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Finishing up the academic year isn’t the same flavor as past years. We’ve had a taste of a much different year and there’s no better time than the moment to reflect on what was accomplished, set aside, or re-imagined. With the spring sun comes a deep breath out, then pause, and inhale hope for the opportunities ahead.
Start with a 3 Breath Reset
At the start of each session of the Living in a Daring Way course, Lisa Laughman helps participants pause for a three breath reset. This practice is common in mindfulness-based stress reduction courses. Try this short technique to help you refocus and recenter yourself.

First breath: focus on your breath coming in and leaving your body.
Second breath: notice your tension in your body on the inhale. On the exhale take a more relaxed position.
Third breath: on the inhale try to connect to your deepest wisest self. On the exhale stay with your deepest wisest self and acknowledge that part of yourself.

Learn from Lisa Laughman, LMSW & ACSW in Health4U and the Employee Assistance Program. 
Season with Gratitude
“Throughout my career, I have found myself committed to appreciating the contributions of my colleagues, and the communities we served. Whether it was uplifting the stories of others or building structures to support gratitude sharing, giving thanks and holding space to appreciate others has been a constant,” said learning designer Makena Neal in a recent piece, Gratitude and the Culture of Care.
There’s evidence to support the importance of gratitude in the workplace. Practicing gratitude has significant impacts on positive affective well-being, can also promote kindness and generosity, and highlights our connection to one another. Moreover, triggers that inspire state gratitude, such as letters of appreciation, as well as institutionalized gratitude have been found to be predictors of job satisfaction.  
At MSU, you can formally Thank an Educator. You can also nominate your supervisor/administrator for this year’s Outstanding Supervisor Award by July 31, 2022. Anywhere you are you can send an email, verbally share your gratitude or send a token of appreciation. A small amount of gratitude can make a huge impact. So… who will you thank today?
Reflect on Accomplishments
Take a look at your personal accomplishments - not just the big hurray moments, but the moments of holding peace, wrapping up a long-tail project, and even finishing a very hard academic year. Sometimes survival is a success. Life isn’t just about reaching higher and higher peaks, sometimes it's about moving through the valleys, and just reaching a resting place is an endeavor worth honoring.
You can choose to track your professional success 
Jaimie Hutchison of the WorkLife Office provided this insight:
Often, after speaking with people, I learn how much more they actually have to offer than what shows up on their resume or LinkedIn profile. Here in the WorkLife Office, I do career consultations for faculty and staff. I have worked with faculty, executives, and staff members of all levels. In the end, the same advice and encouragement comes out:

By thinking through your impact and accomplishments, you can have a better sense of your contribution to your workplace.
You can have a better sense of yourself.
You can reflect on things you have done where you used your skills to the best of your ability.
You can reflect on projects or positions where you felt “meh” and it wasn’t the best fit for you.
You can also reflect on what skills, experience, and abilities you have that are not getting utilized. 

The Three Levels of Praxis: A Model for Reflection on Teaching 
Written by E. Cuevas, educator in WRAC, the article draws on what Paulo Freire called praxis, or reflection and action. “A belief in praxis accepts that we are both instructors and learners; we have much to learn from our students. Engaging in reflection is an important part of figuring out how to align your goals, with your teaching, with your research, and your place in your institution. In this post, I will continue to reflect on my personal positioning to offer a model for reflection and I will do this by meditating on my positionality on three levels: the personal, the classroom, and the institutional,” wrote E. Cuevas
 
Give it Time
The Well-being at Work Guide sheds insights on taking time away from work, in the forms of breaks, vacation time, or strengthening boundaries around employees’ workdays, is important. Taking breaks throughout the workday has benefits for both the employee and the organization, but many employees often neglect to take them. Skipping breaks can lead to faster burnout and higher stress levels. Employees stepping away from work for a few minutes increases their productivity, job satisfaction, mental health and wellbeing, in addition to restoring their motivation (Kohll, 2018; Selig, 2017). 
Taking a break from work increases focus when employees return to work, thus improving their productivity. Additionally, taking breaks relieves some stress, which helps employees’ mental health and wellbeing. These factors contribute to increased job satisfaction (Kohll, 2018). 

Learn from Nature
Nature can positively affect employees. There is evidence that time spent outdoors boosts people's wellbeing, and even five minutes of time in nature can improve mental health. Spending time outside benefits people because breathing fresh air increases oxygen intake and allows the lungs to work at their full capacity (Sandborn, 2018).  Exposure to vitamin D from the sun boosts people's moods, too. Time outside also can reduce employees’ chronic stress, physical and social stressors. These benefits are at their strongest when experiencing 21 to 30 minutes of nature time (Hunter, Gillespie, & Chen, 2019).

