very first encounter with learners (a name is often core to one's identity, so correctly naming people is important [visit NameDrop for a free platform where anyone can share the correct pronunciation of their name])!Who will be globally inclusive in their teaching? Spartans will.Photo by Vladislav Klapin on Unsplash
Since admitting its first international students in 1873, MSU has welcomed tens of thousands of international students and scholars to East Lansing. Today, MSU is home to over 9,000 international students, scholars, and their dependent family members from more than 140 countries. In addition to contributing to the academic and intercultural environment, international students also have a tremendous positive economic impact on the Greater Lansing area. Michigan State University's international students contribute $324.5 million to the local economy through spending on education, housing, dining, retail, transportation, telecommunications, and health care. This economic impact supports 4,675 jobs in the Greater Lansing area. Source: NAFSA International Student Economic Value Tool
Given the significant presence of international students and scholars and the depth of contributions they make in the Spartan community, it is crucial that you consider diversity, equity, and inclusion from a global perspective. For starters, check out the Michigan State University's own: James M. Lucas, Nicola Imbracsio, and Sheila Marquardt have shared an excellent resource on Global Diversity, Equity, and Inclusion for educators entitled "Global DEI Models and Methods" (2021). You can access the PDF of this resource on iteach.msu.edu. You should also visit the Global and Intercultural Learning at MSU page for more information about internationalizing undergraduate experiences. To learn more about this topic, review the "Internationalizing the Student Experience: Working Group Report."You should also consider varying degrees of familiarity with spoken and written english. Every learner is unique in their exposure to and experience with english. For a guided asynchronous experience to help you think more on this topic, explore the "Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" playlist! An additional resources is "Seven Tips Toward Linguistic Inclusion". Both of these resources were shared directly by other educators at MSU. Another MSU resource for linguistic inclusion is the English Language Center. You should, at a minimum, be aware of the services and programs they provide!More broadly speaking, there are other resources to help you think about inclusive teaching. A great place to start is MSU Libraries' Inclusive Teaching page. In partnership with the Office of the Associate Provost for Undergraduate Education and the Office for Inclusion and Intercultural Initiatives, MSU librarians have developed this site to highlight research and resources focusing on inclusive teaching in the disciplines. The site is a work in progress. Librarians have begun gathering resources by carrying out preliminary searches in their subject areas and summarizing their findings and search processes. These lists are meant to serve as a starting point for faculty interested in looking into research on pedagogy and inclusion in their fields. A breadth of very insighful reasources (relevant to all) are shared in the "Trauma Informed Practice: Resources for Best Practices in the Classroom" article and site. Similarly, an important centeralized resource for all is MSU's Institutional Diversity and Inclusion office, that has developed a great foundational set of resources for Building Inclusive Communities. Some of these resources are also represented, along side many others, in the "Inclusive Teaching and Pedagogy" section of the "Expanded Educator Resources" playlist.Making big changes to your practice can seem overwhleming, but working toward a globally inclusive classroom is critical for the culture of MSU broadly and student success as a whole. You can take small steps to shifting the way you think about the design of your assignments (time based deadlines might not be that inclusive for individuals in time zones other than Eastern), your activities (whose perspectives are represented on your reading list), or even the your very first encounter with learners (a name is often core to one's identity, so correctly naming people is important [visit NameDrop for a free platform where anyone can share the correct pronunciation of their name])!Who will be globally inclusive in their teaching? Spartans will.Photo by Vladislav Klapin on Unsplash
Authored by:
Makena Neal
Posted on: #iteachmsu
Globally Inclusive Teaching Resources
Greetings Educators!Are you, do you, or have you ever - crossed pat...
Authored by:
JUSTICE AND BELONGING
Tuesday, Jul 30, 2024
Posted on: Center for Teaching and Learning Innovation
NAVIGATING CONTEXT
Classroom Norms & Management (Fall 2024)
This article provides an overview of preparing for classroom norms, especially for Fall 2024. This post is the fourth part of the Civil Discourse in Classrooms series and playlist.
Norms can help set expectations for students that will lessen any confusion that arises when students are not sure of what is appropriate. It is recommended that you set classroom norms through collaborating with students on norms and/or setting norms yourself from the beginning. Some example lesson plans for collaboratively setting norms are detailed on Carleton’s website, Stanford’s Teaching Center, and on MSU’s iTeach article on setting ground rules.
In addition, if an educator wants to set their own norms for students, some common norms may include:
Respect for All Voices: Listen actively, avoid interrupting, and ensure everyone has a chance to contribute.
Inclusivity and Equity: Encourage diverse perspectives and make space for quieter voices.
Open-Mindedness: Approach discussions with an open mind, considering different viewpoints.
Empathy and Compassion: Show empathy and support classmates in a non-judgmental way.
