We found 347 results that contain "instructors"

At the outset of class, it is our responsibility for instructors to cultivate a productive learning environment. This can be accomplished by outlining the ground rules of engagement and participation guidelines (sometimes referred to as "community norms"). When students directly contribute to the development of the rules, it creates a sense of ownership and increases buy-in. Here is a good list to start from.

Treat everyone in the space with respect & dignity
Speak from experience and avoid generalizations
Listen respectfully
Avoid inflammatory and disparaging remarks
Avoid blame and snap judgments
Allow each other room to make mistakes while learning
Share air-time
Determine your own boundaries on what you are willing to share
Personal information should not leave the room

Having students sit in circles, providing name tags or table tents, interactive classroom discussions, and journaling are also very helpful (especially in large classes where instructors have to be intentional about building relationships).

Students are Using AI: So What Now?
A conundrum for college instructors
I want to spend time researching and sharing how AI can be a teacher, but in truth, AI is much better at being a student.  
It makes sense, then, that the first response most universities had to the release of ChatGPT was immediate guidance about academic integrity, plagiarism, and misuse. Teaching with technology is a constant balance for instructors between authenticity and policing: I have had many consultations with instructors who must always consider how an assignment could be plagiarized, a resource misused, or a quiz completed with the help of the internet. Between Chegg, Wikipedia, and now generative AI, instructors are right to be weary of how their students use technology in their courses. 
But it is not without the structures of power that students lean on technology to do their learning for them. A sophomore undergraduate student pays over $1600 for a three-credit class.  A year at MSU for a freshman is budgeted at $35,588, (that's over half of my annual salary)! For some, it is financially detrimental to fail a class; and a lowered GPA could put scholarship eligibility at risk. No wonder that some students will use technology to get a good grade. 
I know that quantifying education in terms of dollars is only one lens to evaluate student conduct. Young people get far more out of college than a degree– experiential learning, travel opportunities, and relationships with world-class instructors: these are things that MSU especially excels in.  
So, if AI is really good at getting assignments done–at answering discussion posts and brainstorming research ideas and editing essays: can we as educators help guide students in their use? We fear that AI will make it easier to be a student, and I wonder if that is at the core of our anxiety.  
There are many on campus who are thinking about this conundrum as they prep for the upcoming fall semester. They are: 

Exploring how AI will be used in their fields. 


Creating lessons on using AI for their class. 


Measuring student AI literacy. 


Discussing the impact of AI on the environment. 


Revamping assignments to be AI-proof. 


Adding language about AI use into their syllabi. 


Attending workshops and collaborating with colleagues. 


Using AI for lesson planning and course design. 

By doing any of these activities, instructors are not just getting ready for AI—they’re getting a real sense of how their students might be using it too. And I think that’s critical to where we are right now in conversations about higher ed and generative AI use: students are using it, so let’s find out how. Maybe then we can address those larger structural barriers of what academia is facing.  
Side note: I asked Claude to review this post, and it told me to add a call to action, provide concrete suggestions, and provide a vision for the future. So, here’s a call to action to sweeten the pot: 
If any of this resonates with you, let’s chat! I’m happy to help brainstorm or find resources or help you learn a new tool. And speaking of resources, AI Commons launches this week. Featuring stories from all over campus, AI Commons is a space for educators describing their experiences and sharing their ideas. Check out the site or submit a story! 
Freyesaur out. 
 

Checking Your Course Materials & Resources
In anticipation of starting a new semester it is always a good idea to check the materials you plan on using for your course. Here are a couple of pitfalls that could happen, and how you might protect yourself. 
 
