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Posted on: #iteachmsu
NAVIGATING CONTEXT
Call For Proposals! 2021 Spring Conference on Teaching, Learning, and Student Success
The focus of this year's conference is on Lessons Learned and New Experiences from 2020. The work over the last year counts!
The committee seeks submissions that highlight how teaching, learning, and student success work pivoted to the online environment and supported students in and out of the classroom. We are especially interested in the lessons learned and the new experiences gained from the many challenges presented during the year of 2020.
The committee invites proposals from all groups or individuals within the MSU community engaged in teaching, learning, and student success.
PROPOSAL DEADLINE: Monday, February 22, 2021
Proposals for the Spring Conference on Teaching, Learning and Student Success are due Monday, February 22, 2021 at 5 p.m. Everyone will be notified regarding acceptance of proposals by March 15, 2021.
Suggested topics include:
Accessibility
Advising
Assessment
Collaborations
Data analytics
Inclusion
Initiatives and programs that impact student success
Learning experiences outside the classroom
Online education
Pedagogy
Online student support
Student experiences/voices
Student success at the macro level
Student support for environmental, cultural, and political strife
Trauma-aware teaching
Submit a proposal today!
The 2021 Spring Conference on Teaching, Learning, and Student Success is hosted by the Academic Advancement Network, the Associate Provost for Undergraduate Education, and the Hub for Innovation in Learning and Technology. You can learn more about this year’s event here.
The committee seeks submissions that highlight how teaching, learning, and student success work pivoted to the online environment and supported students in and out of the classroom. We are especially interested in the lessons learned and the new experiences gained from the many challenges presented during the year of 2020.
The committee invites proposals from all groups or individuals within the MSU community engaged in teaching, learning, and student success.
PROPOSAL DEADLINE: Monday, February 22, 2021
Proposals for the Spring Conference on Teaching, Learning and Student Success are due Monday, February 22, 2021 at 5 p.m. Everyone will be notified regarding acceptance of proposals by March 15, 2021.
Suggested topics include:
Accessibility
Advising
Assessment
Collaborations
Data analytics
Inclusion
Initiatives and programs that impact student success
Learning experiences outside the classroom
Online education
Pedagogy
Online student support
Student experiences/voices
Student success at the macro level
Student support for environmental, cultural, and political strife
Trauma-aware teaching
Submit a proposal today!
The 2021 Spring Conference on Teaching, Learning, and Student Success is hosted by the Academic Advancement Network, the Associate Provost for Undergraduate Education, and the Hub for Innovation in Learning and Technology. You can learn more about this year’s event here.
Posted by:
Kelly Mazurkiewicz
Posted on: #iteachmsu
Call For Proposals! 2021 Spring Conference on Teaching, Learning, and Student Success
The focus of this year's conference is on Lessons Learned and New E...
Posted by:
NAVIGATING CONTEXT
Friday, Feb 5, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Twitter Ed Chats provide opportunities to share resources, crowdsource ideas, and strategize ways to further improve teaching and learning. #iteachmsu was born on Twitter as graduate student educators sought out a platform to elevate their voices and expertise in the landscape of MSU teaching and learning. Thus, the #iteachmsu Commons is committed to continuing engagement in Twitter Ed Chats as a part of our mission to foster conversation around teaching and learning at MSU. You can flexibly join the chat anywhere you would like by engaging virtually, please know that there are a plethora of articles, posts, and groups on the #iteachmsu Commons where you can also engage in dialogue. (note: you will have to log in to iteach.msu.edu using your MSU netID to access engagement functions like sharing content, joining groups, and commenting)
To join the chat virtually, search for the hashtag “#iteachmsu” on Twitter. The prompts for this Ed Chat will be posted by the Hub for Innovation in Learning and Technology (@MSUHUB). Each question will begin with the letter “Q” followed by a number (representing the question under discussion). If responding to a given question, please begin your response with the letter “A” followed immediately by the number of the question under discussion to help others place your response in the larger chat. Also, don’t forget to add “#iteachmsu” in your tweet! Responses will come from people all over Twitter and you can reply to their answers as well!
