We found 174 results that contain "inclusivity"

2024 Educator Seminars are presented by MSU IT Educational Technology, MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), the Enhanced Digital Learning Initiative (EDLI), Testing Center & Assessment Services, and MSU IT Training​. 
Day 1: August 22, 2024
Instructions: Click on the registration link and sign-up for the sessions you're interested in. After completing your registration you will receive an email with the Zoom link for the session.

8:30 - 9:30am    Spartan 365 Overview
Facilitators: Michael Julian & Lindsey Howe (IT: Training)
Spartan 365 (aka Microsoft 365) is the productivity Cloud that brings together best-in-class Office apps with powerful Cloud services, device management, and advanced security. Join us for this free virtual training where you will learn how to empower your employees to do their best work and simplify your business processes.
Session recording

9:30 - 10:30am    Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities
Facilitators: Rhonda Kessling & Sarah Freye (IT&D)
This session explores the diverse range of classroom technologies, from traditional to high-tech, empowering you to make the most of your learning environment. You'll be able to confidently identify the technologies available in classrooms, distinguish between different classroom types, and engage in informed discussions on the most suitable modalities in a variety of situations.  
Session recording

10:30 - 11:30am    Student-Centered Grading: Considerations, Approaches & Tools  
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to guide MSU educators in developing and implementing grading mechanisms that are efficient, transparent, and effective. By exploring various grading strategies and leveraging the capabilities of the D2L gradebook, educators will learn how to enhance student engagement, increase transparency, reduce anxiety, and promote equity in their courses.
Session recording

11:30am - 12:30pm      BREAK

12:30 - 1:30pm     Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally
Facilitators: Kevin Henley, Sam Abele, Jennie Wagner (Assistant) (IT&D)
D2L Brightspace is a powerful learning tool that allows instructors to deliver course materials, create learning activities and assessments, and communicate with students. However, the wide range of content types and user activities available through the platform can create barriers for some users. In this session we will cover how to identify and remediate accessibility issues associated with your course content using Ally, an automated accessibility tool integrated into D2L. We will also demonstrate other accessibility features included with D2L and discuss overall best practices for improving the accessibility and usability of course content.
Session recording

1:30 - 2:30pm    Forms - Creating Forms and Surveys
Facilitators: Michael Julian & Megan Nicholas (IT: Training)
Looking for an app that will assist in creating and soliciting feedback? Microsoft Forms is the answer to all your data collection needs! Join our trainers during these free training events and learn how to create surveys and easily see the results as they come in.
Session recording

2:30 - 3:30pm    Creating a Student-Centered Course Hub: What, Why, and How of Learning Management Systems
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to equip MSU educators with the knowledge and skills to create an effective and student-centered course hub using MSU’s Learning Management System (D2L). Participants will explore the fundamental aspects of D2L to enhance student engagement, streamline course management, and foster an inclusive learning environment.
This program is intended for all MSU Educators, specifically those teaching in-person courses.
Topics Covered:

Gradebook: Learn why and how to set up and manage the gradebook to provide timely and transparent feedback to students, ensuring they are informed about their progress and performance throughout the course.
Course Structure: Understand the principles of communicating an intuitive and logical course structure that guides students through the learning journey, making it easier for them to access resources and stay on track.
Communication: Discover effective strategies for using D2L communication tools to maintain clear and consistent interaction with students, fostering a supportive and responsive learning community.
Document Distribution: Explore best practices for distributing course materials efficiently, ensuring all students have access to the necessary resources in a timely manner.
Document Collection: Learn why and how to streamline the process of collecting assignments and other documents from students, making it easier to manage submissions and provide feedback.