Confidentiality and Trust: Respect the confidentiality of personal stories and sensitive information.
Constructive Feedback: Offer respectful and constructive feedback, focusing on ideas and behaviors.
Accountability and Responsibility: Hold yourself and peers accountable to the agreed-upon norms.
Active Participation: Engage actively in class activities, coming prepared and contributing meaningfully.
Punctuality and Preparation: Arrive on time, be prepared, and complete assignments in advance.
Inclusive Language and Distraction-Free Environment: Use inclusive language, minimize distractions, and respect the learning environment.
Classroom Management Strategies
In addition to the tips provided on iTeach playlist on managing difficult classrooms, classroom management strategies can be extremely effective at establishing rapport, trust, and transparency with students. Managing disruption in a classroom is challenging, and having clear plans in place proactively is often helpful. Some classroom management strategies, as shared in the inclusive classroom activities article, include:
Build rapport with learners, as it is one of the most effective ways to increase learners’ belonging and decrease problematic behavior. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester. Another way to build rapport is to learn learners' names and pronouns (if they share) and how to pronounce their names correctly.
Anticipate subject matter that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively. You may also want to reflect and think about bringing up “controversial” issues into the classroom.
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (Oral Roberts University).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with student resources if they want further support.
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Continue to read more about in the next article, “Preparing Before a ‘Hot Moment’ Occurs,” or return to the Civil Discourse in the Classroom playlist.
Norms can help set expectations for students that will lessen any confusion that arises when students are not sure of what is appropriate. It is recommended that you set classroom norms through collaborating with students on norms and/or setting norms yourself from the beginning. Some example lesson plans for collaboratively setting norms are detailed on Carleton’s website, Stanford’s Teaching Center, and on MSU’s iTeach article on setting ground rules.
In addition, if an educator wants to set their own norms for students, some common norms may include:
Respect for All Voices: Listen actively, avoid interrupting, and ensure everyone has a chance to contribute.
Inclusivity and Equity: Encourage diverse perspectives and make space for quieter voices.
Open-Mindedness: Approach discussions with an open mind, considering different viewpoints.
Empathy and Compassion: Show empathy and support classmates in a non-judgmental way.
Confidentiality and Trust: Respect the confidentiality of personal stories and sensitive information.
Constructive Feedback: Offer respectful and constructive feedback, focusing on ideas and behaviors.
Accountability and Responsibility: Hold yourself and peers accountable to the agreed-upon norms.
Active Participation: Engage actively in class activities, coming prepared and contributing meaningfully.
Punctuality and Preparation: Arrive on time, be prepared, and complete assignments in advance.
Inclusive Language and Distraction-Free Environment: Use inclusive language, minimize distractions, and respect the learning environment.
Classroom Management Strategies
In addition to the tips provided on iTeach playlist on managing difficult classrooms, classroom management strategies can be extremely effective at establishing rapport, trust, and transparency with students. Managing disruption in a classroom is challenging, and having clear plans in place proactively is often helpful. Some classroom management strategies, as shared in the inclusive classroom activities article, include:
Build rapport with learners, as it is one of the most effective ways to increase learners’ belonging and decrease problematic behavior. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester. Another way to build rapport is to learn learners' names and pronouns (if they share) and how to pronounce their names correctly.
Anticipate subject matter that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively. You may also want to reflect and think about bringing up “controversial” issues into the classroom.
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (Oral Roberts University).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with student resources if they want further support.
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Continue to read more about in the next article, “Preparing Before a ‘Hot Moment’ Occurs,” or return to the Civil Discourse in the Classroom playlist.
Posted by:
Bethany Meadows
Posted on: Center for Teaching and Learning Innovation
Classroom Norms & Management (Fall 2024)
This article provides an overview of preparing for classroom norms,...
Posted by:
NAVIGATING CONTEXT
Tuesday, Aug 13, 2024
Posted on: #iteachmsu
NAVIGATING CONTEXT
Resources for Moving Forward after Tragedy and Trauma: an Index
Resources for Moving Forward after Tragedy and Trauma
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
How to Respond in the Classroom
Teaching on the Day After a Crisis
Navigating Discussions Following a School Shooting
When Bad Things are Happening
Showing up strong for yourself—and your students—in the aftermath of violence
A love letter to teachers after yet another school shooting
On Days Like These, Write. Just Write.
