We found 521 results that contain "information literacy"

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

The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.  
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.

Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.  

Non-permissible uses: 

Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information withnon-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).

A well-prepared course should be designed for ("restrict", "permit" or "require") or designed around generative AI. Courses designed for ("ban") AI should detail the ways and degrees to which generative AI use will be incorporated into activities and assessments. Courses designed for AI may incorporate AI for some activities and not others and depending on course AI may be explicitly excluded or included at different stages. Courses designed around AI may discuss impacts of generative AI as a topic but expectations are that students will not use these types of tools, and the course should be intentionally designed such that the use of generative AI would either not be conducive to the completion of assessments and activities, or such that the attempt to do so would prove overly cumbersome. Regardless of your approach, communicating your expectations and rationale to learners is imperative.
Set clear expectations. Be clear in your syllabus about your policies for when, where, and how students should be using generative AI tools, and how to appropriately acknowledge (e.g., cite, reference) when they do use generative AI tools. If you are requiring students to use generative AI tools, these expectations should also be communicated in the syllabus and if students are incurring costs, these should be detailed in the course description on the Registrar’s website. 
Regardless of your approach, you might include time for ethics discussions. Add time into your course to discuss the ethical implications of chatGPT and forthcoming AI systems. Talk with students about the ethics of using generative AI tools in your course, at your university, and within your discipline or profession. Don’t be afraid to discuss the gray areas where we do not yet have clear guidance or answers; gray areas are often the places where learning becomes most engaging.Photo by Shahadat Rahman on Unsplash

Introduction
Quality Matters (QM) is a nationally recognized, faculty-centered, peer review process designed to certify the quality of online courses and online components. MSU purchased a campus subscription to the QM Rubric to assist faculty and instructors in creating quality courses that will improve online education and student learning. The initial pilot of using the rubric to inform course design started as an MSU partnership between the Center for Integrative Studies in General Science, College of Arts & Letters, and MSU Information Technology. Currently, MSU maintains its full subscription status on a yearly basis which provides access to the fully annotated QM Rubric and the QM Course Review Management System (CRMS). Additionally, MSU IT Academic Technology consults with faculty and instructors on applying QM standards to their courses and developing new approaches in online and blended learning.
The MSU QM Course Review Process is a faculty-driven, peer review process that emphasizes continuous quality improvement. The QM reviewers experience and review a course from a student perspective and provide feedback based on the Quality Matters Standards. See IT Instructional Technology & Development for information about course development and see IT’s Academic Technology Service Catalog to learn more about QM at MSU. 
Our course review process consists of three parts: 

a self-review done by you to get familiar with the course review process on the MyQM system. 
an internal review by a peer-reviewer to provide initial feedback on the course design. 
after any necessary changes are made and the course has run, a copy of the course can undergo an official review conducted by a team of three QM Reviewers (Master Reviewer, Subject Matter Expert and one additional Reviewer) resulting in Quality Matters Certification [cost $1,000].

Whole programs can also be QM certified whose courses have been peer-reviewed. Information on QM program certification can be found on QM’s website. 
Getting Started
Anyone at MSU can create an account through the Quality Matters website by using their msu.edu email address.
Quality Matters provides a fully annotated course standards rubric, different types of course reviews including a self-review, and discounted QM professional development through its website and MSU’s subscription.
Some of the Quality Matters resources involve added costs and official course reviews require MSU consultation first.
Course Rubric
The QM Rubric is a research-based peer review process that is widely adopted in higher education as a measure of online course quality. It offers weighted best practices in online instruction to improve course quality.
Visit the QM Higher Education Rubric, Sixth Edition to download the rubric.
The rubric is helpful as a tool to consider what elements may be missing from an online or blended course or to generate suggestions for new features.
Self-Review First
Faculty and staff can use the fully annotated, self review materials, within the MyQM CRMS (Course Review Management System). Annotations explaining each standard in greater detail can be accessed within the Self Review tool after logging in to the QM site.
This unofficial self review is a way to become more familiar with QM standards or assess a course prior to an internal or official review. You can also do pre- and post- assessments of your courses to keep a record of improvements, and a private report can be emailed once completed.
What to expect in a peer-review?
The internal and official review are almost identical. Both generally consist of the following steps:


