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Thinking about how to improve your educator practice, tapping in to expertise on campus, or engaging with high-impact peers can feel intimidating. Here are a few etiquette tips to accompany Peer-Educator Dialogue Guide and Protocol.

Remember, peer-educator dialogues can be initiated for multiple reasons including: an instructor-educator looking for peer-educator feedback on a learning session observation, OR a peer-educator looking to observe a peer-educator employ a practice they'd like to incorporate/improve

Regardless, avoid engaging in a learning-expereince as a peer-educator during the first two or three weeks of a semester. 


Before going to observe the class, check with the instructor-educator to see if they would like to meet with you in advance. It helps to find out in advance about the class you will be engaging with— what the course is designed to do, what level the students are at, what the teacher is planning to do in the specific class to be observed and why. This could help you to make more sense of what it is that goes on in the learning-expereince. 

note: if you cannot meet to have this conversation due to the complex nature of schedules, it is recommended that you asynchronously ammend the Peer-Educator Dialogue Guide to ensure the engagement meets goals all around.


Double-check with the instructor-educator prior to the engagement on:

where you sit in the classroom. Many educators may not care where you sit, as long as it doesn’t interfere with instruction, but some may have preferences.

If you didn’t have a chance to meet prior to the observation, ask the instructor-educator when you arrive.


whether or not it’s all right to move around from group to group during group-work activities.
whether or not you are going to participate in activities or just observe. (Generally speaking, it’s  preferable not to participate while doing an observation. When the purpose is to observe instructor-educator, it makes more sense to focus your attention on that task.)


Arrive on time, or early — arriving late is always an interruption. And stay throughout the entire class period. Getting up and leaving early is also an interruption.
No matter how non-threatening and cooperative the peer-educator may be, learning-session observations are a necessary imposition (but an imposition nonetheless). As peer-educators, it’s good to keep this in mind when observing and let it guide your actions.

Also keep in mind that the observation should be a positive experience for both the peer-educator and the instructor-educator. Ideally, both educators will learn something as a result of the observation.


When the learning-experience ends, thank the instructor-educator (and, if possible, the learners) for inviting/allowing you to observe them.
Debriefing should be done as soon as is feasible after the class session, while the events are still fresh in mind.
In general, if you have concerns, you can ask questions to clarify some things that happened in the class

“I’m very interested in learning more about XXXX. Could you explain why you set up the XXXX activity the way you did?”
“How do you think it went?” 
The instructor-educator may have planned something that they thought was going to work marvelously, but didn’t... Or, if they noticed that it didn’t work, they may ask you for your ideas about how it could have been more effective. 


Keep in mind how you would feel if you were the one being observed, and what kinds of feedback would be most useful to you.
If you notice a number of areas where the learning-expereince could be enhanced, try not to overwhelm the instructor-educator with suggestions; limit your feedback to the areas where they are seeking feedback, or perhaps those points that seem most immediately important to address.
Share your notes and onservations from the Peer-Educator Dialogue Guide and Protocol with ONLY the instructor-educator. This practice is purely a itterative dialogue amongst peers, NOT an evaluative report to be shared with administratiors. What an instructor-educator chooses to do with your notes is up to them.

This list has been adapted from the University of Hawai'i, English Language Institute "Guidelines and Etiquette for Observers".Photo by Dom Fou on Unsplash 

