We found 520 results that contain "instructional technology"

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

Your Pedagogical Practices. 
In the previous step, the reader was asked to consider what various teaching methods they use. The combination of those used and the reasons why they’re implemented essentially compose ones teaching pedagogy. Your teaching pedagogy should encompass the theories, practices, principles, and core values that you use to guide student learning. As opposed to teaching methods, your teaching pedagogy is unique to you and constructed by your specific values as opposed to being merely strategies you employ.
In essence, it would be reductive to describe your teaching pedagogy by a broad name, while you may mostly agree with one person, perceptions of the various methods and named pedagogies are never quite the same. Nevertheless, attempts to categorize them are helpful in the sense they give individuals a base point to begin crafting their own growing pedagogies.
 
This section does not exist to instruct you on how to form your own pedagogies, but to instead consider how your pedagogy is worked into your syllabus, what benefits your pedagogy offers the students of your course and are your methods and strategies towards teaching supported through up-to-date research. This step understandably involves the most homework on the part of the reader. To develop your teaching pedagogy and ensure you are using up-to-date teaching practices it’s encouraged that you:
 

Occasionally read peer-reviewed journals on teaching:

Journal of Teaching Education
Teaching in Higher Education
Journal of College Student Development
There may be ones specific to your own field:

Journal for Research in Mathematics Education
Journal of Research in Reading
Etc.




Attend Professional Developments offered by your institution.

Most schools offer these kinds of opportunities every year. Sometimes they are designed as training for new educators, but it can always be helpful to get involved.


Discuss your current thoughts on education with colleagues.

You’re a member of a department and have several other instructors working alongside you who also work with students. Rely on their knowledge and experience as well as your own to create ideas and thoughts relating to teaching.



 
Use your syllabus as a way to express your teaching pedagogy, making it clear to those who read it explicitly what your values as an educator are and how you set out to accomplish them.
 
 
Something is missing…
The intention behind this guide is to help craft a working/functional syllabus and use popular opinions of what a syllabus is used for as a metric for how well it is written. There is simply too much about teaching to summarize in a single guide. To that end, you may have teaching techniques, ideas, methods, concepts, activities, etc. that are not touched upon or discussed here. Perhaps there have been things written here that do not apply to you/your class or that you disagree with.
 
That view is welcome.
 
Engaging with this activity to that degree is essentially the point of the activity itself. Pushing you to consider what is valuable as an instructor and how to use the syllabus to help achieve those goals. The syllabus is a humble and often overlooked tool, but also one of the most universal. To this end, if you have anything to contribute that hasn’t been mentioned here that you value…
 
Include it in the syllabus.

The following is a full list of the educators receiving the 2022 #iteachmsu Educator Award from all colleges and educator units. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Broad College of Business

Jeremy Van Hof
Sarah Wellman

College of Agriculture and Natural Resources

Tyler Becker

College of Arts & Letters 

Scott Schopieray
Kaelyn Muiru
Alexis Black
Brad Willcuts
Cheryl Caesar
Elizabeth Spence
Kathy Hadley
Jill McKay-Chrobak
Ilse Schweitzer
Floyd Pouncil
Sharieka Botex

College of Communication Arts & Sciences 

Jason Archer

College of Education

John Olle
Sandro Barros

College of Engineering  

Geoffrey Recktenwald

College of Human Medicine 

Steven Ashmead
Robert Malinowski

College of Natural Science 

Chris Shaltry
Beth Gettings

College of Nursing

Kathleen Poindexter
Andy Greger

College of Social Science 

Kevin Ford

Lyman Briggs College 

Georgina Montgomery
Ellie Louson

Residential College in Arts and Humanities  

Jeno Rivera

Other Educator Units 
The Center for Teaching and Learning Innovation (formerly Hub for Innovation in Learning and Technology)

Dave Goodrich
Sarah Gretter
Summer Issawi
Jay Loftus
Angie Martin
Rashad Muhammad
Alicia Jenner
Jerry Rhead
Brendan Guenther
Makena Neal
Michael Lockett

Provost Communications

Kelly Mazurkiewicz
Erica Venton

Office for Enrollment Management and Academic Strategic Planning

Ashely Braman
Emilio Esposito

Center for Integrative Studies in General Science

Stephen Thomas

Institutional Diversity and Inclusion

 Patti Stewart

Kognito 4 Education

Sheila Marquardt

MSU Libraries

Sarah Miller
Terri Miller
Rachel Minkin
Ben Oberdick
Jessica Sender
Abraham (Abe) Wheeler

MOASIC (Multicultural Unity Center)

Maggie Chen-Hernandez

MSU IT Services

Jason Beaudin
Nick Noel

Office for Faculty and Academic Staff Development (OFASD)

Marilyn Amey

Omsbudsperson’s Office

Shannon Burton

Resource Center for Persons with Disabilities (RCPD)

Leslie Johnson

The Graduate School

Stefanie Baier
Hima Rawal

University Outreach and Engagement (UOE)

Diane Doberneck

WorkLife Office (WLO)

Jaimie Hutchison


Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

Check out the November training courses available at no cost to all MSU students, faculty, and staff. Visit SpartansLearn for more information and to register.FEATURED TRAINING OF THE MONTHZoom – Getting Started
Tuesday, November 12, 10:00 a.m.
Engage new audiences, elevate customer experiences, and get more done together with an all-in-one communication platform! Our trainers will help you explore how Zoom seamlessly brings together remote teams for work that goes wherever you do. This course will cover the basics of Zoom Meetings to include settings prior to a meeting, starting a meeting, and managing meetings. 
 
