We found 395 results that contain "groups"
Posted on: New Technologies
Teaching with Teams
I will admit. When I came across Microsoft Teams, I wasn't much of a fan. However through the course of a global pandemic, I was able to give it a closer look; and I like it. One of the biggest advantages is how well it integrates into the whole Microsoft Office365 product suite. So many of you have reached out to me and asked, "Can I use this for my class?". Well you can, or at least people do. Since teams wasn't designed for the educational context, some of the user experience isn't very elegant. However, using Teams in an educational context can provide a ton of fucntionality that can help make your learning experience engaging and interactive.
Here are some reasons why you may want to consider Teams for learning:
Shared file space: Each Team has it's own shared file storage tab, which makes it easy to find shared files.
Private groups: Within a Team, private groups can be created where sub-teams can communicate apart from the larger group.
Multiple Channels: Discussion thread can utilized to create focused discussions. Each Channel will have it's own File storage or the ability to integrate other Microsoft apps into the functionality.
Persistent messaging - After Teams Meetings, messaging from the chat remains in the chat. So you don't have to worry about exporting the chat transcript
Teams Meetings: From an Outlook Meeting Invite, you can setup a Teams Meeting by simply clicking on a button. No need to go to an external application and copy and paste a link. Teams also has a some nice features like blurred backgrounds and very swanky minimalist apartment backgrounds for your remote meetings.
These are just a few highlights of the application. For a more detailed review, check out the following tutorial:
Here are some reasons why you may want to consider Teams for learning:
Shared file space: Each Team has it's own shared file storage tab, which makes it easy to find shared files.
Private groups: Within a Team, private groups can be created where sub-teams can communicate apart from the larger group.
Multiple Channels: Discussion thread can utilized to create focused discussions. Each Channel will have it's own File storage or the ability to integrate other Microsoft apps into the functionality.
Persistent messaging - After Teams Meetings, messaging from the chat remains in the chat. So you don't have to worry about exporting the chat transcript
Teams Meetings: From an Outlook Meeting Invite, you can setup a Teams Meeting by simply clicking on a button. No need to go to an external application and copy and paste a link. Teams also has a some nice features like blurred backgrounds and very swanky minimalist apartment backgrounds for your remote meetings.
These are just a few highlights of the application. For a more detailed review, check out the following tutorial:
Authored by:
Rashad Muhammad
Posted on: New Technologies
Teaching with Teams
I will admit. When I came across Microsoft Teams, I wasn't much of ...
Authored by:
Wednesday, Jul 1, 2020
Posted on: #iteachmsu
Low Tech Vocab Check
You keep using that word. I do not think it means what you think it means.-Inigo Montoya, The Princess Bride
Although that is not the line for which Mandy Patinkin's Inigo is best known, my observations of students in my introductory pathology and molecular diagnostics courses certainly was bringing it to mind more and more often. They were hearing and repeating the right words, but the precise meaning, so important in medicine, was somehow never quite grasped. For reasons I didn't completely understand, what had worked for years wasn't working in my classroom anymore, so I set out to find a practical solution. My first step was discovering reasons for the change. The extended version of that "why" I discovered is material for another whole article. Emphasis on context-based strategies for learning vocabulary in K-12 education, multi-tasking while studying, the effects of reading from screens, not reading at all, decreasing attention spans, and the collective effects of education during the COVID-19 pandemic were all likely contributors to students' "light" understanding of the necessary vocabulary. I was pretty discouraged when I realized that I couldn't change any of those things! However, I wasn't ready to give up, so I started looking in the literature for strategies and solutions. As you might imagine, not a lot has been published about teaching vocabulary to college students, but I did find some ideas when I read about teaching vocabulary to bilingual students and students with learning differences.When you are learning a new language (or struggling with various aspects of accessing your own), you may be missing or misunderstanding the meaning of new words even in context. My students were learning a new language, kind of, as they built their medical vocabulary, weren't they? With that hypothesis in mind, one deceptively simple activity stood out from this research, something known as a "Does it Make Sense" or DIMS activity. Few resources were needed and little prep time. It didn't take a lot of class time to accomplish. It seemed like a low risk place to start.I created my version of a DIMS activity this way. I found about 25 3 x 5 cards moldering in the back of my desk drawer. On them, in bold black marker, I printed short statements about the current unit in pathology. I was teaching immunology, seredipitously the lessons in which learning precise language is most important in the course. The statements I wrote each had an error, a word or two that needed to be changed for the statement to be correct. At the end of a lecture with about 20 minutes of class time left, I pulled out the cards and asked the students to form groups of 4-5. Once the groups were formed, I gave these brief instructions:
Choose one person to read the statement on the card aloud. You may need to read it more than once.
Discuss the statement. Each statement has an error. Determine the error in the statement in your group.
Then decide how to change the statement to make it correct.
When you have your correction ready, raise a hand and I will come and hear your answer. If you get stuck, raise your hand and I will come over and help.
I handed a card to each group, and let the discussions begin. When a group finished and they gave me a correct answer, I gave them another card. Some groups flew through card after card. Others took their time and needed a hint or two to decode their statement. All of the groups had great discussions, and they seemed to stay on task the whole time. In fact, no one, including me, noticed that the activity continued through the end of class and beyond. We had stayed an extra ten minutes when I finally noticed and sent them home! I had one of the best days in the classroom that I had had in a long time. From what I could see as I ran around the room from group to group, most of the students had that "aha" moment that we want for them, the moment they understand and learn something new. What did they learn? Did they learn proper use of every word in the vocabulary of immunology that day? Not at all, but that wasn't the point. The objective was to show them the importance of precise language in medicine and to encourage them to work harder on their own to master the new words in a new context. Based on my observations in class that day and casual student feedback, I think I can say mission accomplished! I plan to expand my use of this type of activity and other low tech approaches in the next few semesters. I want to collect more formal outcomes data and do some actual analysis beyond casual observation. My gut is telling me that I'm on to something. Watch this space for more, and if you are interested, feel free to contact me about collaboration!References:How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum DisorderDanielle A. Cravalho, Zaira Jimenez, Aya Shhub, and Michael SolisBeyond Behavior 2020 29:1, 31-41
Although that is not the line for which Mandy Patinkin's Inigo is best known, my observations of students in my introductory pathology and molecular diagnostics courses certainly was bringing it to mind more and more often. They were hearing and repeating the right words, but the precise meaning, so important in medicine, was somehow never quite grasped. For reasons I didn't completely understand, what had worked for years wasn't working in my classroom anymore, so I set out to find a practical solution. My first step was discovering reasons for the change. The extended version of that "why" I discovered is material for another whole article. Emphasis on context-based strategies for learning vocabulary in K-12 education, multi-tasking while studying, the effects of reading from screens, not reading at all, decreasing attention spans, and the collective effects of education during the COVID-19 pandemic were all likely contributors to students' "light" understanding of the necessary vocabulary. I was pretty discouraged when I realized that I couldn't change any of those things! However, I wasn't ready to give up, so I started looking in the literature for strategies and solutions. As you might imagine, not a lot has been published about teaching vocabulary to college students, but I did find some ideas when I read about teaching vocabulary to bilingual students and students with learning differences.When you are learning a new language (or struggling with various aspects of accessing your own), you may be missing or misunderstanding the meaning of new words even in context. My students were learning a new language, kind of, as they built their medical vocabulary, weren't they? With that hypothesis in mind, one deceptively simple activity stood out from this research, something known as a "Does it Make Sense" or DIMS activity. Few resources were needed and little prep time. It didn't take a lot of class time to accomplish. It seemed like a low risk place to start.I created my version of a DIMS activity this way. I found about 25 3 x 5 cards moldering in the back of my desk drawer. On them, in bold black marker, I printed short statements about the current unit in pathology. I was teaching immunology, seredipitously the lessons in which learning precise language is most important in the course. The statements I wrote each had an error, a word or two that needed to be changed for the statement to be correct. At the end of a lecture with about 20 minutes of class time left, I pulled out the cards and asked the students to form groups of 4-5. Once the groups were formed, I gave these brief instructions:
Choose one person to read the statement on the card aloud. You may need to read it more than once.
