We found 347 results that contain "instructors"

2023 Educator Seminars are presented by MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), MSU IT Educational Technology, the Enhanced Digital Learning Initiative (EDLI) and MSU IT Training​. 
Day 1: August 23, 2023
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.

9:00 - 9:30 am Opening Remarks (All Teams)
Join us for a session to kickoff the 2023 Fall Educators Seminars. This is your chance to meet representatives from the teams presenting the seminars. Each will provide an overview of the sessions offered over the three-day schedule and explain the services they provide to campus.
View the MediaSpace Recording 

9:30 - 10:30 am     Introduction to Quality Matters: Ensuring Excellence in Online Education
Facilitators: Dave Goodrich & Jay Loftus (CTLI)
The Introduction to Quality Matters (QM) session is designed to provide participants with a comprehensive understanding of the QM framework and its significance in ensuring excellence in online education. This session serves as a starting point for educators, instructional designers, administrators, and anyone involved in developing and delivering online courses to familiarize themselves with QM and its core principles.
By the end of this Introduction to Quality Matters session, participants will have a solid foundation in the QM framework, enabling them to integrate best practices in online course design, promote learner engagement, and ensure the delivery of high-quality online education experiences.
View the MediaSpace Recording

10:30-11:30 pm       Introduction to Your Classroom Technology 
Facilitators: Rhonda Kessling & James Bender (IT & D)
This session is an interactive overview of the classroom technology, explaining the varying layouts, hardware and software available. Using this information, we will explore the affordances and constraints for blended and face-to-face courses. 
View the MediaSpace Recording

11:30am - 1:00pm      BREAK

1:00-2:00pm      Mid-semester Course Feedback 
Facilitator: Jeremy Van Hof (EDLI)
Student feedback can be a helpful tool for making course changes during a semester to allow students to meet course learning goals. This session will cover why and how to collect mid-semester feedback from students in ways that provide educators with actionable results.
View the MediaSpace Recording

2:00-3:00pm      Introduction to the MSU Libraries 
Facilitator: Holly Flynn (Libraries)
Enhance your teaching and research by learning about the Libraries’ extensive collections, services, spaces and expertise.
View the MediaSpace Recording

3:00-4:00pm      Spartan 365 Overview 
Facilitators: Michael Julian & Todd Ring (IT: Training)
This live Virtual Instructor-Led Training session will introduce learners to the suite of software that will help users store data, collaborate, and work efficiently. Spartan 365 has powerful tools that allow users to get more done with Microsoft apps like Outlook, Forms, OneNote, and OneDrive. Also learn how to work remotely with Microsoft Teams, the hub for teamwork.
View the MediaSpace Recording

PlanningThis is the fourth article in our iTeach.MSU playlist for the Spartan Studios Playkit.Teaching a Studios course requires more coordination with co-instructors and/or external partners than standard undergraduate courses. It’s important to begin planning your course early and take this planning seriously in order for your course to be successful. During the planning phase, you will be selecting a course theme, choosing the right challenges for your students, developing your syllabus and learning objectives, thinking about recruiting students, and deciding on your course structure.
▶️Course Theme: Form your class around a theme or challenge that is difficult to solve and benefits from many disciplinary perspectives. The topic or project you already have for your course might already relate to a wicked problem; you may just need to make that explicit by iteratively asking yourself why that topic matters. For example:
▶️Defining the challenge: The course topic needs to be significant enough for students to create a meaningful connection to the project (develop passion and drive outside of obtaining a grade, or the “Gravity” in our model), while still being focused enough for students to make progress on their projects within the time and resource confines of a semester course. Striking this balance is important for students to feel connected to the project while also feeling empowered to make a tangible difference. Students should have the agency to shape what their solutions to these problems look like, but you’ll need your judgement to balance between the course’s gravity and the depth of focus on these problems. Ask yourself “what project goals will matter to my students and our partners but be achievable in one semester?” Ultimately, your students’ deliverables (what they create in the course, which can range from a plan, a prototype, or a finished product) will depend on the mix of specific students and majors who show up for the class. 