What participants are saying...
“I liked how IT Training took us step by step through everything they were talking about. I never got lost while they were asking questions.”NOVEMBER SCHEDULE
To register for the following virtual instructor-led training courses go to SpartansLearn.
 
OneDrive – Getting Started
Tuesday, November 5, 1:30 p.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
Wednesday, November 6, 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.
 
Spartan 365 – Overview
Friday, November 8, 1:00 p.m.
Have you ever wanted to work collaboratively in a document or simultaneously on any device? Spartan 365 makes this type of teamwork easy! Spartan 365 offers robust features and a secure environment. This one-hour course will give an overview of the main Microsoft 365 apps including Forms, OneDrive, OneNote, Outlook, SharePoint, and Teams.
 
Microsoft OneNote – Getting Started
Thursday, November 14, 9:00 a.m.
Get rid of your traditional pen and paper and uncover features of the most versatile note-taking tool, OneNote. Learn the basics of OneNote, a digital note-taking app that provides a single place for keeping all notes, research, plans, and information.
 
Outlook – Calendar Basics
Monday, November 18, 1:00 p.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 – Getting Started
Thursday, November 21, 9:00 a.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.
 
OneDrive – Working with OneDrive
Friday, November 22, 9:30 a.m.
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage accessibility of files and folders, and more.
 
Can’t attend a live course? Watch on-demand anytime at SpartansLearn.
Monthly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
All participants are invited to share anonymous feedback about their course through our End of Course Survey. Your feedback is incredibly valuable to help shape and inform our future offerings. Congratulations, Megan Stevenson in Social Sciences, our quarter 3 drawing winner for completing an End of Course Survey!
For any other questions about technology training, please contact train@msu.edu. 
 
 

 
 




Data


Definition




Count


The total number of students enrolled at MSU as of official count date. Students who are enrolled, registered, cancelled or withdrawn are included in the counts. 




Persistence


The percentage of first-time-in-any-college (FTIAC) undergraduate (UN) and Ag Tech (AT) students who started at MSU in the summer or fall of the previous year and returned to MSU for their first returning fall semester.




Probation


The percentage of FTIAC undergraduate (UN only, does not include Ag Tech) students who started at MSU in the fall, or in the summer and continued in the fall, who have a fall end term academic standing of probation. 




Graduation


The percentage of first-time-in-any-college (FTIAC) undergraduate (UN) and Ag Tech (AT) students who started at MSU in the summer or fall of a given year and graduated within 150 percent of normal time (three years for AT certificate-seeking students, and six years for degree seeking UN). 




Degrees Awarded


Degrees, Agricultural Technology Certificates, and Graduate Certificates conferred. This is reported annually: fiscal year (July 1 to June 30), calendar year, and academic year. Count reflects degrees or certificates conferred in the prior semester or year.




Time to Degree


Time to degree, measured in calendar years, is determined by calculating the number of calendar years between the start date of a student’s initial term and the end date of the term in which the student graduates. The TTD for graduating in four years is 3.7 calendar years, e.g. a student starts MSU in Fall 2014 and graduates in Spring 2018.




 
Institutional Research website: https://opb.msu.edu/functions/institution/index.html
 
Data Digest: https://opb.msu.edu/functions/institution/datadigest/index.html
 
Fact Sheets: https://opb.msu.edu/functions/institution/msu-internal/factsheets.html
 

This post provides an overview of problematic language as part of the Inclusive Pedagogy playlist.
Our language use is influenced by social and cultural factors. Those factors sometimes can make us unaware of the impact of our words. One way to prevent unintentional harm is to be more aware of inclusive language practices. However, inclusive language can be more than just avoiding offense or being “politically correct”; instead, it is a “communication style that is genuinely curious about how to talk to and about our fellow humans respectfully” (Acrolinx). Inclusive language use works to “honor the diverse identities of every person in the room and invites them to be part of the conversation” (Relias). 
When we prioritize an inclusive language environment, everyone feels more welcome and learning is more able to take place. Within this, we do not want to shame people when they make a mistake, as that would also not be welcoming. Rather, we try to gently reframe their language use, such as through the P.A.L.S. method.
Many inclusive language guides exist to learn more about certain problematic terms and legacies: 

MSU Brand Studio
MSU’s Gender and Sexuality Campus Center
MSU’s College of Natural Science Guide
University of Washington’s Information Technology
Pratt Institute Libraries’ article 
Writer’s Inclusive language in the workplace guide