Discuss the statement. Each statement has an error. Determine the error in the statement in your group.
Then decide how to change the statement to make it correct.
When you have your correction ready, raise a hand and I will come and hear your answer. If you get stuck, raise your hand and I will come over and help.
I handed a card to each group, and let the discussions begin. When a group finished and they gave me a correct answer, I gave them another card. Some groups flew through card after card. Others took their time and needed a hint or two to decode their statement. All of the groups had great discussions, and they seemed to stay on task the whole time. In fact, no one, including me, noticed that the activity continued through the end of class and beyond. We had stayed an extra ten minutes when I finally noticed and sent them home! I had one of the best days in the classroom that I had had in a long time. From what I could see as I ran around the room from group to group, most of the students had that "aha" moment that we want for them, the moment they understand and learn something new. What did they learn? Did they learn proper use of every word in the vocabulary of immunology that day? Not at all, but that wasn't the point. The objective was to show them the importance of precise language in medicine and to encourage them to work harder on their own to master the new words in a new context. Based on my observations in class that day and casual student feedback, I think I can say mission accomplished! I plan to expand my use of this type of activity and other low tech approaches in the next few semesters. I want to collect more formal outcomes data and do some actual analysis beyond casual observation. My gut is telling me that I'm on to something. Watch this space for more, and if you are interested, feel free to contact me about collaboration!References:How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum DisorderDanielle A. Cravalho, Zaira Jimenez, Aya Shhub, and Michael SolisBeyond Behavior 2020 29:1, 31-41
Authored by:
Rachel Morris, Biomedical Lab Diagnostics
Posted on: #iteachmsu
Low Tech Vocab Check
You keep using that word. I do not think it means what you think it...
Authored by:
Monday, Feb 12, 2024
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
How is online structure different from face-to-face?
A good starting point for thinking about building community in your online course is to begin by reflecting on the activities in your face-to-face course. The table above was developed in July 2020 by Dr. Rachel Barnard as a way to help illustrate how an online course might look different from a face-to-face course.
Face-to-face
Online
1st day of class: intro you and the course
D2L pages ("files") describing policies, norms for how often to log in to D2L, etc. with text and short "tour" videos
Student turns to neighbor to ask question
Student use the chat (if synchronous sessions), discussion board, email, and/or text a friend
Office hours: in your office
In a Zoom meeting room possibly with a "waiting room"
1:1 meetings about projects
1:1 Zoom meetings about a projects
Group workheet
Collaborative e-tools (Office365, Google Suite, etc.)
Class meeting: pre-reading --> small group discussion --> share out --> post-reflection
Social reading in perusall.com --> Small group discussion notes on google doc --> individual, written reflection submitted to D2L
Class meeting: iClickers for classroom polling
iClicker REEF (if sync sessions); or videos + short D2L quizzes (if async session)
Taking attendance by roll call
Taking attendance by zoom usage reports, iClicker Reef, zoom polling question, responding to a discussion board post.
Another similar resource to explore is a similar table from our colleagues at LSU: https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8/mobilebasic?pli=1
Please note some of the resources in this table are not supported at MSU. This table is available in a Google Doc, where it is being updated and you can contribute to it as well. This table takes the process a step further by identifying the synchronous and asynchronous ways to achieve your goal. For more on synchronous vs asynchronous learning experiences, go to the next article in this playlist.
Face-to-face
Online
1st day of class: intro you and the course
D2L pages ("files") describing policies, norms for how often to log in to D2L, etc. with text and short "tour" videos
Student turns to neighbor to ask question
Student use the chat (if synchronous sessions), discussion board, email, and/or text a friend
Office hours: in your office
In a Zoom meeting room possibly with a "waiting room"
1:1 meetings about projects
1:1 Zoom meetings about a projects
Group workheet
Collaborative e-tools (Office365, Google Suite, etc.)
Class meeting: pre-reading --> small group discussion --> share out --> post-reflection
Social reading in perusall.com --> Small group discussion notes on google doc --> individual, written reflection submitted to D2L
Class meeting: iClickers for classroom polling
iClicker REEF (if sync sessions); or videos + short D2L quizzes (if async session)
Taking attendance by roll call
Taking attendance by zoom usage reports, iClicker Reef, zoom polling question, responding to a discussion board post.
Another similar resource to explore is a similar table from our colleagues at LSU: https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8/mobilebasic?pli=1
Please note some of the resources in this table are not supported at MSU. This table is available in a Google Doc, where it is being updated and you can contribute to it as well. This table takes the process a step further by identifying the synchronous and asynchronous ways to achieve your goal. For more on synchronous vs asynchronous learning experiences, go to the next article in this playlist.
Authored by:
Dr. Rachel Barnard and Breana Yaklin
Posted on: #iteachmsu
How is online structure different from face-to-face?
A good starting point for thinking about building community in your...
Authored by:
PEDAGOGICAL DESIGN
Tuesday, Sep 1, 2020
Posted on: Spring Conference on Teaching & Learning
PEDAGOGICAL DESIGN
Day 2: May 11th, 9:00 - 4:00 pm
Instructions: Click on the registration link and sign-up for the sessions that you're interested in. After completing your registration you will receive an email with the Zoom link for the session.
Keynote Address
Welcome and Keynote IITeaching for Equity in Treacherous Times9:00 - 9:45 am
Time
Block 1
10:00 - 11:15 am
Implementation of the Student Perceptions of Learning Environments Policy (SPLEP) and Student Perceptions of Learning Survey (SPLS)
Teaching Knowledge Workers of the 21st century
Incorporating equitable pedagogy into your classroom
Turning Your Teaching & Administration Work into Research and Publication Projects
What About Student Voice in Department and Program Level Spaces?
