We found 174 results that contain "inclusivity"

Developing your Scholarly and Ethical Approaches to Generative AI 
Taken, with slight modification, from “Update Your Course Syllabus for chatGPT” by Ryan Watkins, Professor of Educational Technology Leadership, and Human-Technology Collaboration at George Washington University in Washington DC (2022), via Medium. 
Beyond Syllabi Language
Additional considerations to help you develop your generative AI philosophy
Expand your options. Consider your repertoire of instructional strategies. Atsusi Hirumi offers a guide to research-grounded strategies for any classroom. These are not, however, “a la carte” menus; you must use all of the steps of any strategy to gain the evidence-based benefits.
Reflect on your values. As Tyler Cowen pointed out, there will be those who gain and those that lose with the emergence of chatGPT and other generative AI tools. This is as true for students as it is for faculty and instructors. Be ready to openly discuss the ethical implications of generative AI tools with your students, along with the value of what you are teaching and why learning these are important to their futures.
Consider time. As discussed during Bryan Alexander’s webinar, chatGPT and other generative AI tools offer a short-cut to individuals who are short on time. Examine your course schedule to determine if you are unknowingly pushing students to take short-cuts. Some instructors try to cover too much content in their courses already.
Remember, AI is not human. Be careful not to anthropomorphize chatGPT and other generative AI tools. ChatGPT is a language model, and if we anthropomorphize these technologies, then it will be much harder to understand their promise and perils. Murray Shanahan suggests that we avoid statements such as, “chatGPT knows…”, or “ChatGPT thinks…”; instead, use “According to chatGPT…” or “ChatGPT’s output…”.
Again, AI is likely to be a part of your students’ life to some extent this semester, so plan accordingly. Critically considering your course design in the context of generative AI is an important educator practice. Following the Provost’s call, MSU instructors are encouraged to 1) develop a course-level generative AI use policy and actively discuss with students about expectations for generative AI use in the work for your class, 2) promote equitable and inclusive use of the technology, and 3) work with colleagues across campus to determine ethical and scholarly applications of generative AI for preparing students to succeed in an evolving digital landscape. MSU does not currently have a university-wide policy on AI in the classroom, so  it is your responsibility as instructor to note and explain your individual course policy. A conversation with your department is highly recommended so that generative AI use in the classroom reflects that in the discipline.Photo by Ryoji Iwata on Unsplash

Topic Area: Information Session
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic

The primary goal: students should be working on day one"The First Days of School: How to Be an Effective Teacher" by Harry K. Wong and Rosemary T. Wong is a staple in teacher preparation programs and k-12 districts across the country. It is a comprehensive guide for teachers, particularly those new to the profession, focusing on techniques and strategies to establish effective classroom management from the very beginning of the school year. While the book is primarily focused on K-12 education, it offers principles and strategies that can be effectively adapted and applied to higher education settings. The application of these strategies in a university environment involves recognizing the unique context and needs of adult learners while maintaining the core principles of effective teaching. The book emphasizes the importance of the first days of school in setting the tone for the entire year. It discusses practical methods for creating a positive classroom environment, establishing routines, and building relationships with students. Wong advocates for the idea that effective teaching is not just about subject matter expertise but also involves being an effective manager of the classroom. This management includes clear communication of expectations, consistent procedures, and fostering a sense of respect and responsibility among students.A key theme in Wong's work is the concept of the teacher as a facilitator of learning rather than just a transmitter of knowledge. He suggests that well-organized classrooms with clear rules and procedures enable students to engage more effectively in the learning process. Specifically, he details pre-course and early-course actions that educators can take to help ensure the effective facilitation of learning. Before the Semester1. Course Design and Syllabus Preparation: Develop a detailed syllabus that outlines course objectives, expectations, grading policies, required materials, and a schedule of topics and assignments. Ensure that the syllabus aligns with the learning outcomes and includes policies on attendance, late submissions, academic integrity, and inclusivity. The Teaching Center provides syllabus templates in the semester start-up playlist.2. Learning Environment Setup: If teaching in a physical space, consider the classroom layout and how it can foster interaction and engagement. If teaching ina room you are not familiar with, visit the room before the first day of class to get to know the workings of the classroom technology cart. For online courses, organize the digital learning environment in D2L, ensuring that all resources are accessible and user-friendly. MSU IT offers multiple D2L training resources, also detailed in the semester start-up playlist here.3. Instructional Planning: Plan your lessons for the first few weeks. This includes lecture content, discussion questions, group activities, and any multimedia resources you intend to use. Think about how these align with your course objectives and how they cater to diverse learning styles.4. Communication Channels: Set up and familiarize yourself with the communication platforms you will use, whether it’s email, a learning management system, or online forums. Consider how you will use these tools to communicate with students and facilitate discussions. Consider using the Registrar's Office "email my class" tool for early semester communications.On the First Day1. Welcome and Introduction: Do all you can to arrive early to the classroom. If possible, greet students at the door as they enter. 2. Post the Agenda: Post the day's agenda and key learning outcomes. Make it clear to students what they will do during the class session. If possible, assign seats. This gives students a sense of place in the room and helps reduce students' first day stress.3. Put the Students to Work: The primary goal of the first moments of class is to get students working. Give students a task to complete immediately at the start of class; the task should be relevant to the course content and should yield a tangible deliverable. This will set the tone that the class is a place where things happen, where students work, and where learning is defined by activity. Often this first task involves having students demonstrate their prior knowledge of the course's concepts.  4. Save the Syllabus: The least effective way to spend time on the first day of school is to review the syllabus. Use 50 percent of the first class session for content-specific, important work. Use 40 percent of the time on personal introductions and community building, and use the last 10 percent on policy. Never underestimate the power of a strong start to a semester. Define your semester by spending the first day clearly establishing procedures, setting high expectations, and modelling the value of work. This tone-setting is vital to creating a sustainable culture of learning for the rest of the semester. Photo by Claudio Schwarz on Unsplash