Too broad:

 worldwide food waste (too intractable and disputed)

Too narrow:

students’ personal food waste is too high (not enough impact)
campus is not aware of MSU’s anaerobic digester (pre-existing solution) 

“Just right”:

food waste on MSU's campus (increase awareness and track campaign’s success)
food waste at a grocery store (partner with a local business)
food waste at the individual level within our community (partner with the municipal government)


▶️Future potential: Consider a course theme with the potential for repeat offerings. The local solutions produced by the class one semester can be built on in the following semesters, or you can emphasize different facets of the problem each semester. Think about how to maintain community partnerships for those longer-term projects (see Partnerships, our next article next in the playlist). Consider roles for students interested in continuing to participate in the course; for example, by returning as learning assistants to mentor teams of enrolled students, or encouraging local partners to create internships or job opportunities.
▶️Attracting students to the course

Recruiting students to a new course is a challenge. Incorporate and prioritize your recruitment strategies as early as possible in your course planning.
If your course will be co-listed in multiple departments, one model for a Studio is “bring your own students”: each faculty member promotes the course in their department and “brings” their own set of students (for example, 4 instructors each bring 15 students from their own discipline). This works for classes where a larger number of students still fits the scope of the project(s).
Another option is to use interdepartmental listings. Any potential to list as a general education requirement (IAH, ISB, ISS) should be taken advantage of, as you can reach a larger pool of interested students. Be aware that obtaining approval for a new gen ed requirement can take up to a year. 

🔧Advisors of participating departments/majors should be made aware of the course offering and can be valuable assets in advertising the course. A compelling course description and interesting project are important draw factors as well. Ask your advisors to share the course description with the campus-wide advisor network to reach interested students in other departments. 
▶️Create Learning Objectives. Consider whether these will be uniform or vary for students in different majors, and what goals the disciplines may share together. Learning objectives can be explicitly flexible (i.e. "gain a skill specific to your own career goals"). Other learning objectives can relate to working on interdisciplinary teams or manage relationships with community partners. Experiential courses can include content learning objectives; if these are uniform, they should be achievable by all students, regardless of their major.
🔧Bloom’s taxonomy is a well-known framework for describing educational goals. It’s a great resource for writing learning objectives. 
▶️Planning Iterative Sprints. Project-based learning benefits from phases of iterative design. One model for Studios courses, described in (Heinrich et al. 2020) is to divide the semester into a content delivery phase followed by applied project work broken up into iterative production weeks, known as sprints, with student reflections. At each completed phase of the sprint, student teams present their prototypes and receive feedback from classmates, instructors, and/or community partners.
🔧Course schedule template for Spartan Studios courses including orientation (burn-in), project training, sequential sprints, and final reflection phases.




Weeks 1-4


Week 5


Weeks 6-8


Weeks 9-11


Weeks 12-14


Week 15




Orientation, content delivery (burn-in)


How to run a project in project-based learning


Sprint 1: Project plan, execution, reflection 


Sprint 2: Apply lessons to project, execution, reflection


Sprint 3: Apply lessons to project, execution, reflection


Submit final project, reflect on course experience





▶️Setting expectations for students. Setting course expectations for students should start at the course listing/department advising and continue with the syllabus, the first few class periods, and periodically throughout the course. The experiential framework of the course and the method of assessment may be jarring for students - they have been trained in traditional education styles for nearly their entire lives. 

Mention in the course description that this is an experiential course.
Clearly explain the experiential approach and assessment style to your students.

▶️Consider an online Studios experience. Think about how these in-person, collaborative experiences can be translated into an online format during the COVID-19 pandemic. We have supported one online Studios course so far, which included synchronous sessions and independent student work. Students can benefit from work on interdisciplinary experiential projects regardless of the modality in which the course is delivered; additional work is required to design what student-faculty and student-student engagements look like for an online course.
🔧Resources from ASPIRE, MSU’s self-paced asynchronous professional development for online teaching
🔧Online platforms can facilitate student brainstorming. Students can contribute to collaborative documents (Google Docs), slides (Google Slides) or whiteboards (i.e. Mural or Jamboard). These and other tools can support student teams’ virtual design processes and work sessions can be visible to faculty in real-time.
Photo by Kaleidico on Unsplash

