We found 84 results that contain "equity"

Topic Area: Information Session
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
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.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
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.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic

MSU offers an array of development options for employees to enhance skills and continue professional growth. Explore a list of campus trainings, courses, and free media resources below. Campus Trainings MSU offers a wide range of learning opportunities to help academic staff meet their professional development goals. These include:

ElevateU is a free online training resource, offering programs that cover leadership, IT & desktop, business, finance, change management, project management, interpersonal skills and more. Courses are offered through videos, books, and preparation for a professional certificate. You can access ElevateU by logging into the EBS portal and locating the ElevateU tile under the "My Career & Training" tab, or by clicking on the image below. 
The Office of Faculty & Staff Development offers programs and additional training opportunities for advisors, including leadership development, career enhancement and growth, and professional development workshops that foster engaging conversations and collaboration among academic specialists.
The Organization and Professional Development division of MSU Human Resources provides instructor-led courses and workshops on a broad-range of topics. This includes leadership development, methods for enhancing communication skills, and opportunities to expand knowledge in diversity, equity, and inclusion.
Kognito for Faculty & Staff helps us learn to notice signs of distress, use techniques to discuss our concerns, and, if necessary, refer students to appropriate resources. Practice these challenging conversations at your own pace through role-play with virtual students. In a national study of effectiveness, this simulation has been shown to increase the number of student referrals to counseling.

Tuition Assistance All academic specialists with fixed term, probationary, or continuing appointment status and who have a minimum of 24 FTE (full-time equivalent) university service months and are appointed 50% time or more are eligible to apply.
Coverage is limited to four (4) credits per semester with a maximum of twelve (12) credits per academic year at the rate corresponding to the student’s academic level. Only MSU credit courses are covered.
Additional information and eligibility requirements can be found on the  Academic Specialists Professional Development Support Program (this link opens in a new window/tab) page of the Human Resources site. 
To apply, navigate to the Enterprise Business Systems (EBS) portal, select Educational Assistance System under the My Careers & Training category, and then Apply at the top left of the page. The application will be sent to your supervisor for approval before being submitted to HR for final review. 
Free Media MSU Libraries have purchased licenses to various news sources so MSU students and employees can access them for free. These include:

The Chronicle of Higher Education: A leading source for news coverage on the academic sector, student life, online learning, college and university job openings, and more.

From a computer on campus, simply go to the Chronicle website: chronicle.com. The entire MSU IP range is covered by the new subscription, so no login or password is needed. From a computer off-campus, you must connect through the library’s proxy server: http://ezproxy.msu.edu/login?url=http://chronicle.com. Without this step, the Chronicle site will not be able to authenticate you as an MSU user. Sign in with your MSUnet ID and password for full access to Chronicle content.




Major Daily Newspapers: Access Detroit Free Press, Lansing State Journal, New York Times, USA Today, and the Wall Street Journal through MSU Libraries' Newspaper Guide. Additional newspaper databases and and alternatives to mainstream media are also offered through MSU Libraries.

Greetings everyone! My name is Rashad Muhammad. I am a Learning Experience Designer in the Hub for Innovation in Learning and Technology. As we begin the new year, I am excited to step into the role of the project manager for the Catalyst Innovation Program. Catalyst Innovation Program was designed to incentivize the MSU community to develop creative and innovative student learning experiences by funding projects that encourage discovery and experimentation. 
In this spirit, it is with great enthusiasm that I present this year’s 2019-2020 Catalyst Innovation Program recipients:

Alice Lynn McMichaelHistoryExperiential Environments: Modeling the Past for Embodied Learning
Allison EdenDepartment of CommunicationScreen-based versus immersive virtual training platforms for improving public speaking
Andrea BieremaCenter for Integrative Studies in General ScienceCreating Open-Sourced H5P Adaptive Learning Modules
Ashley HewlettAsc Provost For Undergraduate EducationNew Student Orientation Online Experience
Brad WIlcuts, Daniel TregoDepartment of Theatre/ Al Academic And Information Tech SupportSocial Dancing and Culture meets Extended Reality
Dean AslamElectrical And Computer EngineeringFlipped STEM Learning Using Smartphones and Hands-On FBEI (Functionalized Bricks with Embedded Intelligence) Modules
Jennifer DunnDepartment of ManagementPilot Use of Qualtrics 360 Tool to Provide Multi-Rater Feedback to Students
Jeno RiveraCollege of Agriculture and Natural Resources Office of Academic Student Affairs and Institute of Agricultural TechnologyJamming together: Educational technologies to enhance collaborative learning
John PaskusMI Natural Features InventoryIncreasing Student Engagement via Teamwork, Collaboration, and Real World Connections 
Judy WalgrenSchool of JournalismHarnessing the Power of Immersive Media With MSU’s School of Journalism Students
Michelle GrimmMechanical EngineeringInteractive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis 
Nick Lepeschkin-NoelIT Services – Advanced Academic and Research TechnologyRemaking the Future – An Education Focused Simulation Framework  
Quentin TylerSchool of Planning, Construction and Design and Office of Diversity, Equity and Inclusion in the College of Agriculture and Natural Resources collaboration.Bridging Student Learning in Diversity, Equity and Inclusion Through Virtual Reality
Rachel Morris and Michelle RussellBiomedical Laboratory Diagnostics ProgramUtilizing Genome Mutation Analysis Software to Enhance Student Learning, Preparation, and Engagement in Molecular Diagnostics 
Saul Beceiro-NovoBiomedical-Physical SciencesCurriculum reform for ISP209L
Zachary NealPsychologyBuilding a Social Simulation Makerspace