"How Can You Get A Job With That?": Practical Skills for Undergraduate Studio Art Students
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Paper Sessions (25 min. each)
Foster Inclusive Research Opportunities Through A Course-based Undergraduate Research Experience (CURE)
JamBoard: Where Academic and Intellectual Collaboration Meets Creativity
The Power of Education Abroad: Lessons from Sustainable Community Development in Tanzania
Learning Tech Demo (25 min. each)
Beyond Zoom: A Beginner’s Guide to Unlocking the Transformative Potential of Virtual Reality in Education (25 min)
Exploring Perusall and summarizing findings from GEO & ISS courses. (25 min)
Rise: A Tool to Building Interactive Online Courses (25 min)
Click here to view
Click here to view
Time
Block 2
11:30 - 12:30 pm
Excel accessibility 101
Rethinking Access: Fatigue, Hostility and Intimacy in Teaching and Learning
How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows
Translingual Theory in Action, and in Support of Multilingual Learners
The Happiness Ripple Effect: Exploring the 4 Levels of Happiness and How Educator Happiness Might Impact Student Learning
Hyflex Course Design: Creating Accessible Learning Spaces
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Recognizing Burnout and Mapping Your Stress Response
Learning Tech Demo (20 min each)
NOAA’s Science On a Sphere at the MSU Museum
“That Doesn’t Work For Me!”: Tools for Students with ADHD
Cohort Programs and Student Success at MSU
Click here to view
Click here to view
Lunch12:30 - 1:30 pm
Time
Block 3
1:30-2:30 pm
A journey of summative assessments
MSUvote and Democratic Engagement at MSU
Finding Your True North: Equitable access to career education through core curriculum integration
Decolonizing the Classroom
Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity, Belonging, and A Growth Mindset
No available recording
Click here to view
Click here to view
Click here to view
Click here to view
Welcome to My Classroom (20 min each)
Designing Against the Hidden Labors of Adult Learning
Teaching English in Chinese way? International Engagement in a Writing Course
Exploring the effects of the flipped classroom approach in an undergraduate lab math course
Teaching GIF animation in pre-service art teacher education courses
Click here to view
Click here to view
Time
Block 4
2:45 - 3:45 pm
Exploring Inclusive Practices Across the Curriculum: Results from the Inclusive Pedagogy Fellows Program in the College of Arts & Letters at MSU
Incorporating Reflective Practices in Classrooms: Our Learning Assessment Model
Increasing learners' motivation in gender and sexuality study through making activist animation and video game
Teaching Gender in a Global Context: Pedagogy, Practice, and Prospects for Expanding Narratives(Cancelled)
Exploring the Social Change Wheel: Approaches, Tools, and Techniques for Incorporating Community Engaged Teaching and Learning
MSU Libraries: Partners in Student Success
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Welcome to my classroom: COIL
Using H5P to Help Students Learn!
Click here to view
Click here to view
Keynote Address
Welcome and Keynote IITeaching for Equity in Treacherous Times9:00 - 9:45 am
Time
Block 1
10:00 - 11:15 am
Implementation of the Student Perceptions of Learning Environments Policy (SPLEP) and Student Perceptions of Learning Survey (SPLS)
Teaching Knowledge Workers of the 21st century
Incorporating equitable pedagogy into your classroom
Turning Your Teaching & Administration Work into Research and Publication Projects
What About Student Voice in Department and Program Level Spaces?
"How Can You Get A Job With That?": Practical Skills for Undergraduate Studio Art Students
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Paper Sessions (25 min. each)
Foster Inclusive Research Opportunities Through A Course-based Undergraduate Research Experience (CURE)
JamBoard: Where Academic and Intellectual Collaboration Meets Creativity
The Power of Education Abroad: Lessons from Sustainable Community Development in Tanzania
Learning Tech Demo (25 min. each)
Beyond Zoom: A Beginner’s Guide to Unlocking the Transformative Potential of Virtual Reality in Education (25 min)
Exploring Perusall and summarizing findings from GEO & ISS courses. (25 min)
Rise: A Tool to Building Interactive Online Courses (25 min)
Click here to view
Click here to view
Time
Block 2
11:30 - 12:30 pm
Excel accessibility 101
Rethinking Access: Fatigue, Hostility and Intimacy in Teaching and Learning
How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows
Translingual Theory in Action, and in Support of Multilingual Learners
The Happiness Ripple Effect: Exploring the 4 Levels of Happiness and How Educator Happiness Might Impact Student Learning
Hyflex Course Design: Creating Accessible Learning Spaces
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Recognizing Burnout and Mapping Your Stress Response
Learning Tech Demo (20 min each)
NOAA’s Science On a Sphere at the MSU Museum
“That Doesn’t Work For Me!”: Tools for Students with ADHD
Cohort Programs and Student Success at MSU
Click here to view
Click here to view
Lunch12:30 - 1:30 pm
Time
Block 3
1:30-2:30 pm
A journey of summative assessments
MSUvote and Democratic Engagement at MSU
Finding Your True North: Equitable access to career education through core curriculum integration
Decolonizing the Classroom
Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity, Belonging, and A Growth Mindset
No available recording
Click here to view
Click here to view
Click here to view
Click here to view
Welcome to My Classroom (20 min each)
Designing Against the Hidden Labors of Adult Learning
Teaching English in Chinese way? International Engagement in a Writing Course
Exploring the effects of the flipped classroom approach in an undergraduate lab math course
Teaching GIF animation in pre-service art teacher education courses
Click here to view
Click here to view
Time
Block 4
2:45 - 3:45 pm
Exploring Inclusive Practices Across the Curriculum: Results from the Inclusive Pedagogy Fellows Program in the College of Arts & Letters at MSU
Incorporating Reflective Practices in Classrooms: Our Learning Assessment Model
Increasing learners' motivation in gender and sexuality study through making activist animation and video game
Teaching Gender in a Global Context: Pedagogy, Practice, and Prospects for Expanding Narratives(Cancelled)
Exploring the Social Change Wheel: Approaches, Tools, and Techniques for Incorporating Community Engaged Teaching and Learning
MSU Libraries: Partners in Student Success
Click here to view
Click here to view
Click here to view
Click here to view
Click here to view
Welcome to my classroom: COIL
Using H5P to Help Students Learn!
Click here to view
Click here to view
Authored by:
Center for Teaching and Learning Innovation
Posted on: Spring Conference on Teaching & Learning
Day 2: May 11th, 9:00 - 4:00 pm
Instructions: Click on the registration link and sign-up for the se...
Authored by:
PEDAGOGICAL DESIGN
Monday, Jun 5, 2023
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
2024 Educator Seminars: Day 1 Schedule and Registration
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
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
Posted by:
Makena Neal
Posted on: #iteachmsu
2024 Educator Seminars: Day 1 Schedule and Registration
2024 Educator Seminars are presented by MSU IT Educational Technolo...
Posted by:
PEDAGOGICAL DESIGN
Thursday, Sep 12, 2024
Posted on: #iteachmsu
NAVIGATING CONTEXT
Quick Educator Resource by Theme - Overview
Section 1- Intro
Resource Overview (you are here)
Think of this article as your table of contents for this playlist. By clicking the hyperlinked titles below or by visiting the full playlist and using the menu in the left column to navigate to articles listed here.
5 Things to do on #iteachmsu
This article is a brief introduction to five functions on iteach.msu.edu. You might want to read if... you’re new to the site and looking for different ways to engage.
Section 2 - Accessibility
Accessibility Checklist for Word-
This article describes the 5 major areas to make Word Documents accessible. You might read this article if… you create word documents that are shared with others to ensure everyone has equal access to the document content.
LEAD - Digital Access & Inclusion
This article provides an overview of MSU’s Web Accessibility Policy and recognizes relevant units on campus involved with said policy. You might want to read if... you’re looking for ways you can take action to ensure web accessibility is being met!