Resources for Talking and Teaching About the School Shooting in Florida
PERSPECTIVE: Teaching Through Trauma
Support Students Who Experience Trauma
Online Learning
Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet
Self-Care for Educators and Students
College Students: Coping After the Recent Shooting
Slowing Down For Ourselves and Our Students
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educators
Coping in the Aftermath of a Shooting
Coping after Mass Violence
Tips for Survivors: Coping With Grief After Community Violence
Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress
Resources for Parents and/or Focusing on Children
Helping Your Children Manage Distress in the Aftermath of a Shooting
Resiliency After Violence: After Uvalde
Responding to Tragedy: Resources for Educators and Parents
Managing Fear After Mass Violence
When Bad Things Happen: Help kids navigate our sometimes-violent world
Childhood Traumatic Grief: Youth Information
Further Reading: Trauma-Informed Resources
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom
Teaching on Days After: Educating for Equity in the Wake of Injustice
[book/ebook available at MSU Libraries; preview on Google Books]
Restorative Justice Resources for Schools
Restorative Justice: What it is and What it is Not
Transformative Justice, Explained
Transformative Justice: A Brief Description
[External] Mental Health Resources
American Psychological Association
American School Counselor Association
African American Therapist Database
School Crisis Recovery and Renewal
The National Child Traumatic Stress Network
The NCTSN has prepared resources in response to the MSU incident here
GLSEN
Links for Taking Action (Particularly Related to Days After Gun Violence)
March For Our Lives
Everytown
Sandy Hook Promise
Moms Demand Action
Mothers of the Movement
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
How to Respond in the Classroom
Teaching on the Day After a Crisis
Navigating Discussions Following a School Shooting
When Bad Things are Happening
Showing up strong for yourself—and your students—in the aftermath of violence
A love letter to teachers after yet another school shooting
On Days Like These, Write. Just Write.
Resources for Talking and Teaching About the School Shooting in Florida
PERSPECTIVE: Teaching Through Trauma
Support Students Who Experience Trauma
Online Learning
Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet
Self-Care for Educators and Students
College Students: Coping After the Recent Shooting
Slowing Down For Ourselves and Our Students
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educators
Coping in the Aftermath of a Shooting
Coping after Mass Violence
Tips for Survivors: Coping With Grief After Community Violence
Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress
Resources for Parents and/or Focusing on Children
Helping Your Children Manage Distress in the Aftermath of a Shooting
Resiliency After Violence: After Uvalde
Responding to Tragedy: Resources for Educators and Parents
Managing Fear After Mass Violence
When Bad Things Happen: Help kids navigate our sometimes-violent world
Childhood Traumatic Grief: Youth Information
Further Reading: Trauma-Informed Resources
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom
Teaching on Days After: Educating for Equity in the Wake of Injustice
[book/ebook available at MSU Libraries; preview on Google Books]
Restorative Justice Resources for Schools
Restorative Justice: What it is and What it is Not
Transformative Justice, Explained
Transformative Justice: A Brief Description
[External] Mental Health Resources
American Psychological Association
American School Counselor Association
African American Therapist Database
School Crisis Recovery and Renewal
The National Child Traumatic Stress Network
The NCTSN has prepared resources in response to the MSU incident here
GLSEN
Links for Taking Action (Particularly Related to Days After Gun Violence)
March For Our Lives
Everytown
Sandy Hook Promise
Moms Demand Action
Mothers of the Movement
Posted by:
Makena Neal
Posted on: #iteachmsu
Resources for Moving Forward after Tragedy and Trauma: an Index
Resources for Moving Forward after Tragedy and Trauma
Adapted...
Adapted...
Posted by:
NAVIGATING CONTEXT
Friday, Feb 17, 2023
Posted on: Center for Teaching and Learning Innovation
JUSTICE AND BELONGING
Inclusive Assignments and Assessments
This post delves into inclusive assignments and assessment as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive assignments and assessments?
The assignments you give and how you assess them can work to be inclusive to all learners. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolded learning, clarity, and inclusive assessment. Some specific strategies include:
Connect assignments to the course learning outcomes
Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities
Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual)
Develop Transparent Assignment Design (TAD) where you have clear, well-structured assignments and assessments
Provide assignment instructions in writing and verbally
Use inclusive and non-binary language in assignments and assessments and remove any problematic language
Consider the equity issues that arise when using proctoring and potential alternatives
If using tests, quizzes, or exams, provide ample time for it to be completed and account for learners’ testing anxiety by previewing exactly the realms they should study for
If using a rubric, share it ahead of time and answer questions learners may have on how you will asses it
Provide feedback throughout the assignment process and once their final submission is in that helps learners understand what they did well and areas to improve in
Consider assessing work in D2L’s anonymous mode to reduce implicit bias
Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher
How can I reflect on my assignments and assessments for inclusion?
Some reflection questions for thinking about inclusion in your assignments and assessments include:
How well do my assignments connect to the course learning outcomes, and how can I communicate this to learners?
How do I structure assignments to provide low-stakes tasks, practice, feedback, and revision opportunities before high-stakes assignments?
How do my assignments reflect practical skills and norms relevant to learners' future careers, and how can they be made more authentic?
How can I incorporate learners' cultural and lived experiences into assignments, and how diverse are the perspectives and examples I use?