Session recording

3:30 - 4:30pm    Course Assessment Processes and Testing Services
Facilitator: Nathan James (MSU Testing Center)
Faculty are charged with assessing their students' understanding of course material.  Assessment services is here to help you through the assessment process to include developing your exam scoring rules, scanning completed scantron forms, and producing your scoring reports.  Need help find a place to support accommodated or makeup examinations for your student?  The MSU Testing Center is there to support you in our office or by sending proctors to a location of your choice.
Session recording

Last updated at 3:24pm on 02/20/23  MSU resumed classes on Feb. 20. The university has asked faculty to provide the greatest flexibility to adjust syllabus expectations and accommodate needs of students. FAQs and other important updates, as well as mental health and supportive resources, are available -- along with updates and the most current information-- at the Campus Safety Information page.Crisis Counseling Available at Hannah Community Center & East Lansing Public Library Free, confidential crisis counseling is available to MSU students, staff, faculty at the Hannah Community Center (ELHCC).Community members are also advised that counseling services will be offered at the ELHCC, 819 Abbot Road, from 2-6 p.m. on Monday, Feb. 20 Tuesday, Feb. 21; Wednesday, Feb. 22; and Thursday, Feb. 23. Counseling services will also be offered at East Lansing Public Library (ELPL), 950 Abbot Road,  from noon-5:30 p.m. on Tuesday, Feb. 21; Wednesday, Feb. 22; Thursday, Feb. 23; and Friday, Feb. 24.Therapy dogs will continue to be available at both locations on an intermittent basis as well.Need someone to talk to right now? Crisis services are available 24/7. Call (517) 355-8270 and press “1” at the prompt to speak with a crisis counselor. If you think you or someone around you is in danger, call 911 or head to the nearest emergency room.
Additional (non-MSU) support available:

Clinton/Eaton/Ingham County Community Mental Health: 517-346-8460
Disaster Distress Helpline available 24/7 at 800-985-5990
National Suicide Prevention Lifeline available 24/7 at 800-273-8255
Michigan Department of Health and Human Services (MDHHS) warmline – operates 7 days a week from 10 a.m. to 2 a.m. at 888-733-7753

Intended to serve individuals living with persistent mental health challenges including anxiety, depression, and trauma



Reflect and Connect: A Framework for Processing and Self-Care [MSU faculty, staff, and graduate students]In response to the February 13th shooting on campus the Spartan Resilience Training Program is offering several reflect and connect sessions for MSU faculty, staff, and graduate students.The intent of these sessions is for people to come together and be in community with fellow Spartans experiencing a wide range of emotions.  Session will include a framework for grounding and navigating these challenging events.  Resources and practical self-care strategies will be provided. Sessions facilitated by Lisa Laughman, Coordinator, Spartan Resilience Training Program.

February 20 | 4 - 5:15 p.m.

Register for this session

February 21 | 2 - 3:15 p.m.

Register for this session

February 22 | 12 - 1:15 p.m.

Register for this session

February 23 | 12:30 - 1:45 p.m.

Register for this session



Teaching on Days After: What to Do When You Don’t Know What to Do - Further Discussion with Alyssa Dunn Feb. 20 - Feb. 23, 2023 (in-person or virtual)Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis; with insights on supporting our students and colleagues as we return to the classroom. She can provide practical tools and techniques for creating a safe, welcoming, and inclusive learning environment and addressing the unique challenges and opportunities that arise in the aftermath of a crisis. Alyssa is offering opportunities for one-on-one conversations, as well as group conversations (for colleges, departments, units, or groups).To see Alyssa's remaining available discussion times and register, visit the CTLI Events calendar. 