This week, we are featuring, Dr. Megumi Moore, Associate Director for Graduate Student Life and Wellness. Dr. Moore 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. Moore’s perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?  
Human
Share with me what this word/quality looks like in your practice?
To me, the most important part of being an educator is showing up and creating an environment where everyone’s humanity is recognized and valued. That is the foundation for any experience to be meaningful and for it to be potentially transformational. In terms of content, I think it’s important to talk about things that are humanizing. External expectations set by institutions, disciplines, cultures, etc. often teach us to attach our sense of self-worth to our products and our performance, a mindset that has a dehumanizing effect on us. How can we remain connected to our true selves and live out of them consistently even when our environment is compelling us to do otherwise? Being an educator means providing opportunities for people to be connected to others, to themselves, and to ideas in a way that affirms and reinforces who they are while inviting them to bring their best and true self to the work they are doing. 
Have your ideas on this changed over time? if so how?
My ideas on what education is and how it’s done have definitely evolved over time. I used to have a very limited understanding of teaching and learning, focusing on formal educational settings and academic products like grades and term papers. The older I’ve gotten, the more I realize how ridiculously inadequate that idea was. My experiences in formal and informal education settings have continued to shape my own practice. The more I am in humanizing educational settings, the shaper my ideas and practices become. 
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 the Associate Director of the Graduate Student Life & Wellness office. I lead workshops on well-being and leadership for graduate students and occasionally faculty and staff as well. I also mentor several graduate students who work in my office and provide consultations for individual students to help them find resources or address challenges related to their experience as grad students. Many of the programs in my office are led by graduate students for graduate students, and my role in those programs is to support those leaders. Graduate students have so much to offer the institution and each other, and I am a firm believer in giving them platforms to operate as full partners in our work. 
What is a challenge you experience in your educator role?
Like many others, I have really struggled in the virtual world we live in at this point in the pandemic. I miss in-person workshops and meetings for the energy and creativity that comes from being in the same room with other people. I’ve been surprised by how much quality connection can happen while staring at a set of screens, but it’s a constant challenge to not be discouraged by all that is lost when we are remote. 
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I have found it helpful to begin workshops by verbally acknowledge the limitations of the virtual environment and setting a very authentic tone. I am also intentional about sharing my own frustrations with our current circumstances – it is unique to all be going through something like a pandemic together, where the stressor is the same for everyone. The impact of that stressor is incredibly different for everyone, but I have found that starting with the commonalities has helped create a meaningful sense of community. I’ve also spent more time creating workshop series where the same group of students will be together for 4-6 weeks so that folks have a chance to build community together.
What are practices you utilize that help you feel successful as an educator?
It’s really crucial to get feedback in many forms and in many ways! It’s important to keep pushing myself to learn and grow as an educator. Everyone has a distinct style of communicating which works well in some settings and with some people, and I’m constantly trying to modify my own style while still being true to myself. I think the best educators are those that can read the room and make adjustments to connect with many different kinds of people. I also try to prioritize my own wellness and well-being so that the best version of myself shows up more often than not. If I let myself get run down or tired, I am more likely to miss things both in preparing for workshops and in facilitating. Good group facilitation is a very immersive experience and I need all of my senses and skills to be sharp.
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 only familiar with a few pages on the iteach platform, so I am not entirely sure what is there. I’d be interested in topics like the role of emotional intelligence in teaching and learning and how to develop some of the “invisible” skills of being a responsible and responsive educator (e.g. reading a room, setting the tone, knowing when and how to diverge from your plan). 
What are you looking forward to (or excited to be a part of) next semester?
Like everyone, I’m hoping for more in-person options! I’m also excited as it will be my second year in this position.  The first year of any job is exploration of the role and learning what it entails. The second year, you’re able to build on the foundation you have explored. There is still so much to learn but the learning curve is not quite so steep. 

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.
 

2023 Educator Seminars are presented by MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), MSU IT Educational Technology, the Enhanced Digital Learning Initiative (EDLI) and MSU IT Training​. 
Day 2: August 24, 2023
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.