Pre-Review Discussion


Team chair (Lead Reviewer in an internal review) contacts review members and faculty member to set up a conference call or face-to-face meeting at the beginning of the review. The purpose of the conference call/meeting is to discuss the instructor worksheet, ensure that all members have access to the course, establish the team review timeline, and answer any questions from team members before the review begins.


Review Phase


The review begins. Each team member logs into the QM Rubric website and uses the online rubric tool to record their observations about the course. Remember that you are reviewing the course from the student’s perspective. If you have questions during the review, don’t hesitate to contact your team chair.


Post-Review Discussion


Upon completion of the review, the team chair will call for the final conference. This conference will be among the review team members to discuss any discrepancies in the review and to ensure that recommendations are helpful and effective.  All individual reviews will be submitted after this meeting to compile the final report.


Post Review – Revise Course (as needed)


The team chair will submit the final review to the Campus QM Coordinator through the online QM tool. The review findings will be shared with the course instructor who then has an opportunity to respond to the review (using the course Amendment Form in the QM site). If the course does not yet meet standards, the faculty course developer/instructor works to bring the course to standards (with the assistance of an instructional designer, if desired). The review team chair then reviews the changes and determines whether or not the changes move the course to QM standards. In an internal review, revisions are made before submitting for an official review.
Steps for Internal Review
It is good practice to complete a self-review of your course before submitting for internal or official review. This is an optional step and only you see the self-review responses. For a self-review, log into the CRMS (Course Review Management System) on the QM website and use the Self Review tool to conduct a review of your own course.
When you are ready to submit a course for internal review:

Sign up for a SpartanQM Online/Blended Course Peer-Review and wait for an email response. 
Make a copy of your course to be reviewed.
Log in to MyQM at http://www.qmprogram.org/MyQM (Your login name is your email address on file with QM. If you do not have your login info choose "Forgot Username" or "Forgot Password")
Log in to the Course Review Management System (CRMS) and select “Start a Review Application” on the main screen.

Select Michigan State University.
Select David Goodrich as the QM Coordinator.
Select yourself as the Course Representative.
Select Internal Review as the review type.
Scroll down and enter course information. Select Submit Application. You will receive an email that will prompt you to complete the worksheet once it is approved.

Log in to the Course Review Management System (CRMS) to complete the Course Worksheet.
Select My Course Reviews: Open Course Reviews

Here you will choose the "View" next to the applicable course number. 
The Actions section allows you to view, edit and then submit the Course Worksheet. Select edit to input your course information. 
When finished, click “Submit Complete Worksheet.”

Your course will automatically be assigned to a Lead Reviewer who will contact you regarding the course review.
After your review, you may make any necessary changes to your QM Review course as a result of the internal review.
This review is an unofficial course review that provides feedback on meeting the QM Standards before submitting for QM recognition.

Steps for Official Review
When the course is ready for the official review:

Sign up for a SpartanQM Online/Blended Course Peer-Review and wait for an email response. 
Faculty will use the updated copy of the course that was used in the internal review. 
Log in to MyQM at http://www.qmprogram.org/MyQM (Your login name is your email address on file with QM. If you do not have your login info choose "Forgot Username" or "Forgot Password")
Log in to the Course Review Management System (CRMS) and select “Start a Review Application” on the main screen.

Select Michigan State University.
Select David Goodrich as the QM Coordinator.
Select yourself as the Course Representative.
Select QM-Managed Review as the review type. 
Scroll down and enter course information. Select Submit Application. You will receive an email that will prompt you to complete the Course Worksheet once it is approved.

