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Gradescope is integrated with D2L and allows for remote delivery of assignments and exams.
Delivering Remote Assessment with Gradescope
Gradescope supports fully online assignments where no paper is required, paper-based assignments, assignments combining online and paper-based approaches, and programming assignments. You can find more information about the support Gradescope offers in this blog post and in this FAQ Guide for delivering remote assessments.
D2L Brightspace integration
You can link D2L Brightspace courses and assignments to Gradescope and sync your roster and grades. Learn more on how to leverage the D2L Brightspace integration by watching this video.
Getting Started with Gradescope
If you don't yet have a Gradescope account, you can create one on their homepage.
For more help
The team at Gradescope is available and happy to help with anything, so please email them at help@gradescope.com with any questions you may have.
 
If you'd like to talk about how to incorporate Gradescope into your teaching, request a consultation with an expert instructional technologist by clicking this link to open our appointment request form in a new window (login required).

Academic Calendar  Fall 2020 (FS20)
Classes Begin: Wednesday, 9/2/20 Middle of Semester:  10/21/2020
No Classes: Monday, 9/7/20 Holiday: Thursday, 11/26/20 - Friday, 11/27/20
In-person classes end at the Holiday break: Wednesday, 11/25/20Classes End: Friday, 12/11/20     Finals: 12/14/20 - 12/18/20 Grades Due: 12/22/2020 by 4 p.m.
Academic Calendar  Spring 2021 (SS-21) *Semester dates have changed due to COVID(See the Provost’s email in October 2020 outlining the calendar changes.)
Classes Begin: Monday, 1/11/2021 Middle of Semester:  3/3/2021
No Classes: Monday, 1/18/2021 *Break Days: Tues, 3/2 - Wed, 3/3 and Thurs, 4/22 - Fri, 4/23
*Classes End: *4/23/2021 *Finals:  4/26/2021 - 4/30/2021 Grades Due: 5/4/2021 by 4 p.m. 
*Note: the last two days of the semester, April 22&23, have no classes in preparation for finals.
 
Note: This checklist can also be found in the Instructor - D2L Self-directed Training site in D2L.To access it, go to D2L > Help > Training and scroll down to find the self-enrollment link for the Instructor D2L Training
 
This checklist assumes that you already have a course developed that you are copying to a new semester. If you are starting new, skip step one, or ask your department if there are existing courses you can copy. MSU creates a blank course shell for every course offering, with students already populated. Enrollment adds and withdrawals are automatic. Go to Communications > Classlist in your course to see enrollments.

Copy content from a development course or previous semester course to your new semester. Some courses may already have content. Check first before copying.

Start in the new blank semester course, or course you want to change.
Click Course Admin > Import/ Export/ Copy Components.
Select “Copy Components from another Org Unit” and Search for offering
Search for the course to copy “from” and click “Add Selected”
Select “Copy All Components” - Be careful to only do this once.* If there is already content in the site, items will be “added” and may result in duplication of content, activities, grade items, etc. that can be difficult to clean up.

Go to Course Admin > Course Offering Information. Make the course active as soon as possible and check the start and end dates. Students will not see a course in their My Courses list until you make it active. Even though you make it active, they will not be able to access the course until the start date. Students will see when the course is scheduled to start in their My Courses list. Also, consider making the end date past when grades are due so students can check their grade details.
Add/Edit a Welcome Announcement to provide information on how to get started.
Add/Update Syllabus and Instructor Information.

Create a module such as Getting Started to place your introductory materials.
Add documents by dragging and dropping files from your computer.
Use the pull-down menu and select Change File to update existing items.

Add other personalization items such as a welcome video and narrated lectures by using any of the following options listed under Upload/ Create, including Video, Create a link, or Create a file.  In Create a file, use Insert Stuff > My Media or Insert Stuff > Enter embed code, to insert a video from Kaltura MediaSpace (see the resources at the end of this document).
Add/edit D2L due dates on activities. They will also show up automatically in the D2L Calendar and students can subscribe to receive notifications. Enter/Check start dates, end dates, and due dates by clicking on each module in the Table of Contents. Click on dates to edit and a calendar will popup for selecting new dates and times.

Go to Course Admin > Manage Dates to check all dates on one page.
Use bulk offset dates for moving multiple dates at once from one semester to the next. 
Click on the column titles, such as Start Date, to sort and bring items with dates to the top.


Keep in mind that activities such as Discussions, Assignments, and Quizzes can be accessed from a separate navbar menu outside of Content, so you will need a start date on the activities as well as the modules if you don’t want students to access them until a specific time. See Managing D2L Start/End/Due Dates for more detail.