This year we increased the total number of winners from 10 to 16. Each proposal was double-blind peer-reviewed. Thirty-five applications were received, each seeking to improve the learning experience at MSU for and with students. 
Jeff Grabill, Associate Provost for Teaching, Learning, and Technology said “As we iterate toward a more explicit story about MSU’s digital learning future, it seems necessary to provide as many opportunities as possible for faculty and students to experiment, invent, make, and learn. This program is one of our small bets to create space for faculty and to see what happens.”
MSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt – “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen.”
As the year progresses, we will share out stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU community. If you missed this application cycle, the next opportunity will be available in the Fall of 2020. Get your ideas ready!

CoachingThis is the sixth article in our iTeach.MSU playlist for the Spartan Studios Playkit.
Students need opportunities to try new things and to not be afraid of taking risks or making mistakes, as we introduced in the “Relationships” section of the GORP article earlier in the playlist. To encourage this, spend more of your energy being their coach and less time in the role of their instructor. Be a partner in their learning. This involves supporting their work and giving advice, but not jumping in to solve their problems. Be strategic about when to intervene if things do go wrong. They need to trust that they won’t be penalized for failure; encourage students to learn and try new things. Focus on their planning, progress, teamwork, and reflection.
▶️Flatten your learning environment. Students bring valuable skills and knowledge to the classroom. Physically sit with them at their level - not standing above them or “sage on the stage.” Learn from and with the students: admit knowledge gaps and allow students to fill them, and emulate a professional working relationship with them. Students may not be accustomed to being treated as your partner. Show students that they have control over their work by giving them options within the course structure, asking questions instead of giving answers, openly acknowledging when they own the problem space, and modeling professional discourse within the faculty team.
Coaching Student Teams
▶️Consider evidence-based team creation

Build teams around projects or sub-projects 
Try to create interdisciplinary student teams, made up of students from different academic backgrounds/majors/departments
🔧A personality quiz can be offered to gauge student personality types in terms of how they behave as a part of a team, work/leadership styles, etc. Examples include https://superpowers.sypartners.com or https://www.mint-hr.com/smalley-trent.html 

▶️Support teams in managing their own work processes and relationships. Judge when to leave students to solve their own team conflicts instead of stepping in. For example, if a student team is having difficulty focusing and making progress, a faculty coach sits down with the entire team and encourages an honest conversation about why the team thinks this is; encourage them to think of solutions to this problem. Facilitate discussion on how students can solve their problem within a team, rather than disciplining students yourself or offering/insisting on a solution. 

Help teams avoid falling into traditional hierarchies or uneven power structures within their teams (eg. Are women expected to take notes? Who leads or speaks for the team?)
🔧Example of gendered task division in physics lab courses and its effects

▶️Ensure teams are aware of and actively appreciate the value of diverse perspectives. 

Facilitate teams’ acknowledging the intersectional identities of group members and leverage these intersections when creating strategies of work and developings solutions to the problems each team works on
Prompt the students to consider all perspectives and intersections of society that are affected by the problems the students are working on, and reinforce this throughout the course. Wicked problems are multifaceted and often affect many different groups of people in different ways. Effective designs for solutions to these problems depend on understanding the real needs of diverse audiences and users who will be interacting with those solutions.
🔧These Inclusive Teaching Strategies from Yale’s Poorvu Center for Teaching and Learning can support your own development as an educator creating inclusive learning environments. There are more resources for diversity, equity, and inclusion in experiential courses in our Appendix.

