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Learning Communities provide safe and supportive spaces for complicated conversations about curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Academic Advancement Network.
Learning Communities at MSU are free to select their own topics and determine the structures that best support their inquiries. Accordingly, communities tend to vary greatly in their practices, interests, and agendas. All communities, however, share three things in common: they meet at least eight times across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline.
Learning Communities run from September to April. Call for 2021-22 proposals goes out on May 17th with a due date of June 11th. If you are interested in joining or proposing a community, please look to the links at the right for more information.Review the MSU Learning Community Guidelines
Please propose ideas using this online formProposals are due by June 11, 2021.
Discover more about learning Communities
See past topics.

Zoom break-out rooms are a go-to option for student-student interaction in online courses. When I think about break-out rooms, the image I see commonly displays a blue 'Share' button in the upper right, this is how accustomed I have become to seeing Google Apps along with Zoom. Works great, facilitates interaction, leaves an artefact that can be used to assess understanding. As time went by, we got better at it. Instead of hearing 'I forgot what group I was in', groups would have names. We even used 'come up with a group name' as a get-to-know each other activity. We learned that having a single document shared by all worked for some situations, but we could also make group folders for holding supporting documents and individualized instructions. We could control access or have students share from their own Google Drives.
My next break-through for break-outs: Google Forms. So glad I saw that demonstrated. The report-out instructions could be right in the form, and could include images and video. Forms could be copied or questions imported, thus saving time. And responses all went neatly into columns and rows on a Sheet, which could be converted to a Doc if we that made reviewing easier.
I only recently opened the door into the big candy shop of Google App joy, and it wasn't for work. My child is taking piano lessons online. In person, the teacher would annotate his book to adjust a phrase for exercise purposes or to transpose the key. Online, the teacher was relying on my son to record the changes. That didn't happen. But the boy had a suggestion for the teacher: use a Google doc with musical notation. This was new to us, but sure enough, in the Chrome Web Store we found an add-on called 'Flat'. (Not a very enticing name, but 'Sharp' is taken.)  Flat is a blast and fun way to learn. In addition to musical notation, it can make guitar and ukulele tabs so we can quickly try the music on other instruments, and we can have a group play together. While I was in the Store, I also grabbed an add-on called MathType, which we could use for math and chemistry but for some reason we just haven't got to that. 
Something else that is cool: Microsoft Edge accepts Chrome add-ons, because both browsers are built in Chromium. I don't want to give up Edge: I love being able to search the MSU cloud from my browser. If you haven't tried that, just use Bing in Edge, and check out the results under the 'WORK' heading. It will even take you to your Teams chats. Amazing. 

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students of specific identity groups. Thank you for helping our students achieve their goals.
First Generation

First Generation Student Assistance
TRIO Student Support Services Program For first-generation college students who meet certain income criteria and for students with documented disabilities

Office of Supportive Services Supports the TRIO Student Support Services Program



Athletes

Student-Athlete Support

International Students

Office of International Students and Scholars
English Language Center For international students needing to improve their English language skills before beginning their academic course work
Teaching Multilingual Students: Challenges and Strategies

Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent

FAME (Fostering Academics, Mentoring Excellence)

Graduate Students

Graduate Student Life and Wellbeing

Student Veterans

Student Veterans Resource Center

Student Parents

Student Parent Resource Center

Michigan State University is a big place. Literally. The campus itself is 5,192 acres (just over 8 square miles). Over 900 registered student organizations exist, along with over 60 greek organizations, 275+ study abroad opportunities, and a student-run organic farm; and that’s just co-curriculars! MSU offers more than 200 programs of undergraduate, graduate and professional study across 17 degree-granting colleges. It takes A LOT of human capacity to support Spartans. MSU has over 13,000 employees - many of whom are educators of some kind!
In such a large organization, it can be difficult to find others with common interests, share ideas and reflections, and ultimately elevate small successful approaches to larger audiences. Here on the #iteachmsu Commons, you can join or create an informal learning community through the site’s Group function! Groups can be public where anyone with a MSU netID can op-in to joining, or private where members have to be invited to join. Already there are groups related to topics like online and remote teaching, accessible course design, and new technologies. Were you looking for a group but didn’t find one that matched your interests? Any logged in user can start their own group; the only required information is a group name, brief description, image, and which category most represents the group. In a group, the feed can be used for group-specific dialogue, where users can post and respond to one another. Additionally, once a public group is created, any member can share content (articles, posts, playlists) specifically to that group! For step-by-step instructions on building a group, visit the Creating a Group article in the Getting Started resources.
If you’re looking for a more structured Learning Community experience look no further than our colleagues at the Office of Faculty and Academic Staff Development (formerly Academic Advancement Network)! According to their website, “Learning Communities provide safe and supportive spaces for complicated conversations about curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Office of Faculty and Academic Staff Development. All communities, however, share three things in common: they meet monthly across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline.” To access a current list of the Learning Communities supported by the Office of Faculty and Academic Staff Development, check out this Learning Community webpage! (Some of the 2021-2022 Learning Communities have even created #iteachmsu Groups! Check out the "Reading Group for Student Engagement and Success" as one example.)