"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.
 

Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the second of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Template Slides
I have created template slides for educators to use and adapt for their contexts. These template slides guide the user through accessibility considerations and were designed to be accessible.
Planning for Accessible Presentations
In addition to the template, there are additional considerations for access with presentations. 
Access Copies and HandoutsAccess copies, also known as scripts, are a way for your participants to follow along. It is also helpful for Communication Access Realtime Translation (CART) captioners or sign language interpreters. There are many ways to create access copies, such as providing a transcript of the talk, providing an outline of the talk per slide, and/or providing a list of important terminology (e.g., quotations, proper names, acronyms, jargon). In addition, access copies can be circulated electronically or in print. For print copies, it is generally recommended to bring a third of the prints compared to your total audience attendance. About 30% of these prints should also be in large print of 20-point font. CaptioningHave a plan for captioning the presentation and plan ahead for any CART captioners in attendance to sit near the presenter. Recorded presentations and any videos/audio within them should have captions. To caption real-time presentations, there are many options: 

Captioning with PowerPoint
Captioning with Google Slides
Captioning with Zoom

Content WarningsCertain topics of discussion or multimedia depictions can trigger trauma reactions. For these, consider if they are necessary to the presentation, and if they are, give content warnings for the information. Inclusive LanguageThere are many considerations for presentation delivery: 

The work should avoid jargon and idioms that are not understandable for a wide audience. 
Acronyms should not be used without first defining them.
Avoid using language that excludes and/or harms participants, such as ableist language or genderist language (e.g., “ladies and gentlemen,” assuming the gender of a participant). 

PracticeIn the practice for the presentation, you should be thinking about a final accessibility check. This includes making sure your speaking speed is conversational as well as practicing verbal multimedia descriptions and aural indicators. Multimedia descriptions are the alternative text that is integrated into the presentation aloud. Aural indicators are to announce a new name when switching speakers (e.g., “Bethany here”).
Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.

Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”

Continue to the next article in this series, Delivering Accessible Presentations.This article, Accessible Presentations Guide: Planning for Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Planning Key" by Mike Lawrence, is licensed under CC BY 2.0.

Authors: Jeremy Van Hof, Stephen Thomas, Becky Matz, Kate Sonka, Sarah Wellman, Daniel Trego, Casey Henley, Jessica Knott, David Howe With our guiding principles for remote teaching as flexibility, generosity, and transparency, we know that there is no one solution for assessment that will meet all faculty and student needs.  From this perspective, the primary concern should be assessing how well students have achieved the key learning objectives and determining what objectives are still unmet. It may be necessary to modify the nature of the exam to allow for the differences of the online environment. This document, written for any instructor who typically administers an end-of-semester high-stakes final exam, addresses how best to make those modifications.  In thinking about online exams we recommend the following approaches (in priority order) for adjusting exams: multiple lower-stakes assessments, open-note exams, and online proctored exams.  When changes to the learning environment occur, creating an inclusive and accessible learning experience for students with disabilities should remain a top priority. This includes providing accessible content and implementing student disability accommodations, as well as considering the ways assessment methods might be affected.  
 