With the transition to remote learning we have all faced some difficulties, but how has this affected our students? Based on posts and stories that we have seen on the internet, we compiled this resource for students to help support their transition to remote learning.
Remote Learning for Students
Dear students,
We have been learning more about some of your fears, frustrations, anxiety, loneliness, uncertainty, and challenges that you are facing with the evolving situation of COVID-19, and how that is affecting your lives as well as your relationship with your college or university. We have read some of your stories and posts, and those have helped us start to understand the hardships and uncertainty some of you are facing during this unprecedented time. With the continually evolving updates, changes, and restrictions being communicated daily, your institution’s choice to move to remote learning might seem trivial given everything else happening around you. We hope that this guide can provide you with useful information, resources, and tools to make remote learning approachable and valuable to your education.
For as many different styles of teaching that exist among instructors, whether it’s reading content from slides, assigning multiple chapters of reading, or allowing a space for collaboration between peers, there are a far greater number of diverse ways that students absorb and learn information. We understand that being tossed into an online learning environment may not be the way that many of you prefer to learn, but there are some tools and strategies that you can implement to make it work for you.
One of the strengths of online learning is the diverse set of tools that you can individually use to support your learning. Our institutions want to support you through these times. If you have questions, please consult with your college or university to learn more about the support they offer. Students with minoritized identities may be impacted differently in this situation, and we encourage you to communicate with each other, and advocate for yourselves and your peers.
Student Support
Let’s get real about education, we all learn differently and we all respond differently to changes in our learning environments. Remote learning probably would not have been most students’ first choice. Some of us may thrive with remote learning and some of us may struggle. It is important to be honest with yourself and recognize that this is an unprecedented time and that we may experience struggles we have never encountered before. However, through difficult times comes new opportunities.
Why did my institution move to an online environment?
In this section, we’re not necessarily sharing the specific reasons why our two institutions may have moved to remote, but rather sharing various reasons that institutions have provided. There are a lot of reasons why colleges and institutions of higher education are moving to fully remote instruction. In this time of change, it is important to consider why your institution may have moved to remote instruction. Although it may seem like the obvious answer would have been to cancel classes the following are the reasons why classes may be continuing:

Some students may have already accepted a job contingent upon their graduation and by canceling classes and pushing them to a later time students would not be able to honor these commitments.
If classes were to extend through the summer, some students would have to deal with the unexpected costs of summer housing.
There are accreditation programs that the universities must meet and with those come specific responsibilities and assessment criteria that could not be honored if classes were canceled.
Institutions of higher education and students need to move forward. Putting students behind an entire semester will set back every subsequent class, both incoming and graduating.

Concerns with Remote Learning
Whether you have worked in an online environment before or not, you might be concerned about your level of readiness to succeed in your course. In order for our institutions to best support students, some questions have been gathered, and answers generated to address potential concerns among the student population.
I’m worried that transitioning to remote learning is going to impact my success.
Having an open line of communication with your instructor is important now more than ever. Instructors are trying to make sure that they are meeting their students’ needs and providing a successful learning environment for their students. However, this shift has not been easy for the instructors nor the learners. As everyone continues figuring out this change together, we need to be mindful of the challenges. If you have concerns about your performance or have other concerns, do not hesitate to reach out to your instructor. This is an important first step to take.
Does moving online impact the assessments and expectations set at the beginning of the semester?
Moving to an online environment has also caused disruption to initial course objectives, goals, and how to meet them. Many adjustments to syllabi have been made to reflect the possible limitations posed in new learning environments. Focus on the big picture for your course: what is the central idea being taught, what are the main takeaways, and what do you need to know to be successful moving forward? Assessments should reflect the central concepts to your course, so focus your time and energy there and not on the miniscule details. If you are still feeling uncertain or overwhelmed, then reach out to your instructor and ask about their new expectations for you moving forward. If you are concerned with how quizzes or exams may be provided and/or proctored, be sure to communicate with your instructor.
How can I continue collaborating with my classmates?
Communication with classmates can be essential to your success in a course. In a face to face environment, these conversations happen naturally and not much thought goes into it. However, this is something we now have to actively think about and problem solve. If your instructor has not created an environment for student interactions to take place yet, it might be beneficial to request them to do so. This can be an open discussion forum in your Learning Management System (such as Blackboard, Canvas, D2L, etc.), a virtual meeting session especially for students to collaborate, or an outside channel (such as Microsoft Teams) for students to chat. Exchanging phone numbers, emails, or even social media information (to those who have it) can also be beneficial to keep conversations fluid and accessible.
Can I still meet with my instructor in a one on one setting?
Open communication with your instructor is vital. Remote learning can be challenging and we want to make sure we are able to support you in any way necessary. If your instructor held office hours before, they are likely still willing to hold office hours in a virtual setting. Reach out to ask how to schedule a meeting with them.
What impact will remote learning have on my future courses?
The uncertainty or newness in an online learning environment might leave you overwhelmed and concerned about what  impact this may have on your future courses. This can be especially impactful if you are currently in a prerequisite course or in a course that is core to your degree program. Ask yourself the following questions to gauge the potential impact of these courses on future courses:

How does this course affect my future learning?
Is it a requirement for my future courses?
Will I need this information to be successful in my degree program?
Have I thought about which information is the most important for my future success?