1)    Where did that go?
Sometimes we link to library resources such as journal articles, books, or media and we expect that the link will be ‘good’ in perpetuity. However, over time things shift and change. It is a good idea to use stable links to ensure that your resources will be available to students when they select the link you have provided. Here is the library resource on using stable links in your course - https://libguides.lib.msu.edu/stablelinks
 
2)    It’s not the limits we set…
Some resources have a limit to the number of individuals who can access the resource at one time. It’s kind of like the olden days when there were only a few copies of a book in the library for hundreds of students. The same occurs in some digital resources. It is a good idea to ensure that your resources don’t have any restrictions, and if they do, that you are aware of these prior to adding these to your final syllabus or course reading list. Here is a library article to help with these situations - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
 
3)    Deadlines and other support help
If you are experiencing an issue with access or availability to course resources from the library, you should contact them as soon as possible in the planning process. MSU librarians are very skilled and knowledgeable about the availability of resources and suggestions for alternatives when necessary. Here is a link to help with course materials - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
 
 The aforementioned points are related to resources and materials available through the MSU library. It is always a good idea to check your links and access to third-party resources and materials that you have ‘used in the past’. Over time open and free resources can become fee-for-access (e.g., you will receive a 401 Unauthorized error), as well as being removed from the web entirely (e.g., the dreaded 404 ‘Not Found’ error). Checking these resources early can help you avoid last minute panic and scramble to find alternatives for your course.

Peer-Educator Dialogue Protocol
Date:Time:Instructor-Educator:Course Number:Course Title:Modality:# Students Enrolled:# Students Present:Peer-Educator:                                                                       
This dialogue protocol can be used independently or in conjunction with the Peer-Educator Dialogue Guide. It is important to note that the peer-educator dialogue should be an iterative process of lifelong learning and practice improvement. These are tools aimed at helping educators learn with and from one another. How an instructor-educator utilizes or shares the feedback provided in through this dialogue process is completely up to them.
Before class starts:
Short observations such as: when instructor-educator arrives, what happens (e.g. do they greet students?)? Does class start on time? How many students are present? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Introduction:
Does the instructor-educator give context for today’s lesson/learning experience? (What does this look like?) How does the instructor-educator motivate students? What is student response? Do students arrive late? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Core Learning Experience:
Is there variety and pacing in the planned learning experience(s)? Can/do students ask questions? Is the conversation 2-way/are the students part of the conversation or passive listeners? How are student questions addressed? Is it clear how this material relates to the course? (the field?) What percentage of class time is spent in lecture? What might you say about the instructor-educator’s presentation skills? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Group Activity/Participation:
Are students engaged? How are activities relevant? Are these activities intended to be evaluated? If so, how? What percentage of class time is spent in such activities? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Conclusion:
Did the session seem organized well? Did it end on time? Was there any recap or mention of course goals/objectives? Were diverse examples, resources, perspectives etc. included? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Additional comments/observations:
 
This document was adapted with permission from 2019 document "AAN Peer Observation Protocol" by Patricia Stewart.Photo by Amy Hirschi on Unsplash

note: you can access a downloadable file of the sample questions here.Mid-semester feedback is a way your instructor can collect information about your learning experience and how the course design impacts your experience. This survey is your opportunity to share insights about class so your instructor can make decisions on how to proceed with the rest of this semester. This is an anonymous survey. Your identity will not be shared with anyone and will in no way impact your grade in the course. Your feedback is valued and appreciated. 
Please indicate your level of agreement with the following statements: (Matrix with 1 = never, 2 = sometimes, 3 = often, 4 = always)I am prepared for class.  I understand what is expected of me in preparation for class.I have opportunities to ask the instructor questions.The course meetings and activities motivate me to learn.The way new concepts are introduced is aligned with my learning style. The activities and materials are interesting and engaging.Instructor feedback is provided in a timely manner.Instructor feedback is provided in a way that helps me learn. The instructions for completing assignments are clear.The assessments are aligned with what we are being asked to learn.Synchronous technology (e.g., live presentations and video conferences) was used effectively to achieve the goals of the course.Asynchronous technology (e.g., threaded discussions) was used effectively to achieve the goals of the course.
Overall, my learning in this course meets my expectations. 

