We found 347 results that contain "instructors"

Topic Area: Information Session
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic

In December we will focus on D2L. This is so that we can help instructors get up and running for the Spring Semester. We have two, hour long sessions planed that will cover the basics of D2L and some more advanced features. D2L is a powerful tool, with a lot of features and there isn’t a way to cover everything in depth in just two hours. However, these workshops will give you a good place to start, and we will share some resources that you can use to go into more depth with the tool. We are also available for consultation, if you would like one on one support. During each session we will have time to ask questions, both live and in the zoom chat.  
D2L Basics 
December 4th (10 a.m. to 11:15 a.m.) and (2 p.m. to 3:15 p.m.)
D2L Basics 10 a.m. Session Registration Link  
D2L Basics 2 p.m. Session Registration Link
D2L Basics will cover the basics of D2L. This includes an overview of the interface, how to create and manage the grade book, creating discussion forums, assignments and quizzes and uploading and creating your course content. We will also touch on the new Spartan A11y tool. 
 D2L Gradebook
December 4th (2 p.m. to 4 p.m.)
D2L Gradebook Registration Link
This training will go into the details of how-to setup and use a D2L points-based or weighted gradebook. Specifically, participants will learn how to: 

Create Categories and Grade Items. 
Distribute weights within a category and drop the lowest score.  
Create bonus items and work with extra credit.  
Enter grades and feedback.
Connect and assess activities.
Preview and release grades.
Switch to adjusted final grades.

Advanced Tools and Practices in D2L 
December 11th (10 a.m. to 11:15 a.m.) and (2 p.m. to 3:15 p.m.) 
Advanced Tools and Practices in D2L  10 a.m. Session Registration Link  
Advanced Tools and Practices in D2L 2 p.m. Session Registration Link
Advanced Tools and Practices in D2L goes in-depth with some advanced features. These features, such as badges and awards, and rubrics can provide some useful information for you and your students that will help them stay motivated and on task during the course.  
 
 

The following is a list of educator professional development tools, resources, and supports at MSU. This collection is just that, a sampling of offerings aimed at providing anyone who supports student success by contributing to the teaching and learning mission with a place to start when they're looking for ongoing opportunities for growth outside of the #iteachmsu Commons. 
 