Beronda Montgomery talks "Lessons from Plants"
Watch the Replay 
Beronda L. Montgomery explores the vigorous, creative lives of organisms often treated as static and predictable. In fact, plants are masters of adaptation. They “know” what and who they are, and they use this knowledge to make a way in the world. Plants experience a kind of sensation that does not require eyes or ears. They distinguish kin, friend, and foe, and they are able to respond to ecological competition despite lacking the capacity of fight-or-flight. Plants are even capable of transformative behaviors that allow them to maximize their chances of survival in a dynamic and sometimes unfriendly environment.

Grow in Your Own Way
However you reflect, disconnect, recharge and rejuvenate this summer; do it in the way that works best for you. Try new things or shut out the world for a few hours at a time. Explore new skills, areas, and ideas, or retreat to your own quiet place to let your mind wander. Plot your next year or reflect solidly on the past. Remember all the challenges you’ve overcome, the people you met, and the opportunities you’ve discovered.

In the beginning…
Much of our work toward #iteachmsu began through a graduate-student-led effort called Inside Teaching MSU in our Graduate School. Inside Teaching MSU launched to catalyze the expertise of many graduate student teaching assistants and instructors, that could be shared with colleagues across disciplines and aimed to challenge the conventional ideas of who is an educator and where learning takes place. As the adoption of this expanded definition of "educator" that was the foundation of this effort grew, three partners- the MSU Hub for Innovation in Learning and Technology, the Graduate School, and the Academic Advancement Network (AAN)- came together to build an educator "commons". The#iteachmsu Commons is a digital space where all MSU educators can share ideas and resources, connect with one another across roles and disciplines, and grow in their practice!
A Hashtag...Throughout social networks, #iteachmsu, has gained institutional traction as not only a statement or a hashtag, but as a public declaration of teaching practice and educator identity. Educators have taken up the rallying cry “I teach MSU” by sharing out reflections, celebrations, and practices online! #iteachmsu even functions as a connection builder, bringing two- now- Champions together!A Platform...
A digital site, iteach.msu.edu, designed for educators by educators at MSU. The site aims to create a single centralized resource on a campus that is often challenged by its decentralized nature. It is also home to the Thank an Educator initiative which aims to elevate and celebrate the high-impact practices and contributions of all educators through a peer-recognition program. For more information on the functions of this space as a platform, check out the Getting Started playlist!A Movement...
The #iteachmsu Commons defines “educators” at Michigan State University in the broadest possible manner. Here we deliberately use the term 'educator' to refer to individuals that support the teaching and learning mission of the university. Educators could include but are not limited to faculty, graduate teaching assistants, undergraduate learning assistants, instructional designers, and academic advisors. If you contribute to MSU’s mission of teaching and learning in any way, you are invited to contribute to and engage with this community (by logging in with your MSU netID).
We believe this shift is an important and deliberate move toward sharing and centering teaching and learning as important across higher education. This moment provides new opportunities for addressing what has always been a valuable but highly complex task for educator development.

If you’re wondering, “do I have to wait until end of semester evaluations to see if my changes improved student’s learning experience,” the answer is no! There are simple ways that you can check in with students in your course throughout the semester. Dr. Ashley Moore is an Assistant Professor in MSU’s Department of Teacher Education. Dr. Moore shared some of her approaches for “checking in” in this current remote learning environment. 
Every two to three weeks, Ashley distributes a Google Form to her class. She discloses at the start of the semester here commitment to this practice and includes questions related to her instructional approaches, materials, and uses of technology. The survey is anonymous, so learners can share feedback without fear of retaliation (just like with the mid-semester feedback survey). As a part of this practice, Ashley compiles the results into key ideas and themes to share out with her students the next week. Her reasons for this are two fold: 1) it helps students feel heard, and 2) it reifies that students are often not alone in their feelings/feedback. Transparency in regards to decision making is key in Dr. Moore’s courses, and the data from these brief check-ins help her provide evidence for why decisions are being made and calling out changes in real time. Two samples from Dr. Moore’s TE 101 check-in surveys are included below:

In real time, Dr. Moore uses a few approaches to check in with her students. Ashley utilizes...
Zoom polling: (learn more about utilizing this Zoom feature here: Polling for meetings – Zoom Help Center)

to check in on how people are feeling after a reading or activity

Knowing where where students are emotionally influences how they engage and how as an instructor, Ashley considers structuring the remaining dialogue

Basics on course prep

Knowing whether or not students have purchased the course readings and whether or not they have arrived is good for level setting expectations. 