Vigil at Auditorium/Rock Feb. 15, 2023recording at https://msu.edu/vigil 
Rebuilding Hope: Further Discussion on MANAGING CHANGE 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on managing changes in content and expectations. Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Managing Change - and register- visit the CTLI Events calendar.
1:1 from 11:15-11:45am on 2/21
1:1 from 11:45am-12:15pm on 2/21

Rebuilding Hope: Further Discussion on LARGE CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Brandy Ellison for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to large classes. Brandy is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Large Classes - and register- visit the CTLI Events calendar.
Group discussion from 12-1pm on 2/21
1:1 from 1:15-1:45pm on 2/21

Rebuilding Hope: Further Discussion on ASSIGNMENT MODIFICATIONS 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on Assignment Modifications . Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Assignment Modifications  - and register- visit the CTLI Events calendar.
Group discussion from 12:30-1:30pm on 2/21

Rebuilding Hope: Further Discussion on USING TRAUMA INFORMED PRINCIPLES IN SMALL CLASSES 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Cheryl Williams-Hecksel and Kelley Blanck for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to Using Trauma Informed Principles in Small Classes. Cheryl and Kelley are offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Using Trauma Informed Principles in Small Classes  - and register- visit the CTLI Events calendar.
Group discussion from 1-2pm on 2/21

Topic Area: DEI
Presented By: Ryan Smith, Jennifer Cobbina, Kendra Pyle
Abstract:
Restorative Justice in education facilitates learning communities that “nurture the capacity of people to engage with one another and their environment in a manner that supports and respects the inherent dignity and worth of all” (Evans & Vaandering, 2016, p. 8). Through this lens faculty, staff, and students from across campus formed an interdisciplinary learning community in 2019 to discuss how we can further incorporate restorative practices into our work and relationships in and out of the classroom. Over the last two years, community members have engaged in shared readings and discussions, community building circles, trainings, and supporting one another’s efforts at utilizing restorative practice to build inclusive and engaging communities, including racial healing circles. This session will model restorative practice as we discuss our work, and the ways we have incorporated RP on campus to further community, equity, and healing.Session resources:
Community Building Mini-circle (Document)
Racial Healing Circles FAQ (PDF)

Topic Area: Online Teaching & Learning
Presented by: Cheryl Williams-Hecksel, Kelley Blanck
Abstract:
"It is suggested that 66-85% of youth report lifetime exposure to one or more traumatic events by the time they reach college (Read, Ouimette, White, Colder, & Farrow, 2011; Smyth, Hockemeyer, Heron, Wonderlich, & Pennebaker, 2008) Trauma Informed (TI) teaching assures that students are engaged in a manner sensitive to potential adverse and traumatic experiences. Student success and learning is dependent upon preparedness of educators to address the impact of trauma on learning and development (Davidson, 2017). The current pandemic and ongoing racial injustice amplify this need.
Central to trauma informed work are principals of Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion (SAMSHA, 2020) This workshop will explore strategies that embrace these principals and can be used in classroom (in person and online) and other learning environments to support students at Michigan State University. These strategies have evolved as a part of the work of the MSU Trauma Services and Training Network (TSTN.) This network, formed in 2018, has an active and engaged learning community that has been meeting regularly for more than two years and is committed to creating a trauma informed institution.
Included in this discussion of TI teaching are course policies and procedures, integrating flexibility and choice, promoting self-reflection, growth and professional development. Additionally, approaches for responding to trauma affected students will be outlined.

What is the Office of Civil Rights?
At Michigan State, the Office of Civil Rights includes Prevention, Outreach, and Education Department (POE), the Office of Institutional Equity (OIE), the Office of the ADA/Section 504 Coordinator, the Resolution Office, and the Office of Support and Equity. OCR’s goal is to make campus a safe and inclusive environment for all students, staff, and faculty.
What role does OCR play in digital accessibility on campus?
OCR is responsible for creating and maintaining MSU’s digital accessibility policy, particularly in making sure it is compliant with the Americans with Disabilities (ADA) Act. This policy includes details of technical guidelines for making university sites accessible. The OCR can also connect you with digital accessibility liaisons, and they provide a form for reporting MSU affiliated sites that are not digitally accessible. Learn more about OCR’s role in digital accessibility on campus here.
Who should I contact about digital accessibility in OCR?
The OCR has formed a digital accessibility team that leads initiatives to connect individuals on campus with resources related to creating accessible websites and course content. The team also evaluates technologies and software for their accessibility components.
The digital accessibility team leads digital accessibility initiatives and implementation at MSU. The digital accessibility team provides resources and tutorials for accessible web development, course, and content development, and reviews and evaluations of technology products and software for the MSU community.
The Digital Accessibility Team includes: 