Your answers to the above questions should help you in prioritizing your current courses. Also, do not forget to reach out to your instructors if you are feeling overwhelmed, anxious, or concerned during this time.
Where else can I look for more support if these tips and tools aren’t enough?
Your college or university likely has additional resources. For example, if you are a student with physical and/or cognitive disabilities, and you think you may need an accommodation, we really encourage you to contact your Disability Services office. Moving to remote learning may change your needs and these offices are designed to aid students with disabilities in pursuit of their educational goals. Accommodations can be granted based on need, and the requirements for receiving accommodations will vary by institution. A diverse range of disabilities both physical and cognitive may make you eligible for accommodations.
Communication with Instructors
Transitioning to an online learning environment can pose new challenges compared to face to face discussions. Below you can find some templates for communicating with your instructors if you have questions, or are having difficulty in the new environment.
Ask your instructor to host open office hours through a virtual meeting platform for the whole class:
Option One
“Hi (insert name),
I am concerned about my ability to continue to meet with you during your office hours due to the recent shift to online learning. I was curious if you will continue to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? Could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you set up a protocol for how we should sign up for these sessions? All help would be appreciated!
Best,
(insert name)”
Option Two
“Hi (insert name),
With the recent shift to online learning, I am having some difficulty grasping the new concepts being taught. I am worried that without more one on one support I will not be successful for the remainder of the semester. I was curious if you are able to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? If so, could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you had set up protocol for how we should sign up for these sessions. All help would be appreciated!
Best,
(insert name)”
Ask your instructor if you can schedule a one on one meeting with them for support:
“Hi (insert name),
I just wanted to reach out to inquire about the possibility of one on one meetings. Remote learning is new to me and something I have struggled with in the past. I feel like I would perform better through weekly/bi-weekly check ups for clarity and understanding. I typically respond better to one on one interaction. Is this something we could set up? I think 15 minutes would be sufficient for me to ask questions or review content. Let me know if this is something we could set up! I appreciate all your support during this time.
Best,
(insert name)”
Ask the instructor if they can create a space for you and your classmates to have open discussions:
“Hi (insert name),
With the recent change to online learning, I have realized that my classmates and I are no longer able to ask each other questions as easily as before since we no longer have face to face interaction. These conversations helped me a lot throughout this course and it would be very beneficial for us to continue to have these conversations during this time. Below are some options that I think would be helpful to support our conversations in an online environment:



Virtual meeting sessions specially for students
(Class Chat Channel: Microsoft Teams, Slack, Facebook, etc.) channel for our course
Q&A thread in (Course website: Blackboard, Canvas, D2L, etc.)



