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Are you interested in creating an event or program to build community for your students population? There are a variety of ways to actively connect with your students and foster a sense of community. In this article, explore programming ideas and additional tools that can assist. Event and program ideas:

Information sessions on important curriculum information
Career/alumni panels
"Creating Your Next Semester Schedule" workshop
Webinar on locating co-curricular opportunities
Study skills workshop
Navigating test anxiety discussion with representative from CAPS
Group advising for first year students
Graduate/professional school preparation seminars
Registered Student Organization fair that relate to a specific topic
Study spaces during mid-terms and finals week
Semester kick-off and end-of-year celebration

There are free resources available to MSU staff and faculty to support your events and programs. These include:

MSU Brand Studio provides a variety of tools and downloads that adheres to MSU branding guidelines. This includes color palettes, typography, logos, signatures and office toolkits, flyers, manuals, facts sheets, and more. 


25LivePro is MSU's room reservation system. If hosting an event on-campus, check 25Live for open classrooms.

A job aid for using 25LivePro is available here(this link downloads a file).




Zoom is an excellent tool to host virtual meetings and webinars. You can also record and share sessions in Zoom for anyone that was not able to attend the live session. 


Kaltura MediaSpace is MSU's media hub designed to store and share media collections. For video recordings that you wish to share, upload to Kaltura MediaSpace to create a shareable link or embed code, and add closed captioning. A video tutorial for using Kaltura MediaSpace is available here.


Canva is a versatile design tool that offers many free templates for flyers, infographics, worksheets, and so much more. 


Camtasia provides faculty with the ability to create, edit, and upload their screen recordings or presentations. This helps students navigate their online courses, provide assignment feedback, and more. This program is offered free through MSU IT Services. 


TechSmith SnagIt allows faculty, staff and students to create beautiful documentation, images, screen captures, diagrams, and other media that can be used along with D2L. This is also free through MSU IT Services. 

MSU IT is committed to providing no-cost training about collaborative tools to all students, faculty, and staff. Check out the following courses available in March and visit SpartansLearn for more information and to register.
Featured Course of the Month
Zoom – Meetings
Tuesday, March 18, 1:00 p.m.
Unlock the full potential of Zoom and revolutionize your virtual meetings. Dive into the heart of collaboration as you learn to effortlessly orchestrate breakout rooms, harness the power of seamless recording and reporting, spice up engagement with advanced polls and quizzes, and discover the art of content sharing.
What participants are saying...
“I liked learning about the polls/quizzes because I am building a D2L course, and I want to access the learner's knowledge progress.”
 
March Schedule
To register for the following virtual instructor-led training courses, go to SpartansLearn.
OneDrive – Getting Started
Friday, March 7, 9:30 a.m.
Access, share, and collaborate on all your files from anywhere! This course will introduce the essential functions of OneDrive, the go-to app for storing data and synchronizing it across other Microsoft applications. Learn how to ensure that work is saved, backed up, and available wherever and whenever access is needed.
 
SharePoint for End Users
Tuesday, March 11, 1:00 p.m.
Join our live training to unlock the power of SharePoint! Discover its amazing features, effortlessly navigate the platform, create dynamic lists, and master the functionality of document libraries. Get ready for an engaging and hands-on learning experience.
 
Outlook – Calendar Basics
Wednesday, March 12, 10:00 a.m.
Outlook is not just for emails! In this exciting course, learn how to streamline your workflow and schedule using the Outlook calendar. Set up an Out of Office email, share your calendar with colleagues, and schedule meetings with multiple people without breaking a sweat using the Scheduling Assistant and Polls tools. Outlook - Calendar Basics is anything but basic!
 
Microsoft Teams – Working with Teams
Monday, March 24, 2:30 p.m.
This hour-long course is valuable to individuals, teams, and departments looking for a centralized hub for communication, file sharing, and collaboration. Learn how to request a new team or join an existing team, manage channels and tabs, and manage the team’s members, settings, and analytics.
 
Can’t attend a live course? Watch on-demand anytime at SpartansLearn.
 
Monthly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
 
All participants are invited to share anonymous feedback about their course through our End of Course Survey. Your feedback is incredibly valuable to help shape and inform our future offerings. Congratulations, Nancy Spitzley in MSU IT Data Center Operations, our quarter 4 drawing winner for completing an End of Course Survey!
 
For any other questions about technology training, please contact train@msu.edu.