What options do I offer for assignment completion (e.g., essays, presentations), and how can I expand these to better meet learner needs?
How clear and well-structured are my assignments for a learner perspective, and what feedback have I received from learners about this?
Do I provide assignment instructions in both written and verbal formats to ensure understanding?
How inclusive is the language in my assignments, and how can I improve it?
What equity issues might arise from proctoring tools, and what alternatives can I consider? How do I allocate time for tests and help learners manage testing anxiety and preparation?
How can I share grading criteria ahead of time and provide feedback that helps learners understand their strengths and areas for improvement?
How can I ensure I am in a positive and equitable mindset when grading, and what strategies do I use for providing constructive feedback?
Where can I learn more about inclusive assignments and assessments?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Assessing Equitably with All Learners in Mind
Denver’s Inclusive Assessment
Indiana University Bloomington’s Equitable Assignment Design
Indiana University Bloomington’s Proctoring and Equity
New York University’s Inclusive Curriculum Design and Assessment Practices
Reinert Center’s Creating Inclusive Course Assignments
Continue to read more about inclusive pedagogy in the next article on inclusive classroom activities or return to the Inclusive Pedagogy playlist.
What are some strategies for inclusive assignments and assessments?
The assignments you give and how you assess them can work to be inclusive to all learners. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolded learning, clarity, and inclusive assessment. Some specific strategies include:
Connect assignments to the course learning outcomes
Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities
Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual)
Develop Transparent Assignment Design (TAD) where you have clear, well-structured assignments and assessments
Provide assignment instructions in writing and verbally
Use inclusive and non-binary language in assignments and assessments and remove any problematic language
Consider the equity issues that arise when using proctoring and potential alternatives
If using tests, quizzes, or exams, provide ample time for it to be completed and account for learners’ testing anxiety by previewing exactly the realms they should study for
If using a rubric, share it ahead of time and answer questions learners may have on how you will asses it
Provide feedback throughout the assignment process and once their final submission is in that helps learners understand what they did well and areas to improve in
Consider assessing work in D2L’s anonymous mode to reduce implicit bias
Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher
How can I reflect on my assignments and assessments for inclusion?
Some reflection questions for thinking about inclusion in your assignments and assessments include:
How well do my assignments connect to the course learning outcomes, and how can I communicate this to learners?
How do I structure assignments to provide low-stakes tasks, practice, feedback, and revision opportunities before high-stakes assignments?
How do my assignments reflect practical skills and norms relevant to learners' future careers, and how can they be made more authentic?
How can I incorporate learners' cultural and lived experiences into assignments, and how diverse are the perspectives and examples I use?
What options do I offer for assignment completion (e.g., essays, presentations), and how can I expand these to better meet learner needs?
How clear and well-structured are my assignments for a learner perspective, and what feedback have I received from learners about this?
Do I provide assignment instructions in both written and verbal formats to ensure understanding?
How inclusive is the language in my assignments, and how can I improve it?
What equity issues might arise from proctoring tools, and what alternatives can I consider? How do I allocate time for tests and help learners manage testing anxiety and preparation?
How can I share grading criteria ahead of time and provide feedback that helps learners understand their strengths and areas for improvement?
How can I ensure I am in a positive and equitable mindset when grading, and what strategies do I use for providing constructive feedback?
Where can I learn more about inclusive assignments and assessments?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Assessing Equitably with All Learners in Mind
Denver’s Inclusive Assessment
Indiana University Bloomington’s Equitable Assignment Design
Indiana University Bloomington’s Proctoring and Equity
New York University’s Inclusive Curriculum Design and Assessment Practices
Reinert Center’s Creating Inclusive Course Assignments
Continue to read more about inclusive pedagogy in the next article on inclusive classroom activities or return to the Inclusive Pedagogy playlist.
Authored by:
Bethany Meadows
Posted on: Center for Teaching and Learning Innovation
Inclusive Assignments and Assessments
This post delves into inclusive assignments and assessment as part ...
Authored by:
JUSTICE AND BELONGING
Monday, Jul 29, 2024
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Spring into Spring: Educator Development Opportunities with CTLI (Jan. & Feb.)
Demystifying [Online] Student Engagement
January 18, 2024, 11 a.m. – 12 p.m., virtual via ZoomPresented by Dr. Ashley Moore
Join CTLI Affiliate and Assistant Professor, Dr. Ashley Moore, in a dialogue about common challenges engaging students in an online course setting. We’ll talk about how to set the stage for a warm classroom environment, different ways to check in with students, and pedagogical strategies to get student buy-in for your course—all grounded in humanizing praxis.Learn more and register here
Online Program Director Coffee Hour: Best Practices in course design, QM alignment, and D2L templates
January 18, 2024, 1 – 2 p.m., virtual via ZoomCTLI invites you to join us for the Online Program Directors Coffee Hour session for the month of January. We will be focusing this months discussion on best practices in online course design, alignment with Quality Matters, and D2L course templates available at MSU. Please contact Alicia Jenner (jennera1@msu.edu) for event invitation.
