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This summer MSU is launching the new Student Perceptions of Learning Survey (SPLS) to replace the Student Instructional Rating System (SIRS) and Students’ Opinion of Courses and Teaching (SOCT) surveys. SPLS will offer a better user experience for instructional staff and students by providing more consistency in the survey process while also offering more autonomy at the college and academic program levels.
Over the years, many stakeholder groups and committees have been involved in bringing us to where we are today. With a focus on feedback from the MSU community, as well as a national review of the literature and instructional rating systems, we have been able to create a policy and survey instrument that better represents our university’s needs and aligns with best practices.
SPLS will function similarly to SIRS, with a few key differences:

There will be eight universal questions that are pre-populated and un-editable
Each college and/or department will have the opportunity to add up to 12 additional questions if they so choose; guiding principles and a provisional question bank have been provided to units in support of their question development
There will be greater clarity and improved protections around access to data
Professional development support and guidance about the use and application of data is established
Each instructor who is listed in SIS, including graduate teaching assistants, will receive their individual SPLS results

This reform of SIRS will help transform the way MSU considers instruction and its assessment. It aims to advance a culture that supports professional development and values high-quality teaching and learning.
More information regarding this project with be shared with the broader university community in the coming weeks. To learn more, attend the virtual session on May 11 at the Teaching and Learning Conference.  If you have any questions, please email Marilyn Amey at amey@msu.edu.

This article is extracted from https://tech.msu.edu/technology/virtual-desktop/. Please refer to that page for further guidance.
The MSU Virtual Desktop service gives authorized students, faculty, and staff access to licensed university software and applications through an online portal at vdi.msu.edu. The service supports all devices including Windows, Mac, Linux, iOS, and Android. To request VDI services, fill out the request form.
Virtual Desktop Infrastructure (VDI) technology delivers a desktop image (icons, folders, toolbars, software, etc.) to an authenticated user remotely over a network. This approach allows people to interact with their desktop as if the applications and data were stored locally on their device.
Benefits & use cases
The MSU Virtual Desktop service can provide instructors and students with access to virtual labs on their own devices without needing to maintain software or applications themselves.
Once MSU Virtual Desktop is set up for an instructor to use with a course, then students would log into vdi.msu.edu with their NetID and password to access course-related software and applications.
This service can be beneficial for online courses or courses that require specialized and often expensive software programs. It also enables students to do coursework from anywhere without needing to go to a campus computer lab or purchase an individual software license.
Classes such as STATA can benefit from using the MSU Virtual Desktop service because it provides the ability for students to access the software in class and work on the data together.
Flexible configuration
Setup and access to MSU Virtual Desktop for colleges, departments, and specific courses is supported, hosted, and maintained by MSU IT. This creates a fully customizable service based on specific needs. Files can be stored on personal devices or in a shared drive/directory based on an instructor’s preference.
In addition, virtual access to software and applications allows colleges and departments to take advantage of existing enterprise licenses or reduce the cost and number of concurrent licenses needed.
Software and applications are provisioned on-demand through MSU Virtual Desktop so are easily changed as needed. The service also allows MSU IT to perform updates and patches to the software and applications without any disruption.
Free Software

Adobe Acrobat
Filezilla
Spyder
Python
VSCode
Notepad ++
KeePass
RVTools
7ZIP
Sublime Text
Browsers (Chrome, Firefox, Edge, etc.)

University Licensed Software

Mathematica
ArcGIS
IBM ILOG
MatLab
Minitab
Office 365
Nlogit
SAP
SAS
SPSS
Stata
Arena
AutoDesk
R
R Studio
PyCharm
Stella
Vectorworks

*Other University licensed software may be available as well.
Please note, this list is comprised of example options that can be provided at no additional cost. VDI can support most software products, whether university licensed, free or purchased products. Please contact us for more details.
Request a new desktop at ithelp.msu.edu.
 