A central part of the student experience as a music major in a school or department of music is the studio. Studios are essentially a home-away-from-home for students and is where some of the most fruitful learning and social opportunities can occur. One could equate studios with working in a research lab in the sciences. With this in mind, the culture and atmosphere of studios and how studios interact with others are central to the culture and effectiveness of the larger school or department.
 
Music students often enter higher education with a fairly high standard of what classroom culture looks like. Ensemble music courses that music students likely took in high school, such as band, choir, and orchestra, foster a high-level classroom culture and community by the nature of the activity. This creates an expectation that music education, at any level and in any situation, will have that same sort of cooperation and community. The ensemble nature of large group instruction fosters a strong sense of shared identity and a culture that defines everything from day-to-day classroom routine to learner outcomes. University music programs (departments, schools, colleges, or conservatories) are structured in order to teach, perform, and experience music in a variety of ways. While the large ensemble (band, choir, orchestra, opera, etc) is a significant part of the school – and perhaps the most visible to the general public – learning also occurs in traditional classrooms and labs where foundational knowledge such as music theory, music history, music technology, music education, and aural skills are taught.
 
The core of a college or university music program or conservatory, however, is the studio. Each area of performance is organized by a studio and led by an applied teacher. At Michigan State, for example, within the College of Music there are areas of study for composition, conducting, jazz, voice, brass, woodwinds, percussion, strings and piano. Each of these areas consist of studios led by artist-teachers. The woodwind area, for example, consists of studios for flute, oboe, bassoon, clarinet, and saxophone and an applied teacher for each of those studios. For many students, especially graduate students, they elect to come to certain school to specifically study with that applied teacher. While students participate in ensembles, take classroom courses, and are educated through several avenues, the studio teacher is their major professor and advisor, and typically has the most contact time and influence on that student.
 
Studios in schools of music, however, can sometimes seem isolated from each other. This can occur for several valid reasons and not the fault of any one student or faculty member. Unlike large ensembles, where cooperation and a mutual understanding of each member’s role is an essential aspect to music-making, studios often focus on specific pedagogical goals based around the expertise of the individual teacher. And studios can have very specific ideas of what they want their “sound” or approach to playing to be. This can sometimes lead to issues in understanding the priorities of other studios and creates a divide in the school where philosophical conflicts may arise between teaching goals and strategies. This conflict is not the fault of the teachers, and usually is not caused or perpetuated by faculty. Faculty typically understand this dynamic because they have a vision of what they want their studio to be and each understands that other faculty may have different goals. While it is possible they may disagree with certain choices in other studios, each teacher comes to the job with their own unique set of skills and priorities. As long as students are choosing to come to the school, being successful within the school, and being productive musicians contributing to the field after school – the teacher’s work is often judged as a success.
 
Sometimes the breakdown occurs with how students perceive the work of other studios. Learning does not occur in a vacuum. While the studio is often the hub of the learning, much of a student’s time is spent in performing ensembles. It is in cooperative spaces like this that the breakdown can come to a head. Teachers have different priorities and students have different goals. When one person’s goal rubs against another’s goal, conflict can arise. Each instrument has inherent attributes that make them unique and different from others – and therefore difficult to compare. Oboist have to learn to make reeds, tubists may also need to learn euphonium, violinists sometimes also learn viola, trombonists may need to learn to read tenor clef, and saxophonists are always stretching their skills with extended performance techniques. Every instrument has its own challenge, and the fundamental knowledge necessary before moving onto the next step of learning varies considerably between all of them. Furthermore, every student focuses their study in order to be competitive for differing jobs following graduation. Students seeking college teaching positions may need to study theory pedagogy in addition to learning to play their instrument well, while other students may focus on obtaining an orchestral playing position – which has very specific skills you need to perfect.  These are facts often overlooked in the frustration that occurs when goals do not align in rehearsal. Understanding where students are coming from and the different paths and pacing each needs to take to meet different goals is something that my colleague and fellow DMA student Evan Harger calls “vocational empathy.” These unique and varied paths sometimes create a flawed perception of what really is progress.
 