Never participated in a Twitter Ed Chat? Don't worry! You can also take a look at the following blog post on Twitter chats for a brief orientation to Twitter chats: https://hub.msu.edu/introducing-the-iteachmsu-edchat/.
We recommend using a tool like TweetDeck to help you participate. Please do your best to provide descriptive alternative text on images if you’re posting live or using a platform like TweetDeck, so our chat can be as accessible as possible. For more tips on making your tweets accessible, check out this resource from AbilityNet. According to their website, "AbilityNet supports anyone living with any disability or impairment to use technology to achieve their goals at home, at work and in education."
Twitter Ed Chat Introduction and Resources
Twitter Ed Chats provide opportunities to share resources, crowdsource ideas, and strategize ways to further improve teaching and learning. #iteachmsu was born on Twitter as graduate student educators sought out a platform to elevate their voices and expertise in the landscape of MSU teaching and learning. Thus, the #iteachmsu Commons is committed to continuing engagement in Twitter Ed Chats as a part of our mission to foster conversation around teaching and learning at MSU. You can flexibly join the chat anywhere you would like by engaging virtually, please know that there are a plethora of articles, posts, and groups on the #iteachmsu Commons where you can also engage in dialogue. (note: you will have to log in to iteach.msu.edu using your MSU netID to access engagement functions like sharing content, joining groups, and commenting)
To join the chat virtually, search for the hashtag “#iteachmsu” on Twitter. The prompts for this Ed Chat will be posted by the Hub for Innovation in Learning and Technology (@MSUHUB). Each question will begin with the letter “Q” followed by a number (representing the question under discussion). If responding to a given question, please begin your response with the letter “A” followed immediately by the number of the question under discussion to help others place your response in the larger chat. Also, don’t forget to add “#iteachmsu” in your tweet! Responses will come from people all over Twitter and you can reply to their answers as well!
Never participated in a Twitter Ed Chat? Don't worry! You can also take a look at the following blog post on Twitter chats for a brief orientation to Twitter chats: https://hub.msu.edu/introducing-the-iteachmsu-edchat/.
We recommend using a tool like TweetDeck to help you participate. Please do your best to provide descriptive alternative text on images if you’re posting live or using a platform like TweetDeck, so our chat can be as accessible as possible. For more tips on making your tweets accessible, check out this resource from AbilityNet. According to their website, "AbilityNet supports anyone living with any disability or impairment to use technology to achieve their goals at home, at work and in education."
Authored by:
Makena Neal
Posted on: #iteachmsu
Twitter Ed Chats provide opportunities to share resources, c...
Twitter Ed Chat Introduction and Resources
Twitter Ed Chats provide opportunities to share resources, c...
Authored by:
PEDAGOGICAL DESIGN
Wednesday, Aug 25, 2021
Posted on: #iteachmsu
Aligning Educator Development for Enhanced Student Success
In the beginning, there was a graduate-student-led effort called Inside Teaching MSU (ITMSU) that originated out of the MSU Graduate School. ITMSU was an effort dedicated to promoting teaching excellence through conversation and sharing practices for graduate teaching assistants. The goal also was to create a platform for individuals to share their experience and best practices across disciplinary and institutional silos.
ITMSU used three primary social software platforms to build digital community around teaching and learning: microblogs (Twitter), Facebook, and a university hosted blog. Through its user-generated blog, ITMSU also aimed to challenge the conventional ideas of who is an educator and where learning takes place. Any member of the institutional community was encouraged to submit an idea related to teaching and learning for the blog and educators across levels and roles took up this opportunity. This is also where the hashtag “#iteachmsu” was born and continues to this day to be not only a way to digitally tag post and build community, but also serves as a rally cry of sorts. Users who post with the hashtag are stating “I teach MSU”.
On such a large campus, it can be difficult to fully recognize and leverage the MSU community’s teaching and learning contributions, especially when so much of our institution is decentralized - leaving colleges, departments, and units to manage their own educator development. After seeing the success of the ITMSU effort, other institutional partners joined in collaboration to strategize how an initiative like ITMSU could be launched institutionally to better align educator professional development across roles on campus, create a space to amplify the great work already happening to support student success on campus, and help individuals connect with one another. The result is the #iteachmsu Commons at iteach.msu.edu.