Section 3 - Inclusion
Cultivating Inclusive Classrooms: Inclusive Curriculum Design
This article discusses some ways educators can make more inclusive curricular design choices. You might read this article if… you’re not sure where to start when it comes to inclusivity and/or could use a few tips for being intentionally inclusive in your design decisions.
Cultivating Inclusive Classrooms: Toward Linguistic Inclusion
This article introduces the idea of linguistic inclusive classrooms as those with nuanced understandings of linguistic diversity (both linguistic repertoire and sociolinguistic competence). You might read this article if… you are interested in practical tips for linguistic inclusion.
MSU Resources on Civility and Community Enhancement in Academic Environments
This article is a collection of resources aimed at helping MSU Educators navigate the diverse climates and cultures of MSU. You might read this article if… you need help identifying the units and their established supports for supporting an academic environment that welcomes every individual and respects their unique talents.
Section 4 - Educational technology
Free MSU Academic Technology Tools, A-Z and by Use Case
This article is an overview of technology tools that are free for MSU educators. You might read this article if… you have an idea of your technology needs but don’t know what is available.
Teaching with Teams
This article discusses Microsoft Teams (available to all MSU Educators) as a tool for teaching and learning. You might want to read this article if… you’re looking to learn more about teams and/or are curious about strengths Teams has in a teaching and learning context.
Flipgrid: Bringing Conversation to Online Learning
This article introduces Flipgrid as a tool to invigorate classroom conversations in remote or blended settings. You might want to read this article if… you care about livening up your digital classroom conversations and want to learn more about the features of Flipgrid!
Producing Accessible Equations
This article provides an introduction to requirements, tools, and technology that can help make mathematical equations accessible digitally. You might read this article if… you utilize equations in any of your instruction!
Section 5 - Classroom Teaching Tools
Storytelling for Learning 1: Creating Meaning from Chaos
This article is the first in a series of three that focuses on storytelling. You might read this article if… the idea of storytelling and its role in teaching and learning, interests you. (This article is also a cool example of an engaging way to share things on iteach.msu.edu!)
Five Ways to Make Learning Relevant
In this article, the author shares a first-hand account of discovery on ways educators can help situate their teaching in learners’ experiences. You might read this article if… you are interested in five pedagogical moves that can help you make learning more relevant for students.
10 Tips for Your First Day of Class
This article is a fun way to center on some practical tips for kicking off a new semester. Bookmark this for Spring if you’re not teaching this summer! You might read this article if… you’re in need of a smile (it’s GIF-based) or a confidence booster!
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
This article introduces low-stakes assessments as an alternative to testing. You might read this article if… you’re looking for more information on the benefits of low-stakes assessment and/or want tips for maximizing the benefits without adding undue stress!
Section 6 - Building Community
Building Community Engagement into Your Course: Preparation
This article is a great intro to the idea of engagement and how engagement can be intentionally integrated into learning experiences. You might read this article if… you’re new to engagement or are looking for ways to determine if integrating engagement is a good fit for your instruction.
Planning for Cooperative Learning
This article introduces the idea of cooperative learning, an active learning strategy, in contrast to traditional lecturing. You might read this article if… you’re looking for direct and practical ways to incorporate cooperative learning into your classroom.
Three Levels of Praxis: A Model for Reflection on Teaching
In this article, the author shares their own MSU “origin story” as an example of reflection as an example to support the importance of the practice. You might read this article if… you are looking for the what, why, and how of reflection with sample prompts.
2021 Educator Awards
This article lists all the recipients of the Provost's 2021 #iteachmsu Educator Award by college. You can click the college names to read their nomination stories. You might read this article if... you're looking for inspiration and/or other great educators to connect with!
Section 7 - Reflect & Apply note: This content was originally posted in affiliation with the Teaching Toolkit Tailgate (TTT); an annual "event" to share practical tools and tips with educators at MSU. Historically, the TTT has been hosted in-person, online, as a solo event, and in conjunction with the Spring Conference on Teaching, Learning and Student Success. In attempts to connect broader audiences with these key resources, we have retitled the collection "Getting Started- Educator Resource Overview".Photo by Gia Oris on Unsplash
Resource Overview (you are here)
Think of this article as your table of contents for this playlist. By clicking the hyperlinked titles below or by visiting the full playlist and using the menu in the left column to navigate to articles listed here.
5 Things to do on #iteachmsu
This article is a brief introduction to five functions on iteach.msu.edu. You might want to read if... you’re new to the site and looking for different ways to engage.
Section 2 - Accessibility
Accessibility Checklist for Word-
This article describes the 5 major areas to make Word Documents accessible. You might read this article if… you create word documents that are shared with others to ensure everyone has equal access to the document content.
LEAD - Digital Access & Inclusion
This article provides an overview of MSU’s Web Accessibility Policy and recognizes relevant units on campus involved with said policy. You might want to read if... you’re looking for ways you can take action to ensure web accessibility is being met!
Section 3 - Inclusion
Cultivating Inclusive Classrooms: Inclusive Curriculum Design
This article discusses some ways educators can make more inclusive curricular design choices. You might read this article if… you’re not sure where to start when it comes to inclusivity and/or could use a few tips for being intentionally inclusive in your design decisions.
Cultivating Inclusive Classrooms: Toward Linguistic Inclusion
This article introduces the idea of linguistic inclusive classrooms as those with nuanced understandings of linguistic diversity (both linguistic repertoire and sociolinguistic competence). You might read this article if… you are interested in practical tips for linguistic inclusion.
MSU Resources on Civility and Community Enhancement in Academic Environments
This article is a collection of resources aimed at helping MSU Educators navigate the diverse climates and cultures of MSU. You might read this article if… you need help identifying the units and their established supports for supporting an academic environment that welcomes every individual and respects their unique talents.
Section 4 - Educational technology
Free MSU Academic Technology Tools, A-Z and by Use Case
This article is an overview of technology tools that are free for MSU educators. You might read this article if… you have an idea of your technology needs but don’t know what is available.
Teaching with Teams
This article discusses Microsoft Teams (available to all MSU Educators) as a tool for teaching and learning. You might want to read this article if… you’re looking to learn more about teams and/or are curious about strengths Teams has in a teaching and learning context.
Flipgrid: Bringing Conversation to Online Learning
This article introduces Flipgrid as a tool to invigorate classroom conversations in remote or blended settings. You might want to read this article if… you care about livening up your digital classroom conversations and want to learn more about the features of Flipgrid!
Producing Accessible Equations
This article provides an introduction to requirements, tools, and technology that can help make mathematical equations accessible digitally. You might read this article if… you utilize equations in any of your instruction!
Section 5 - Classroom Teaching Tools
Storytelling for Learning 1: Creating Meaning from Chaos
This article is the first in a series of three that focuses on storytelling. You might read this article if… the idea of storytelling and its role in teaching and learning, interests you. (This article is also a cool example of an engaging way to share things on iteach.msu.edu!)
Five Ways to Make Learning Relevant
In this article, the author shares a first-hand account of discovery on ways educators can help situate their teaching in learners’ experiences. You might read this article if… you are interested in five pedagogical moves that can help you make learning more relevant for students.