Large ensembles are led by conductors who guide the direction, philosophy, and culture of the learning environment. Conductors navigate through the web of individual philosophies of each studio and performer to create an ensemble experience that proves to be a successful composite of a variety of pedagogical approaches. In addition to large ensembles, another significant performance opportunity for students are chamber ensembles. In these small groups, students have more autonomy and sometimes conflict can arise between contrasting ideologies and rehearsal priorities. It is not uncommon in chamber ensembles, where there is little faculty input and the music-making is purely student-led, to have differing approaches to the ensemble experience. Everything from rehearsal strategies and what components of the music needs addressing to ideas about performance practice and interpretation can differ and pose potential conflicts. While these are issues and topics to consider in any ensemble opportunity, even in the professional ranks, academia sometimes creates environments where students develop tunnel vision to their own learning biases and objectives.
 
In order to create healthier ensemble experiences, understanding and developing positive studio culture allows students to not only feel comfortable and foster deeper learning within their studios but also allows for more meaningful cross-studio learning. By allowing students the opportunity to understand the focus and approaches of other studios, students are able to more easily collaborate with those who might approach the same musical issue from an entirely different angle. This awareness of multiple ways to view the same idea, or even being presented with new ideas entirely, creates an environment where cooperation happens more deeply, naturally, and genuinely. This allows for the development of stronger ensemble skills in rehearsal and contributes to more authentic performances. Additionally, this awareness of why certain studios focus on particular aspects allows for students to be better colleagues in future professional, academic, and business environments. We approach conflict and problem-solving through a lens developed in rehearsal and through conversations in the studios. For future teachers and professors, we have a deeper toolbox of instructional strategies to pick from to use in our own future classrooms and studios. This shared knowledge combats the issue of tunnel-vision-learning that limits our capacity for performance as well as the capacity for understanding, cooperation, and growth. 
 
An awareness of vocational empathy creates an avenue where students can share what they value in their studios and as individual learners in order to better understand the values of others. To be a successful 21st century musician, a wide variety of skills are necessary. But what we focus on, the degree to which one does, and the end goal of that study is something that cannot be compared. Richard Floyd, a noted music educator and State Director of Music Emeritus for Texas, calls this space where students are engaged and seeking to learn in a variety of ways a “happy workshop.” And within this workshop, there are a lot of people doing a lot of different jobs in a lot of different ways that all work together to teach and learn from each other. This healthy culture knocks on the door of Paulo Freire’s view that teaching and learning are interchangeable and that the student and teacher do both.
 
Through working with the Graduate School as a Leadership Development Fellow, I was able to dig into what defines a successful studio culture and how we can best connect these cultures to foster a positive and productive learning environment within the entire College of Music. This past year served as essentially a fact-finding year: defining, through research and student voice, what a productive studio culture looks like and where conflict can arise and how to work through conflict. Higher education music rarely defines this awareness and implications of how studio culture effects an entire school. By and large, music studios look very similar today as they did twenty-five or even fifty years ago. Generally, many teachers still teach the way they were taught. MSU is fortunate that we have many innovative and progressive educators, but the notion of still teaching as we were taught is all too common in academia.
 
To define best practices in studio culture and to compare the music field to other fields, I looked for defining qualities in classroom culture in higher education. Some of the most relevant ideas of studio culture came from architecture. The American Institute of Architecture Students In-StudioBlog travels to architecture studios across the country, asking many of the same questions that we are asking in the College of Music.
 

Describe your studio culture.
Give one tip that helped you succeed in studio.
What motivated you to work hard in studio?
What aspect of your studio experience do you think will help you get a job?
What can professors do to create a helpful and supportive studio culture?
What should a high school student understand about studio at my university?
What can the College do to help improve your studio experience?
What would be your ideal studio care package?
I love my studio because….

 
Schools of architecture have a fairly well-thought out approach to what culture looks like in their studios. The Princeton University School of Architecture has a detailed “Studio Culture Policy” which aligns well with similar concerns in a music studio. From speaking with students in the College of Music, topics raised in these architecture policies are similar to concerns shared here – and I would venture to say any classroom can benefit from tough conversations about culture and productive, cooperative learning environments. These same conversations can apply to other close learning environments in the arts such as dance studios and theater programs; but they are equally relevant and impactful in scientific research labs.
 