Log in to the Course Review Management System (CRMS) to complete the Course Worksheet.
Select My Course Reviews, Open Course Reviews. 

Here you will choose the "View" next to the applicable course number.
The Actions section allows you to view, edit and then submit the Course Worksheet. Select edit to input your course information.
If you completed an internal review inside the CRMS, you can copy your internal review worksheet.

MSU staff will add the QM review team to the QM Review Course. This can take up to two weeks.
The Course Representative (faculty course developer/instructor) meets virtually or by phone with the QM review team for a pre-review meeting.
A QM Review is scheduled for a 4-6 week review period, which includes approximately 3 weeks of actual review time in addition to pre- and post-review conference calls.
The QM Team Chair will submit the final report which will be sent to the Course Representative.
Once the standards are met, Quality Matters recognition is provided to the Course Representative and the course is listed in the QM Recognized Courses registry.

Recertification Review
Certified courses are reviewed and re-certified after five years.
Resource Links

QM Higher Education Rubric, Sixth Edition
QM at MSU Community: Faculty and staff at MSU can join this D2L Community site to learn more about the QM Rubric, discounted professional development, and course examples for meeting standards.
Quality Matters website: Create an account using your msu.edu email and access the self-review tools on the MyQM site.

 
Citing Generative AI (e.g., ChatGPT) in Higher Education Scholarship, Teaching, and Professional Writing
As generative AI tools like ChatGPT are increasingly used in academic settings—for teaching support, scholarly writing, and even faculty development—it's important to adopt citation practices that are centerend on ethics and that ensure clarity, transparency, and academic integrity. Below are structured guidelines across major citation styles (APA, MLA, Chicago), tailored to the needs of university instructors, researchers, and students. A final section also offers examples of less formal disclosures appropriate for drafts, instructional materials, and academic development work. 
 
Note that as large language models continue to develop, it will become increasingly important to cite the specific model or agent that was used to generate or modify content. It will also be important to regularly revisit citation guidelines, as these, too, are rapidly evolving to meet the demands of the ever-changing AI landscape. 
APA (7th ed.) Style
Official Guidance:APA Style Blog: How to Cite ChatGPT
Reference Entry Template:Author. (Year). Title of AI model (Version date) [Description]. Source URL
Example Reference:OpenAI. (2023). ChatGPT (May 24 version) [Large language model]. https://chat.openai.com/
In-text citation:(OpenAI, 2023)
Higher Education Example:When asked to summarize Bandura’s concept of self-efficacy for use in an introductory education course, ChatGPT stated that “self-efficacy refers to an individual’s belief in their ability to execute behaviors necessary to produce specific performance attainments” (OpenAI, 2023).
MLA (9th ed.) Style
Official Guidance:MLA Style Center: Citing Generative AI
Works Cited Template:“[Prompt text]” prompt. ChatGPT, Version Date, OpenAI, Access Date, chat.openai.com.
Example Entry:“Summarize Bandura’s concept of self-efficacy” prompt. ChatGPT, 24 May version, OpenAI, 26 May 2023, chat.openai.com.
In-text citation:("Summarize Bandura’s concept")
Chicago Manual of Style (17th ed.)
Official Guidance:Chicago recommends citing AI-generated text via footnote only, not in the bibliography.
Footnote Example:


Text generated by ChatGPT, May 24, 2023, OpenAI, https://chat.openai.com.


Higher Education Example:


Used in a teaching statement to describe inclusive pedagogy practices. ChatGPT, response to “Give an example of inclusive teaching in STEM,” May 24, 2023, https://chat.openai.com.


 
Less Formal Disclosures for Transparency
In many instructional or professional academic contexts—such as teaching statements, reflective memos, informal reports, or early-stage drafts—it may be more appropriate to disclose use of generative AI tools in a narrative or parenthetical style rather than a formal citation format. Below are examples of how this can be done responsibly and transparently:
Examples of Less Formal Attribution:


“This draft was developed with the assistance of ChatGPT, which helped generate an outline based on course goals I provided. All final content was authored and reviewed by me.”


