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The MSU Museum serves the Michigan State University community by facilitating and creating experiences at the nexus of the arts, sciences, cultures, and technologies. As an an innovative and experimental collaboratory that exists to catalyze creativity, we are here to work with you and provide resources and support. Whether you are an instructor developing content and activities for a course or a student wanting to create a unique project, we can help. Contact the Museum Education Team to get started.About the Museum
The MSU Museum is an innovative and experimental collaboratory that exists to catalyze creativity. Here, people can openly explore, express, and experiment with ideas across disciplines and interests, and indulge their natural curiosity about the world. The MSU Museum sets new standards in the realm of academic museums by collaborating with faculty to convey and amplify groundbreaking research in unexpected and creative ways. We demonstrate excellence through accreditation from the American Alliance of Museums and our status as Michigan's first Smithsonian Affiliate. Through extensive collaboration with the Smithsonian Institution, the Museum leads a robust array of cutting-edge activities advancing research, generating new knowledge, and enhancing public engagement.
The CoLab Studio, an innovative laboratory within the MSU Museum, helps to push the boundaries of what it means to be a 21st-century interdisciplinary museum. Through novel, transient, and experimental programs, the CoLab explores new methods for designing and implementing informal learning experiences and enhancing community engagement.As part of the University Arts and Collections unit within the Office of the Provost, the MSU Museum catalyzes Michigan State University's academic mission by actively implementing and creatively enhancing the university’s strategic plan.
 

Instructions: Click on the registration link and sign-up for the sessions that you're interested in. After completing your registration you will receive an email with the Zoom link for the session.




Keynote Address




Welcome and Keynote IITeaching for Equity in Treacherous Times9:00 - 9:45 am




Time

Block 1



10:00 - 11:15 am

 

 


Implementation of the Student Perceptions of Learning Environments Policy (SPLEP) and Student Perceptions of Learning Survey (SPLS)


Teaching Knowledge Workers of the 21st century


Incorporating equitable pedagogy into your classroom


Turning Your Teaching & Administration Work into Research and Publication Projects


What About Student Voice in Department and Program Level Spaces?


"How Can You Get A Job With That?": Practical Skills for Undergraduate Studio Art Students




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Paper Sessions (25 min. each)

Foster Inclusive Research Opportunities Through A Course-based Undergraduate Research Experience (CURE)
JamBoard: Where Academic and Intellectual Collaboration Meets Creativity
The Power of Education Abroad: Lessons from Sustainable Community Development in Tanzania


Learning Tech Demo (25 min. each)

Beyond Zoom: A Beginner’s Guide to Unlocking the Transformative Potential of Virtual Reality in Education (25 min)
Exploring Perusall and summarizing findings from GEO & ISS courses. (25 min)
Rise: A Tool to Building Interactive Online Courses (25 min)


 
 
 
 


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Time


Block 2




11:30 - 12:30 pm

 

 


Excel accessibility 101


Rethinking Access: Fatigue, Hostility and Intimacy in Teaching and Learning


How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows
 


Translingual Theory in Action, and in Support of Multilingual Learners 


The Happiness Ripple Effect: Exploring the 4 Levels of Happiness and How Educator Happiness Might Impact Student Learning


Hyflex Course Design: Creating Accessible Learning Spaces





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Recognizing Burnout and Mapping Your Stress Response


Learning Tech Demo (20 min each)

NOAA’s Science On a Sphere at the MSU Museum
“That Doesn’t Work For Me!”: Tools for Students with ADHD
Cohort Programs and Student Success at MSU


 

 


 

 



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Lunch12:30 - 1:30 pm



Time


Block 3




1:30-2:30 pm
 

 


A journey of summative assessments



MSUvote and Democratic Engagement at MSU



Finding Your True North: Equitable access to career education through core curriculum integration


Decolonizing the Classroom



Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity, Belonging, and A Growth Mindset


 
 




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Welcome to My Classroom (20 min each)

Designing Against the Hidden Labors of Adult Learning
Teaching English in Chinese way? International Engagement in a Writing Course
Exploring the effects of the flipped classroom approach in an undergraduate lab math course



Teaching GIF animation in pre-service art teacher education courses

 

 

 
 



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Time


Block 4




2:45 - 3:45 pm 
 

 


Exploring Inclusive Practices Across the Curriculum: Results from the Inclusive Pedagogy Fellows Program in the College of Arts & Letters at MSU


Incorporating Reflective Practices in Classrooms: Our Learning Assessment Model


Increasing learners' motivation in gender and sexuality study through making activist animation and video game


Teaching Gender in a Global Context: Pedagogy, Practice, and Prospects for Expanding Narratives(Cancelled)


Exploring the Social Change Wheel: Approaches, Tools, and Techniques for Incorporating Community Engaged Teaching and Learning


MSU Libraries: Partners in Student Success




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Welcome to my classroom: COIL


Using H5P to Help Students Learn!