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students of a specific identity who are feeling a lack of community. Thank you for helping our students achieve their goals.
Students from Underserved Groups and Diverse Populations

Office of Cultural and Academic Transitions (OCAT)
American Indian and Indigenous Community and NAISO Programming
Asian, Pacific Islander and Desi American (APIDA) Community and APASO Programming

APASO Advisor – Anna Lin linanna1@msu.edu
APIDA Student Success


Black/African American Community and BSA Programming
Latinx Initiatives Community and CRU Programming
Migrant Student Services For students from migrant and seasonal farm working communities

College Assistance Migrant Program [CAMP]
High School Equivalency Program
Identification and Recruitment Center


Multi-Racial Unity Living Experience (MRULE) For students interested in uniting students across difference; focuses on developing genuine relationships, building community, and promoting student success

First-Generation

First Generation Student Assistance

Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent

FAME (Fostering Academics, Mentoring Excellence)

LGBTQIA2S+

Gender and Sexuality Campus Center

Gender Equity

Women’s Student Services

Graduate Students

Graduate Student Life and Wellbeing

International Students

Office of International Students and Scholars

Student Veterans

Student Veterans Resource Center

Student Parents

Student Parent Resource Center

The Writing Center at Michigan State University offers one-on-one and group consultations for graduate students at any stage of their degree program.

As a follow-up to our focus group we had on the Lecture Cam, The Hub and Academic Technologies conducted a demo of the total experience of using the updated tech in the model. 
 
The purpose of this demo is to :

Provide a general Hybrid Tech Cart overview
Demonstrate best practices and provide recommendations for classroom facilitation
Answer specific questions in preparation for the Fall

 

Background
This is a group activity for students in an introductory course on race, gender, sexuality, disability, class stratification, and various intersecting identity categories. In this activity, students work in small groups to break down different aspects of systems of oppression related to the listed identity categories, like racism and/or heteropatriarchy. The activity pairs well with a number of readings, but here are some helpful suggestions:  The New Jim Crow by Michelle Alexander, “Five Faces of Oppression” by Iris Marion Young, “Full-Frontal Morality: The Naked Truth About Gender” by Talia Mae Bettcher, and “Rape, Racism, and the Myth of the Black Rapist” by Angela Y. Davis. The following instructions are for a tree activity about The New Jim Crow. Note: the activity should be done after lecture and discussion on the book. 
 
Implementation

Put students in groups of four or five
Alternate assigning groups ‘Jim Crow’ and ‘Prison Industrial Complex’
Ask each group to draw a tree with roots, a thick trunk, branches, and many leaves
Ask each group to use references from the text to identify different ‘roots’, ‘tree trunks’, ‘branches’, and ‘leaves’ of Jim Crow or the Prison Industrial Complex.   
Provide examples of each part of the tree to get them started, e.g. a leaf of Jim Crow may be poll taxes, while a root may be racism and white economic anxiety.  
Allow 30-35min. Walk around and check in with groups about their trees asking why one thing is a leaf instead of a branch, weaving in relevant points from the previous discussion of the text, etc.
Reassure students that each tree will likely be different and that is wonderful. 
Ask groups to present their trees and the rationale for each piece. 
Tape the trees to a central wall/board separating ‘Jim Crow’ trees and ‘Prison Industrial Complex’ tress.
Ask students if they see similarities and/or differences between the two types of trees.
Prompt discussion about the relationship between the two types of trees according to Alexander.
Congratulate and thank students for their hard work. 
Ask students to reflect on what systems may look like if at their root were good things like ‘justice,’ ‘healing,’ ‘equity,’ etc.