SOIREE: The SOIREE (Spartan Online Instructional Readiness Educational Experience) workshop was created to help you better prepare to teach online. You will learn online pedagogical principles and develop proficiency with a variety of technologies. You can check out SOIREE for more information. (Fall programming TBD)
ASPIRE: The ASPIRE (Asynchronous Program for Instructional Readiness) workshop was created to help you better prepare to teach online. ASPIRE is entirely self-paced and will guide you through the processes and issues you'll need to address in order to develop an online version of your course. You can check out ASPIRE for more information, including enrolling in ASPIRE.
The College of Education’s Mini-MOOC on Remote Teaching: The Master of Arts in Educational Technology Program (MAET) at Michigan State University is honored to support the amazing work that educators are doing around the world as they transition to a range of remote teaching contexts. You can check out CED Mini-MOOC for more information, including enrolling in the Mini-MOOC.
#iteachmsu: You teach MSU. A wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find short posts, blog-like articles, curated playlists, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
Teaching and Learning Bootcamp: The Teaching and Learning Boot Camp is offered to bring together educators new to MSU from across campus to explore and exchange ideas about quality and inclusive teaching, as well as find community among the large group of people who are engaged in the important work of creating the best learning environments possible for our students. The focus is to assist educators in developing practical materials that are needed for immediate use in their teaching and to best prepare them for their courses and work with students. For more information, check out Teaching & Learning Bootcamp.
Accessible Learning Conference: For the last five years, the Accessible Learning Conference has provided a forum for students, educators, community members and leaders to connect, share knowledge, and foster innovation in accessibility in higher education. You can check out the Accessible Learning Conference for more information.
MSU Dialogues: MSU Dialogues is an intergroup dialogue program for students, faculty and staff at Michigan State. It is a face-to-face learning experience that brings together people from different identity groups over a sustained period of time to: understand our commonalities and differences; examine the nature and impact of societal inequalities; explore ways of working together toward greater equity and justice; prepare individuals to live, work, and lead in a complex, diverse stratified society. Go to MSU Dialogues on Race, Religion, or Gender for more information.
Course Review Process: Quality Matters (QM) is a nationally recognized, faculty-centered, peer review process designed to certify the quality of online courses and online components. MSU purchased a campus subscription to the QM Rubric to assist faculty and instructors in creating quality courses that will improve online education and student learning. For more information on getting started with peer course review and Quality Matters at MSU, please visit MSU SpartanQM Webpage.
Alternative assessment/Online exam workshops: These workshops ran live in 2020 and provided information and examples of designing online exams and assessing students with alternative assessments beyond exams. Recordings of the workshops can be accessed asynchronously via #iteachmsu Commons. 
Learning Communities: 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 monthly across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline. Please go to Learning Communities (AAN) or Learning Communities (#iteachmsu) for more information.
Cohort programs: Lilly Fellowship - The program is intended to advance the University’s continuing efforts to support excellence in teaching and learning. The program supports a cohort of six faculty or academic specialists at all ranks with at least five years of service to the institution. The Program also provides an opportunity for Fellows to expand relationships and collaborative engagement with peers and colleagues within their own college and across the University. The program is supported by matching grants from AAN and the Fellows’ departments and/or colleges. The goal is to develop academic leaders who will guide the University into the near future with regard to learning, teaching, and educational programming. Participants are expected to focus their work on a project of their choosing that will make a substantial contribution to a unit’s educational efforts. The unit can be a program or a department, but it can also be a college or a University unit or initiative. Using the proposed project as a foundation, participants will also learn leadership concepts and models, build specific skills, learn more about how the University works, and practice what they learn through the activities of their project and small group mentoring and coaching. Adams Academy - The Walter & Pauline Adams Academy of Instructional Excellence and Innovation is named in honor of former MSU President Walter Adams and his wife and MSU faculty member emerita, Pauline Adams, in recognition of their sustained commitments to promote instructional excellence. The program brings together a cross-disciplinary group of faculty and academic staff for a year-long fellowship focused on teaching and learning. Adams Academy Fellows explore the literature on effective university teaching and learning practices and consider how this robust body of research can be used to guide instructional decisions in the courses they teach. Participants learn from and contribute to a community of teacher-scholars committed to excellence in teaching and learning.
Technology and Tools: IT Services offers many different resources to support teaching and learning efforts. For more information, check out Tech and Tools workshops from IT.
MSU Libraries Workshops: MSU Library & Archives provides a series of events, seminars and workshops on a wide variety of topics including but not limited to: Mendeley, data management, 3D models, special collections, distinguished lectures, Zotero, geocoding and more. Go to MSU Library Workshops for more.
The Graduate Teaching Assistant Institute: The New Teaching Assistant Institute is a university-wide orientation for graduate teaching assistants, in partnership with academic and support units on campus. It is up to departments to decide to require or recommend that their students attend this program (*graduate students should ask their graduate program directors if they are unsure about participating). All attendees must register and are expected to attend the entire day. Go to Graduate Teaching Assistant Institute for more information.
Certification in College Teaching: The Michigan State University Certification in College Teaching program is an initiative of The Graduate School, in partnership with departments and colleges. The program is designed to help graduate students organize and develop their teaching experience in a systematic and thoughtful way. Program participants partake in a series of workshops, enroll in a graduate course devoted to teaching in higher education, engage in a mentored teaching experience with a faculty member and develop a teaching portfolio to highlight, organize and reflect upon their teaching experiences. Upon completion of the program, students receive an MSU Certificate in College Teaching and the accomplishment is noted on their transcript. Visit Certification in College Teaching for more information. 

2024 Educational Technology Development Opportunities
Instructional Technology and Development at the Educator Seminar  
Save the dates! Instructional Technology and Development is participating once again in the annual Fall Educator Seminar. ITD will be hosting five virtual sessions from August 22 to 23, 2024.  
The Educator Seminar is a virtual event that features a variety of no-cost trainings and webinars to help MSU educators and staff prepare for the fall semester and beyond. The seminars will focus on ways to enhance student success and connect to an array of resources. 
The Fall Educator Seminars are developed by MSU IT’s Educational Technology department, MSU IT Training, MSU Libraries, the Enhanced Digital Learning Initiative (EDLI), and the Center for Teaching and Learning Innovation (CTLI). 
 
Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities  August 22, 2024, 8:30 – 9:30 a.m., Virtual 
Presented by Rhonda Kessling and Sarah Freye, Instructional Technology and Development, MSU IT 
This session explores the diverse range of classroom technologies, from traditional to high-tech, empowering you to make the most of your learning environment. You'll be able to confidently identify the technologies available in classrooms, distinguish between different classroom types, and engage in informed discussions on the most suitable modalities in a variety of situations.  
D2L Brightspace Essentials: Navigation, Gradebook Creation, and Structuring Accessible Content 
August 22, 2024, 10:30 a.m. - 11:30 a.m., Virtual
Presented by Dr. Lindsay Tigue and Kareem Downer Shojgreen, Instructional Technology and Development, MSU IT 
This informational webinar will cover the basics of setting up your course in D2L Brightspace. See an overview of the interface and learn how to set up tools for assessment and engagement, including the gradebook, assignments and assignment collection, quizzes, discussions, syllabus, digital document distribution, announcements and more. Examples will also be shown for uploading and organizing content with links to activities, so that learners can navigate the course efficiently. 
 Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally 
August 22, 2024, 12:30 – 1:30 p.m., Virtual 
Presented by Kevin Henley and Sam Abele, Instructional Technology and Development, MSU IT 
D2L Brightspace is a powerful learning management system, however, the wide range of content types and user activities can produce accessibility roadblocks for some users. We'll cover how to identify and remediate accessibility issues associated with your course content using Ally, an automated accessibility tool integrated into D2L. We will also demonstrate other accessibility features included with D2L and discuss overall best practices for improving course usability and accessibility. 
 
Setting up your Gradebook in D2L Brightspace 
August 23, 2024, 1:30 p.m. - 2:30 p.m., Virtual 
Presented by Dr. Cui Cheng and Dr. Jennifer Wagner, Instructional Technology and Development, MSU IT 
Access to accurate and up-to-date grades is very important to students. The D2L online gradebook gives private views to students and a spreadsheet view to instructors. This training will lead you through how to set up a points-based or percentage-based (weighted) gradebook. We will also cover how to connect existing activities or assessments, such as discussions, assignments and quizzes, to the gradebook. By the end of the session, participants will be able to:    
 Achieving your Course Goals with Backward Design 
August 23, 2024, 3:30 – 4:30 p.m., Virtual 
Presented by Rhonda Kessling and Kareem Downer Shojgreen, Instructional Technology and Development, MSU IT  
The backward design process begins with the final learning outcomes and works backward from there. When we ask ourselves precisely what the student should know or do, then we have a starting point for building the course, the lesson or the program. We will work together to create learning outcomes and to align them with assessments. This design process will help you become more intentional with your activities and assessments and make them more meaningful to your students.    