 
 
 
 



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Check out November’s courses about collaborative tools training, available at no cost to all students, faculty, and staff. Visit SpartansLearn for more information and to register.
Spartan 365 - Overview
November 6, 1:30 p.m. (Virtual)
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 course will give an overview of the main Microsoft 365 apps including Forms, OneDrive, OneNote, and Teams.
Instructor: Michael Julian 
What participants are saying...
“Michael is a phenomenal presenter. I really enjoyed his style, humor and energy, and his no-judgement approach. He created a safe and accessible learning environment for everyone. Kudos to Michael for being an exceptional member of his team by facilitating opportunities for everyone to learn at MSU!”

To register for the following virtual and in-person instructor-led training courses go to SpartansLearn.
Microsoft Teams – Getting Started
November 7, 1:30 p.m. (In-person, Anthony Hall, Rm 1210)
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
November 7, 10:00 a.m. (In-person, Anthony Hall, Rm 1210)
November 10, 1:30 p.m. (Virtual)
A great tool for scheduling and hosting virtual meetings, learn how to access Zoom at MSU and explore its settings.
 
Microsoft Forms – Creating Forms and Surveys
November 14, 10:00 a.m. (In-person, Anthony Hall, Rm 1210)
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.
 
Microsoft Teams – Managing Teams and Settings
November 15, 1:30 p.m. (Virtual)
Specific to collaborating with others, this course will help you understand Team properties, Private Channels, and options for members, owners, and guests. Learn how to change status messages, participate in another Teams tenant, review saved messages, and set notifications.
 
Microsoft Teams – SharePoint Site
November 16, 1:30 p.m. (Virtual)
This course expands on the collaborative capabilities of Teams to show how it connects to Microsoft SharePoint to store document libraries, create site pages, and use lists. 
 
Zoom – Meetings
November 17, 1:30 p.m. (Virtual)
This course digs deeper into the functionality of Zoom meetings to show you how to effectively set up and manage breakout rooms, manage recordings and reports, configure advanced polls and quizzes, and understand the best methods for sharing content.
 
Microsoft OneDrive – Working with OneDrive
November 14, 1:30 p.m. (In-person, Anthony Hall, rm 1210)
November 27, 10:00 a.m. (Virtual)
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage the 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
For any other questions about technology training, please contact train@msu.edu. 
 
 

 

Want to improve your teaching? Participating in a peer observation process is a great way to create a space for you to reflect upon your own teaching and open up a dialogue related to best practices in teaching. It is very important to note that peer observations are NOT evaluative and are NOT tied to performance review. They are a training and development tool to facilitate reflection and personal growth.A peer observation process can:

create a culture that values best practices in teaching and facilitation; 
provide learning opportunities for employees to reflect upon their own teaching and facilitative leadership skills and learn from their peers; and 
build capacity in teacher training, observation feedback, and general pedagogy within the organization. 

The MSU Extension Peer Observation Process is based on the following premises.
Premise #1: Peer observation is helpful for teachers, especially for the one observing.

Faculty in higher education report that peer observation is useful (83%) and a majority (74%) feel it should be required (Divall, M. et al. 2019).
In peer observation, the true learner is the one who is observing (Richardson, 2000; Hendry & Oliver, 2012). Watching another teach is useful and instructive and allows teachers to discover new resources and ways of teaching, supports career-long learning in teaching, and provides a forum for teachers to discuss what good teaching is (Richardson, 2000).

Premise #2: Evaluative observation can be invalid and potentially destructive.

In evaluative observation, staff doing the observing may lack the motivation or knowledge to make good recommendations. It is also possible that that observer’s critique may damage the self-efficacy of the teacher being observed as a result of feedback that is not delivered in an appropriate way (Hendry & Oliver, 2012).
The validity of evaluative observations for measuring teacher efficacy is troublesome. Strong et al. (2011) looked at observations of teachers who were classified as “effective” or “ineffective” based on student achievement data, and then had observers with different levels of expertise watch recordings of those teachers teach and classify the teachers as “effective” or “ineffective.” Although judges were in high agreement (rater reliability), they demonstrated a low ability to identify effective teachers. Administrators and teacher educators were accurate only about one-third of the time. In other words, observers are unable to identify effective teachers from ineffective teachers.
To explore the conundrum of why evaluative observation isn’t accurate, I recommend reading Dr. Robert Coe’s blog post “Classroom observation: It’s hard than you think” (2014), published by the Centre for Evaluation & Monitoring at Durham University.

Premise 3#: Peer observation processes align to adult learning theory.