 Disagree 
Neither Agree nor Disagree 
Agree  

What elements of class have contributed to or proved most helpful for your learning so far? (For example, describe the times in this class when you were most engaged. Or describe activities or assignments that are valuable.) open ended 
What could be added or changed to reduce barriers to learning in this class so far? open ended 
Other examples of questions:
What aspects of this course and your instructor's teaching help you learn best? open ended 
What specific advice would you give to help your instructor improve your learning in this course? open ended 
What steps could you take to improve your own learning in this course? open ended 
What would you like to see more of between now and the end of the semester? open ended 
To date, I have found my own level of participation in the class sessions to be…

High
varied
low
none

The pace of this course is...

too fast
just right
too slow

How would you rate the work-load of this course? (high = 5, low=1)

5
4
3
2
1

How much of the reading that has been assigned so far have you completed?

100%
90%
75%
50%
less than 50%

How many hours per week, outside of regularly scheduled class meetings, do you spend on this class?

1‐2
2‐4
4‐6
6‐8
more than 8


Other examples of Likert Questions that could be added to the second general question example above:
Questions of General Applicability:
I find the format of this class (lecture, discussion, problem-­‐solving) helpful to the way that I learn.
I feel that this class format engages my interest.
I feel comfortable speaking in this class.
I learn better when the instructor summarizes key ideas from a class session.
I find the comments on exams or other written work helpful to my understanding of the class content.
I find that this class stimulates my interest in reading about this subject outside of class.
I feel comfortable approaching the instructor with questions or comments.
I think that I would learn better if a different format were used for this class (suggested below).

Questions Applicable for Problem-­‐solving or Laboratory Classes:
The problems worked in this class help me in working other problems on my own.
The problems worked in this class help me in learning the content ideas in this class.
I feel that I learn how to solve problems more easily when I work with a group of students.
I find the laboratory lectures helpful in understanding the purpose of the experiment.
I find the instructor's comments during laboratory help my understanding of key steps in the experiment.
I find the comments on my written laboratory reports helpful in understanding the experiment.
I learn more from the laboratory when I am given questions about it to think about first.
I learn more from the laboratory when I am given questions about it to write about first.

Questions for Discussion-­‐Oriented Classes:
I find class discussions help me in understanding the readings.
I find class discussions help me in understanding key ideas in the course.
I learn more if class discussions are more structured.
I feel that class discussions are dominated by one or a few people.
I learn better when I have more of a chance to speak.
I learn more from discussions when I am given a question to think about first.
I learn more from discussions when I am given a question to write about first.

Questions for Classes Using Team or Group Work:
I feel that I learn more when I work with a group.
My group works well together
I feel that I need more guidance for our group work.
I find that working in a group confuses me.
I find it helpful if the instructor summarizes results obtained as part of group work.
I find it helpful to get feedback from my group on my own performance in the group.
I think that groups work better when each person has an assigned role in the group.
Photo by Dean on Unsplash

As an instructor, you may have questions about if your students are feeling engaged, understanding the material, feel like they belong to the classroom community, etc. A survey is a great way to check-in with your students about issues and topics such as these.  
 
Types of Survey Questions:
Open ended – Asks a questions and leaves a text box for an individual to type a response.   ex: How could this class be improved?
 
Response Scales – Asks an individual to select a response based on a scale.   ex. On a scale from 1 (strongly disagree) to 5 (strongly agree), do you feel as if you belong to the classroom community?
 
There is a tradeoff between different types of questions. Open-ended questions allow for more details and specifics to be collected, but scales provide good summary information (e.g. average sense of belonging).
 
Tips for a Survey:

Make sure students know why the information is being collected and why it is important to complete the survey.
Have a student or colleague review the survey prior to administration and get their thoughts (e.g. what is unclear?).
Try and ask your questions as clear and straightforward as possible.
Try to keep your survey short, as longer survey can lead to fewer or fatigued responses.
Avoid asking sensitive questions and consider making your survey anonymous 
Have a plan for how to use the information collected.

Resources and Tools
 
Survey Platforms:
 
https://www.surveymonkey.com/ (Free)
 
https://qualtrics.msu.edu/ (Free to MSU Students, Faculty, etc.)
 