9:00 - 10:00 am      Improve Course Accessibility with Ally
Facilitators: Kevin Henley & Susan Halick (IT & D)
Spartan Ally is an automated accessibility tool within D2L that provides feedback and guidance for improving the usability and accessibility of course materials. In this informational webinar we will cover how to use the data and tools available through Ally to evaluate the overall accessibility of your course and develop a plan for remediating inaccessible content.
View the Recording on MediaSpace

10:00-11:00 am      Citation Management Tools 
Facilitators: Andrea Kepsel, Suzi Teghtmeyer & Carin Graves (Libraries)
Three librarians, experts in Endnote, Mendeley and Zotero, will briefly introduce the three citation management tools and demonstrate effective use of the tools to organize and enhance research, engage and partner with colleagues to share research findings, and teach graduate and undergraduates these skills to develop valued scholarly practices. There will be time for questions.
View the Recording on MediaSpace

11:00 am -12:00 pm      Introduction to MSU Assessment Services
Facilitator: Amy Allingham (MSU Testing Center)
Assessment Services is a university-provided service for all faculty, staff, and TA’s use to score and analyze the results of required course examinations and surveys.  If you use Assessment Services, our professional staff provides the following: advice on assessment setup and scoring options; Scantron bubble sheets for exam administration; and most importantly, electronic assessment reports through DigitalDesk for completing grade books, as well as critical data to analyze exam validity and fairness.  Our paper-based assessment process offers an easy, secure, and staff-supported alternative.  Are paper exams not an option for you?  We also provide a digital examination option through WebAssess online technology that integrates with D2L gradebooks and any paper exam scoring reports for consolidated test analysis.  This presentation will take you step-by-step through the Assessment Services processes.  New this fall, Assessment Services reorganized under the MSU Testing Center.  For a small departmental fee, the Testing Center can help provide testing options for your students requiring makeup or accommodated testing options.  
View the Recording on MediaSpace

12:00 - 1:30pm      BREAK

1:30-2:30pm      Blended Learning Instructional Skills: In the Classroom 
Facilitators: Jay Loftus & Ellie Louson (CTLI)
Blended learning is the best of both worlds. It strategically combines online learning with traditional or face-to-face instructional practices. In this session participants will learn about the different types of blending and the necessary elements such as design, instructional strategies, assessment plans, and resources required for successful learning outcomes. 
View the Recording on MediaSpace

2:30-3:30pm      Forms - Creating Forms and Surveys 
Facilitators: Michael Julian & Megan Nicholas (IT: Training)
A live Virtual Instructor-Led Training session that will explore Forms, the go-to app for collecting data and storing it in Excel. Learn how to get started in Forms with areas in form and survey creation, formatting, branching, data collection, and sharing.
View the Recording on MediaSpace

MSU is a big place where a lot of individuals have unique experiences and perspectives. Our idea with the #iteachmsu Ask Me Anything is to create an asynchronous opportunity for educators to be in conversation with their colleagues. We'll be utilizing the #iteachmsu Commons Feed as the space for AMAs!note: the Feed is publicly visible, but only users who have logged in with their MSU netID can reply/comment.The Schedule:The following are confirmed #iteachmsu AMA Hosts, their topics, and the date they'll be answering questions! This list will be continually updated as more Hosts are confirmed.

September 27, 2021 - Susan Kendall, Copyright for Instructors
September 28, 2021 - Brittany Dillman, Teaching Online: pedagogy, assessment & instructor presence
September 29, 2021 - Summer Issawi & Erica Venton, Did you know? Connection is critical - find people and information.

Whether you are a new educator or a seasoned contributor there is always something to discover at MSU. Chat with us about resources, groups, ways to connect, and things to explore. Share your own helpful information or ask for ideas.


October 5, 2021 - Anne Baker, Designing eLearning Modules
October 15, 2021 - Megan Mikhail, Supporting Student Mental Health and Wellness
October 22, 2021 - Dustin De Felice, Ideas for Hyflex Classrooms

"Hyflex" = online & F2F classes running concurrently


November 1, 2021 - Julie Taylor, Incorporating technologies at the MSU Libraries from book design to 3D printers

How does it work: On the day of an AMA, the AMA Host will post an introduction in the Feed by 10am Eastern. If you have a question for the host, related to the topic they've outlined, you can share your questions by commenting on their post. Hosts will share their responses to your questions via the reply to comment function throughout the day. There is no registration required to participate in the #iteachmsu AMAs, and educators are engaged to join as often as they can! “Topics” can be any general activity, area of expertise, or theme that Hosts feel they can speak to.  Remember, Hosts aren't asked to be the be-all-end-all expert. We’re just hoping this will be a new way of having conversations and building connections.In the example below, you can see an introductory post shared by Dustin De Felice, one of our #iteachmsu AMA Hosts last year. The comment button (depicted as a speech bubble) is emphasized with a red box. You'll click that button to share your questions with the Host!
If you're an MSU educator, interested in joining us as an AMA Host, you can sign up via this form. 