The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. The site has been in development led by a team of administrators, staff, graduate students, and undergraduate students with regular feedback and insights provided by a similarly diverse Advisory Group of staff, students, and faculty. This is congruent with ITMSU’s original aim to challenge traditional conceptions around who teaches. The founding partners of the #iteachmsu Commons, Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, Teaching Assistants, Undergraduate Learning Assistants, instructional designers, academic advisors, librarians, coaches, et al.) helps learning happen at MSU.
The site is now live, so if you contribute to the teaching and learning, and thus student success, mission of Michigan State University we hope you consider joining the community at iteach.msu.edu. To do so, visit iteach.msu.edu and click the “Log in” button in the upper right-hand corner. Use your MSU netID to log on with Single Sign-On. Now you have full access to contribute to the Commons! Build your bio. Share updates, questions, and celebrations via posts. Add to articles with your practical insights or scholarly work. Connect with others! Right now, anyone can visit the Commons and consume content, but only members of the MSU community with a netID can log in and contribute at this time.
ITMSU used three primary social software platforms to build digital community around teaching and learning: microblogs (Twitter), Facebook, and a university hosted blog. Through its user-generated blog, ITMSU also aimed to challenge the conventional ideas of who is an educator and where learning takes place. Any member of the institutional community was encouraged to submit an idea related to teaching and learning for the blog and educators across levels and roles took up this opportunity. This is also where the hashtag “#iteachmsu” was born and continues to this day to be not only a way to digitally tag post and build community, but also serves as a rally cry of sorts. Users who post with the hashtag are stating “I teach MSU”.
On such a large campus, it can be difficult to fully recognize and leverage the MSU community’s teaching and learning contributions, especially when so much of our institution is decentralized - leaving colleges, departments, and units to manage their own educator development. After seeing the success of the ITMSU effort, other institutional partners joined in collaboration to strategize how an initiative like ITMSU could be launched institutionally to better align educator professional development across roles on campus, create a space to amplify the great work already happening to support student success on campus, and help individuals connect with one another. The result is the #iteachmsu Commons at iteach.msu.edu.
The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. The site has been in development led by a team of administrators, staff, graduate students, and undergraduate students with regular feedback and insights provided by a similarly diverse Advisory Group of staff, students, and faculty. This is congruent with ITMSU’s original aim to challenge traditional conceptions around who teaches. The founding partners of the #iteachmsu Commons, Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, Teaching Assistants, Undergraduate Learning Assistants, instructional designers, academic advisors, librarians, coaches, et al.) helps learning happen at MSU.
The site is now live, so if you contribute to the teaching and learning, and thus student success, mission of Michigan State University we hope you consider joining the community at iteach.msu.edu. To do so, visit iteach.msu.edu and click the “Log in” button in the upper right-hand corner. Use your MSU netID to log on with Single Sign-On. Now you have full access to contribute to the Commons! Build your bio. Share updates, questions, and celebrations via posts. Add to articles with your practical insights or scholarly work. Connect with others! Right now, anyone can visit the Commons and consume content, but only members of the MSU community with a netID can log in and contribute at this time.
Authored by:
Makena Neal
Posted on: #iteachmsu
February's collaborative tools training opportunities
Check out February’s courses available at no cost to all students, faculty, and staff. Visit SpartansLearn for more information and to register.
Featured Course of the Month
Microsoft Forms – Creating Forms and Surveys
Wednesday, February 19, 9:00 a.m.
Looking to gather valuable insights from your classmates, students, or coworkers? Forms are your go-to tool! Discover how to effortlessly create engaging forms and surveys, customize their format, add branching logic, collect data seamlessly, and share them with ease. Unlock the power of feedback and make informed decisions with confidence.
What participants are saying...
“I liked that we built the surveys and actually got to use the knowledge.”
February Schedule
To register for the following virtual instructor-led training courses go to SpartansLearn.
Zoom – Getting Started
Friday, February 7, 1:30 p.m.
Engage new audiences, elevate customer experiences, and get more done together with an all-in-one communication platform! Our trainers will help you explore how Zoom seamlessly brings together remote teams for work that goes wherever you do. This course will cover the basics of Zoom Meetings to include settings prior to a meeting, starting a meeting, and managing meetings.