Q: What is a Hybrid Classroom? 
A: Hybrid classrooms are specific classrooms located throughout campus that are optimized for simultaneous in-person and online instruction. These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.  
Compatibility with Zoom is a top priority in the hybrid classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.  
Q: How will I know if my classroom has Hybrid technology in it? 
A: The Office of the Registrar is working to ensure all classrooms where faculty have indicated Hybrid as their teaching modality to be placed in a room with Hybrid technology. MSU IT and the Office of Planning and Budgets is working to update 25 Live with Hybrid classroom features. 25 Live is located on the web at: https://25live.collegenet.com/pro/msu 
Q: How do I use Zoom with a Hybrid Classroom? 
A: Hybrid classrooms have integrated cameras. These cameras work with Zoom and feature the ability to pan, tilt and zoom. Users will be able to set their own pre-sets on the cameras. Rooms will also feature built-in echo cancelation so students not in the classroom can ask or answer any questions. Specific instructions are still being developed and will posted to several different websites including tech.msu.edu. 
Q: Where can I learn more about Zoom and how to set it up for my class? 
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html Instructors who need additional help can contact the MSU IT service desk to be routed to an instructional designer who may be of assistance.  
Q: How do I get Support? Will it be in person? 
A: Please call the MSU IT service desk at 517-432-6200, for those requiring immediate assistance a classroom technology technician will be dispatched to your classroom. For questions about classroom technology that do not require immediate assistance visit https://tech.msu.edu/support or call 517-432-6200. 
Q: I have a question about D2L? 
A: MSU IT can assist with questions regarding D2L and other classroom technology tools, please contact the MSU IT service desk at 517-432-6200 
Q: How will instructions be provided? 
A: MSU IT is creating and producing content designed to show faculty how to use different parts of classroom technology. Content will be made available at https://spartanslearn.msu.edu.  Faculty wishing to schedule 1 on 1 training regarding classroom technology can contact the MSU IT service desk at 517-432-6200 or go to https://tech.msu.edu/support. 
Q: Will each classroom be cleaned between classes? 
A: Current guidance has classrooms scheduled to be cleaned daily with a focus on cleaning high touch surfaces more frequently. Cleaning will be provided by IPF or RHS depending on location.  
Q: If I wear a mask while lecturing will anyone hear me? 
A: The use of mask and an appropriately located microphone will provide the needed amplification for those in the room and remotely to hear you. The use of a microphone is highly encouraged in all classrooms regardless of teaching modality. If teaching and using Zoom or similar technology the use of a microphone is required and will allow students participating remotely to hear you. 
Q: How do I share my screen on zoom?  
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html  
Q: I need an electronic whiteboard program/application, what can I use? 
A: Zoom has a built-in whiteboard application that can be accessed, by clicking share screen and selecting whiteboard. Many classrooms have touch enabled Dell monitors which permit annotation with a finger or stylus. This annotation feature is available with other applications such as the Microsoft Office 365 suite.  
Q: Can I play a video over Zoom? 
 A: While this is possible, some users with slower internet connections may experience issues with choppy or slow video. If possible, videos shown during class should be made available through a link prior to any class discussions or assignments.  
Q: I would like to get advanced training on using Zoom in the classroom. How do I schedule something? 
A: Please contact the MSU IT Service Desk at 517-432-6200 to have your request routed to the proper team for additional help or visit https://tech.msu.edu/support .  Video content regarding the use of zoom is also available at: https://spartanslearn.msu.edu/tech-training/zoom/index.html 

There are three levels of designing for GenAI: restrict, permit, require. 
Restrict [This syllabus statement is useful when you are allowing the use of AI tools for certain purposes, but not for others. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example1:  

The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

[insert permitted your course activities here*]


The use of generative AI tools is not permitted in this course for the following activities:

[insert not permitted your course activities here*]


You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.

Example2: Taken, with slight modification, from Temple University’s Center for the Advancement of Teaching  to demonstrate the kinds of permitted/restricted activity an instructor could denote.
The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities: 









Brainstorming and refining your ideas; 
Fine tuning your research questions; 
Finding information on your topic; 
Drafting an outline to organize your thoughts; and 
Checking grammar and style. 









The use of generative AI tools is not permitted in this course for the following activities: 









Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat. 
Completing group work that your group has assigned to you, unless it is mutually agreed within your group and in alignment with course policy that you may utilize the tool. 
Writing a draft of a writing assignment. 
Writing entire sentences, paragraphs or papers to complete class assignments. 









You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge. For example, [Insert citation style for your discipline. See these resources for APA guidance, and for other citation formats.]. Any assignment that is found to have used generative AI tools in unauthorized ways [insert the penalty here*]. When in doubt about permitted usage, please ask for clarification. 
 