10 Tips for Your First Day of Class
This article is a fun way to center on some practical tips for kicking off a new semester. Bookmark this for Spring if you’re not teaching this summer! You might read this article if… you’re in need of a smile (it’s GIF-based) or a confidence booster!
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
This article introduces low-stakes assessments as an alternative to testing. You might read this article if… you’re looking for more information on the benefits of low-stakes assessment and/or want tips for maximizing the benefits without adding undue stress!
Section 6 - Building Community
Building Community Engagement into Your Course: Preparation
This article is a great intro to the idea of engagement and how engagement can be intentionally integrated into learning experiences. You might read this article if… you’re new to engagement or are looking for ways to determine if integrating engagement is a good fit for your instruction.
Planning for Cooperative Learning
This article introduces the idea of cooperative learning, an active learning strategy, in contrast to traditional lecturing. You might read this article if… you’re looking for direct and practical ways to incorporate cooperative learning into your classroom.
Three Levels of Praxis: A Model for Reflection on Teaching
In this article, the author shares their own MSU “origin story” as an example of reflection as an example to support the importance of the practice. You might read this article if… you are looking for the what, why, and how of reflection with sample prompts.
2021 Educator Awards
This article lists all the recipients of the Provost's 2021 #iteachmsu Educator Award by college. You can click the college names to read their nomination stories. You might read this article if... you're looking for inspiration and/or other great educators to connect with!
Section 7 - Reflect & Apply note: This content was originally posted in affiliation with the Teaching Toolkit Tailgate (TTT); an annual "event" to share practical tools and tips with educators at MSU. Historically, the TTT has been hosted in-person, online, as a solo event, and in conjunction with the Spring Conference on Teaching, Learning and Student Success. In attempts to connect broader audiences with these key resources, we have retitled the collection "Getting Started- Educator Resource Overview".Photo by Gia Oris on Unsplash
Authored by:
Makena Neal & Leslie Johnson
Posted on: #iteachmsu
Quick Educator Resource by Theme - Overview
Section 1- Intro
Resource Overview (you are here)
Think of th...
Resource Overview (you are here)
Think of th...
Authored by:
NAVIGATING CONTEXT
Wednesday, Dec 1, 2021
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: #iteachmsu
NAVIGATING CONTEXT
Center for Teaching and Learning Innovation Summit Detailed Engagements Report (01/14/22)
Summary of CT&LI Summit Engagements
This report summarizes data gathered from the Center for Teaching and Learning (CT&LI) Kick-off Summit [held on Jan. 14, 2022] and following asynchronous engagement opportunities, as well as concurrent discussions within the center about space and services to directly address the questions in our charge. To read more about the Kick-off Summit, check out "Reflecting on the Center for Teaching and Learning Innovation Kick-off Summit".
What factors should we consider when deciding where responsibility lies?
Aligning what is already in place; what units / local-level are already doing well.
How the Center and IT (particularly Academic Tech unit) work together.
How to ensure best use and highest purpose for any given resource.
What are the greatest areas of priority for increased collaboration and focus with regard to teaching and learning?
Development of service portfolio and communicating broadly/transparently (adjusting according to ongoing listening/feedback from users + assessment)
What are the demands/needs of educators? What are current/proposed services in the network? Evaluate gaps relative to current staffing.
Developing “the network” across campus
Developing and maintaining directories of available people, resources and services. Making opportunities for affiliation with the center explicit.
What are our highest areas of need for investment in new skills and expertise, regardless of where those skills are placed
Needed investment in distributed staffing to meet the needs of faculty in colleges/departments/units that may not be as robustly staffed as others in areas/services that the center will not be able to cover (e.g. course assistance).
Evaluation, assessment, feedback, and educational research.
Educator development programming and instructional consultative practitioners.
What models would you see as most effective for increased local support in those colleges or units that currently would not be able to participate in a networked model?
Liaison model, assigning center staff to units, if we add/repurpose positions.
Joint appointments and fellowships, if the center is willing to co-sponsor.
Sponsored work or partial buy-out of educators to augment center staffing.
What design engagements might come after the summit? For instance, to determine the center’s services, design its space, or develop a collaborative model for the network?
Faculty (in process), instructor, and additional educator stakeholder engagement via surveys, interviews, or focus groups.
Evaluation of available center skills, capabilities and available capacities.
Service design exercises specific to individual service portfolio items.
Engagement with IT to coordinate and co-design shared client experience.
Possible direct engagement with MSU students or student-educators (GTAs & ULAs)
Data Highlights
Services and Support Portfolio
Services
Responsive, point-of-need support, including individual consultations
Curriculum and program development
Course design / reform support and incubation
Development and training on various topics at various levels
Catalog of what to get where, and a directory to find people/expertise
Formal structure for online/hybrid course/program development and support
Space
Spaces that support delivery of training, hosting events, social gatherings
A place with presence to host and build the community of educators
Classroom space to experiment, innovate, and create digital experiences
“faculty can do one offs in a space to try something different with a class”
“technology to check out to use in classrooms (like VR or other tools)”
“space for recording teaching and support for editing”
Additional notes on physical space (data in evaluation re: Hub spaces not 1/14 Summit)
Dedicated desks for center staff, with mix of hot-seating / hotelling
Allows clients to meet with center consultants in semi-private settings
Variety of co-working spaces that enables part-time projects teams to gather
Small-group meeting spaces, high-flex tech enabled for remote participants
Individual booths to isolate noise from remote meetings from clients / coworkers
Connection and Collaboration
Hosting of events for collegiality, fellowship, networking and community building
Collaborative programming
Discipline specific or with faculty experts in certain pedagogies or approaches
With other central parties, e.g. MSU IT, DEI, Academic HR, student success, etc.
With faculty learning communities or administrative groups (e.g. online programs)
Sponsored institutional memberships and global virtual conference access for campus
Hosted and invited outside experts, presenters, and seminars or workshops
Fellowships for faculty with benefits for center, network, and the faculty fellow
Fellowships for graduate students that help them develop and gain hiring advantage
Opportunity for faculty/staff to affiliate with the center to encourage boundary-spanning
Teaching and Learning in Practice
Advocacy, leadership narratives, and communicative storytelling that elevate the importance of teaching and learning excellence at every level
Assessment, visibility, and recognition of teaching and learning
Emphasis on and recognition of teaching and learning in tenure and promotion
incentivizing teaching and learning efforts and allocation of time and talent
Scholarship of Teaching and Learning (SOTL)
Additional Data Details (optional)
Wouldn’t It be Fantastic If (WIFI)
Description of Activity
In this activity the participants were asked to identify blue sky ideas to ultimately group into common themes and inform shared vision for the Center, Network, Teaching and Learning. Participants individually answered the prompt “Wouldn’t it be fantastic if (WIFI) … as many times as they could. Then in small groups, organized statements to show what might be influenced, controlled or created by the Center, Network, or Teaching and Learning.
Stakeholders raised a variety of needs, which were categorized as ed-tech support, resources, staffing, space, as well as coordination/planning. Building a network for these services seems to be something participants hope for, such as a “shared list of experts across campus to make finding the right person to ask easier”. Additionally, this item “explicit partnerships and shared services between the teaching center and other key support units,” speaks to the network.. When it comes to specific services, support for DEI in instruction, fostering innovative practices, instructional design, and pedagogy were among those most frequently mentioned. Consulting, training and events are delivery formats most often associated with the center.