Scale Examples:
 
Sarah Mae Sincero (Jun 6, 2012). Survey Response Scales. Retrieved from Explorable.com: https://explorable.com/survey-response-scales
 
Additional Resources:
 
Fanning, E. (2005). Formatting a Paper-based Survey Questionnaire: Best Practices. Practical Assessment, Research & Evaluation, 10(12), http://pareonline.net/getvn.asp?v=10&n=12 
 
SurveyMonkey.com. Surveys 101: Best practices for every step of survey creation. Retrieved from https://www.surveymonkey.com/mp/survey-guidelines/. 
 
Harrison, C. (2007). Tip Sheet on Question Wording. Harvard University Program on Survey Research. https://psr.iq.harvard.edu/files/psr/files/PSRQuestionnaireTipSheet_0.pdf 

D2L Extended Tools
Need more detailed help with quiz creation in D2L? Find tutorials on many topics here. 








Additionally, the D2L Help Line (MSU Service Desk) is always available to assist faculty with all D2L-related questions, including quiz creation and use. 
Local: (517) 432-6200
Toll Free: (844) 678-6200
D2L Quiz Overview Resources and Tips

Online Test Security (settings, time limits, and submission views)
Quiz Setup Check List
Types of Questions
Best Practices: The Quiz Tool
How To's for Quizzes
Brightspace Quick Start Webinar Series Part 6: Evaluating Your Students - Quizzes

Quiz Question Converter Tools
These tools allow you to create a CSV file for import into a quiz or the Question Library.

All D2L Quiz Question Converter Tools
Algonquin College Brightspace Test Question Generator
D2L Quiz Question Converter Tool
Quizzes - Create a New Quiz with Imported Questions - Instructor
Quiz Converter Tool - Blog

Quiz Creation
The how-to videos mention the Question Library when showing how to create each of the different question types. Keep in mind, however, that you can start in either the Library or a Quiz as you create. Any question you create can be imported (copied) to another area, regardless of where you start.
Whenever you import questions between quizzes and/or the Question Library, they are copied. They are only connected in such a way that the system remembers where they were copied from. When you edit any of the connected copies, the system will ask if you want the edit to be made in all connected questions. 

Quizzes - Create a New Quiz using the Quiz Builder
Quizzes - Customize Question Delivery using Quiz Builder
Types of questions in Question Library
Creating Question Library Questions
Quizzes - Create a New Quiz with New Questions - Instructor
Quizzes - Associate a Quiz with a Grade Item - Instructor
Quizzes - Grant Special Access to Users for a Quiz - Instructor
Quizzes – Customize Submission Views – Instructor
Quizzes - Preview a Quiz as a Learner - Instructor
Quizzes - Shuffle Questions - Instructor
Quizzes - Create Bonus Quiz Questions - Instructor
Quizzes - Create a Quiz with Randomized Pool Questions
Give each learner a random set of quiz questions - D2L Help documentation
Quizzes - Populate a Quiz with Questions from Question Library - Instructor
Quizzes - Transfer Quiz Grades to Your Grade Book - Instructor
Quizzes - Reset Quiz Attempts for Learners - Instructor
Restore a Quiz Attempt
Teaching Tips - Measure How Long a Learner Takes to Complete Quiz Questions - Instructor
Teaching Tip - Disable Spell Check During a Quiz Attempt - Administrator
Competency & Quizzes – Associate Competencies with Quiz Questions - Instructor

Question Library
Note: You can create the questions in the Question Library to organize your collection of questions, or you can simply go straight to a quiz to create your questions. You can copy (import) questions to either the Library or a Quiz, regardless of which area you start in to create them initially.

Question Library - Benefits of Question Library - Instructor
Question Library - Create a New Section - Instructor
Question Library - Create a New Question - Instructor
Question Library - Import Questions into Question Library - Instructor
Question Library & Import/Export/Copy Components – Add Questions from Other Courses – Instructor

Quizzes: Other Resources

Managing Quizzes: Reset attempts, view event logs, and manage exemptions
Assess Activities - Instructor Guide
Alternative End-Of-Year Assessment Strategies
Quizzes - Why Can't I Access a Quiz? - Learner 
Quizzes - Attach a Release Condition - Instructor
Understanding Brightspace Learning Environment Rounding Rules