Faculty and students should be prepared to discuss accommodation needs that may arise. The team at MSU Resource Center for Persons with Disabilities (RCPD) will be available to answer questions about implementing accommodations. Contact information for Team RCPD is found at https://www.rcpd.msu.edu/teamrcpd. Below you will find a description of each of the recommendations, tips for their implementation, the benefits of each, and references to pertinent research on each.
There are three primary options*: 

Multiple lower-stakes assessments (most preferred)  
Open note exams  (preferred)  
Online proctored exams (if absolutely necessary)

*Performance-based assessments such as laboratory, presentation, music, or art experiences that show proficiency will be discussed in another document



Multiple lower-stakes assessments
Description: The unique circumstances of this semester make it necessary to carefully consider your priorities when assessing students. Rather than being cumulative, a multiple assessment approach makes assessment an incremental process. Students demonstrate their understanding frequently, and accrue points over time, rather than all at once on one test. Dividing the assessment into smaller pieces can reduce anxiety and give students more practice in taking their exams online.  For instance, you might have a quiz at the end of each week that students have to complete. Each subsequent quiz can (and should) build on the previous one, allowing students to build toward more complex and rigorous applications of the content. Using this approach minimizes your need to change the types of questions that you have been asking to date, which can affect student performance (e.g. if you normally ask multiple-choice questions, you can continue to do so).   For the remainder of the semester, use the D2L quizzes tool to build multiple smaller assessments. Spread out the totality of your typical final exam over the month of April. This can be as simple as dividing a 100 question final exam into eight 12-question “synthesis activities” that students complete bi-weekly.
Benefits as noted from the literature: 

No significant differences were observed in terms of keystroke information, rapid guessing, or aggregated scores between proctoring conditions;
More effective method for incentivizing participation and reading; 
Encourages knowledge retention as each subsequent assessment builds on the last

Rios, J. A., & Liu, O. L. (2017). Online proctored versus unproctored low-stakes internet test administration: Is there differential test-taking behavior and performance?. American Journal of Distance Education, 31(4), 226-241. https://www.tandfonline.com/doi/abs/10.1080/08923647.2017.1258628  Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. https://journals.sagepub.com/doi/abs/10.1177/0092055X15624745  VanPatten, B., Trego, D., & Hopkins, W. P. (2015). In‐Class vs. Online Testing in University‐Level Language Courses: A Research Report. Foreign Language Annals, 48(4), 659-668. https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12160 
Open note exams 
Description: Open note assessments allow students to refer to the Internet and other materials while completing their assessments. By design, this disincentives academic dishonesty. Often instructors put time parameters around open note exams. These types of exams also lend themselves to collaborative work in which multiple students work together to complete the assessment. With an open note strategy, you can keep your general exam schedule and point structure, but you may need to revise questions so they are less about factual recall and more about the application of concepts.  For instance you might give students a scenario or case study that they have to apply class concepts to as opposed to asking for specific values or definitions. If you plan to make such changes, communicate your intent and rationale to you students prior to the exam.  One effective open note testing technique is to use multiple-true/false questions as a means to measure understanding. These questions (called “multiple selection” questions in D2L) pose a scenario and prompt students to check all the boxes that apply. For example, students may be prompted to read a short case or lab report, then check all statements that are true about that reading. In this way a single question stem can assess multiple levels of complexity and/or comprehension. 
Benefits as noted from the literature: 



Open-book exams and collaborative exams promote development of critical thinking skills. 
Open-book exams are more engaging and require higher-order thinking skills. 
Application of open-book exams simulates the working environment. 
Students prefer open-book exams and report decreased anxiety levels. 
Collaborative exams stimulate brain cell growth and intricate cognitive complexes.  



Johanns, B., Dinkens, A., & Moore, J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills. Nurse education in practice, 27, 89-94. https://www.sciencedirect.com/science/article/abs/pii/S1471595317305486
 
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple–choice format for detecting students with incomplete understandings. BioScience, 68(6), 455-463. https://doi.org/10.1093/biosci/biy037 
Implementation for multiple lower-stakes and open note assessment strategies: 

Timed vs. untimed: On the whole, performance on timed and untimed assessments yields similar scores. Students express greater anxiety over timed assessments, while they view untimed assessments as more amenable to dishonest behavior. 

NOTE: If you typically have a time limit on your face-to-face assessments, increase it by 20% to allow for the added demands a remote (distinct from online) environment places on students.


If the exam is meant to be taken synchronously, remember to stay within your class period. Adjust the length of the exam accordingly.
Reduced scope: Decreasing content covered in the exam may be necessary to create an exam of appropriate length and complexity, given the unique circumstances this semester. 
Question pools: Create a pool of questions, and let D2L randomly populate each student’s quiz. This helps reduce dishonest behavior 

For example, a 10 question quiz might have 18 total questions in the pool, 10 of which are randomly distributed to each student by D2L. 


Randomize answer order: In questions in which it makes sense, have D2L randomize the order in which the answer options appear. 
Individual question per page: This can reduce instances of students taking the assessment together. It is even more effective when question order is randomized and a question pool is used. <//li>
Honor code attestation: Give students an opportunity to affirm their intent to be honest by making question one of every assessment a 0-point question asking students to agree to an honor code.  You can access the MSU Honor Code: https://www.deanofstudents.msu.edu/academic-integrity 
Live Zoom availability: In D2L Quizzes, set a time window during which the assessment will be available to students. 
Hold a live open office hours session in Zoom at some point during that window, so that students who want to can take the assessment while they have direct access to you - this way they can ask questions if any arise. 