Permit [This syllabus statement is useful when you are allowing, and perhaps encouraging, broad use of generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use in your course. The following is an example.] 
Example:
You are welcome to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
Require [This syllabus statement is useful when you have certain assignments that will require that students use generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example:
You will be expected to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with]. Our class will make use of the [insert name of tool(s) here*] tool, and you can gain access to it by [insert instructions for accessing tool(s) here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
Photo by Maximalfocus on Unsplash

2024 Educator Seminars are presented by MSU IT Educational Technology, MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), the Enhanced Digital Learning Initiative (EDLI), Testing Center & Assessment Services, and MSU IT Training​. 
Day 1: August 22, 2024
Instructions: Click on the registration link and sign-up for the sessions you're interested in. After completing your registration you will receive an email with the Zoom link for the session.

8:30 - 9:30am    Spartan 365 Overview
Facilitators: Michael Julian & Lindsey Howe (IT: Training)
Spartan 365 (aka Microsoft 365) is the productivity Cloud that brings together best-in-class Office apps with powerful Cloud services, device management, and advanced security. Join us for this free virtual training where you will learn how to empower your employees to do their best work and simplify your business processes.
Session recording

9:30 - 10:30am    Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities
Facilitators: Rhonda Kessling & Sarah Freye (IT&D)
This session explores the diverse range of classroom technologies, from traditional to high-tech, empowering you to make the most of your learning environment. You'll be able to confidently identify the technologies available in classrooms, distinguish between different classroom types, and engage in informed discussions on the most suitable modalities in a variety of situations.  
Session recording

10:30 - 11:30am    Student-Centered Grading: Considerations, Approaches & Tools  
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to guide MSU educators in developing and implementing grading mechanisms that are efficient, transparent, and effective. By exploring various grading strategies and leveraging the capabilities of the D2L gradebook, educators will learn how to enhance student engagement, increase transparency, reduce anxiety, and promote equity in their courses.
Session recording

11:30am - 12:30pm      BREAK

12:30 - 1:30pm     Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally
Facilitators: Kevin Henley, Sam Abele, Jennie Wagner (Assistant) (IT&D)
D2L Brightspace is a powerful learning tool that allows instructors to deliver course materials, create learning activities and assessments, and communicate with students. However, the wide range of content types and user activities available through the platform can create barriers for some users. In this session we will cover how to identify and remediate accessibility issues associated with your course content using Ally, an automated accessibility tool integrated into D2L. We will also demonstrate other accessibility features included with D2L and discuss overall best practices for improving the accessibility and usability of course content.
Session recording

1:30 - 2:30pm    Forms - Creating Forms and Surveys
Facilitators: Michael Julian & Megan Nicholas (IT: Training)
Looking for an app that will assist in creating and soliciting feedback? Microsoft Forms is the answer to all your data collection needs! Join our trainers during these free training events and learn how to create surveys and easily see the results as they come in.
Session recording

2:30 - 3:30pm    Creating a Student-Centered Course Hub: What, Why, and How of Learning Management Systems
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to equip MSU educators with the knowledge and skills to create an effective and student-centered course hub using MSU’s Learning Management System (D2L). Participants will explore the fundamental aspects of D2L to enhance student engagement, streamline course management, and foster an inclusive learning environment.
This program is intended for all MSU Educators, specifically those teaching in-person courses.
Topics Covered:

Gradebook: Learn why and how to set up and manage the gradebook to provide timely and transparent feedback to students, ensuring they are informed about their progress and performance throughout the course.
Course Structure: Understand the principles of communicating an intuitive and logical course structure that guides students through the learning journey, making it easier for them to access resources and stay on track.
Communication: Discover effective strategies for using D2L communication tools to maintain clear and consistent interaction with students, fostering a supportive and responsive learning community.
Document Distribution: Explore best practices for distributing course materials efficiently, ensuring all students have access to the necessary resources in a timely manner.
Document Collection: Learn why and how to streamline the process of collecting assignments and other documents from students, making it easier to manage submissions and provide feedback.

Session recording

3:30 - 4:30pm    Course Assessment Processes and Testing Services
Facilitator: Nathan James (MSU Testing Center)
Faculty are charged with assessing their students' understanding of course material.  Assessment services is here to help you through the assessment process to include developing your exam scoring rules, scanning completed scantron forms, and producing your scoring reports.  Need help find a place to support accommodated or makeup examinations for your student?  The MSU Testing Center is there to support you in our office or by sending proctors to a location of your choice.
Session recording

This week, we are featuring Dr. Sandro Barros, an Assistant Professor of Multilingualism, Curriculum & Instruction in MSU’s Department of Teacher Education.  Dr. Barros was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Dr. Barros’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses!