Spartan 365 – Overview
Thursday, February 13, 1:30 p.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, SharePoint, and Teams.
Microsoft Teams – Working with Teams
Monday, February 17, 11:00 a.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.
OneDrive – Working with OneDrive
Tuesday, February 25, 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? 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.
Featured Course of the Month
Microsoft Forms – Creating Forms and Surveys
Wednesday, February 19, 9:00 a.m.
Looking to gather valuable insights from your classmates, students, or coworkers? Forms are your go-to tool! Discover how to effortlessly create engaging forms and surveys, customize their format, add branching logic, collect data seamlessly, and share them with ease. Unlock the power of feedback and make informed decisions with confidence.
What participants are saying...
“I liked that we built the surveys and actually got to use the knowledge.”
February Schedule
To register for the following virtual instructor-led training courses go to SpartansLearn.
Zoom – Getting Started
Friday, February 7, 1:30 p.m.
Engage new audiences, elevate customer experiences, and get more done together with an all-in-one communication platform! Our trainers will help you explore how Zoom seamlessly brings together remote teams for work that goes wherever you do. This course will cover the basics of Zoom Meetings to include settings prior to a meeting, starting a meeting, and managing meetings.
Spartan 365 – Overview
Thursday, February 13, 1:30 p.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, SharePoint, and Teams.
Microsoft Teams – Working with Teams
Monday, February 17, 11:00 a.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.
OneDrive – Working with OneDrive
Tuesday, February 25, 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? 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.
Posted by:
Caitlin Clover
Posted on: #iteachmsu
October's collaborative tools training opportunities
Check out the October training courses available at no cost to all MSU students, faculty, and staff. Visit SpartansLearn for more information and to register.
Featured Training of the Month
Spartan 365 – Overview
October 7, 9:30 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, SharePoint, and Teams.
What participants are saying...
“I liked that they not only told us what Spartan 365 can do, but also how to get the ball rolling and initiate requests for Teams/SharePoint/etc. I also really liked how interactive the training was via the Zoom annotate function!”
October Schedule
To register for the following virtual instructor-led training courses go to SpartansLearn.
Microsoft Teams – Getting Started
October 9, 1:00 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.
Microsoft Forms – Creating Forms and Surveys
October 11, 1:30 p.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.
Outlook – Calendar Basics
October 15, 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!
Zoom – Getting Started
October 17, 1:30 p.m.
Engage new audiences, elevate customer experiences, and get more done together with an all-in-one communication platform. Our trainers will help you explore how Zoom seamlessly brings together remote teams for work that goes wherever you do. This course will cover the basics of Zoom Meetings to include settings prior to a meeting, starting a meeting, and managing meetings.
OneDrive – Getting Started
October 23, 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.
Microsoft Teams – Working with Teams
October 25, 11:00 a.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.
Zoom – Meetings
October 29, 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.
OneDrive – Working with OneDrive
October 31, 10:00 a.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? 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, 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.
Featured Training of the Month
Spartan 365 – Overview
October 7, 9:30 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, SharePoint, and Teams.
What participants are saying...
“I liked that they not only told us what Spartan 365 can do, but also how to get the ball rolling and initiate requests for Teams/SharePoint/etc. I also really liked how interactive the training was via the Zoom annotate function!”
October Schedule
To register for the following virtual instructor-led training courses go to SpartansLearn.
Microsoft Teams – Getting Started
October 9, 1:00 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.
Microsoft Forms – Creating Forms and Surveys
October 11, 1:30 p.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.
Outlook – Calendar Basics
October 15, 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!
Zoom – Getting Started
October 17, 1:30 p.m.
Engage new audiences, elevate customer experiences, and get more done together with an all-in-one communication platform. Our trainers will help you explore how Zoom seamlessly brings together remote teams for work that goes wherever you do. This course will cover the basics of Zoom Meetings to include settings prior to a meeting, starting a meeting, and managing meetings.
OneDrive – Getting Started
October 23, 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.
Microsoft Teams – Working with Teams
October 25, 11:00 a.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.
Zoom – Meetings
October 29, 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.
OneDrive – Working with OneDrive
October 31, 10:00 a.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? 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, 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.