“Exit ticket” in Zoom chat: 

Directive: Drop one word or phrase about how you’re feelings as we wrap up class

Ashley used the chat from synchronous class to send synthesis email to students containing: overview of the meeting, highlights from the discussions, and reminders of expectations and upcoming deadlines


Class (verbal) dialogue:

Ashley uses Polleverywhere  to allow students to send in questions and comments to the call anonymously and in real time. She then uses these comments/questions to continue driving and prompting class conversation. 

If there is anything harmful, Ashley can identify it in the background and reframe before introducing to the class

Intro check in - 

Ashley logs on 15 min early to her synchronous course meetings. She plays music and usually displays a meme or prompt - asking for responses as learners log in. 

Example: What's one thing you're proud of yourself for doing in the past week?

She starts class officially with an overview of the day then addresses the comments from the intro check-ins generally.


Using tactics like these described by Dr. Moore can help you determine if the changes you’ve enacted based on mid-semester feedback are meeting the needs or if further adaptation is necessary; rather than waiting until end of year evaluations!
 
To read more about Ashley’s background and hear about her graduate experiences check out: https://grad.msu.edu/spotlights/ashley-moore 

Purpose
Use this document to learn how to create quiz/exam questions for assessment within the D2L Quiz tool.
Topics

Create Questions Within A Quiz
Create Questions using a Question Bank (Question Library)
Question Types
True/False
Multiple Choice
Short Answer
Written Response
Fill in the Blanks

Create Questions Within A Quiz

Select the course where you want to add questions. 
Click on Quizzes from the Assessments pull-down in the navigation bar or from the Course Admin menu.
Create a New Quiz or edit an existing one.
On the “Properties” tab, click on “Add/Edit Questions”
Choose to Add a New Question
Then choose the type of question to add


For more information, look further down, or go to the article in the Brightspace Community, Types Of Questions opens in new window.
Create Questions Using a Question Bank

Select the course where you want to add the questions
Click on Quizzes in the navigation bar or from the Course Admin menu.
Choose “Question Library” from the tabs listed across the top.
Choose to add a New Question
Then choose the type of question to add

Question Types
True/False (T/F)

In the Question Text field, enter your true or false question. A preview of the question appears in the preview pane as you begin creating the question.
In the Answers area, select True or False as the correct answer.
Set the number of points for the true or false question.


See the Options drop-down list to turn on more features such as: feedback for each answer, hints, a short description (title), or enumeration.


Click Save when done editing the question.

Multiple Choice (MC)

Type your question in the “Question Text” box
Type your answer choices in the “Answers” boxes
Indicate which answer is correct

If you need fewer than 4 options, use the X on the right side of the answer box to delete it. If you need more than 4 options, click “Add Answer” below the Answer boxes. 

(Optional) Randomize the order of the answers, unless you use a choice such as "all of the above" or "none of the above."
Set the number of points


See the Options drop-down list for more features such as: feedback for each answer, hints, a short description (title), custom weights, or enumeration (ABCD...).

Click the dropdown arrow next to “Save.” If you have a similar question, you can click “Save and Copy.” If you want to write a new question, you can click “Save and New.”

When you are done creating questions, click “Save.”


 


You can use fast uploading of multiple choice questions by using one of the Quiz Question Converter Tools opens in new window listed in this course.


 
Short Answer (SA)
Short Answer Questions are auto-graded and should be used for predictable responses. They are most effective when there is only one possible answer. You can anticipate variations of the answer and input several correct responses in the answer box by pressing enter after each word or phrase. If the question has more than one response, use Multi-Short Answer Questions.

Type the question in the “Question Text” box
Type the correct answer in the “Answers for Blank 1” box. If you have an answer that can be abbreviated or is commonly written in different ways, it’s best to add all possible correct answers. For example: Potassium, K, or K+.

IMPORTANT: Even though short answer questions will be auto-graded by D2L, you may not have thought of other correct answers or students may have a typo. Instructors should review and manually grade all short answer questions.

Set the number of points
Click the dropdown arrow next to “Save.” If you have a similar question, you can click “Save and copy.” If you want to write a new question, you can click “Save and New.” If you are done creating questions, click “Save.”


Written Response (WR)
This question type is most often used for essay questions. Students can also enter math equations, with the graphical equation editor tool, when the html editor option is checked.