Introduction to Peer Dialogues
January 18, 2024, 2 – 3 p.m., virtual via ZoomPresented by Dr. Jay Loftus
Peer dialogue is a structured methodology for observation and feedback. It is intended to be a colleague-to-colleague process to help improve instructional practice, and ultimately student learning experiences and outcomes. Unlike a formal review of instructional practice that may occur as part of tenure and promotion, peer dialogue is a collegial and collaborative practice aimed at improving skills and strategies. In part 1 of peer dialogues participants will learn about the process.Learn more and register here
Using Collaborative Discussion
January 24, 2024, 10 – 11:30 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
"Welcome to My Classroom" Series: Pedagogy of Care Panel
January 25, 2024, 10 – 11 a.m., virtual via ZoomMediated by Dr. Makena Neal | Panelists include Dr. Crystal Eustice (CSUS) & Dustin DuFort Petty (BSP)
We're excited to start the new calendar year with a panel of educators discussing the what a "pedagogy of care" means to them and what it looks like in their learning environments.Learn more and register here
Advising/Tutoring Appointment Systems Training
January 25, 2024, 2 – 3 p.m., virtual via ZoomPresented by Katie Peterson and Patrick Beatty
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of this system, including how to manage appointment availability, adding a student to you or another advisor’s schedule, and additional tips and tricks. Learn more and register here
Book Discussion: “Teaching on days after: educating for equity in the wake of injustice”
January 30, 2024, 1:30 – 3 p.m., virtual via ZoomFacilitated by Drs. Makena Neal and Ashley Moore
For our second discussion, we’ll be reading “Teaching on days after: educating for equity in the wake of injustice" by Alyssa Hadley Dunn (published by Teachers College Press in 2022). This title is available via the MSU Main Library as an eBook (ProQuest EBook Central).Learn more and register here
Boosting student engagement: Easy tactics and tools to connect in any modality
February 5, 2024, 1 – 2 p.m., virtual via ZoomFacilitated by Drs. Ellie Louson and Makena Neal
Using zoom chat, google docs and slides, word clouds, D2L, and other MSU tech tools, we will focus on low-barrier ways that instructors can connect with students, help students connect with each other, organize whole-class or small-group brainstorms, and translate effective in-person activities for hybrid or online classrooms.Learn more and register here
Taking Care of Yourself in Times of Uncertainty
February 8, 2024, 9 – 10 a.m., virtual via ZoomPresented by Jaimie Hutshison of the WorkLife Office
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. This presentation will address best practices for self-care. Learn more and register here
Generative AI Open Office Hours
February 16, 2024, 12 – 1:30 p.m., virtual via ZoomHosted by Dr. Jeremy Van Hof & colleagues from the Enhanced Digitial Learning Initative
This time will be treated like "office hours", where any educator with questions or looking for futher conversation about Generative AI is welcome to join this zoom room whenever suits them!Learn more here
"Welcome to My Classroom" Series: Jessica Sender
February 20, 2024, 1 – 2 p.m., virtual via ZoomPresented by Jessica Sender
This month, we are excited to hear from Jessica Sender, Health Sciences Librarian, Liaison to the College of Nursing, and CTLI Affiliate. Jessica will be showcasing the Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) and the ways it can be incorporated pedagogically to improve learning experiences. Learn more and register here
Dialogue and Deliberation
February 21, 2024, 10 – 11 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
January 18, 2024, 11 a.m. – 12 p.m., virtual via ZoomPresented by Dr. Ashley Moore
Join CTLI Affiliate and Assistant Professor, Dr. Ashley Moore, in a dialogue about common challenges engaging students in an online course setting. We’ll talk about how to set the stage for a warm classroom environment, different ways to check in with students, and pedagogical strategies to get student buy-in for your course—all grounded in humanizing praxis.Learn more and register here
Online Program Director Coffee Hour: Best Practices in course design, QM alignment, and D2L templates
January 18, 2024, 1 – 2 p.m., virtual via ZoomCTLI invites you to join us for the Online Program Directors Coffee Hour session for the month of January. We will be focusing this months discussion on best practices in online course design, alignment with Quality Matters, and D2L course templates available at MSU. Please contact Alicia Jenner (jennera1@msu.edu) for event invitation.