Digital Accessibility Coordinator - Dennis Bond - ocr.dennisbond@msu.edu
Accessibility Review Coordinator - Josie Davidson - ocr.josiedavidson@msu.edu
Accessibility Data Programer - Kristoffer Bakken - ocr.KristofferBakken@msu.edu
Digital Accessibility Specialist - Liz McDaniel - ocr.lizmcdaniel@msu.edu

This article is part of the Digital Accessibility Toolkit.

Monica Mills, the Engagement Assessment Development Specialist at Michigan State University’s Center for Teaching and Learning Innovation [CTLI], brings a unique blend of psychology, cognitive science, and educational expertise to her role. Her journey into this field wasn’t a straight path but rather a series of explorations that shaped her deep understanding of how people learn and how they can be better engaged in the classroom.
Growing up in Central Florida, Monica’s early interests ranged from becoming a high school teacher to an animal behaviorist. It wasn’t until she encountered the field of psychology at the University of Central Florida that she found her true calling. “Cognition and behavior can be analyzed and changed was very interesting to me,” Monica shared, reflecting on her fascination with cognitive psychology. Her curiosity led her to pursue graduate education in psychology at the University of Nebraska, where she delved into the nuances of human attention, perception  and environmental factors that shape thinking.
Monica’s transition from academia to instructional design was driven by a desire to apply her knowledge of cognitive psychology from the research lab to real-world educational challenges. Now, with her experience in research, teaching, and instructional design, she is uniquely positioned to bridge the gap between theory and practice. Her role at CTLI allows her to make a significant impact on the way education is delivered, particularly in fostering student engagement and enhancing instructional practices.
In her role at CTLI, Monica draws upon her diverse experience to foster meaningful engagement in the classroom. Her time as an adjunct professor at Alma College provided her with invaluable insights into the challenges instructors face. “You can say to instructors all day long what the textbook says you need to do, but unless you’ve felt those pushbacks in the classroom, you don’t have a leg to stand on,” she explained. This hands-on experience has been instrumental in her ability to relate to professors and offer practical, empathetic advice.
One of Monica’s most memorable projects, a research project that spanned three years, involved experimenting with different instructional approaches to improve student engagement. “Does giving autonomy and choice to students improve engagement?” was the research question Monica sought to answer. The results were clear: small changes can have significant impacts. This experience solidified her belief in the power of experimentation and the importance of giving students a voice in their own learning journey.
At the heart of Monica’s work is a commitment to transparency and inclusivity. She believes that no student should be left in the dark about how they are being assessed. Her dedication to creating equitable learning environments is evident in her advocacy for ‘Transparent Assignment Design’, where she explains a framework that provides clear expectations and support for students.“It’s about making clear the expectations in how students are being assessed ,” Monica emphasized, underscoring her belief in the importance of student-centered education.
Looking ahead, Monica remains passionate about innovation in education. Whether it’s experimenting with new assessment techniques or exploring the potential of educational technology, she is constantly “tinkering” with ways to improve the learning experience. For Monica, success in higher education is not about reaching a final destination but about the journey of continuous improvement and discovery.

When considering anti-oppressive classrooms (learning environments where all forms of oppression are actively and intentionally challenged) it is important to consider instructor identity (specifically that how you employ your identity can empower and/or oppress students). We use the word anti-oppression because it specifically targets unjust treatment in learning environments. We may often think of an example of oppression in the classroom as a blatant act, such as a student using overtly racist language. However, when you think of oppression in the classroom we want you to include subtle forms of oppression in your definition – such as students interrupting one another. We introduced a 4-step process of self-reflection on your identity, which we put forth as necessary to create and maintain anti-oppressive learning environments. In this card, we want to continue the journey on inclusive, anti-oppressive learning environments, but with a focus on student identities.
 