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

Conflict Resolution: 

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






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






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


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

Inclusive Communications Guide (coming soon). 






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

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








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


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


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


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


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

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

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


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

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




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

Other useful external resources

Climate/Culture/Inclusive Environments

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




Inspiration & Personal Growth

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






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




There are also numerous resources available at the MSU Library: 

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

Leadership Fellows

2017-2020: Alex Wright
2020-2021: Acacia Ackles & Lindsay Williams
2021-2022: Katie Westby & Samridhi Satija
2021-2023: Daniel Puentes

Alex Wright (2017-2020)Alex Wright leveraged his position as the first Natural Science Leadership Fellow to build lasting relationships within the college and inform guidelines and feedback mechanisms for peer-mentoring. Working closely with Dean Phillip M. Duxbury, Alex authored, promoted, and helped implement strategies from his Peer Mentoring Program Guide. Alex ended his three-year fellowship in 2020 by working with stakeholders within the College to develop feedback mechanisms to measure and improve faculty mentoring and departmental graduate program policies. His successes helped secure funding for an additional Natural Science Leadership Fellow the next year, and we were able to welcome Acacia Ackles and Lindsay Williams as Fellows for 2020-2021.
Acacia Ackles (2020-2021)One of two 2020-2021 Natural Science Fellows, Acacia Ackles worked with a network of instructors across multiple institutions to draft an article on creating more equitable graduate admissions in the biological sciences. Their team drafted an article for submission to the American Naturalist’s call for special section papers on Nature, Data, and Power. Though the article was rejected, Acacia’s team is currently seeking a home for the proposal and the article itself. The proposal pulled together existing literature on equitable admissions, as well as expertise from faculty working across public, regional, and private institutions, from R1 to primarily teaching. The article aims to create a guide for Michigan State University and other biological science departments to assess and revise their admissions processes.Lindsay Williams (2020-2021)Lindsay Williams used her Fellowship to improve advertising and availability of career services and information on alternative careers for graduate students within the College of Natural Science. Lindsay began creating a guide for alternative career pathways for graduate students and working with Elizabeth Averkiadi, a Communication Arts and Sciences Ph.D. student, to create an undergraduate workshop titled “Ways of Researching” to introduce undergraduates to the research experience outside of academia.Katie Westby (2021-2022)Katie, drawing on over a decade of professional teaching experience, decided to address the unique accessibility needs within math education. Working closely with two faculty members in her department, Katie gained institutional support and funding to create a professional development workshop series for mathematics Graduate Teaching Assistants about compliance and inclusion from an anti-deficit, anti-ableist perspective. The goals of her workshops were to increase knowledge among GTAs about accommodations, understanding disability through a sociopolitical lens, and becoming comfortable creating a more inclusive learning environment.  The workshop also helped participants write diversity and teaching statements.  
Samridhi Satija (2021-2022)Samridhi decided to focus on supporting graduate students who identify as women. She collaborated with Heather Shea, the director of the Women*s Student Services office, to host the SmartStart program, a program designed to help women with salary negotiations in professional settings. Salary negotiation skills are one way to address the wage gap that exists across genders. Daniel Puentes (2021-2023)Daniel’s project focused on advocating for guaranteed transitional funding for graduate students who are forced to move to new labs or assistantships due to issues with their supervisor. Graduate students are financially vulnerable, especially when their funding is tied to a particular advisor or lab, and this funding would provide a safety net and financial security so students can prioritize their wellbeing. He created a survey to highlight the need for this type of emergency funding and in the process of submitting a proposal to the Graduate School based on benchmarking of similar programs at other institutions.