Introduction to Peer Dialogues
January 18, 2024, 2 – 3 p.m., virtual via ZoomPresented by Dr. Jay Loftus
Peer dialogue is a structured methodology for observation and feedback. It is intended to be a colleague-to-colleague process to help improve instructional practice, and ultimately student learning experiences and outcomes. Unlike a formal review of instructional practice that may occur as part of tenure and promotion, peer dialogue is a collegial and collaborative practice aimed at improving skills and strategies. In part 1 of peer dialogues participants will learn about the process.Learn more and register here
Using Collaborative Discussion
January 24, 2024, 10 – 11:30 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
"Welcome to My Classroom" Series: Pedagogy of Care Panel
January 25, 2024, 10 – 11 a.m., virtual via ZoomMediated by Dr. Makena Neal | Panelists include Dr. Crystal Eustice (CSUS) & Dustin DuFort Petty (BSP)
We're excited to start the new calendar year with a panel of educators discussing the what a "pedagogy of care" means to them and what it looks like in their learning environments.Learn more and register here
Advising/Tutoring Appointment Systems Training
January 25, 2024, 2 – 3 p.m., virtual via ZoomPresented by Katie Peterson and Patrick Beatty
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of this system, including how to manage appointment availability, adding a student to you or another advisor’s schedule, and additional tips and tricks. Learn more and register here
Book Discussion: “Teaching on days after: educating for equity in the wake of injustice”
January 30, 2024, 1:30 – 3 p.m., virtual via ZoomFacilitated by Drs. Makena Neal and Ashley Moore
For our second discussion, we’ll be reading “Teaching on days after: educating for equity in the wake of injustice" by Alyssa Hadley Dunn (published by Teachers College Press in 2022). This title is available via the MSU Main Library as an eBook (ProQuest EBook Central).Learn more and register here
Boosting student engagement: Easy tactics and tools to connect in any modality
February 5, 2024, 1 – 2 p.m., virtual via ZoomFacilitated by Drs. Ellie Louson and Makena Neal
Using zoom chat, google docs and slides, word clouds, D2L, and other MSU tech tools, we will focus on low-barrier ways that instructors can connect with students, help students connect with each other, organize whole-class or small-group brainstorms, and translate effective in-person activities for hybrid or online classrooms.Learn more and register here
Taking Care of Yourself in Times of Uncertainty
February 8, 2024, 9 – 10 a.m., virtual via ZoomPresented by Jaimie Hutshison of the WorkLife Office
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. This presentation will address best practices for self-care. Learn more and register here
Generative AI Open Office Hours
February 16, 2024, 12 – 1:30 p.m., virtual via ZoomHosted by Dr. Jeremy Van Hof & colleagues from the Enhanced Digitial Learning Initative
This time will be treated like "office hours", where any educator with questions or looking for futher conversation about Generative AI is welcome to join this zoom room whenever suits them!Learn more here
"Welcome to My Classroom" Series: Jessica Sender
February 20, 2024, 1 – 2 p.m., virtual via ZoomPresented by Jessica Sender
This month, we are excited to hear from Jessica Sender, Health Sciences Librarian, Liaison to the College of Nursing, and CTLI Affiliate. Jessica will be showcasing the Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) and the ways it can be incorporated pedagogically to improve learning experiences. Learn more and register here
Dialogue and Deliberation
February 21, 2024, 10 – 11 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
Posted by:
Makena Neal
Posted on: #iteachmsu
Spring into Spring: Educator Development Opportunities with CTLI (Jan. & Feb.)
Demystifying [Online] Student Engagement
January 18, 2024, 11 a.m. ...
January 18, 2024, 11 a.m. ...