Check that links are working and all media have captions (look for CC or closed captions).
Check whether items are visible. Use Bulk Edit, closed eye or slash on icon is hidden.
Review Checklists, if used. It’s best to edit these from the Course Tools > Checklists page.
Check for specific dates within content, if used. To make content lessons and activities reusable without a lot of editing, use general terms, such as “your first post is due by Wednesday and replies are due by Sunday” and rely on D2L dates for specifics because they can be bulk offset. Avoid using specific dates in recordings if you plan to reuse them. List specific dates in items that are changed every semester, such as the syllabus and announcements.
Check Assignment, Discussion Topic, and Quiz settings - see Bulk Edit for some of the quiz settings, such as attempts allowed.
Check that Turnitin settings for assignments are correctly set as needed.
Check Communication > Groups, if used, and check whether you have auto enrollments or if you need to enroll users manually. For more information, see D2L FAQs on Using Groups.
Subscribe to your Course Questions Discussion topic or other discussions by going to  Communication > Discussions > (topic title) and Subscribe (from pulldown menu). Check your notification settings to get an instant notification by email (pulldown by name at the top).
Check your gradebook “settings” (see the link at the top of Manage Grades). Check the box if you would like to display points in the managing (instructor) view. Do you want the Final Calculated Grade (subtotal) visible to students? See how to setup a gradebook and how to release grades in the Gradebook tips document. Also, see the D2L Help link from any course navbar.
Impersonate the Demo student to view how a student sees the course and submits activities. The “preview as a student” option, accessed by clicking on your name at the top, is useful for quick checks of how students see content but you will need to impersonate the Demo student to practice submitting assignments and seeing feedback. Go to Communication > Classlist > “Student, Demo” and use the pull-down menu to Impersonate. Select your name at the top to stop impersonating. Two to three days into the semester, go to the Classlist and click on the “Last Accessed” column to sort. Consider sending a reminder email with tips on how to find the course to any students who have not started (check the boxes by their names and then click the email icon).

Note: Using Select Component Copy and bulk offset dates
*To bring select content in bulk from another D2L site, and to use the bulk offset dates with your course copy, use the Select Component Copy option instead of “Copy All.” If you make a mistake copying into the wrong semester course, or have duplicated items accidentally and need to empty or reset a course, see the MSU help documentation on how to Reset a course and delete everything.
More Resources: 
D2L Help (help.d2l.msu.edu)

D2L Training Opportunities
Frequently Asked Questions (FAQ)
Using Assignments with Turnitin and TURNITIN SYLLABUS STATEMENT
D2L Course Export and Backing up Select Student Data
D2L Retention Policies
Quick Discussion Grader in D2L

Technology at MSU (tech.msu.edu)

TECHNOLOGY RESOURCES FOR FACULTY & ACADEMIC STAFF


TWO-FACTOR AUTHENTICATION

Zoom (msu.zoom.us/)

How Do I Join A Meeting? Provide this to your students
How Do I Share My Screen?
Zoom Tips: Managing Your Audio Source (video)
How to Record Using Zoom (video)
How to Upload, Create Clip and Embed in D2L (video) Embed in D2L: Upload/Create>Create a File then Insert Stuff>(My Media or Enter Embed Code)

Kaltura Mediaspace: (mediaspace.msu.edu/)

Kaltura Mediaspace & D2L Integration
How to upload media in Kaltura MediaSpace
Embed your Kaltura MediaSpace media in D2L Brightspace
A Guide for Captioning Video
Ordering Machine Captions through MediaSpace

Instructional Technology & Development (tech.msu.edu)

Getting Started
Learning Objectives & Course Components
Blended & Online Courses
Online Course Structure
Setting Expectations
Running a Course
Quality Matters at MSU

Additional Support
The Instructor - D2L Self-directed Training site is updated monthly with current D2L Brightspace tutorials and other reference materials, Instructor - D2L Self-directed Training Self-Enrollment Page.
If you cannot find your answers in the Instructor D2L site, contact the MSU IT Service Desk at (517) 432-6200, ithelp@msu.edu.

The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Natural Science. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".

Gabe Ording: Gabe has been an amazing leader, both before and now during the pandemic. He has worked for a decade to build community in the unit, is always willing to talk and seek creative solutions for problems, and was forward thinking when the pandemic forced us to go remote last spring. In fact, he had prepared CISGS for the possibility of remote teaching by hosting THREE learning sessions before MSU officially went online. This meant that many colleagues were prepared for the transition and that we had already begun critical conversations needed for effective movement to online work. He is similarly bringing people together to discuss challenges and successes in the online classroom this Fall, has worked to ensure any face-to-face instruction is safe for everyone, and is generally an inspiration. Prior to this, his work was instrumental in ensuring that all of the integrative studies centers were working together to collect assessment data to evidence efficacy. Gabe's students also value him as much as his colleagues!