The University Policy on Grief Absence can be found in the Spartan LIfe, as well as in Academic Programs.
"The faculty and staff should be sensitive to and accommodate the bereavement process of a student who has lost a family member or who is experiencing emotional distress from a similar tragedy so that the student is not academically disadvantaged in their classes or other academic work (e.g. research)... It is the responsibility of the instructor to work with the student to make reasonable accommodations and to include appropriate language describing such accommodations in their course syllabus, so that the student is not penalized due to a verified grief absence."
(excerpt from MSU Registrars Office)
Here is an example statement from PSL 475L: Capstone Laboratory in Physiology syllabus (FS23)
Grief Absence Policy:http://splife.studentlife.msu.edu/regulations/student-group-regulations-administrative-rulings-alluniversity-policies-and-selected-ordinances/grief-absence-policyThe goal of this policy is to provide a mechanism to standardize, monitor, and accommodate students who request temporary absence from a course, or special accommodations for a quiz or an exam because of loss or serious injury of a family member (parent, grandparent, sibling, spouse, or child). Students are directed to notify the Assoc Dean of their college and document the reason for the grief absence, and the Assoc Dean in turn is charged with notifying the student’s instructors that the bereavement event has been verified. It is the student’s responsibility to make up any missed work. 
The MSU College of Social Science has a college-wide policy that can be referenced in individual course syllabi:
Grief Absence PolicyThe College of Social Science follows the official MSU (Michigan State University) grief absence policy, which can be found here. Students will need to complete the grief absence form in their StuInfo portal, and email supporting documentation to SSC.GriefAbsence@msu.edu.Students may request a grief absence to support their academic success when faced with a significant interpersonal loss that may require time away from the classroom to attend to matters related to the loss and to afford time for grieving. Examples of losses include the death or grave illness of a family member or close loved one. Documentation is requested so that the absence's timing can be determined and provided to instructional faculty. Requests for grief absences to address other serious stressors will also be considered, with approval dependent upon the circumstances and the suitability of the grief absence mechanism for addressing the impacts of the stressor on academic progress.For requests related to interpersonal losses, documentation can include official notification of a death (e.g., funeral home verification, published obituary, funeral program). For other types of requests, students may submit other forms of documentation pertinent to the circumstances that prompted the request. Documentation should be emailed to SSC.GriefAbsence@msu.edu.Most grief absences are valid for a few days, with the maximum approval being two academic weeks (that is, 10 business days). Shorter absences typically support maintaining academic progress; therefore, shorter absences are recommended unless the circumstances do not make a shorter duration feasible. Absences requested for more than 5 business days must be supported by the rationale and documentation provided by the student. Duration determination will consider circumstances such as whether extended travel is required, if the student has documented responsibilities created by the loss, and other relevant considerations. The timing of the absence must be consistent with the documentation and rationale provided. For example, if travel is involved, the timing of the absence should include the dates of travel. If you anticipate needing 10 business days away from your coursework, you may need to consider a longer term pause on or change to your academic program, such as a withdrawal or drop of one or all courses. If this is possible, please contact your academic advisor to discuss the requirements and consequences of these different options.Students must submit the request for a grief absence as close as possible to the date of the absence, typically within 2 days of the student learning of the circumstances that prompted the request for the absence. Except under extenuating circumstances, students should submit their request prior to being absent; retroactive grief absences are not guaranteed approval. The rationale for this is that after-the-fact requests complicate the process of working with instructors to manage the impact of the absence on academic work. Absences will be denied if the College requests additional documentation and the student fails to provide it.When grief absences are granted, the College will contact the student’s instructors informing them that the student has been approved for an absence and its length. The student will be copied on the emails so they can follow up directly with their instructors. Students are responsible for making direct contact with each instructor to work out the details of the absence as it impacts any assignments or assessments that are scheduled during the period of the approved absence. Different forms of accommodation may be appropriate for different classes depending on the course. It is within the instructor’s right to suggest accommodations that fit with their course. Instructors are expected to adjust due dates for assignments and/or exams that fall within the approved absence period but are not expected to eliminate any exams or assignments. Timely contact by students allows for students and instructors to come to a mutual understanding of how exams, assignments, and other class matters will be handled. Students undergoing a significant loss or stressor should review additional support on campus that might also be useful. Working with advisors to identify and connect with these support systems is highly recommended. The Associate Dean’s Office for Undergraduate Studies can also meet with students to help navigate this process.If the student needs any assistance with their request or has questions, they can call (517) 432-3598 or email SSC.GriefAbsence@msu.edPhoto by Kristina Tripkovic on Unsplash

MSU Virtual Desktop: Access virtual labs on your own device

The service gives authorized students, faculty, and staff access to licensed university software and applications through an online portal
The MSU Virtual Desktop service gives authorized students, faculty, and staff access to licensed university software and applications through an online portal at vdi.msu.edu.
The service supports all devices including Windows, Mac, Linux, iOS, and Android. To request VDI services, fill out the request form.
Virtual Desktop Infrastructure (VDI) technology delivers a desktop image (icons, folders, toolbars, software, etc.) to an authenticated user remotely over a network. This approach allows people to interact with their desktop as if the applications and data were stored locally on their device.