Posted by:
PEDAGOGICAL DESIGN
Monday, Jan 8, 2024
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Resources for Difficult Dialogues in the Classroom
MSU's Office of Faculty and Academic Staff Development has a great collection, "Resources for Difficult Dialogues in the Classroom" including but not limited to internal [to MSU] and external links on confrontation, bias, policies, and more. Here are a few of the resources:
The Art of Confrontation – COVID version
Prepared by Rick Shafer, Dean of Students Officehttps://remote.msu.edu/_assets/docs/The_Art_of_Confrontation_faculty_COVID_version.pdf
Bias Busters: Guides to Cultural Competence
Website Project of the MSU School of Journalism, College of Communication Arts and Scienceshttp://news.jrn.msu.edu/culturalcompetence/
IDI Education and Training Opportunities
Office for Institutional Diversity and Inclusionhttp://inclusion.msu.edu/education/index.html
Ideas for Disciplinary Content
Compiled by the MSU Librarieshttps://www.lib.msu.edu/inclusiveteaching/
Office of Institutional Equity Policies
http://oie.msu.edu/
To My Professor: Student Voices for Great College Teaching
Book by MSU School of Journalism students and editor Joe Grimm, College of Communication Arts and Scienceshttps://www.insidehighered.com/news/2016/09/12/new-book-advice-college-instructors-based-thousands-student-comments
Difficult Dialogues Guide
Annotated resources produced by Vanderbilt Universityhttps://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/
Difficult Dialogues Handbook, Strategies and Resources
Resources produced by the University of Alaska Difficult Dialogues Project and the Ford Foundation
http://www.difficultdialoguesuaa.org/handbook
http://www.difficultdialoguesuaa.org/strategies_and_resources
Handbook for Facilitating Difficult Conversations
Resources produced by Queens College, City University of New York (pdf)Link to PDF document
Inclusive Practices for Managing Controversial Issues
Online document produced by Flinders University of Australiahttps://ofasd.msu.edu/wp-content/uploads/2017/08/TIPS_controversial.pdf
Inviting Dialogue
Resource produced by Clark University (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/ClarkUnivInvitingDialogue.pdf
Mindfulness and Discussing “Thorny” Issues in the Classroom (article)
Alexakos, K., Pride, L. D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., … & Smith, T. (2016). Mindfulness and discussing “thorny” issues in the classroom. Cultural Studies of Science Education, 1-29. https://doi.org/10.1007/s11422-015-9718-0
Toolkit for Inclusive Learning Environments
Project by the Sheridan Libraries of Johns Hopkins Universityhttp://guides.library.jhu.edu/TILE
Books Available from oFASD
To borrow any of the following titles, stop by 2W of the Main Library (across from the Digital Scholarship Lab). Some titles are available electronically on stable links through MSU Libraries.
Brookfield, Stephen D. The Discussion Book: 50 Great Ways to Get People Talking.
Book via electronic access, courtesy of MSU Libraries
Chickering, Art (Foreword) Encountering Faith in the Classroom: Turning Difficult Discussions into Constructive Engagement
Book via electronic access, courtesy of MSU Libraries
Landis, Kay (ed.) Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education.
Book via electronic access
Nash, Robert J. How to Talk About Hot Topics on Campus: From Polarization to Moral Conversation.
Roderick, Libby. Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education.
Wheatley, Margaret J. Turning to One Another: Simple Conversations to Restore Hope to the Future
Book via electronic access
BIAS AND RACE
#Charlestonsyllabus
Resource produced by the African American Intellectual History Societyhttp://www.aaihs.org/resources/charlestonsyllabus/
#FergusonSyllabus
Resources produced by Sociologists for Justicehttps://sociologistsforjustice.org/ferguson-syllabus
Eight Actions to Reduce Racism in College Classrooms
Article by Shaun R. Harper and Charles H. F. Davis III from Academe (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/HarperDavis-EightActionsToReduceRacismInCollegeClassrooms.pdf
Learning to Talk about Race in the Classroom
Resource from Inside Higher Ed.’s Gradhacker (blog article)https://www.insidehighered.com/blogs/gradhacker/learning-talkrace-classroom
Project Implicit (Implicit Bias)
Project by Harvard Universityhttps://implicit.harvard.edu/implicit/
Promoting Racial Literacy in Schools: Differences That Make a Difference
Book by Stevenson, H. C. (2013). Teachers College Press.
Responding to Incidents of Hate Speech
Webpage produced by the Center for Research on Teaching and Learning at the University of Michiganhttp://crlt.umich.edu/node/93036
Teaching Tolerance
Program of the Southern Poverty Law Center. Resources for K-12, but many transferrable ideashttp://www.tolerance.org/lets-talk
Photo by Kelly Sikkema on Unsplash
The Art of Confrontation – COVID version
Prepared by Rick Shafer, Dean of Students Officehttps://remote.msu.edu/_assets/docs/The_Art_of_Confrontation_faculty_COVID_version.pdf
Bias Busters: Guides to Cultural Competence
Website Project of the MSU School of Journalism, College of Communication Arts and Scienceshttp://news.jrn.msu.edu/culturalcompetence/
IDI Education and Training Opportunities
Office for Institutional Diversity and Inclusionhttp://inclusion.msu.edu/education/index.html
Ideas for Disciplinary Content
Compiled by the MSU Librarieshttps://www.lib.msu.edu/inclusiveteaching/
Office of Institutional Equity Policies
http://oie.msu.edu/
To My Professor: Student Voices for Great College Teaching
Book by MSU School of Journalism students and editor Joe Grimm, College of Communication Arts and Scienceshttps://www.insidehighered.com/news/2016/09/12/new-book-advice-college-instructors-based-thousands-student-comments
Difficult Dialogues Guide
Annotated resources produced by Vanderbilt Universityhttps://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/
Difficult Dialogues Handbook, Strategies and Resources
Resources produced by the University of Alaska Difficult Dialogues Project and the Ford Foundation
http://www.difficultdialoguesuaa.org/handbook
http://www.difficultdialoguesuaa.org/strategies_and_resources
Handbook for Facilitating Difficult Conversations
Resources produced by Queens College, City University of New York (pdf)Link to PDF document
Inclusive Practices for Managing Controversial Issues
Online document produced by Flinders University of Australiahttps://ofasd.msu.edu/wp-content/uploads/2017/08/TIPS_controversial.pdf
Inviting Dialogue
Resource produced by Clark University (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/ClarkUnivInvitingDialogue.pdf
Mindfulness and Discussing “Thorny” Issues in the Classroom (article)
Alexakos, K., Pride, L. D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., … & Smith, T. (2016). Mindfulness and discussing “thorny” issues in the classroom. Cultural Studies of Science Education, 1-29. https://doi.org/10.1007/s11422-015-9718-0
Toolkit for Inclusive Learning Environments
Project by the Sheridan Libraries of Johns Hopkins Universityhttp://guides.library.jhu.edu/TILE
Books Available from oFASD
To borrow any of the following titles, stop by 2W of the Main Library (across from the Digital Scholarship Lab). Some titles are available electronically on stable links through MSU Libraries.