Rachel Morris: Dr. Rachel Morris has worked to expand her knowledge and experience in online pedagogy and has been a great resource and mentor during the pandemic. During FS2020, MSU added access to Labster. Dr. Morris kept BLD up to date on the availability of Labster and offered her assistance to faculty. Dr. Morris carries a significant teaching load, has committee responsibilities at MSU and in our professional society, is an Academic Advisor, and serves as our Graduate Program Director. She is readily available to colleagues for questions and mentoring.

Rupali Das: Dr. Das always goes above and beyond for her students. Her focus is not only limited to her student's understanding the material she is teaching and extends to concern for their overall well being. Her passion for science in infectious and it is amply evident that her regard for her student's interests is paramount! She deserves every recognition for all the hard-work she puts into her science and into her students' growth as competent professionals and robust scientists!

Casey Henley: I appreciate your dedication to your students, colleagues, and the institution. You are a great advocate for continued improvement in teaching and learning and is illustrated with your leadership. 

Stephen Thomas: Stephen Thomas is one of the best educators I know of. Not only is he smart, skilled and knowledgeable, but he is a genuinely caring person who does everything in his power to help students and colleagues be their very best. He works daily to be remarkable in his work as an educator and then he goes the extra mile to help other educators become great in their own right also. In every interaction and collaboration I am lucky enough to have with Stephen, I always come away more inspired, empowered, readied and prepared to face the next big design challenge in education. Thank you, Stephen Thomas, for all you do as a leader-educator at Michigan State University. 

Saul Beceiro Novo: I met Saul through the 2019-20 Adams Academy facilitated by the Academic Advancement Network. From the moment I heard Saul reflect on his experiences making his disciplinary content more accessible and enjoyable to individuals new to the field - I knew I wanted to pay attention to his educator practices. In my experience, he shows great care for learners and colleagues alike, is dedicated to crafting positive and high impact learning experiences, and achieving learning outcomes in innovative and creative ways! Keep an eye on Saul. He's a great educator, doing cool things!

Ashley Dunn: In a very challenging semester, Ashley committed to helping me with ANS 300E, animal welfare judging. She served as both a ULA, an assistant coach for the judging team, and in both roles was a huge help to me. She came to each class prepared, thoughtful and ready to support the students and instructor. In her role as a ULA, Ashley created a mock welfare scenario for the students and monitored their fact sheet submissions providing valuable practice and important feedback to the students. With such a trying semester for me, the quality of this course would have suffered had it not been for Ashley. A million times over, thank you. 

Julia Hinds: Julia is just the best. This has been a very hard semester in many ways and she has been a support all along. She always goes above and beyond every step of the way and makes everyone else’s life easier. I learn from her every time we meet :)

Nick Rekuski: Nick is passionate about teaching and he is not afraid to take on new challenges. He has taught an extraordinarily wide variety of courses, ranging from MTH 101 (Quantitative Literacy I) to MTH 309 (Linear Algebra). Nick has excelled in his work with students at all levels of undergraduate mathematics – both students who have intense math anxiety and students who love mathematics and intend to major in it. Nick approaches each student as an individual, gets to know them from the first day of class, and creates a community where each feels welcome and is comfortable to contribute to the class discussions.

Cole McCutcheon: Cole is an outstanding person. He exemplifies what it means to be a graduate student: incredibly hard working, determined, stubborn, unwilling to give up, and absolutely tenacious in tackling tough problems. Cole is also an excellent teacher and mentor; he approaches teaching situations with grace and care, ensuring that his students understand and synthesize the concepts at hand. I'm so glad that I get to work and laugh and teach with Cole.

Teresa Panurach

I appreciate Teresa and her plethora of positive practices, as well as her commitment to excellence in mentoring others. She is an inspiration to us all and deserves a raise.


Thank you, Teresa, for improving the lives of MSU students. Teresa runs a program mentoring Drew scholars who are also astrophysics majors, regularly checking in on them, running workshops, and facilitating research experiences. For many students, she has been a splash of support and joy during a lonely and sad pandemic. Thank you for your generosity and energy!


Camilla Monsalve: Life has been difficult for EVERYONE!  Cami makes it a point to come to my zoom office hours every week to see how I am doing.  While I make sure all 190+ Physics and Astronomy graduates are okay mentally, she makes sure I am okay too!  Warms my heart in so many ways.

Meiqi Liu: Meiqi, a first year Ph.D. student, who has not yet even been able to come to the US and is working with us remotely, has done an outstanding job as a TA, particularly grading for STT 441 and STT 861. The students in those courses are fortunate that she is such a strong TA and so diligent in her work. And we as instructors are extremely grateful. In addition, for myself as a scholar, I am very grateful for Ms. LIU Meiqi's work in helping mentor the work of my team of undergraduate researchers, including helping them with their project, which she has been doing since the very start of her time as a Ph.D. student in STT last Fall. This is far above and beyond the call of duty.