Theories of experiential learning, the teaching model used in 4-H, align to our proposed peer observation process. Experiential learning includes doing, reflecting, and applying. In the proposed peer observation process, the educators involved “do” by teaching or observing, “reflect” through post-observation reflection forms and structured conversations, and then “apply” by integrating new ideas and concepts into their own teaching.
The peer observation process aligns with social cognitive theory (Bandura, 1997) which posits that personal, behavioral, and environmental influences interact in learning. Concepts of self-efficacy, the belief that we can take actions to improve performance, is supported through the peer observation process.

Learn more about the MSU Extension Peer Observation Process.
References:
Bandura, A. (1997). Self-efficacy: The exercise of control.  London: W.H. Freeman & Co Ltd.
Coe, R. (2014, January 9). Classroom observation: it’s harder than you think. [Blog post]. Retrieved from https://www.cem.org/blog/414/.
DiVall, M., PharmD., Barr, Judith,M.Ed, ScD., Gonyeau, M., PharmD., Matthews, S. J., Van Amburgh, J., PharmD, Qualters, D., PhD., & Trujillo, J., PharmD. (2012). Follow-up assessment of a faculty peer observation and evaluation program. American Journal of Pharmaceutical Education, 76(4), 1-61. Retrieved from http://ezproxy.msu.edu.proxy1.cl.msu.edu/login?url=https://search-proquest-com.proxy1.cl.msu.edu/docview/1160465084?accountid=12598
J., Van Amburgh, J., PharmD, Qualters, D., PhD., & Trujillo, J., PharmD. (2012). Follow-up assessment of a faculty peer observation and evaluation program. American Journal of Pharmaceutical Education, 76(4), 1-61. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1160465084?accountid=12598
Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching and Learning Practice, 9(1), 1-11. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1037909669?accountid=12598
Richardson, M. O. (2000). Peer observation: Learning from one another. Thought & Action, 16(1), 9-20. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/62336021?accountid=12598
Strong, M., Gargani, J., & Hacifazlioğlu, Ö. (2011). Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers. Journal of Teacher Education, 62(4), 367–382. https://doi.org/10.1177/0022487110390221
Weller, S. (2009). What does "peer" mean in teaching observation for the professional development of higher education lecturers? International Journal of Teaching and Learning in Higher Education, 21(1), 25-35. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/757171496?accountid=12598

Learning Communities provide safe and supportive spaces for complicated conversations about curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Academic Advancement Network.
Learning Communities at MSU are free to select their own topics and determine the structures that best support their inquiries. Accordingly, communities tend to vary greatly in their practices, interests, and agendas. All communities, however, share three things in common: they meet at least eight times across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline.
Learning Communities run from September to April. Call for 2021-22 proposals goes out on May 17th with a due date of June 11th. If you are interested in joining or proposing a community, please look to the links at the right for more information.Review the MSU Learning Community Guidelines
Please propose ideas using this online formProposals are due by June 11, 2021.
Discover more about learning Communities
See past topics.

Check out the March training courses available at no cost to all MSU students, faculty, and staff. Visit SpartansLearn for more information and to register.

Microsoft Teams – SharePoint Site
March 25, 1:30 p.m.
Instructor –Todd Ring
Embark on your journey of digital collaboration and dive into Microsoft Teams SharePoint Site. Unlocking a world where document libraries, site pages, and lists seamlessly converge to redefine the way you work while elevating your collaborative experience and revolutionizing your productivity.
What participants are saying...
“Great audience engagement and use of adult learning principles. I have been struggling with understanding SharePoint for a while now and the instructor, Todd, really helped me figure out how to use it and how it relates to Teams and other Microsoft things.”
 
To register for the following virtual instructor-led training courses go to SpartansLearn.
 
Microsoft Teams – Managing Teams and Settings
March 13, 9:30 a.m.
Specific to collaborating with others, this course will help you understand Team properties, Private Channels, and options for members, owners, and guests. Learn how to change status messages, participate in another Teams tenant, review saved messages, and set notifications.
 
OneDrive – Getting Started
March 19, 9:30 a.m.
OneDrive is a great place to store files in the cloud, share documents, and ensure document security. Learn about the basics in this entry level course.
 
OneDrive – Working with OneDrive
March 29, 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.
For any other questions about technology training, please contact train@msu.edu. 
 

After you have created an article, you may find that there is information that you want to update or maybe you want to delete the article altogether. By default, you will not see an edit or delete icon on your post once it is published. This article describes and provides a demonstration of how to edit or delete an article on the #iteachmsu commons.
 