Brookfield, Stephen D. The Discussion Book: 50 Great Ways to Get People Talking.
Book via electronic access, courtesy of MSU Libraries
Chickering, Art (Foreword) Encountering Faith in the Classroom: Turning Difficult Discussions into Constructive Engagement
Book via electronic access, courtesy of MSU Libraries
Landis, Kay (ed.) Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education.
Book via electronic access
Nash, Robert J. How to Talk About Hot Topics on Campus: From Polarization to Moral Conversation.
Roderick, Libby. Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education.
Wheatley, Margaret J. Turning to One Another: Simple Conversations to Restore Hope to the Future
Book via electronic access
BIAS AND RACE
#Charlestonsyllabus
Resource produced by the African American Intellectual History Societyhttp://www.aaihs.org/resources/charlestonsyllabus/
#FergusonSyllabus
Resources produced by Sociologists for Justicehttps://sociologistsforjustice.org/ferguson-syllabus
Eight Actions to Reduce Racism in College Classrooms
Article by Shaun R. Harper and Charles H. F. Davis III from Academe (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/HarperDavis-EightActionsToReduceRacismInCollegeClassrooms.pdf
Learning to Talk about Race in the Classroom
Resource from Inside Higher Ed.’s Gradhacker (blog article)https://www.insidehighered.com/blogs/gradhacker/learning-talkrace-classroom
Project Implicit (Implicit Bias)
Project by Harvard Universityhttps://implicit.harvard.edu/implicit/
Promoting Racial Literacy in Schools: Differences That Make a Difference
Book by Stevenson, H. C. (2013). Teachers College Press.
Responding to Incidents of Hate Speech
Webpage produced by the Center for Research on Teaching and Learning at the University of Michiganhttp://crlt.umich.edu/node/93036
Teaching Tolerance
Program of the Southern Poverty Law Center. Resources for K-12, but many transferrable ideashttp://www.tolerance.org/lets-talk
Photo by Kelly Sikkema on Unsplash
Authored by:
OFASD
Posted on: #iteachmsu
Resources for Difficult Dialogues in the Classroom
MSU's Office of Faculty and Academic Staff Development has a great ...
Authored by:
PEDAGOGICAL DESIGN
Tuesday, Oct 17, 2023
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Additional Resources for Building Community Online
To learn more about some community building resources for your online course, please explore these activities from Equity Unbound and OneHE: https://oneheglobal.org/equity-unbound/.
Michelle Pacansky-Brock has written extensively about humanizing the experience of learning online. To learn more about humanizing your course, please explore these resources from Michelle Pacansky-Brock:
https://brocansky.com/humanizing
Check out Pixel Park for some creative zoom warm-ups: https://thepixelpark.com/4-zoom-friendly-creative-warm-ups/
The Linden School has a series of Hybrid Learning Models addressing different learning scenarios and the role of the teacher, students in class, and students at home: https://x78251kcpll2l2t9e46kf96a-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Hybrid-Learning-Models-Linden.pdf.
Michelle Pacansky-Brock has written extensively about humanizing the experience of learning online. To learn more about humanizing your course, please explore these resources from Michelle Pacansky-Brock:
https://brocansky.com/humanizing
Check out Pixel Park for some creative zoom warm-ups: https://thepixelpark.com/4-zoom-friendly-creative-warm-ups/
The Linden School has a series of Hybrid Learning Models addressing different learning scenarios and the role of the teacher, students in class, and students at home: https://x78251kcpll2l2t9e46kf96a-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Hybrid-Learning-Models-Linden.pdf.
Authored by:
Breana Yaklin
Posted on: #iteachmsu
Additional Resources for Building Community Online
To learn more about some community building resources for your onli...
Authored by:
PEDAGOGICAL DESIGN
Wednesday, Mar 3, 2021