“In preparing this teaching philosophy, I used ChatGPT to help articulate distinctions between formative and summative assessment. The generated content was edited and integrated with my personal teaching experiences.”


“Some of the examples included in this workshop description were drafted with the help of ChatGPT (May 2023 version). I adapted the AI-generated responses to better align with our institutional context.”


“This syllabus language on academic integrity was initially drafted using a prompt in ChatGPT. The AI output was revised significantly to reflect course-specific values and policies.”


(Used in slide footnotes or speaking notes): “Initial ideas for this section were generated using ChatGPT and reviewed for accuracy and alignment with our campus policy.”


When to Use Informal Attribution:


Internal memos or reports


Course or assignment drafts


Teaching statements or portfolios


Slide decks or workshop materials


Informal educational publications (e.g., blog posts, teaching commons)


Best Practices for Academic Use in Higher Education


Transparency is key. Whether using a formal citation style or a narrative disclosure, always clearly communicate how AI tools were used.


Human review is essential. AI-generated content should always be edited for accuracy, nuance, inclusivity, and disciplinary alignment.


Tailor to context. Use formal citation when required (e.g., published research); use informal attribution for pedagogical artifacts or collaborative drafts.

MSU Attendance Policy:
"No person is allowed to attend a class unless officially enrolled on a credit or non-credit basis with the appropriate fees paid. Students who attend, participate and strive to complete course requirements without formal enrollment will not receive credit for their work...It is the responsibility of the instructor to define the policy for attendance at the beginning of the course."


Attendance policies and the repercussions for non-attendance are the purview of the class instructor. MSU suggests the following guidance related to COVID-related absences: 



Clearly state the class expectations for attendance and consequences for non-attendance in the syllabus, including your policy for illness 



Consider how you will accommodate students who might need to be absent for two or more weeks 


Instructors are encouraged to give students the benefit of the doubt and not require medical evidence and make accommodations as best as possible. 



Clearly state the class policies related to missing quizzes and submitting late work and the consequences for missing or late work. 






Suggest to students that they reach out to their advisors, College Student Affairs offices, and instructors if they will need to miss class due to COVID. 


Encourage the students to establish a peer network of support in case they need to miss class. To get the name out of a few students in class or teach them how to use D2L, so they can reach out to appear if they need assistance or to get notes. 


Provide information about the grief absence process and consider being generous if students report they have experienced a loss; consider putting in links to CAPS and other support services listed on the Keep Learning Website. 



In addition to the Attendance Policy, your syllabus should also include:

Effect of attendance on final grade, if any
Excused or unexcused absences
Policy on missed or late work

Check out this article for more information on syllabus basics. Photo by Roel Dierckens on Unsplash