You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? Share with me what this word/quality looks like in your practice?
Whenever I think about what being an educator entails, I think about the Latin roots of the English word “education:” educare, which means 'to train or to mold' and educere, which means 'to draw out'. While the two meanings are quite different, they are both represented in the ethical activity of the educator. But to me, educere is more appealing because it suggests  a particular attention to intelligence as equal in human beings. We differ biologically and intellectually from one another. So, it is only natural to expect that our intelligence will manifest differently. 
Have your ideas on this changed over time? If so, how?
Thinking about the task of educators in connection with educere helps me deconstruct pernicious ideas around notions of intelligence as something that our system encourages as quantifiable. It also keeps me on my toes regarding how I must model to students the kind of deep listening society so sorely needs to heal itself as it deals with misinformation. 
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am currently an Assistant Professor in the Department of Teacher Education. I teach graduate and undergraduate courses in the Curriculum, Instruction, and Teacher Education program and advise dissertations on subjects related to the Educational Humanities, Multilingualism, and Curriculum Theory. I am also affiliated with the Second Language Studies program and Latin American and Caribbean studies.  
What is a challenge you experience in your educator role?
Although I have been teaching for decades, listening deeply and mindfully to students is something I struggle with to this day. I am not sure if the level of listening I am describing here is what you would consider a “best practice.” Teaching is both artful and directive, so it responds to different criteria depending on whom you ask and where you find yourself. All I know is that teaching is a mysterious activity done in communion and through communicative means. Accordingly, it can introduce new possibilities to see, think, and feel the world in different ways. 
Throughout my life, I’ve had great teachers who performed the type of attentive listening to which I aspire. Their listening afforded me the necessary space to think for myself out loud and work out problems without interferences that felt oppressive or traumatizing. If there’s a generative practice associated with teaching, listening is it, mainly as we think about how our listening interventions can bring out greater intellectual clarity. Having experienced from my teachers the effect of the power of listening deeply and authentically, I know such a skill can be cultivated as a habit. 
What are practices you utilize that help you feel successful as an educator?
I feel most “successful” when the relationships I build with students allow for transparency of commitments and expectations that will enable them to develop their intellectual curiosity as well as my own. As I mentioned earlier, deep listening is crucial. 
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu? 
I would like us to engage in a serious conversation about mental health. And I would like this conversation to take place away from the toxic positivity discourse that highlights meritocratic perseverance. We struggle a lot, and we fail a lot. The kind of “personal conquest narrative” we see in education today is imbued with banal sentimentality and hope.  would do well to bear in mind that hope, in particular, without criticism, detracts us from epistemic and structural injustices. Being more open about our struggles and failures and being honest with ourselves and each other requires difficult conversations, and compassion is an essential practice to achieve that goal. But for that to occur, we need to develop a culture that activates our dispositions to cooperate instead of competing for limited resources. The toll that social inequalities spilling over higher education takes in our psyches is grave. To heal forward, we need to tend to our wounds collectively so that we may have the kinds of difficult conversations we need to; not despite our incommensurable differences but precisely because of them.
What are you looking forward to (or excited to be a part of) this semester?
I am teaching TE908 Sociocultural Foundations of English Learning. I am also involved in a project on transnational heritage language activism inside and outside school settings. I am interested in the mundane strategies people employ to demonstrate new models of linguistic citizenship within diasporic cultures, thereby challenging nationalist and essentialist views of language and culture. I am primarily concerned with the activism of teachers, artists, and public intellectuals around language and citizenship issues as forms of public pedagogy. I hope this work can give us some clues as to how to imagine more desirable solutions to problems caused by nationalism’s enduring presence in education—namely, how we approach minoritized students’ education vis-a-vis identity politics and strategic essentialism. My scholarly work has taught me that these options have not served marginalized students very well. In addition to a core course I teach at the undergraduate level, these activities keep me pretty busy, but I very much enjoy them.



Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!