Posted by:
Caitlin Clover
Posted on: #iteachmsu Educator Awards
PEDAGOGICAL DESIGN
Complete List of all 2022 #iteachmsu Educator Award Recipients
The following is a full list of the educators receiving the 2022 #iteachmsu Educator Award from all colleges and educator units. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Broad College of Business
Jeremy Van Hof
Sarah Wellman
College of Agriculture and Natural Resources
Tyler Becker
College of Arts & Letters
Scott Schopieray
Kaelyn Muiru
Alexis Black
Brad Willcuts
Cheryl Caesar
Elizabeth Spence
Kathy Hadley
Jill McKay-Chrobak
Ilse Schweitzer
Floyd Pouncil
Sharieka Botex
College of Communication Arts & Sciences
Jason Archer
College of Education
John Olle
Sandro Barros
College of Engineering
Geoffrey Recktenwald
College of Human Medicine
Steven Ashmead
Robert Malinowski
College of Natural Science
Chris Shaltry
Beth Gettings
College of Nursing
Kathleen Poindexter
Andy Greger
College of Social Science
Kevin Ford
Lyman Briggs College
Georgina Montgomery
Ellie Louson
Residential College in Arts and Humanities
Jeno Rivera
Other Educator Units
The Center for Teaching and Learning Innovation (formerly Hub for Innovation in Learning and Technology)
Dave Goodrich
Sarah Gretter
Summer Issawi
Jay Loftus
Angie Martin
Rashad Muhammad
Alicia Jenner
Jerry Rhead
Brendan Guenther
Makena Neal
Michael Lockett
Provost Communications
Kelly Mazurkiewicz
Erica Venton
Office for Enrollment Management and Academic Strategic Planning
Ashely Braman
Emilio Esposito
Center for Integrative Studies in General Science
Stephen Thomas
Institutional Diversity and Inclusion
Patti Stewart
Kognito 4 Education
Sheila Marquardt
MSU Libraries
Sarah Miller
Terri Miller
Rachel Minkin
Ben Oberdick
Jessica Sender
Abraham (Abe) Wheeler
MOASIC (Multicultural Unity Center)
Maggie Chen-Hernandez
MSU IT Services
Jason Beaudin
Nick Noel
Office for Faculty and Academic Staff Development (OFASD)
Marilyn Amey
Omsbudsperson’s Office
Shannon Burton
Resource Center for Persons with Disabilities (RCPD)
Leslie Johnson
The Graduate School
Stefanie Baier
Hima Rawal
University Outreach and Engagement (UOE)
Diane Doberneck
WorkLife Office (WLO)
Jaimie Hutchison
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Broad College of Business
Jeremy Van Hof
Sarah Wellman
College of Agriculture and Natural Resources
Tyler Becker
College of Arts & Letters
Scott Schopieray
Kaelyn Muiru
Alexis Black
Brad Willcuts
Cheryl Caesar
Elizabeth Spence
Kathy Hadley
Jill McKay-Chrobak
Ilse Schweitzer
Floyd Pouncil
Sharieka Botex
College of Communication Arts & Sciences
Jason Archer
College of Education
John Olle
Sandro Barros
College of Engineering
Geoffrey Recktenwald
College of Human Medicine
Steven Ashmead
Robert Malinowski
College of Natural Science
Chris Shaltry
Beth Gettings
College of Nursing
Kathleen Poindexter
Andy Greger
College of Social Science
Kevin Ford
Lyman Briggs College
Georgina Montgomery
Ellie Louson
Residential College in Arts and Humanities
Jeno Rivera
Other Educator Units
The Center for Teaching and Learning Innovation (formerly Hub for Innovation in Learning and Technology)
Dave Goodrich
Sarah Gretter
Summer Issawi
Jay Loftus
Angie Martin
Rashad Muhammad
Alicia Jenner
Jerry Rhead
Brendan Guenther
Makena Neal
Michael Lockett
Provost Communications
Kelly Mazurkiewicz
Erica Venton
Office for Enrollment Management and Academic Strategic Planning
Ashely Braman
Emilio Esposito
Center for Integrative Studies in General Science
Stephen Thomas
Institutional Diversity and Inclusion
Patti Stewart
Kognito 4 Education
Sheila Marquardt
MSU Libraries
Sarah Miller
Terri Miller
Rachel Minkin
Ben Oberdick
Jessica Sender
Abraham (Abe) Wheeler
MOASIC (Multicultural Unity Center)
Maggie Chen-Hernandez
MSU IT Services
Jason Beaudin
Nick Noel
Office for Faculty and Academic Staff Development (OFASD)
Marilyn Amey
Omsbudsperson’s Office
Shannon Burton
Resource Center for Persons with Disabilities (RCPD)
Leslie Johnson
The Graduate School
Stefanie Baier
Hima Rawal
University Outreach and Engagement (UOE)
Diane Doberneck
WorkLife Office (WLO)
Jaimie Hutchison
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Posted by:
Makena Neal
Posted on: #iteachmsu Educator Awards
Complete List of all 2022 #iteachmsu Educator Award Recipients
The following is a full list of the educators receiving the 2022 #i...