Four Questions to Begin the Journey

Are you aware of all student identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?

Answering this question is the first step toward a non-oppressive classroom in that you become aware of the student identity statuses so that you can begin to understand their meaning and how they intersect.
 
Suggestions:
Administer a survey before the start of the term (where you could, for instance, allow students the opportunity to share about their cultural background, make you aware of preferred nicknames or pronouns, etc.). Have students record how they pronounce their names for a pre-semester D2L assignment
 

Have you acknowledged/do you understand what student identities mean to students?

Answering this question allows you to understand who students are, so that you can begin to address the privileges (or lack thereof) associated with student identity statuses.
 
Suggestions:
Establish discussion guidelines with communication norms and expectations. Facilitate discussions and assignments    that allow students to relate course material to their experiences.
 

Have you accepted the privileges (or lack thereof) that comes with student identities?

Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting student identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that students can embody their identities in a true and authentic way.
 
Suggestions:
Recognize unfair treatment when it surfaces. Have open and honest dialogue with the students regarding privilege and oppression
 

Do you actively engage student identities within your teaching?

How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted all student identity statuses, you must critically consider what actions you can take to address privilege (or lack thereof) in the classroom.
 
Suggestions:
Provide a variety of course material, references, and examples that reflects all of the student identities. Use Identity-specific or targeted activities, like the “Class Race.”

Overview:
Peer grading involves students assessing each other's work based on predefined criteria. This practice promotes active learning, collaboration, and responsibility, aligning with a student-centered approach.
Key Aspects:

Student Involvement: Students engage deeply with the material and grading criteria by evaluating their peers' work.
Feedback Exchange: Provides and receives feedback from peers, fostering a collaborative learning environment.

Key Components:

Empowering Students:

Active Participation: Involves students in their learning journey, enhancing engagement.
Critical Thinking: Develops critical thinking through evaluating peers' work.

Developing Assessment Skills:

Understanding Criteria: Helps students understand high-quality work and improve their own.
Constructive Feedback: Teaches students to provide and articulate constructive feedback.

Promoting Equity and Inclusivity:

Diverse Perspectives: Introduces varied perspectives, leading to a more comprehensive understanding.
Empathy and Respect: Encourages appreciation of different viewpoints and approaches.

Enhancing Engagement and Motivation:

Ownership of Learning: Increases student ownership and motivation.
Collaborative Environment: Fosters a sense of community and mutual support.

Utilizing Technology and D2L:

Efficient Management: Use D2L tools for submission, anonymous grading, and feedback.
Resource Accessibility: Leverage D2L for rubrics, training materials, and discussion forums.


Challenges and Concerns:

Training and Calibration: Ensure students are well-trained in using rubrics and providing feedback.
Bias and Fairness: Minimize biases through anonymizing submissions and instructor oversight.
Balancing Roles: Complement peer grading with instructor assessments to ensure fairness

Benefits:

Enhanced Learning Outcomes: Improves understanding and retention through teaching and evaluating others.
Skill Development: Develops critical thinking, communication, and self-reflection skills.
Improved Engagement: Increases engagement by involving students in grading.


Resources:

Five Innovative Grading Strategies (iteach article)
A Student-Centered Approach to Grading (CTLI workshops)
Teaching students to evaluate each other (Center for Teaching Innovation, Cornell University)
Peer assessment (Center for Teaching Innovation, Cornell University)
Teaching Students to Give Peer Feedback (Edutopia)
Peer review strategies (University of Nevada, Reno)
Kritik (specifically an edtech used for peer review)
Perusall (a social annotation tool with an MSU license that can also be used for Peer Review)