Language is a living entity that changes for building common and shared understandings. Boston University curates a Living Language Guide. As a note of caveat, sometimes people claim that certain phrases and words were more socially acceptable in the past, but it is important to note that, generally, language use that is problematic usually has a longer legacy of harm that was problematic—even in the past. It is up to us now to make ourselves and others more aware of the impact of that language. Similarly, sometimes people find it difficult to “keep up” with understanding language, and that can feel really difficult. To counteract that, educators can build in time to practice more inclusive phrases with trusted people. In addition, it’s important to remember that the more one can learn and better understand harmful legacies of terms, then the more belonging learners will feel.
Some reflection questions for educators to reflect on their language and intentionality, include: 

How do I define and practice inclusive language in my classroom? How do I foster a classroom culture where inclusive language is encouraged among students?
What steps do I take to ensure my language includes all students, considering gender, race, ability, and additional identities? How intentional am I in using gender-neutral terms, pronouns, and respectful language? How do I incorporate diverse identities into my communication?
How do I ensure my language is respectful and accurate when discussing sensitive or identity-related topics?
How do I educate myself on terms related to various identities and groups? How can I stay informed and continuously adapt my language to reflect evolving societal and student needs?
How do I respond when non-inclusive language is pointed out, and how open am I to making changes?
What processes do I use to reflect on and improve intentional and inclusive language? How do I check for unintentional bias in my language and course materials?

Continue to read more about inclusive pedagogy in the next article on Inclusive Syllabi or return to the Inclusive Pedagogy playlist.

The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Today, Casey shared the ways he has adapted two of his XA courses to be designed with generative AI integrated from day one!

Here are some key take-aways from Dr. McArdle:


Be open and honest with students, don't run and hide. Being open for students to bring up their concerns so they can be addressed together is critical.
Intentionality is key. Work with your units and/or curriculum committee to develop policies that work for program learning outcomes and goals. (Every decision should connect intentionally back to your learning outcomes and goals)
Inputs matter.  If users aren't exact with inputs, generative AI will pull data and make a guess. "“Generative AI enables users to quickly generate new content based on a variety of inputs. Inputs and outputs to these models can include text, images, sounds, animation, 3D models, or other types of data.” - NVIDIA
Know your limits. When it comes to using these types of systems, understand their limitations. Even ChatGPT acknowledges it "may occasionally generate incorrect information", "may occasionally produce harmful instructions or biased content", and "has limited knowledge of the world and events after 2021"
MSU has LOTS of resources! Chech out MSU's generative AI resources on iteach.msu.edu! You may be intersted in Michigan State University on Generative Artificial Intelligence (AI) [playlist], Generative AI Use Codes [article], Generative AI Syllabus Guide [playlist], and ChatGPT FAQ for MSU Educators [article]. 

Resources for Continued Growth:
To support your ongoing professional development please consider these resources:

Slide Deck: Access Casey’s Welcome to My Classroom slide deck which has an overview of MSU’s guidance on generative AI, examples of how Casey acknowledged AI in his conversations with learners, and examples of AI-integrated activities from two courses, by logging into Google with your MSU netID.
Online Discussion: Based on the content of Casey’s presentation, you may be interested in joining the asynchronous online discussion happening in the “AI & Education” group on iteach.msu.edu. Login with your MSU netID to connect with fellow educators, exchange ideas, and seek further guidance.
Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (also embedded below).

Center for Teaching and Learning Innovation’s (CTLI) Welcome to My Classroom with Dr. Casey McArdle session on 09/14/23.

Check out January’s courses available at no cost to all students, faculty, and staff. Visit SpartansLearnfor more information and to register.
Featured Course of the Month 
Microsoft Teams – Getting Started
Monday, January 13, 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.
What participants are saying…
“The general overview of the Teams features, and functionality was so helpful. I loved the exercises that demonstrated the features so well.”
 
January Schedule
To register for the following virtual instructor-led training courses go to SpartansLearn.
SharePoint for End Users
Wednesday, January 15, 10:00 a.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
Tuesday, January 21, 9:30 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 OneNote – Getting Started
Thursday, January 23, 10:00 a.m.
Get rid of your traditional pen and paper and uncover features of the most versatile note-taking tool, OneNote. Learn the basics of OneNote, a digital note-taking app that provides a single place for keeping all notes, research, plans, and information.
 
Microsoft Teams – Working with Teams
Friday, January 24, 10:30 a.m.
This hour-long course is valuable to individuals, teams, and departments looking for a centralized hub for communication, file sharing, and collaboration. Learn how to request a new team or join an existing team, manage channels and tabs, and manage the team’s members, settings, and analytics.
 
OneDrive – Working with OneDrive
Monday, January 27, 1:30 p.m.
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage accessibility of files and folders, and more.
 
Can’t attend a live course? Watch on-demand anytime at SpartansLearn.
Monthly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
All participants are invited to share anonymous feedback about their course through our End of Course Survey. Your feedback is incredibly valuable to help shape and inform our future offerings. Congratulations, Nancy Spitzley in MSU IT Data Center Operations, our quarter 4 drawing winner for completing an End of Course Survey!
For any other questions about technology training, please contact train@msu.edu.