Type your question in the “Question Text” box
(Optional) Check the box to enable the HTML Editor for student responses

These questions will not be auto-graded, so there is no required answer field. You can look under Options to add an Answer Key (for graders to view). Students do not see the answer key. Use "Add Feedback" if you want to provide an answer for your students when they review submissions.
Depending on the length of response expected, there are options for the size of the text box presented to students during the quiz. 

(Optional) Click on "Options" and select "Add Custom Response Box Size"

If you are testing full essay questions, there is also the option to use the Assignment function in D2L and use TurnItIn, which can evaluate originality of student work and test for plagiarism.

Set the number of points.
Click the dropdown arrow next to “Save.” If you have a similar question, you can click “Save and copy.” If you want to write a new question, you can click “Save and New.” If you are done creating questions, click “Save.”


Fill in the Blanks (FIB)

Set the number of points
Determine how many text boxes and how many answer blanks you need for your question and structure the layout.  

This example has 3 textboxes and 3 answer blanks: 
The first important concept of our topic was _________, which can then be divided into the broader _________ and the more specific _________. 

Type in your question text in the “Text” boxes, and type answer text into the “Blank” boxes. 

IMPORTANT: Even though Fill in the Blank questions will be auto-graded by D2L, mistakes are common, and instructors should review and hand-grade all Fill in the Blank questions. 

 

 

For more on question types, see the following from the Brightspace Community: Types Of Questions in Question Library or Quizzes opens in new window


 

This week, we are featuring Alicia Jenner(she/her), one of the Center for Teaching and Learning Innovation's educational developers! Alicia 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 initiative) regularly!Read more about Alicia’s 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?EngagementWhat does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?​​Being an educator to me, means “engagement”. As I am classified as a Support Staff member at MSU, my role in a centralized unit has evolved over time. Many of us are seeking professional development opportunities and seeking alignment across campus. It’s critical for staff and faculty to come together to learn from each other and create a space where we can all find power in conversation and inquiry. Creating discussions and bringing perspectives to conversations has allowed me to expand my network and connect with colleagues in various positions across the university. I think sometimes we may not see ourselves as “educators” in the traditional sense (i.e., teaching, instruction, etc.), but we all have knowledge to share with the MSU community and beyond.Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. What does being a part of CTLI mean to you?My educational setting includes several different non-traditional environments. I am a Senior Learning Experience Designer on the Online Program Management (OPM) team within the Center for Teaching and Learning Innovation (CTLI). My background as an instructional designer has provided me with experience in course consultations, training development, and online course development. While my role has evolved at MSU, where I am now supporting online programs centrally as the project lead for online.msu.edu and advocating for and speaking to the prospective student experience. Additionally, being a part of the CTLI means “engagement” to me. I have created opportunities to connect with online program directors or with staff who support online programs for monthly conversation, training, consultations, and initiatives. My role allows me to collaborate and coordinate as a liaison with external partners supporting student recruitment services and marketing and I have been an active collaborator for the MSU strategic planning initiative since summer 2020.Quick list:

Project lead for online.msu.edu with 90+ programs featured on the platform
Facilitator for Online Program Director monthly coffee hours
CTLI website developer
Manage online program management external partnerships

What is a challenge you experience in your educator role?I think a challenge for me and for those who are in a similar Support Staff role, we may feel as though we are not “educators” based on our classification at MSUAny particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?Each of us have a critical role in supporting our university, whether that is in a service to student support or faculty, department support. Educators may struggle with managing their workload, changes in structures or systems, however, asking questions and reaching out to colleagues will demonstrate you are seeking assistance, guidance, mentorship, collaboration, etc. Stay proactive and follow your passions. What are practices you utilize that help you feel successful as an educator?There are several practices that I engage in to help me feel successful as an educator. I begin with setting clear goals to stay focused and motivated. In addition to setting clear goals, the most important practice I would say is to build relationships with stakeholders to understand their needs and interests. Lastly, staying up to date with the latest research and best practices. I often seek opportunities for professional development workshops, conferences, published research supporting adult learner data and market trends.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?Building opportunities to bring people together to learn about educational pathways and lifelong learning would be an interesting topic to see discussed at the CTLI. What would/could this look like at our institution? Expanding access with non-credit micro-credentials that could be applied to credit programs across the university. What are you looking forward to (or excited to be a part of) next semester?This academic year I am excited about moving into a new space for the Center for Teaching and Learning Innovation. We have been in a temporary space since summer 2022 and I think building new routines and opportunities to engage in lifelong learning will generate new collaborations and conversations across campus.

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!