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

Tips for College and University Students: Managing Your Distress in the Aftermath of the [Virginia Tech] ShootingsAs a university or college student, you may be struggling to understand how a shooting rampage could take place on a university campus and why such a thing would happen. There may never be satisfactory answers to these questions.
We do know, though, that it is typical for people to experience a variety of emotions following such a traumatic event. These feelings can include shock, sorrow, numbness, fear, anger, disillusionment, grief and others. You may find that you have trouble sleeping, concentrating, eating or remembering even simple tasks. This is common and should pass after a while. Over time, the caring support of family and friends can help to lessen the emotional impact and ultimately make the changes brought about by the tragedy more manageable.
You may feel that the world is a more dangerous place today than you did yesterday. It will take some time to recover your sense of equilibrium.
Meanwhile, you may wonder how to go on living your daily life. You can strengthen your resilience—the ability to adapt well in the face of adversity—in the days and weeks ahead.
Here are some tips:
Talk about it — Ask for support from people who care about you and who will listen to your concerns. Receiving support and care can be comforting and reassuring. Your campus is likely to be offering support services through its counseling center. It often helps to speak with others who have shared your experience so you do not feel so different or alone. If your parents seem particularly distressed, it may be because they are reacting to their own sense of not being able to control the college environment to keep you as safe as they would like.
Strive for balance — When a tragedy occurs, it’s easy to become overwhelmed and have a negative or pessimistic outlook. Balance that viewpoint by reminding yourself of people and events which are meaningful and comforting, even encouraging. Striving for balance empowers you and allows for a healthier perspective on yourself and the world around you.
Turn it off and take a break — You may want to keep informed, but try to limit the amount of news you take in whether it’s from the internet, television, newspapers or magazines. While getting the news informs you, being overexposed to it can actually increase your stress. The images can be very powerful in reawakening your feeling of distress. Also, schedule some breaks to distract yourself from thinking about the incident and focus instead on something you enjoy. Try to do something that will lift your spirits.
Honor your feelings — Remember that it is common to have a range of emotions after a traumatic incident. Go a little easy on yourself and on your friends. You may experience intense stress similar to the effects of a physical injury. For example, you may feel exhausted, sore, or off balance.
Take care of yourself — Engage in healthy behaviors to enhance your ability to cope with excessive stress. Eat well-balanced meals, get plenty of rest, and build physical activity into your day. Avoid alcohol and drugs because they can suppress your feelings rather than help you to manage and lessen your distress. In addition, alcohol and drugs may intensify your emotional or physical pain. Establish or reestablish routines such as eating meals at regular times and following an exercise program. If you are having trouble sleeping, try some relaxation techniques, such as deep breathing, meditation, or yoga.
Help others or do something productive — Find out from your university or community how you can help people who have been affected by this incident, or have other needs. Helping someone else often has the benefit of making you feel better, too. Try volunteering at your school or within your community.
If you have recently lost friends in this or other tragedies — Remember that grief is a long process. Give yourself time to experience your feelings and to recover. For some, this might involve staying at home; for others it may mean getting back to school or work. Dealing with the shock and trauma of such an event will take time. It is typical to expect many ups and downs, including "survivor guilt"—feeling bad that you escaped the tragedy while others did not.
For many people, using the tips and strategies mentioned above may be sufficient to get through the current crisis. At times, however an individual can get stuck or have difficulty managing intense reactions. A licensed mental health professional such as a psychologist can assist you in developing an appropriate strategy for moving forward. It is important to get professional help if you feel like you are unable to function or perform basic activities of daily living. Your university or college counseling center may be a good place to start.
Recovering from such a tragic event may seem difficult to imagine. Persevere and trust in your ability to get through the challenging days ahead. Taking the steps in this guide can help you cope at this very difficult time.
This tip sheet was made possible with help from the following APA members: Dewey Cornell, PhD, Richard A. Heaps, PhD, Jana Martin, PhD, H. Katherine O’Neill, PhD, Karen Settle, PhD, Peter Sheras, PhD, Phyllis Koch-Sheras, PhD, and members of Division 17.
Documents from apahelpcenter.org may be reprinted in their entirety with credit given to the American Psychological Association.

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who are feeling isolated. Thank you for helping our students achieve their goals.
Student Life – Student Affairs and Services [Please click on the link for directory]

Student Clubs/Organizations [Registered Student Organizations] - Please visit Involve@State for more information or contact involve@msu.edu or Brian Hercliff-Proffer at proffer1@msu.edu 
Center for Community Engaged Learning
Student Government - Please contact Erik Maillard at maillar2@msu.edu 
Fall Welcome - Please contact Tammye Coles at mitche25@msu.edu
Undergraduate Leadership Development Programs - Please contact Allyn Shaw at shawall@msu.edu 
Graduate Leadership Development Programs - Please contact Megumi Moore at akehimeg@msu.edu 
Fraternity and Sorority Life