Delete or Edit an Article Instructions:
To delete or edit an article, you have to:

Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in.
Click on the Article tab for that group.
Navigate to the Article that you want to delete or edit. You should see the following icons on the post:


Click here to watch a video tutorial:

Leadership Fellows

2016-2017: Christine Pacewicz
2016-2018: Tayo Moss
2018-2020: Stephanie Aguilar-Smith
2019-2020: Adrianna Crossing
2020-2021: Briana Green & Madison Allen
2021-2022: Sarah Galvin & Amit Sharma
2021-2023: Sanfeng Miao

 
Christine Pacewicz (2016-2017) and Tayo Moss (2016-2018)The first two College of Education Leadership Fellows, Christine and Tayo, worked to build recognition for the Leadership Fellows Program among graduate students and College leadership. Tayo organized a pizza night to promote the Leadership Institute’s resources and build community among College of Education graduate students. Tayo also conducted a needs assessment survey with graduate students to gain a greater understanding of the resources needed to best support their teaching and research. He then presented these findings in a meeting with the Associate Deans. Christine and Tayo ended their Fellowship working to recruit Fellows to take their place the following year.Stephanie Aguilar-Smith (2018-2020) and Adrianna Crossing (2019-2020)Stephanie Aguilar-Smith and Adrianna Crossing worked together to identify leadership opportunities for graduate student within the College’s governance. After meeting with the department chairs in the College of Ed for the purposes of needs assessment and data gathering, Stephanie and Adrianna learned about existing structures for shared governance, graduate student opportunities represented in department bylaws, and areas of potential growth for shared governance. One example of shared governance opportunities uncovered by Stephanie and Adrianna was the Student Advisory Committee (SAC), a joint body composed of graduate and undergraduate students who bi-annually advise the dean. This Committee had never been convened. After a year and a half of work, the CoE released a call for applications for representatives of SAC.
Stephanie and Adrianna’s work inspired Associate Dean Bowman to request a graduate student advisory council to advise her office. Stephanie and Adrianna devised a plan consisting of qualifications, number of students from each department, recruitment strategy, application form, and recruitment email. Work on establishing the council was unfortunately suspended due to the COVID-19 pandemic. Stephanie and Adrianna’s work was incredibly important for both the College of Education and the Leadership Institute, as it drew attention to the tendency of undergraduate student representation to dominate the spaces of shared governance outlined in many Colleges’ bylaws.Madison Allen (2020-2021)Madison worked with seven other women PhD students to call attention to barriers to education for BIPOC students in the wake of the murders of Breonna Taylor and George Floyd. Together, they authored an open letter to the administrators, faculty, and staff of the Counseling, Educational Psychology, and Special Education (CEPSE) department. After working with College- and department-level leadership, the authors of the letter, Madison Allen, Joi Claiborne, Andryce Clinkscales, Adrianna E. Crossing, Briana Green, Brook Harris-Thomas, Lindsay Poole, and Briana J. Williams, were catalysts for change within the CEPSE department admissions requirements and student representation.Briana Green (2020-2021)Briana decided to broaden her project focus beyond the College and sought to support Teaching Assistants (TAs) across the university with digital support for their remote learning experience. In partnership with the organizers of DISC, a Digital Instruction Support Community, based out the College of Education, she increased awareness of this support community across campus and offered a mini-series of workshops this spring semester to TAs that are catered to their specific needs. Briana Green also worked with Madison Allen to author an open letter to the Counseling, Educational Psychology, and Special Education department that led to real and lasting change within the department’s admissions requirements and student representation.Sarah Galvin (2021-2022)Sarah wanted to work collaboratively with other Fellows while retaining a focus on curriculum development for her own professional development. She worked with College of Ag & Natural Resources Fellow, Liz Stebbins, to find ways to connect graduate students, old and new, to community resources within and external to MSU. They made plans for an involvement fair to be launched in the Fall of 2022. Sarah also worked as a curriculum consultant for the Leadership Fellows Program. Her goal was to center the Fellows Program curriculum around a holistic approach to leadership and to bring disparate elements of our curriculum into alignment. She met with our leadership team and began assessing the existing learning outcomes, curriculum, and assessment plans as well as exploring content organization options. She outlined ideas for how to best incorporate leadership and wellness topics into all learning experiences within the Fellowship. Her comprehensive curriculum plan included ideas for Leadership Huddles, small groups of Fellows meeting monthly around a common interest. We put all of her ideas into effect for the 2022-2023 Fellowship, and our curriculum has never been stronger or more cohesive.Amit Sharma (2021-2022)Amit wanted to increase the sense of community in his living environment on campus at 1855 Place where a number of international graduate student families live. He started a community garden last summer and wanted to extend the used of that space. He developed plans to create a community learning space.  Sanfeng Miao (2021-2022)Sanfeng was interested in learning about professional development resources and workshops for graduate students in the College of Ed. As she explored what had been done before, she got connected to Associate Dean Kristine Bowman. This interested turned into a paid position where Sanfeng is helping plan professional development workshops. She is also exploring the idea of rebooting a professional development Graduate Student Organization within the College of Ed.