Ultimately, our guiding principles for online teaching are flexibility, generosity, and transparency.  Try to give students as much of an opportunity to demonstrate their knowledge as possible.  

Consider allowing multiple attempts on an assessment. 
When conditions allow, consider allowing multiple means of expression. 
Can students choose to demonstrate their knowledge from a menu of options

M/C test
Written response
Video presentation 
Oral Exam (via Zoom) 


Consider giving students choices. Perhaps they can opt out of answering a question or two. Perhaps they can choose which of a series of prompts to respond to. Perhaps students can waive one test score (to help accomodate for their rapidly changing environments) 

Proctored assessments 
Description: Respondus Lockdown Browser and Respondus Monitor are tools for remote proctoring in D2L. More information is available at https://help.d2l.msu.edu/node/4686. Please consider whether your assessments can be designed without the need for Respondus. While Respondus may be helpful in limited circumstances (e.g., when assessments must be proctored for accreditation purposes), introducing a new technology may cause additional stress for both students and instructors, and academic integrity is still not assured.   High-stakes exams (those that are a large percentage of a student’s grade) that use new technologies and approaches can decrease student performance and may not reflect students’ understanding of the material.  Please do not use an online proctored approach unless your assessment needs require its use.   
Benefits: 
Increases the barrier to academic dishonesty. Allows for use of existing exams (assuming they are translated in D2L’s Quizzes tool). 
Implementation:

Any online proctored exam must be created and administered using D2L’s Quizzes tool. 
Prior to offering a graded proctored exam, we strongly recommend that you administer an ungraded (or very low-stakes) practice test using the proctoring tool. 
Clear communication with students about system and hardware requirements and timing considerations is required. 
MSU has gained temporary no-cost access to a pair of online proctoring tools provided by Respondus: https://help.d2l.msu.edu/node/4686 
Respondus Lockdown Browser requires that students download a web browser.
When they click into your exam, the Lockdown Browser opens, and prevents users from accessing anything else on their computer. 
Respondus Monitor requires use of Respondus Lockdown Browser and a webcam.
Students are monitored via the webcam while they complete the exam in Lockdown Browser. 

Additional Resources: 

Remote Assessment Quick Guide 
Remote Assessment Video Conversation 
D2L Quizzes Tool Guide
Self-training on D2L Quizzes (login to MSU’s D2L is required; self-enroll into the training course) 

 References: Alessio, H.M.; Malay, N.; Mauere, K.; Bailer, A.J.; & Rubin, B.(2017) Examining the effect of proctoring on online test scores, Online Learning 21 (1)  Altınay, Z. (2017) Evaluating peer learning and assessment in online collaborative learning environments, Behaviour & Information Technology, 36:3, 312-320, DOI: 10.1080/0144929X.2016.1232752 
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple–choice format for detecting students with incomplete understandings. BioScience, 68(6), 455-463. https://doi.org/10.1093/biosci/biy037  Cramp, J.; Medlin, J. F.; Lake, P.; & Sharp, C. (2019) Lessons learned from implementing remotely invigilated online exams, Journal of University Teaching & Learning Practice, 16(1).  Guerrero-Roldán, A., & Noguera, I.(2018) A Model for Aligning Assessment with Competences and Learning Activities in Online Courses, The Internet and Higher Education, vol. 38, pp. 36–46., doi:10.1016/j.iheduc.2018.04.005. 
Johanns, B., Dinkens, A., & Moore, J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills. Nurse education in practice, 27, 89-94. https://www.sciencedirect.com/science/article/abs/pii/S1471595317305486  Joseph A. Rios, J.A. & Lydia Liu, O.L. (2017) Online Proctored Versus Unproctored Low-Stakes Internet Test Administration: Is There Differential Test-Taking Behavior and Performance?, American Journal of Distance Education, 31:4, 226-241, DOI: 10.1080/08923647.2017.1258628 Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. https://journals.sagepub.com/doi/abs/10.1177/0092055X15624745  Soffer, Tal, et al. “(2017) Assessment of Online Academic Courses via Students' Activities and Perceptions, Studies in Educational Evaluation, vol. 54, pp. 83–93., doi:10.1016/j.stueduc.2016.10.001. 
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Being mutually invested in issues and initiatives pertaining to diversity, equity, and inclusion within their College, Tatiana and Courtney worked on developing a survey as a means to gain details on the relative toxic environment within their college. They received the support of several stakeholders, including Dr. Achebe. Their work is currently on-going.

The below guidebook overviews intentionality and inclusivity in teaching as well as care-based pedagogy and strategies. 


24FA_Building Intentionality, Care, & Trust by Bethany Meadows