Photo by Jeffrey F Lin on Unsplash

So you've started to think about diversity, equity, and inclusion. You read DEI & Student Belonging and have reflected on your educator identity. But now you're wondering - how... how do I work to make sure my course is an equitable and inclusive space?

Start with your syllabus

Use the Interfaith Calendar when planning important dates for the course
Syllabus resources: The What and Why of a Syllabus, CELT Checklist Iowa State




Consider your course resources

Be mindful of choosing course materials (language, examples, photos) and whose voices you're highlighting
Older materials can be an opportunity to address DEI awareness over time


Think about your students

Pronunciation, pronouns & consistency
Consider everyone as individuals who are unique & don’t make assumptions about student identities (race, religion, orientation, gender)
Address growth mindset & possible anxiety


Be intentional in how you facilitate discussion

Establish ground rules, guidelines, norms
Use a random system for asking questions
Monitor so that no one dominates
Allow students to finish before responding
Avoid generalizations


Think critically about your communication

Language matters: avoid idioms, “common” figures of speech (CSU Inclusive Language Guide), abbreviations and acronyms should be explained
Use multiple forms of communication (seeing/hearing, and also explain key ideas in different ways)
Gather feedback from students 
Don’t assume quiet students don’t understand – there are numerous reasons why a student may not speak up


[Re]consider your classroom presentation/lecture/facilitation approach

Use gender neutral language and include varied examples
Promote a respectful classroom climate
Encourage participation (eye contact, wait time, talk with students outside of class)
Vary teaching methods to learning styles
Be very cautious of humor in class


Be intentional about setting up teams & group projects

Heterogeneous, but avoid tokenism
Check-in often
Use peer evaluations


Articulate assessment and evaluation expectations

Make sure your expectations are clear
Align your learning goals, content and evaluations



Photo by javier trueba on Unsplash

ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.

What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?

Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue. 
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education. 
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students. 
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.

Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators

Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus. 
MSU policies and resources related to academic integrity:

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity

Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools,  what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:

Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School

Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)

Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist

EDLI (Enhanced Digital Learning Initiative) and Broad College

Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023

OSSA (Office of Student Support & Accountability) and MSU Policy

When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity



Spartan Newsroom and MSU Today

Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement

Additional Resources:

Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington

Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023

2024 Educator Seminars are presented by MSU IT Educational Technology, MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), the Enhanced Digital Learning Initiative (EDLI), Testing Center & Assessment Services, and MSU IT Training​. 
Day 1: August 22, 2024
Instructions: Click on the registration link and sign-up for the sessions you're interested in. After completing your registration you will receive an email with the Zoom link for the session.

8:30 - 9:30am    Spartan 365 Overview
Facilitators: Michael Julian & Lindsey Howe (IT: Training)
Spartan 365 (aka Microsoft 365) is the productivity Cloud that brings together best-in-class Office apps with powerful Cloud services, device management, and advanced security. Join us for this free virtual training where you will learn how to empower your employees to do their best work and simplify your business processes.
Session recording

9:30 - 10:30am    Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities
Facilitators: Rhonda Kessling & Sarah Freye (IT&D)
This session explores the diverse range of classroom technologies, from traditional to high-tech, empowering you to make the most of your learning environment. You'll be able to confidently identify the technologies available in classrooms, distinguish between different classroom types, and engage in informed discussions on the most suitable modalities in a variety of situations.  
Session recording

10:30 - 11:30am    Student-Centered Grading: Considerations, Approaches & Tools  
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to guide MSU educators in developing and implementing grading mechanisms that are efficient, transparent, and effective. By exploring various grading strategies and leveraging the capabilities of the D2L gradebook, educators will learn how to enhance student engagement, increase transparency, reduce anxiety, and promote equity in their courses.
Session recording

11:30am - 12:30pm      BREAK

12:30 - 1:30pm     Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally
Facilitators: Kevin Henley, Sam Abele, Jennie Wagner (Assistant) (IT&D)
D2L Brightspace is a powerful learning tool that allows instructors to deliver course materials, create learning activities and assessments, and communicate with students. However, the wide range of content types and user activities available through the platform can create barriers for some users. In this session we will cover how to identify and remediate accessibility issues associated with your course content using Ally, an automated accessibility tool integrated into D2L. We will also demonstrate other accessibility features included with D2L and discuss overall best practices for improving the accessibility and usability of course content.
Session recording

1:30 - 2:30pm    Forms - Creating Forms and Surveys
Facilitators: Michael Julian & Megan Nicholas (IT: Training)
Looking for an app that will assist in creating and soliciting feedback? Microsoft Forms is the answer to all your data collection needs! Join our trainers during these free training events and learn how to create surveys and easily see the results as they come in.
Session recording