The most common themes can be found here: WIFI Themes
What the Center should provide: Services, Space, Coordination
Services: Consulting, special projects to solve common problems, access to experts, and intramural grants / sponsorships.
A space to provide access to services and resources, and invite educators to gatherings.
Coordination of services and facilitation of collaboration between units and people.
E.g. Educator showcase, repository/ a knowledge-base, and events calendar for all offerings across the university
Opportunities for part-time affiliation to center, as fellows, or to staff services or projects.
Classroom space to innovate and create digital experiences
“where faculty can do one offs in a space to try something different with a class”
“technology to check out to use in classrooms (like VR or other tools)”
“space for recording teaching and support for editing”
What the Educator Network should provide: Coordination, Collaboration, Networking
Coordinate the Educator Network with participation of center and other stakeholders
Allow for collaboration and self-organizing
Recognition to colleagues who contribute
Functional network, depended on by clients (needs) and university (commissioned work)
Maintain a “list of experts”, make it easier to find “the right people” to ask.
Opportunities for learning space experimentation, in prototype classrooms and digital.
What the whole University should support in T&L: Services, Pedagogy Practices, EdTech
In this section, some participants understood Teaching and Learning as how it is viewed and supported by the administration, while others provided more specific ideas around teaching resources and services
Services and resources should be shared in a variety of ways and rather than being siloed all units should work together bringing the following together as shown in this quote “More collaboration and breaking down silos”
Creating a Network of experts coming from all units
Have connection points to colleges and “cross-college work” and working groups
Provide university funding for projects, “awards, innovation grants” for T&L.
“Both/And approach to broad everyone should know AND specific ideas in the disciplines or colleges”, perhaps with the center being more active in the former and the college more active in the latter such as DBER.
All educators may contribute and share pedagogy/best practices in peer-support.
Other supports include and may recognize needs of stakeholders: quality standards, DEI (including opportunities and accessibility), educational technology, and sponsored research such as SoTL, and those not typically included in educator support.
There should be tangible appreciation of the work of educators in Teaching and Learning, including leadership narratives and recognition for RPT.
What I need from you…
The What I Need From You (WINFY) activity asked participants to assume one of five roles, randomly assigned. These included Academic Unit Administrators, Faculty and Instructors, Center Affiliated Staff, College Affiliated Staff, and University-Wide Staff.
Each group was asked to outline what they needed from each of the other four groups to be successful in their roles. The following themes emerged from each of the groups, pointing to commonalities among groups about what each would like to see from the Center.
Services and Support Portfolio
A clear and concise services and support portfolio emerged as a major theme. All five groups said that services and support portfolio was what they needed- both as stakeholders in the center, as center staff working with those stakeholders, and those who were potential partners and patrons of the center. The services and support portfolio -of what the Center provides, what it can offer to help with course design, instructional design, and various other activities, and how to contact and use the center was foundational for all five groups.
Participants in the WINFY activity wanted to have clear definitions of roles and resources of the center; clearer collaboration with college faculty and staff on projects and programs; a better understanding of what types of questions can be referred to the center; and ad hoc but nimble service support. Specific requests included consultations, development and trainings for various comfort levels of instructors, a clear catalog of what to get where, cooperation with local support, a list of resources.
Connection and Collaboration
Another dominant theme across all five groups was the need for and understanding of connection and collaboration. Primarily, participants from the groups wanted other units to be collaborative with the center, to figure out how to connect across boundaries, and how to leverage and build relationships. Four of the groups mentioned more collaborative work with staff in the colleges who are currently working on teaching and learning initiatives. Three of the five groups mentioned collaborative program opportunities, and two of the five groups mentioned a networked approach.
Teaching and Learning in Practice
The third theme that all five groups mentioned was what we are calling teaching and learning in practice. This encompasses a number of things, including teaching and learning in tenure and promotion, incentivizing teaching and learning, and the scholarship of teaching and learning. There was again the need for collaborative programming, this time with discipline specific colleges and with faculty who are experts in certain pedagogies or approaches. One group wanted to know what teaching and learning capabilities are available to help other educators, while another said that assistance with aligning course level objectives, assessments, and curricula with the institutional practices and the resources of the center would be useful. The Academic Unit Administrator and the Faculty group both had incentivizing teaching and learning as something they’d like to see from the center and center staff. There also was an overarching theme of Scholarship of Teaching and Learning (SOTL) but none of the groups made it their top priority-it did emerge as a theme though, so important to highlight here.
Minimum Viable Product Reviews
The “minimum viable product” activity was framed as a Yelp review session. Participants were paired in teams of two and asked to take on the perspective of an educator who had worked with the Center for T&LI and had a positive experience. Throughout the 17 combined Center “reviews” the following were the top ten most mentioned themes/services. Within each of these areas, participants in the 01/14/2022 Kick-off Summit mentioned a range of examples (i.e. Center experiences [per activity instructions]). High level captures of examples for each are included below.
Coaching/Consultation (Feedback, Support, Emotional Support)
Almost 65% of the reviews mentioned some version of coaching or consultation (including additional keywords such as feedback, support, guiding, and helping). Some examples of topics and underlying services within this category include: restructuring programs, refining crouse design, and reviewing curriculum; developing formative and summative assessments, transitioning to different feedback models, and integrating student voice; and finally combining theory and practice, integrating technology and pedagogy, as well as course alignment and student engagement.
Pedagogy (Student Voice)
Over half of the reviews related to methods and practices for engaging in teaching. Examples of experiences and services related to this topic include but are not limited to: support and guidance for strategies, envisioning difference learning experiences, participating in design experiences to try new approaches to teaching and learning; integrate research and teaching; focus on student experiences, create supporting and effective learning experiences, create inclusive and welcoming spaces.
Restructure/Redesign (Modality, Curriculum)
41% of reviews specifically called out redesign as a service of the Center. Examples of restructure and redesign (including topics of modality and curriculum) in the experience reviews include but are not limited to: moving face to face courses online (and planning for possible future transitions) and adapting class to a different structure (i.e. rubric or flipped models, competency-based learning outcomes, trauma informed teaching, asset based practices, etc.).
Student Experience (Engagement, Student-Centered)
41% of reviews mention the Center supporting them in ways that positively impacted student experience, student engagement, and student-centered design. Examples of this theme include: creating welcoming, supportive, and effective learning environments; reviewing curriculum and developing rubrics with respect to student engagement (and adjusting as necessary); and learning about theories of improving student connections to engage with them more effectively.
Confidence (Empowered)
35% of reviews specifically denote improvements in educator confidence and empowerment after working with the Center. Topics where educators had this improved sense of ability and agency included student centered teaching and learning practices, creating supportive and effective learning environments, initiating collaborative partnerships, and general teaching and learning experimentation and implementation.
Collaboration/Partnerships
35% of reviews emphasized the importance of collaborative partnerships with the Center across units. This ranged from individual consultations with faculty to full-scale curricular and program developments. The nature of these partnerships in terms of scope and focus varied in the reviews, but what remained consistent was the value that is derived from these relationships with the Center.