Through the Graduate School’s Leadership Development Fellowship, we’ve created a forum where music students can share what makes their studio’s unique, what brought them to study at MSU, and also concerns or suggestions they have to improve our College. In an open environment where all can share ideas, we not only create a space where cooperation and understanding are built, but also allow ourselves to deepen our own toolbox that can be used in the professional world and in future classrooms and studios. An initial meeting of this forum quickly veered away from talking about our own studios and personal interests, but to larger questions in the discipline of music: ideas about music and its role in global citizenship, entrepreneurial skills in the performing arts, repertoire selection and variety, and diversity and representation. These are important topics beyond the scope of studio culture, but agreement exists that each studio can make a significant difference in these areas. Studios can be the start of grassroot change in tackling bigger issues in music and music education. When we come together to talk about these significant issues and how each studio confronts them, we are making positive change – not only in our studios and the College of Music – but in music and music-making at large. This year we just barely scratched the surface of the impact that we can have on understanding and developing the culture in our studios. From the initial research and student conversations, it is apparent that these ideas make a meaningful difference on our learning environment in real ways that will have impacts far beyond the walls of the College of Music.

Co-TeachingThis is the second article in our iTeach.MSU playlist for the Spartan Studios Playkit.
Studios courses are interdisciplinary. Students and faculty benefit from interacting and collaborating with other disciplines. Working across disciplines is an opportunity for both discourse around your discipline’s approaches and methods as well as tensions between areas of expertise. It is helpful for students to be exposed to those conversations: it helps them not be siloed within their major and it reflects how they might serve on diverse teams in their career.
Interdisciplinary teaching comes with bureaucratic and logistical challenges for instructors. It’s important to engage your department leadership (chair, dean, ADTL) around the creation of a new course. Financial support and released time for new courses by units under resource constraints can be a challenge.
🔧Studies by the Spartan Studios project and other universities offering similar courses describe beneficial outcomes for students and faculty that might help motivate administrators. (see our Playkit Appendix, section 9). 

Early Spartan Studios prototypes were taught as overload and supported by a stipend.
For sustainable courses, investigate whether a special topics course can be allocated as a co-taught experiential course with faculty and students from other majors.
Another option is the “bring your own students” model where each instructor teaches a course from their own teaching appointment (with its own course code) and brings students from that discipline into the collaborative course (see “Attracting Students to the Course” in our Planning article).

▶️Select your instructor team. Think about the faculty members or other disciplines that would be a good fit for the course you have in mind. Courses with 2-4 faculty work best. What skills or learning goals could other disciplines bring to the table? Think broadly: real-life challenges and wicked problems are multifaceted and can benefit from solutions incorporating communication, marketing, packaging, the natural, social, or applied sciences, humanities, etc.
▶️Set, share, and examine expectations. As you plan your course, discuss your expectations around workflow and shared responsibilities both around and within your teaching time. Be explicit and transparent with each other about your estimated availability for the course, as well as your expectations for classroom management, responsibilities for particular topics, and managing external partnerships. This can be codified in a co-teaching agreement or remain informal; either way, be sure to avoid making assumptions about teammates’ expectations that can lead to misunderstandings later in the course.
▶️Meet regularly with your teaching partners both before and during the course. It’s especially important to touch base throughout the course’s run to make adjustments based on how things are going. We call this meeting a scrum (originating in rugby, and also by teams in fields like software development). You can discuss upcoming needs, reflect on the past week’s events, and assign tasks. A short regular meeting helps you surface issues and make concrete plans better than emails back and forth.
▶️Consider the identities of your co-instructors and students. Think about the different axes of diversity in the classroom: diversity across student backgrounds and cultural experiences and diversity across disciplines  
🔧Hub scrum template with prompt questions for weekly reflection and planning.
🔧MSU’s Center for Interdisciplinarity (C4I) is a resource for interdisciplinary research and teaching.Photo by Nick Fewings on Unsplash

Check out the July training courses available at no cost to all MSU students, faculty, and staff. Visit SpartansLearn for more information and to register.
 
Featured Course of the Month  
Teams – Working with Teams
July 22, 11:00 a.m.
Instructor – Megan Nicholas
This hour-long course is valuable to individuals, teams, and departments looking for a centralized hub for communication, file sharing, and collaboration. Learn how to request a new team or join an existing team, manage channels and tabs, and manage the team’s members, settings, and analytics.
 
What participants are saying...
“I enjoy the humor and interactivity that Megan brings to the training. It makes her courses engaging. Having the hands-on experience is great too!"
 
July Schedule
To register for the following virtual instructor-led training courses go to SpartansLearn.
 
Spartan 365 – Overview
July 10, 11:00 a.m.
Have you ever wanted to work collaboratively in a document or simultaneously on any device? Spartan 365 makes this type of teamwork easy! Spartan 365 offers robust features and a secure environment. This one-hour course will give an overview of the main Microsoft 365 apps including Forms, OneDrive, OneNote, Outlook, and Teams.
 