2:30 - 3:30pm    Creating a Student-Centered Course Hub: What, Why, and How of Learning Management Systems
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to equip MSU educators with the knowledge and skills to create an effective and student-centered course hub using MSU’s Learning Management System (D2L). Participants will explore the fundamental aspects of D2L to enhance student engagement, streamline course management, and foster an inclusive learning environment.
This program is intended for all MSU Educators, specifically those teaching in-person courses.
Topics Covered:

Gradebook: Learn why and how to set up and manage the gradebook to provide timely and transparent feedback to students, ensuring they are informed about their progress and performance throughout the course.
Course Structure: Understand the principles of communicating an intuitive and logical course structure that guides students through the learning journey, making it easier for them to access resources and stay on track.
Communication: Discover effective strategies for using D2L communication tools to maintain clear and consistent interaction with students, fostering a supportive and responsive learning community.
Document Distribution: Explore best practices for distributing course materials efficiently, ensuring all students have access to the necessary resources in a timely manner.
Document Collection: Learn why and how to streamline the process of collecting assignments and other documents from students, making it easier to manage submissions and provide feedback.

Session recording

3:30 - 4:30pm    Course Assessment Processes and Testing Services
Facilitator: Nathan James (MSU Testing Center)
Faculty are charged with assessing their students' understanding of course material.  Assessment services is here to help you through the assessment process to include developing your exam scoring rules, scanning completed scantron forms, and producing your scoring reports.  Need help find a place to support accommodated or makeup examinations for your student?  The MSU Testing Center is there to support you in our office or by sending proctors to a location of your choice.
Session recording

Leadership Fellows

2018-2019: David Hernandez Escobar & Olivia Chesniak
2019-2020: Hamid Karimi
2020-2022: Chelsie Boodoo

David Hernandez Escobar (2018-2019)As one of the first College of Engineering Leadership Fellows, David worked with Assistant Dean for Graduate Student Services, Dr. Katy Colbry, to develop a needs assessment survey to identify the concerns of graduate students in the College of Engineering. The assessment collected over 100 responses, included open-answer personal reflections from graduate students and ideas on effective actions that could be taken to strengthen the graduate student community within the College of Engineering. Jacob also focused on his own leadership development by collaborating with other Fellows as a strong, cross-disciplinary team who attended professional development sessions together and discussed program communication, building buy-in, and a variety of other topics.
Olivia Chesniak (2018-2019)Olivia’s Fellowship focused on bringing together graduate student organizations focused on women in STEM with the goal of sharing resources, networking, and providing peer mentorship. Olivia’s relationship-building efforts reinforced a cosponsored event among her connections in the College of Natural Science, the College of Engineering, and the College of Agriculture and Natural Resources. During the Spring semester, Olivia worked with Lydia Weiss to develop, advertise, and facilitate discussion sessions for graduate students following the Academic Womens Forum, known as the gradAWF. The Academic Womens Forum has been a valuable and unique space for women in the university to connect with fellow faculty, staff, and administrators. However, the lack of space for graduate students was reflected in unsteady attendance. Olivia was able to work across the university to create a space for graduate student women and ensure its promotion within her College.
Hamid Karimi (2019-2020)Hamid worked with Assistant Dean Dr. Katy Colbry and engaged with stakeholders across the College to identify the need for professional development sessions regarding graduate students' knowledge of and preparedness for the job market following the completion of their degrees. Hamid also explored how to build DEI awareness within the lab setting and promote the benefits of diverse teams in STEM.
Chelsie Boodoo (2020-2022)Chelsie organized the MSU SciComm Conveyance Conference, a virtual science communications conference that brought experts and students from various disciplines together to discuss scicomm practices and the role of science in today’s society. The conference offered an incredible twenty-two sessions including workshops, lectures, networking opportunities, and social events. Sessions included Science, Equity, and Advocacy in the Nuclear Weapons Field, Science vs. Journalistic Writing, Podcast Kickstarter, Creating Effective Data Visualizations, and Building Trust in Scientists, among others. Through her program, students were able to gather valuable information on the science communication field and experts were given the opportunity to connect with peers and provide advice to the next generation. Chelsie led a team through the difficulties of hosting a virtual conference and the process of learning skills related to event planning, public relations, marketing, grant-writing, and innovative-technology use. In her second year as a Fellow, Chelsie worked on developing a Science Art Tool Kit to help graduate students in the science field to communicate about their research using the arts. Her goal was to equip scientists to utilize physical and digital art to more effectively convey data and information. Her tool kit has a wide array of practical examples and resources.