Connection/Community
18% underscored the importance of connection to a network of educators through the Center and the community that is derived from it. This was mentioned in the context of relationships built with Center staff along with events where networking takes place. Sometimes, educators connecting with other educators can make a huge difference in their teaching as it provides essential opportunities for sharing what is being done and learned in one context to another.
Assessment
Assessment was mentioned by 18% of the reviews as being an important piece of expertise that the Center can offer to faculty and programs at MSU. Of course, assessment comes in a myriad of forms and faculty are often seeking ways to improve on their assessment strategies and design.
Inclusion
18% of the reviews made mention of how consultative relationships with the Center could help them improve their efforts around accessibility and inclusion in their classrooms and digital learning environments.
Research/SOTL (Scholarship of Teaching & Learning)
12% of the reviews mentioned various ways they envisioned that the Center staff could help them with their research and scholarship efforts. Examples were not provided in the reviews specifically, but we know that the approaches to research in the scholarship of teaching and learning in particular at MSU are vastly different from college to college and that the Center staff have a great deal of experience and expertise in these areas.
This report summarizes data gathered from the Center for Teaching and Learning (CT&LI) Kick-off Summit [held on Jan. 14, 2022] and following asynchronous engagement opportunities, as well as concurrent discussions within the center about space and services to directly address the questions in our charge. To read more about the Kick-off Summit, check out "Reflecting on the Center for Teaching and Learning Innovation Kick-off Summit".
What factors should we consider when deciding where responsibility lies?
Aligning what is already in place; what units / local-level are already doing well.
How the Center and IT (particularly Academic Tech unit) work together.
How to ensure best use and highest purpose for any given resource.
What are the greatest areas of priority for increased collaboration and focus with regard to teaching and learning?
Development of service portfolio and communicating broadly/transparently (adjusting according to ongoing listening/feedback from users + assessment)
What are the demands/needs of educators? What are current/proposed services in the network? Evaluate gaps relative to current staffing.
Developing “the network” across campus
Developing and maintaining directories of available people, resources and services. Making opportunities for affiliation with the center explicit.
What are our highest areas of need for investment in new skills and expertise, regardless of where those skills are placed
Needed investment in distributed staffing to meet the needs of faculty in colleges/departments/units that may not be as robustly staffed as others in areas/services that the center will not be able to cover (e.g. course assistance).
Evaluation, assessment, feedback, and educational research.
Educator development programming and instructional consultative practitioners.
What models would you see as most effective for increased local support in those colleges or units that currently would not be able to participate in a networked model?
Liaison model, assigning center staff to units, if we add/repurpose positions.
Joint appointments and fellowships, if the center is willing to co-sponsor.
Sponsored work or partial buy-out of educators to augment center staffing.
What design engagements might come after the summit? For instance, to determine the center’s services, design its space, or develop a collaborative model for the network?
Faculty (in process), instructor, and additional educator stakeholder engagement via surveys, interviews, or focus groups.
Evaluation of available center skills, capabilities and available capacities.
Service design exercises specific to individual service portfolio items.
Engagement with IT to coordinate and co-design shared client experience.
Possible direct engagement with MSU students or student-educators (GTAs & ULAs)
Data Highlights
Services and Support Portfolio
Services
Responsive, point-of-need support, including individual consultations
Curriculum and program development
Course design / reform support and incubation
Development and training on various topics at various levels
Catalog of what to get where, and a directory to find people/expertise
Formal structure for online/hybrid course/program development and support
Space
Spaces that support delivery of training, hosting events, social gatherings
A place with presence to host and build the community of educators
Classroom space to experiment, innovate, and create digital experiences
“faculty can do one offs in a space to try something different with a class”
“technology to check out to use in classrooms (like VR or other tools)”
“space for recording teaching and support for editing”
Additional notes on physical space (data in evaluation re: Hub spaces not 1/14 Summit)
Dedicated desks for center staff, with mix of hot-seating / hotelling
Allows clients to meet with center consultants in semi-private settings
Variety of co-working spaces that enables part-time projects teams to gather
Small-group meeting spaces, high-flex tech enabled for remote participants
Individual booths to isolate noise from remote meetings from clients / coworkers
Connection and Collaboration
Hosting of events for collegiality, fellowship, networking and community building
Collaborative programming
Discipline specific or with faculty experts in certain pedagogies or approaches
With other central parties, e.g. MSU IT, DEI, Academic HR, student success, etc.
With faculty learning communities or administrative groups (e.g. online programs)
Sponsored institutional memberships and global virtual conference access for campus
Hosted and invited outside experts, presenters, and seminars or workshops
Fellowships for faculty with benefits for center, network, and the faculty fellow
Fellowships for graduate students that help them develop and gain hiring advantage
Opportunity for faculty/staff to affiliate with the center to encourage boundary-spanning
Teaching and Learning in Practice
Advocacy, leadership narratives, and communicative storytelling that elevate the importance of teaching and learning excellence at every level
Assessment, visibility, and recognition of teaching and learning
Emphasis on and recognition of teaching and learning in tenure and promotion
incentivizing teaching and learning efforts and allocation of time and talent
Scholarship of Teaching and Learning (SOTL)
Additional Data Details (optional)
Wouldn’t It be Fantastic If (WIFI)
Description of Activity
In this activity the participants were asked to identify blue sky ideas to ultimately group into common themes and inform shared vision for the Center, Network, Teaching and Learning. Participants individually answered the prompt “Wouldn’t it be fantastic if (WIFI) … as many times as they could. Then in small groups, organized statements to show what might be influenced, controlled or created by the Center, Network, or Teaching and Learning.
Stakeholders raised a variety of needs, which were categorized as ed-tech support, resources, staffing, space, as well as coordination/planning. Building a network for these services seems to be something participants hope for, such as a “shared list of experts across campus to make finding the right person to ask easier”. Additionally, this item “explicit partnerships and shared services between the teaching center and other key support units,” speaks to the network.. When it comes to specific services, support for DEI in instruction, fostering innovative practices, instructional design, and pedagogy were among those most frequently mentioned. Consulting, training and events are delivery formats most often associated with the center.
The most common themes can be found here: WIFI Themes
What the Center should provide: Services, Space, Coordination
Services: Consulting, special projects to solve common problems, access to experts, and intramural grants / sponsorships.
A space to provide access to services and resources, and invite educators to gatherings.
Coordination of services and facilitation of collaboration between units and people.
E.g. Educator showcase, repository/ a knowledge-base, and events calendar for all offerings across the university
Opportunities for part-time affiliation to center, as fellows, or to staff services or projects.
Classroom space to innovate and create digital experiences
“where faculty can do one offs in a space to try something different with a class”
“technology to check out to use in classrooms (like VR or other tools)”
“space for recording teaching and support for editing”
What the Educator Network should provide: Coordination, Collaboration, Networking
Coordinate the Educator Network with participation of center and other stakeholders
Allow for collaboration and self-organizing
Recognition to colleagues who contribute
Functional network, depended on by clients (needs) and university (commissioned work)
Maintain a “list of experts”, make it easier to find “the right people” to ask.
Opportunities for learning space experimentation, in prototype classrooms and digital.