Posted by:
PEDAGOGICAL DESIGN
Thursday, May 5, 2022
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
Posted on: New Technologies
About University Hybrid Technology Classrooms
What are University Hybrid Technology Classrooms?
University hybrid technology classrooms are classrooms that are optimized for use in courses that have both online and in-person parts (hybrid courses). These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.
Compatibility with Zoom is a top priority in the university hybrid technology classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.
Training and Support
Training is available via one-on-one instruction, group demos, and through a variety of on-demand sources, as listed below.
Resources and Information
University Hybrid Technology Classroom Quick Reference
University Hybrid Technology Classroom - full manual
Demonstration of University Hybrid Technology Classroom Hybrid Tech Cart Video Demo from July 16, 2020
University Hybrid Technology Classroom - Frequently Asked Questions
About Zoom
Zoom is a videoconferencing application that allows students to participate in hybrid technology classrooms over the internet. It is the primary tool used across MSU for remote learning.
Whiteboard Application
A built-in whiteboard application is provided in Zoom and can be accessed by clicking “Share Screen” and selecting “Whiteboard.”
University hybrid technology classrooms have touch-enabled monitors allow instructors to draw on this digital whiteboard using a finger or stylus.
Zoom Training
The following video provides training for new users and instructions, including how to prepare Zoom for your course, share and present, use the whiteboard feature, and more: https://go.msu.edu/zoomtraining.
For immediate support by a classroom technology technician, please contact the IT Service Desk at (517) 432-6200.
The MSU IT Service Desk can also address all questions, concerns, and help set up training sessions.
University hybrid technology classrooms are classrooms that are optimized for use in courses that have both online and in-person parts (hybrid courses). These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.
Compatibility with Zoom is a top priority in the university hybrid technology classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.
Training and Support
Training is available via one-on-one instruction, group demos, and through a variety of on-demand sources, as listed below.
Resources and Information
University Hybrid Technology Classroom Quick Reference
University Hybrid Technology Classroom - full manual
Demonstration of University Hybrid Technology Classroom Hybrid Tech Cart Video Demo from July 16, 2020
University Hybrid Technology Classroom - Frequently Asked Questions
About Zoom
Zoom is a videoconferencing application that allows students to participate in hybrid technology classrooms over the internet. It is the primary tool used across MSU for remote learning.
Whiteboard Application
A built-in whiteboard application is provided in Zoom and can be accessed by clicking “Share Screen” and selecting “Whiteboard.”
University hybrid technology classrooms have touch-enabled monitors allow instructors to draw on this digital whiteboard using a finger or stylus.
Zoom Training
The following video provides training for new users and instructions, including how to prepare Zoom for your course, share and present, use the whiteboard feature, and more: https://go.msu.edu/zoomtraining.
For immediate support by a classroom technology technician, please contact the IT Service Desk at (517) 432-6200.
The MSU IT Service Desk can also address all questions, concerns, and help set up training sessions.
Authored by:
MSU Information Technology and MSU Hub for Innovation in ...
Posted on: New Technologies
About University Hybrid Technology Classrooms
What are University Hybrid Technology Classrooms?
University ...
University ...
Authored by:
Monday, Aug 31, 2020