Advanced Topics

Learning Environment - Making Use of the Equation Editor

Surveys and Self Assessments

Teaching Tips - Use Self Assessments as Study Aids - Instructor
Self Assessment - Create a Self Assessment - Instructor
Deciding Between Using Quizzes, Surveys Or Self Assessments

Peer-Educator Dialogue Guide[*]
This is a "Checklist" guide, not a scaled rating or evaluation form. This guide is intended to be used as a tool to enable educators… “who teach, supervise and/or support students’ learning to gain feedback from one or more colleagues as part of the process of reflecting on their own practices” (University of Exeter). It asks peer-educators to indicate the presence of teaching activities/behaviors already established as indicative of high-quality teaching.  Individual educators, units, departments, etc. can determine which of the items in the categorized lists below reflect their priorities; a targeted set of items per list will make the guide easier for educators to use.
Date:Time:  Instructor-educator name:Course #:Course Title:Modality:No. Students:Peer-Educator name:                                                       
Peer-educator instructions:  Indicate with a check (√) the presence of the following actions and behaviors that indicate high quality teaching.  Leave blank items you do not observe.  Use N/A if an item is not relevant for this experience or the instructor’s teaching style. 
Variety and Pacing of Instruction
The instructor-educator:

uses more than one form of instruction
pauses after asking questions
accepts students’ responses
draws non-participating students into activities/discussions
prevents specific students from dominating activities/discussions
helps students extend their responses
guides the direction of discussion
mediates conflict or differences of opinion
demonstrates active listening
provides explicit directions for active learning tasks (e.g. rationale, duration, product)
allows sufficient time to complete tasks such as group work
specifies how learning tasks will be evaluated (if at all)
provides opportunities and time for students to practice

Examples of instructor-educator actions or behaviors that support the above indications (√):
 
 
Organization
The instructor-educator :

arrives on time
relates this and previous class(es), or provides students with an opportunity to do so
provides class goals or objectives for the class session
provides an outline or organization for the class session
knows how to use the educational technology needed for the class
locates class materials as needed
makes transitional statements between class segments
follows the stated structure
conveys the purpose of each class activity or assignment
completes the scheduled topics
summarizes periodically and at the end of class (or prompts students to do so)

Examples of instructor-educator actions or behaviors that support the above indications (√):
 
 
Presentation Skills
The instructor-educator:

is audible to all students
articulates words so that they are understandable to students, and/or visually represents words that might he difficult for students to hear
varies the tone and pitch of voice for emphasis and interest
speaks at a pace that permits students to understand and take notes
establishes and maintains eye contact
avoids over-reliance on reading content from notes, slides, or texts
avoids distracting mannerisms
uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides)
effectively uses the classroom space

Examples of instructor-educator actions or behaviors that support the above indications (√):

Clarity
The instructor-educator:

notes new terms or concepts
elaborates or repeats complex information
uses examples to explain content
makes explicit statements drawing student attention to certain ideas
pauses during explanations to ask and answer questions

Examples of instructor-educator actions or behaviors that support the above indications (√):
 
 
Content Knowledge
The instructor-educator:

makes statements that are accurate according to the standards of the field
incorporates current research in the field
identifies sources, perspectives, and authorities in the field
identifies diverse sources, perspectives, and authorities in the field
communicates the reasoning process behind operations and/or concepts

Examples of instructor-educator actions or behaviors that support the above indications (√):
 
 
Instructor-Student Rapport
The instructor-educator:

attends respectfully to student comprehension or puzzlement
invites students’ participation and comments
treats students as individuals (e.g. uses students’ names)
provides periodic feedback
incorporates student ideas into class
uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students in class)

Examples of instructor-educator actions or behaviors that support the above indications (√):

General Peer-Educator Reflection:
What did you observe that went well?
What suggestions for enhancement do you have?
Additional Comments:
 
[*]  Adapted 1/2006 from Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook.  Bolton, MA: Anker Publishing, by Angela R. Linse, Executive Director, Schreyer Institute for Teaching Excellence, Penn State.  If you further adapt this form, please include this source citation.