Dr. Cierra Presberry

Title
Curriculum Development Specialist, Instructional Technology and Development Team
Education

Bachelor’s in Special Education, Michigan State University
Master’s in Teaching and Curriculum, Michigan State University
PhD in Curriculum, Instruction, and Teacher Education, Michigan State University

Work Experience
My career started in Detroit, where I was a special education teacher at the elementary and secondary levels. During my doctoral program at MSU, I taught a variety of courses within the teacher preparation program in the areas of literacy and social studies. In my current role as a curriculum development specialist, I work with instructors to improve the quality of the online components of their courses.
Professional Interests
I am particularly interested in addressing issues of equity and ensuring that all students have access to the education they deserve.

This week, we are featuring Dr. Michael Everett, a Professor of Practice, Adviser, and Internship Coordinator within MSU’s Department of Community Sustainability.  Dr. Everett 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. Everett’s 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? 
Change Agent (Two words – sorry). 
Share with me what this word/quality looks like in your practice?
The goal is to help students become change agents or individuals who consistently have a goal of bettering themselves and those around them. As I continue to develop as an educator, I want students to leverage all opportunities inside the classroom to become better individuals through the products they develop (cognitive development, CV and assignments that can be used in conversational settings).
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 reside in the Department of Community Sustainability where I teach courses in non-profit organizational management and issues and policies in environmental and sustainability film. I also work collaboratively with other teacher educators focused on developing future Agriculture, Food and Natural Resources Education (AFNRE) teachers. I am also in several administrative roles including Associate Chair, Undergraduate Coordinator, and AFNRE MA program coordinator.
What is a challenge you experience in your educator role?
Creating an environment where students find value in engaging in class. 
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 try to create an uplifting and exciting time while in the classroom. I consistently tell students that I am “so happy to be here” and “isn’t this exciting, what a great day to be a Spartan” as a way to foster excitement and enthusiasm in the classroom.
What are practices you utilize that help you feel successful as an educator?
Trying to be flexible and willing to go the “extra mile” while being firm on requirements.
What are you looking forward to (or excited to be a part of) next semester?
Next semester I will spend a fair amount of time writing up results from research conducted in the classroom. I consider the classroom a laboratory for learning how student learn. As such, I plan to write several manuscripts based on research data collected during courses that I am currently teaching (FS21).


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!

Click the image above to access a PDF of the Quick GuideRemote Assignments and Activities
This quick guide provides an introduction to remote assignments and activities as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In-class activities and assignments can be facilitated by a variety of the tools provided at MSU. In planning for remote activities and assignments, ensure you are focusing on assignments that help you to accomplish your learning objectives. Also remember that in a remote teaching situation you may need to be flexible with respect to the assignments/activities you have.
Modify
Projects
Rather than have students turn in assignments during class, create a D2L assignment folder for students to upload assignments. Just about any file-type can be turned in with D2L (including word documents). This can be where students upload their papers, presentations, videos, or any other media.
Collaborative Writing
If students would normally provide feedback on each other's writing assignments, then the easiest method to recreate this in a remote teaching situation would be to use a cloud-based tool such as Google Drive or Microsoft One Drive. Using one of these tools, students can view and comment on each other's work.
Discussions
If in-class discussion is a key part of your course, then the D2L discussion tool can be used. Keep in mind that students will most likely need greater prompting and guidance in order to engage in an online discussion.If students are able to record audio and video, and have access to a fast internet connection, then they could also record and submit discussions using zoom.  
Presentations
If students have a presentation they would normally give in class, they can record that presentation using Zoom or MediaSpace, provided that they have a computer with a Webcam and Microphone. If students do not have the ability to record audio and video, then another option would be to ask them to write out their presentation in Microsoft Word or other word processing tool and include images of their presentation materials. This can then be uploaded to a D2L Assignment Folder.
Implement
Below find a variety of ideas for common in-person activities and some ideas for both synchronous remote (activities occur at the same time) or asynchronous remote (activities occur independently but with specific due dates/times) teaching. 
 




In-Person


Synchronous Remote


Asynchronous Remote




Student presentations


Students present in real time using zoom.          


Students record presentations using Kaltura Capture or Zoom then upload them to MediaSpace or D2L. 




Small group work/discussions


Students can collaborate in Zoom, Microsoft OneDrive, and Google drive.   
 


Create a prompt for students to respond to on D2L.         




Peer review writing session


Students can share and discuss their documents using Zoom and Google Drive or Microsoft OneDrive.        


Organize students into groups and ask them to share their documents in Microsoft OneDrive  Google Drive.     
 




 
Additional Help
For additional help and support, please check out the other remote teaching articles on iteach.msu.edu, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
 
Attribution 4.0 International (CC BY 4.0)