Microsoft Teams – Getting Started
July 11, 1:30 p.m.
Teams is one of the best tools at MSU for effective communication and collaboration. Join us as we dive into the basics and share how to chat and host meetings with individuals, groups, and entire teams.
 
Zoom – Getting Started
July 16, 1:30 p.m.
Unlock the power of virtual meetings with Zoom! Engage new audiences, elevate customer experiences, and boost productivity. Learn essential settings, starting, and managing meetings. Perfect for faculty, staff, and students—don’t miss this chance to master Zoom and enhance your online collaboration.
 
Microsoft Forms – Creating Forms and Surveys
July 25, 10:00 a.m.
Forms can help survey classmates, students, coworkers, or any group where feedback is needed. Learn how to create forms and surveys, format, branch, collect data, and share with others.
 
Zoom – Meetings
July 26, 9:30 a.m.
Unlock the full potential of Zoom and revolutionize your virtual meetings! Dive into the heart of collaboration as you learn to effortlessly orchestrate breakout rooms, harness the power of seamless recording and reporting, spice up engagement with advanced polls and quizzes, and discover the art of content sharing.
 
OneDrive – Working with OneDrive
July 30, 1:30 p.m.
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage accessibility of files and folders, and more.
 
 
Can’t attend a live course? Each is available on-demand to watch anytime at SpartansLearn.
 
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
 
All participants are invited to share anonymous feedback about their course through our End of Course Survey. Your feedback is incredibly valuable to help shape and inform our future offerings. Congratulations, Tyler Donelson, our quarter 2 drawing winner for completing an End of Course Survey!
 
For any other questions about technology training, please contact train@msu.edu. 

"Being a part of the Learning Communities at MSU has been a wonderful experience. Within our community we have had the opportunity to share ideas, brainstorm solutions to challenges commonly faced, and expand our thinking with individuals from a wide variety of departments. I have deeply appreciated being a part of this new campus-wide community and having a space to connect with faculty and academic staff in similar positions to my own. Seeing what the other Learning Communities are doing has helped with inspiration for our own progress," said Mary-Anne Reid co-facilitator of the Sharing Process Improvement Tools in Undergraduate Internships and Experiential Education Learning Community. 
Learning Communities are self-organized, safe, and supportive spaces for faculty and academic staff to address complicated questions of 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 in collaboration with the Hub for Innovation in Learning and Technology.
See what Learning Communities are available
 
Different Aims, Different Practices
Dr. Michael Lockett, the program Director, is quick to point out that the word “safe” is crucial to that statement of purpose, as it conveys the agency members and facilitators of Learning Communities enjoy. 
“Once a community is funded, our interventions in their work only take place at the most basic administrative level,” says Lockett. “It’s a space we designed to maximize autonomy and academic freedom.”
Learning Communities at MSU are free to propose their own topics and determine the structures that best support their interests. Accordingly, communities tend to vary greatly in their practices and topics. 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.
“We have approximately thirty communities running. That means approximately three hundred faculty members are contributing to and benefitting from the program.  Given that scale, there’s tremendous diversity in terms of topics and methods,” says Lockett. “Broadly defined, the conversations all connect back to ideas of education, teaching, and learning, but not necessarily in a formalized curricular context. We don’t limit their purview to credit-bearing courses at MSU and some communities are invested in educational topics that transcend this campus, or this country, or even this era.”
 
Dialogues Characterized by Freedom and Safety
Although many Learning Communities do not discuss fraught topics, some do.  “Because some groups explore topics related to critical pedagogy, they may require particular community structures,” says Lockett. “Which is to say the community is not closed but carefully defined.  All communities are inclusive. But the facilitators (those members responsible for the administration and protocol within the Community) determine the structure and it’s fair for them to ask their membership to commit to certain protocols.”
Some Communities only meet the required eight times during the academic year and encourage members to drop in or out at their discretion. Other Communities are working on highly complex questions of critical pedagogy, and require regular attendance, as the associated dialogues must be sustained and reflected upon. Ultimately, the facilitators decide the protocols for each Community. 
The conversations held in the Learning Communities might also involve very personal pedagogical experiences; those kinds of conversations require time, trust, and a sense of open inquiry to make the dialogue supportive and generative. The AAN strives to provide that atmosphere by respecting the autonomy of the facilitators and working diligently behind the scenes to design flexible administrative structures that can support diverse methods. Lockett says, “although it’s not necessarily their primary role, Learning Communities can be therapeutic spaces. There’s an emotional dimension to teaching, particularly in high-pressure contexts. These communities can become a place where people find support, where they can share and hopefully resolve some of the challenges they’re encountering, teacher-to-teacher.”
 