 

Center for Teaching & Learning Innovation (CTLI)
Purpose: The mission of the Center for TLI is to support MSU’s educators and their practices through collaboration and consultation. What do we do:

Support MSU communities where educators work together across roles to provide inclusive, research-informed experiences that support student success.
Build a path to success for every educator by leading the university with unwavering integrity and a strong culture of teaching and learning
Collaborate with and empower all MSU educators in their engagement in equitable, student-centered teaching and learning practices.

Services Provided:

Instructional Consultation
Curriculum Development & Course Design
Online Program Management
Academic Entrepreneurship
Training and Workshops

Website: https://teachingcenter.msu.edu/Contact Usteaching@msu.eduRequest a ConsultationContact Staff Directly 

Two years ago, faculty and administrators from the colleges of Agriculture and Natural Resources, Arts and Letters, and educators from the Academic Advancement Network and the Hub for Innovation in Learning and Technology began working on how best to support units in recognizing and rewarding effective teaching. The result is this Toolkit to Recognize and Understand EffectiveTeaching to Enhance Student Learning.
 
The purpose of this toolkit is to help unit leaders and educators recognize, understand and support the role of teaching as a catalyst for student learning. The toolkit is a response to requests from unit leaders for resources to help understand effective teaching. Many leaders feel more comfortable with their ability to understand and evaluate research, but teaching often presents a challenge. Faculty have made similar requests for this type of support.
 
A culture that values teaching and learning and that is committed to rewarding effective teaching requires more than a single tool or measure. As such, Chairs and Directors are encouraged to constructively consider issues and initiatives affecting student success (e.g., interviewing and hiring protocols, assignment distribution). This toolkit provides guidance to better evaluate teaching and learning in support of student success at MSU. These resources are useful for administrators and entire departments, so the Toolkit is offered in that spirit.

MSU does not currently have a university-wide policy on cameras/videos (e.g. web cameras) for online learning. Much like attendance/participation policies, camera/video policy statements will be determined by individual instructors, departments, and programs. Instructors are responsible for communicating the individual course policy to students.
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design.   The information below is shared as key considerations for developing your course policy.  If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).  
Benefits and Challenges of Webcams 
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include: 

Students working in groups 
Showing physical evidence or materials 
Proof of attendance 
Classes that focus on communication skills, performance, or physical movement 

Students may wish to keep their webcams off because: 

Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location 
They may have privacy concerns (e.g. roommates, children, or other family members in the background) 
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class 
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content 
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns 
They may have a disability where the video feed will decrease their success in the course 
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description. 

Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies 
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events! 
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind. 
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.  
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment. 
Relevant MSU Documents and Policies 
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility). 
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed.  References & Further Readings 
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347  
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035  or http://dx.doi.org/10.2139/ssrn.3820035   
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198.  Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context  
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf   
Photo by Chris Montgomery on Unsplash 
 

Gradescope is integrated with D2L and allows for remote delivery of assignments and exams.
Delivering Remote Assessment with Gradescope
Gradescope supports fully online assignments where no paper is required, paper-based assignments, assignments combining online and paper-based approaches, and programming assignments. You can find more information about the support Gradescope offers in this blog post and in this FAQ Guide for delivering remote assessments.
D2L Brightspace integration
You can link D2L Brightspace courses and assignments to Gradescope and sync your roster and grades. Learn more on how to leverage the D2L Brightspace integration by watching this video.
Getting Started with Gradescope
If you don't yet have a Gradescope account, you can create one on their homepage.
For more help
The team at Gradescope is available and happy to help with anything, so please email them at help@gradescope.com with any questions you may have.
 
If you'd like to talk about how to incorporate Gradescope into your teaching, request a consultation with an expert instructional technologist by clicking this link to open our appointment request form in a new window (login required).