Sarah Manski: Sarah has helped us tremendously to successfully navigate the introductory classes in our department. She's extremely knowledgeable, passionate, and very encouraging. Her ability to work with students is amazing. During these unprecedented times, Sarah has been understanding, calm, and very helpful. She has provided valuable insight throughout the course, helped the ULAs, and supported me in successfully negotiating any challenges we faced during this phase. Apart from her role as a TA, she is involved in her own research, and actively works towards the betterment of our department. She is a role model for new graduate students and especially for the new TAs. Thank You, Sarah!!! 
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

October is Cybersecurity Awareness Month and we're putting Spartans' cybersecurity knowledge to the test with MSU IT Street Trivia. Join us weekly in October to see how you measure up: go.msu.edu/trivia23.
Cyber scams and phishing
As technology progresses, so does cybercriminals’ creativity. While their attempts can be tough to spot, they’re not impossible. Bad actors tend to use times or themes of uncertainty, as we’ve seen with global events, like the crisis in Ukraine or the coronavirus pandemic, or more locally, student loan reimbursements surrounding the beginning of a new semester.
Understanding standard cybersecurity practices is the best way to #SecureState and safeguard against potential cyber threats. Even if you don’t think you have sensitive information to steal, cyber attackers could use your accounts or devices as an open door to MSU.
Scammers use emails, texts, and calls to try to steal your personal info. Follow these tips to avoid their tricks: 

Beware of any request for your personal information, like your social security number, passwords, bank or credit card details, or multifactor security codes
Unexpected offers for employment, student loans or grants, and awards winnings
Watch out for messages with a sense of urgency, poor grammar and spelling, and strange email addresses or phone numbers
Forward any suspicious email to your MSU account to abuse@msu.edu (don’t click the links!)

Get help

If you suspect any of your accounts have been compromised, immediately change your password and contact MSU IT Service Desk at (517) 432-6200
If you’re not sure if it’s spam, consider calling the source directly using the phone number from their website to verify the info (never click the links or call numbers in a suspicious email)

Learn more about phishing and the best ways to #SecureState at secureit.msu.edu.

MSU Resources on Civility and Community Enhancement in Academic Environments
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans. 
Resources available at MSU

Conflict Resolution: 

The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.






The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.






MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships. 


The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:

Inclusive Communications Guide (coming soon). 






One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments. 

Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)








Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.


Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate. 


List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff) 


MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester. 


MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments: 

List of behavioral competencies
Free online learning opportunities through elevateU including topics such as: 

Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.) 


In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include: 

Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability    
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change




Prevention, Outreach and Education Department offers a variety of trainings on  violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families. 
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice 
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions  offers intercultural leadership training for departments and organizations

Other useful external resources

Climate/Culture/Inclusive Environments

Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI 
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time. 
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture




Inspiration & Personal Growth

Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success






8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work




There are also numerous resources available at the MSU Library: 

Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online

Title: Teaching and Learning about Data Through Stories: An Interdisciplinary PerspectivePresenters: Lee Melvin Peralta (College of Education); Louise Jezierski (James Madison College)Format: Paper PresentationDate: May 10th, 2023Time: 10:00 am - 11:15 am Room: 3201, Stem BuildingDescription:In a 2018 report on data science education, the National Academies of Sciences, Engineering, and Medicine recommended that academic institutions encourage all undergraduate students, regardless of their backgrounds or career goals, to develop a basic understanding of data literacy and data science. In this paper, we build on the literature on undergraduate data literacy and data science education by discussing emerging findings from a new interdisciplinary course on data storytelling. The course was a freshman and sophomore research seminar involving the collaborative development of a survey instrument and the creation of corresponding data-driven stories. Through the survey, students sought to understand other undergraduate students' perspectives on the topics of food insecurity, healthcare, and economic mobility--topics that were chosen by the students and presented through various data visualizations. The course emphasized the role of stories, not only in representing the results of data analysis but also in understanding research practices through a storytelling lens. Recent literature suggests the importance for students to develop technical competency with data alongside an understanding of the sociopolitical and ethical dimensions of data. Emerging findings from the data storytelling course suggest an opportunity to leverage storytelling practices toward supporting students in developing a critical and creative orientation toward data. By attending to narrative structure, the materiality of storytelling, and the affective dimensions of stories, students were not only able to develop technical and critical skills toward data but also to address broader epistemological and ontological questions about the nature of knowledge production.

ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.

What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?

Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue. 
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education. 
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students. 
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.

Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators

Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus. 
MSU policies and resources related to academic integrity:

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity

Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools,  what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:

Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School

Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)

Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist

EDLI (Enhanced Digital Learning Initiative) and Broad College

Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023

OSSA (Office of Student Support & Accountability) and MSU Policy

When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity



Spartan Newsroom and MSU Today

Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement

Additional Resources:

Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington

Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023

Advice from UC Davis on the "Five Golden Rules" for passing qualifying exams.