What the whole University should support in T&L: Services, Pedagogy Practices, EdTech
In this section, some participants understood Teaching and Learning as how it is viewed and supported by the administration, while others provided more specific ideas around teaching resources and services
Services and resources should be shared in a variety of ways and rather than being siloed all units should work together bringing the following together as shown in this quote “More collaboration and breaking down silos”
Creating a Network of experts coming from all units
Have connection points to colleges and “cross-college work” and working groups
Provide university funding for projects, “awards, innovation grants” for T&L.
“Both/And approach to broad everyone should know AND specific ideas in the disciplines or colleges”, perhaps with the center being more active in the former and the college more active in the latter such as DBER.
All educators may contribute and share pedagogy/best practices in peer-support.
Other supports include and may recognize needs of stakeholders: quality standards, DEI (including opportunities and accessibility), educational technology, and sponsored research such as SoTL, and those not typically included in educator support.
There should be tangible appreciation of the work of educators in Teaching and Learning, including leadership narratives and recognition for RPT.
What I need from you…
The What I Need From You (WINFY) activity asked participants to assume one of five roles, randomly assigned. These included Academic Unit Administrators, Faculty and Instructors, Center Affiliated Staff, College Affiliated Staff, and University-Wide Staff.
Each group was asked to outline what they needed from each of the other four groups to be successful in their roles. The following themes emerged from each of the groups, pointing to commonalities among groups about what each would like to see from the Center.
Services and Support Portfolio
A clear and concise services and support portfolio emerged as a major theme. All five groups said that services and support portfolio was what they needed- both as stakeholders in the center, as center staff working with those stakeholders, and those who were potential partners and patrons of the center. The services and support portfolio -of what the Center provides, what it can offer to help with course design, instructional design, and various other activities, and how to contact and use the center was foundational for all five groups.
Participants in the WINFY activity wanted to have clear definitions of roles and resources of the center; clearer collaboration with college faculty and staff on projects and programs; a better understanding of what types of questions can be referred to the center; and ad hoc but nimble service support. Specific requests included consultations, development and trainings for various comfort levels of instructors, a clear catalog of what to get where, cooperation with local support, a list of resources.
Connection and Collaboration
Another dominant theme across all five groups was the need for and understanding of connection and collaboration. Primarily, participants from the groups wanted other units to be collaborative with the center, to figure out how to connect across boundaries, and how to leverage and build relationships. Four of the groups mentioned more collaborative work with staff in the colleges who are currently working on teaching and learning initiatives. Three of the five groups mentioned collaborative program opportunities, and two of the five groups mentioned a networked approach.
Teaching and Learning in Practice
The third theme that all five groups mentioned was what we are calling teaching and learning in practice. This encompasses a number of things, including teaching and learning in tenure and promotion, incentivizing teaching and learning, and the scholarship of teaching and learning. There was again the need for collaborative programming, this time with discipline specific colleges and with faculty who are experts in certain pedagogies or approaches. One group wanted to know what teaching and learning capabilities are available to help other educators, while another said that assistance with aligning course level objectives, assessments, and curricula with the institutional practices and the resources of the center would be useful. The Academic Unit Administrator and the Faculty group both had incentivizing teaching and learning as something they’d like to see from the center and center staff. There also was an overarching theme of Scholarship of Teaching and Learning (SOTL) but none of the groups made it their top priority-it did emerge as a theme though, so important to highlight here.
Minimum Viable Product Reviews
The “minimum viable product” activity was framed as a Yelp review session. Participants were paired in teams of two and asked to take on the perspective of an educator who had worked with the Center for T&LI and had a positive experience. Throughout the 17 combined Center “reviews” the following were the top ten most mentioned themes/services. Within each of these areas, participants in the 01/14/2022 Kick-off Summit mentioned a range of examples (i.e. Center experiences [per activity instructions]). High level captures of examples for each are included below.
Coaching/Consultation (Feedback, Support, Emotional Support)
Almost 65% of the reviews mentioned some version of coaching or consultation (including additional keywords such as feedback, support, guiding, and helping). Some examples of topics and underlying services within this category include: restructuring programs, refining crouse design, and reviewing curriculum; developing formative and summative assessments, transitioning to different feedback models, and integrating student voice; and finally combining theory and practice, integrating technology and pedagogy, as well as course alignment and student engagement.
Pedagogy (Student Voice)
Over half of the reviews related to methods and practices for engaging in teaching. Examples of experiences and services related to this topic include but are not limited to: support and guidance for strategies, envisioning difference learning experiences, participating in design experiences to try new approaches to teaching and learning; integrate research and teaching; focus on student experiences, create supporting and effective learning experiences, create inclusive and welcoming spaces.
Restructure/Redesign (Modality, Curriculum)
41% of reviews specifically called out redesign as a service of the Center. Examples of restructure and redesign (including topics of modality and curriculum) in the experience reviews include but are not limited to: moving face to face courses online (and planning for possible future transitions) and adapting class to a different structure (i.e. rubric or flipped models, competency-based learning outcomes, trauma informed teaching, asset based practices, etc.).
Student Experience (Engagement, Student-Centered)
41% of reviews mention the Center supporting them in ways that positively impacted student experience, student engagement, and student-centered design. Examples of this theme include: creating welcoming, supportive, and effective learning environments; reviewing curriculum and developing rubrics with respect to student engagement (and adjusting as necessary); and learning about theories of improving student connections to engage with them more effectively.
Confidence (Empowered)
35% of reviews specifically denote improvements in educator confidence and empowerment after working with the Center. Topics where educators had this improved sense of ability and agency included student centered teaching and learning practices, creating supportive and effective learning environments, initiating collaborative partnerships, and general teaching and learning experimentation and implementation.
Collaboration/Partnerships
35% of reviews emphasized the importance of collaborative partnerships with the Center across units. This ranged from individual consultations with faculty to full-scale curricular and program developments. The nature of these partnerships in terms of scope and focus varied in the reviews, but what remained consistent was the value that is derived from these relationships with the Center.
Connection/Community
18% underscored the importance of connection to a network of educators through the Center and the community that is derived from it. This was mentioned in the context of relationships built with Center staff along with events where networking takes place. Sometimes, educators connecting with other educators can make a huge difference in their teaching as it provides essential opportunities for sharing what is being done and learned in one context to another.
Assessment
Assessment was mentioned by 18% of the reviews as being an important piece of expertise that the Center can offer to faculty and programs at MSU. Of course, assessment comes in a myriad of forms and faculty are often seeking ways to improve on their assessment strategies and design.
Inclusion
18% of the reviews made mention of how consultative relationships with the Center could help them improve their efforts around accessibility and inclusion in their classrooms and digital learning environments.
Research/SOTL (Scholarship of Teaching & Learning)
12% of the reviews mentioned various ways they envisioned that the Center staff could help them with their research and scholarship efforts. Examples were not provided in the reviews specifically, but we know that the approaches to research in the scholarship of teaching and learning in particular at MSU are vastly different from college to college and that the Center staff have a great deal of experience and expertise in these areas.
Authored by:
Makena Neal, Jessica Sender, Dave Goodrich, Brendan Guent...
Posted on: #iteachmsu
Center for Teaching and Learning Innovation Summit Detailed Engagements Report (01/14/22)
Summary of CT&LI Summit Engagements
This report summarizes data...
This report summarizes data...
Authored by:
NAVIGATING CONTEXT
Tuesday, Apr 12, 2022