Why Learning Communities?
Variations on the Learning Communities program exist on many campuses. “Questions of curriculum and pedagogy are always complicated and often best addressed face-to-face,” says Lockett. “You can do a lot of important work through dialogue.  When colleagues get together to discuss curriculum and pedagogy, their conversations become nuanced and empathetic and situated in a way they can’t through other discursive forms.  They can also be highly creative and generative places where good ideas disseminate swiftly.”
 
Getting Involved
The Learning Communities at MSU grew over 150% last year, from 12 to 30 groups. Lockett credits the passion of the facilitators and the leadership of Drs. Grabill and Austin (Associate Provost for Teaching, Learning, and Technology, and Interim Associate Provost for Academic Staff Development, respectively).  He also applauds the work of his predecessor, Dr. Patricia Stewart, who advocated for the program’s continued existence and provided a vision of success. “We wouldn’t be seeing this level of engagement and success without Patti’s leadership and dedication to the program,” he says.
A full list of Learning Communities and the contact information of their facilitators is available below and on the Academic Advancement Network website, in addition to information on proposing new communities.
"As a co-facilitator of the ANS TLC the past few years, I have been impressed with our cohort’s desire to continue to become better educators. Our learning community focuses on presenting and supplying tools to our members that address their reported concerns of education, including but limited to instruction, assessment, and student engagement. Since the pandemic has rendered our instruction to be “survival mode”, the ANS TLC has reached out to provide tips and tricks to its members for better classroom experiences, in whatever platform is being used. We look forward to hosting monthly “Chitter-chatter What’s the Matter” discussions alongside our continual scaffolding of the ANS curriculum for the Fall 2020 semester." said Tasia Taxis, co-facilitator of the Department of Animal Science Teaching and Learning Community (ANS TLC) Learning Community.
 

A design sprint is a multi-day process that allows selected team members to brainstorm, review ideas, define and discuss business problems, and dialogue about potential solutions. Design sprints consist of the following steps:

Day 1 — Map: This portion of the sprint is used to establish structure for the week’s activities, most notably focusing on your long-term goals (e.g., addressing the “why” of the event) and questions, concerns, and or issues you feel should be addressed during the week. It should be noted that assumptions your team currently embrace can be rephrased as questions and deliberated upon to foster more success.
Day 2 — Sketch: The goal of this step is to generate several ideas (as quickly as possible), including tapping into existing ideas that are useful to consider.
Day 3 — Decide: This is the phase where the team collectively decides which of the ideas presented on Day 2 are the most viable and doable.
Day 4 — Prototype: On day 4, it’s time to start creating visualizations of the most viable ideas and prepare for validation.
Day 5 — Test: If possible, present the ideas you generated to understand and validate how well they would

These five steps provide the ability to validate ideas and bring others to the surface that might be overlooked, collectively helping to optimize success for your initiative.
When it comes to design sprints, you don’t have to go it alone. The Hub offers design sprint support as one of its services. We can assist your team by organizing and facilitating the sessions, as well as prescribing a plan to execute the results from your sprint.

Just as in-person events need to accommodate diversity and special needs factors, virtual events present similar challenges and calls-to-action for your team. Tackling accessibility issues (e.g., screen reader compatibility, proper contrast, WCAG compliance, etc.) will ensure that everyone can partake of the event equally and protects the university from legal ramifications.
Examples of key accessibility-related topics include, but are not limited to the following:

Effort:

Closed captioning is needed for live presentations and
Website images must include alternative
Contrast should be evaluated to confirm WCAG AA
Content should be tested to confirm screen reader
Color choices must support colorblindness


Audit:

The Hub can assist with accessibility
Third-party support teams can be secure to assist with



To learn more about accessibility and virtual events, visit the following:

An Accessibility & Inclusion Checklist for Virtual Events
Accessibility: Resources to Help Ensure Accessibility of Your Virtual Events for People with Disabilities
Ensuring Virtual Events Are Accessible For All