I am also open to suggestions you may have as well to help in this area. Please let me know what you think of the above options.
Best,
(insert name)”
Communication with Classmates
We’ve been monitoring ways that students around the United States are choosing to keep in touch with each other. Below are popular options to support your continued engagement with your classmates.
Virtual Meeting Sessions (e.g., Bluejeans/Hangouts Meet/Zoom, etc.)
With the shift to remote learning, natural conversations that may have occurred before or after class can become more difficult to continue. These times are often a space to talk through questions or concerns with fellow classmates. If these conversations were something you found useful, we encourage you to reach out to your instructor to see if they would be willing to start a virtual meeting session early or keep it open after the class has ended as a space for students to collaborate. If you want a private space to talk with you and your classmates, then ask the instructor if they would be willing to share a virtual space where students can join at certain times to talk through content, concerns, or frustrations.
Teams Channel
Teams is a great resource for communicating with your classmates. It imitates direct messaging and you are able to download the application onto your phone allowing you to receive instant notifications from chat responses. If your instructor was able to create a Teams channel for you class you might benefit from asking them to create separate channels within the course channel so that you can communicate more directly with classmates on group projects and more. Once a separate channel has been created for your group only members of that group would be able to see your messages (including your instructor if they so choose).
Facebook Groups
Facebook groups are an easy way to stay in touch with your classmates. If you are looking for a space to converse more naturally than on a university platform then Facebook would be a great option. Keep in mind that not all of your classmates may have a Facebook or have access to continuous wireless support and may prefer exchanging phone numbers instead. It is best to have an open conversation with your groupmates or classmates to see which platform they may prefer.
WhatAapp
WhatsApp is a great platform for instant messaging, sharing content, voice messages, and video calls. Given the current situation, many students have returned to their permanent places of residence across the United States and abroad. WhatsApp allows users to communicate via Wi-Fi without a phone plan and without long distance rates. It can be an inclusive option for students who are not located on or near campus. It can be downloaded on Android and Apple devices as well as Mac or PC.
GroupMe
GroupMe is a free instant messaging app that works across iOS, Android, and Windows Phones, but you can send messages from your laptop as well. Users don't need to have the app to text, just add anyone from your contacts and they can chat within the group through SMS.
Slack Channel
Slack is a messaging platform that is used all around the world, throughout industry, and higher education. Within Slack users have the ability to create public and private groups, and send direct messages. Group work can be divided into “channels” for greater organization, and clarity. Slack even has integrations for apps like Google Drive and Box, if you’d prefer to avoid such integrations, then you’re able to share files through Slack as well. Calls can be made via Slack as well if you’ve integrated a video-conferencing solution like Bluejeans, or Zoom; however, on the free version of Slack, only 1:1 voice or video calls can be made, so you may consider using a video-conferencing software for that purpose specifically. Slack can be downloaded on MacOs or PC, and is mobile friendly for Android, and iPhone users.
Discord Channel
Discord is a free voice, video, and text chat service that is available to download on your PC, mobile device, or directly within your browser. This app was originally designed for online gaming, however over the past few years more instructors have been incorporating this tool into their courses to promote ongoing conversations among classmates.
Participation
If your instructor has enabled the “chat” feature in your virtual meeting sessions, try to participate and ask questions as they arise. On some platforms, you have the ability to submit questions anonymously. It is encouraged to use this feature if you are concerned about singling yourself out. Remember, if you need clarification or have a question, it is likely that others in class do as well. Don’t hesitate to join discussions if your instructor allows you the ability to collaborate. You can also share your contact information with others to provide support for them or vice versa. It is encouraged to find a platform where you can share information and questions with classmates. Try to regularly check the platform(s) and answer questions to support your classmates when you can help provide guidance.
Discussion Forums
Ask your instructor when new discussion forums will be opened, as well as when initial posts and responses are due. This will make it easier for you to keep track of your tasks as well as to keep you on top of checking the forums. Make sure you have a clear understanding of how many posts you need to contribute as well as the expectations for quality and quantity in your posts. Often, instructors will ask you to disperse your responses to prevent you from responding to the same post more than once. It is key that you understand what is being expected of you. Try to respond to topics that are of interest to you to provide more meaningful interactions even when tempted by others that only require a quick response. You will learn more from topics that draw your attention.
Assessments such as Quizzes and Exams
Your instructors may not know how their syllabus is going to be affected or how they expect to deliver quizzes or exams or other ways of checking your learning. You should ask your instructor if previously established quizzes and exams have been rescheduled. Update these assessment dates in your notes and begin to organize study materials accordingly. Remember, quizzes and exams may now be delivered through an online platform. Ask your instructor how they intend to offer their exams and how this might impact you.
Technical Support and Resources
Please note, that none of these links are endorsements towards any product or company, but rather are here as potential resources which you can look into on your own.
Wifi Access
Nationwide (United States) Connectivity Resources
With a note of thanks to Richard Saouma, Michigan State University, for compiling the original list. This was last reviewed 03/18/2020.
With the shift to remote learning, the need for reliable Internet connection has become vital. Below is a list from major internet providers and the services they are offering in response to COVID-19:

Comcast

Free essential internet for two-months and no data caps (60 days).


T-Mobile & Sprint

Unlimited smartphone data to existing customers (60 days), 20GB/month wi-fi hotspot for smartphone customers (60 days), free international calls to Level 3 impacted countries.


ATT

Free hotspot access to anyone, $10 home unlimited internet for qualifying households, no late fees and no disconnects.


Verizon

No late fees.


CenturyLink

No late fees, no disconnects, and no data caps (60 days).


EduROAM

Your institution may be part of this network, and you can login to your institution’s domain on multiple campuses throughout the United States.



Free Resources for Students
Please note that your institution may use or not use some of these tools. This list is not designed to indicate endorsement of any individual tool, but rather to help provide some starting points for students looking to adapt their learning style to the shift to remote instruction. These technologies may be potential useful tools for personal use. We did not test the accessibility of each of these technologies, but recommend you check out these and other technologies that support your learning or your peer group’s learning. The authors of this document do not imply endorsement, but rather want to link to Assistive Technology and studying tools. Please be sure to read the Terms & Conditions and End User License Agreements, and consider asking your instructors what tools they recommend. Be sure to read and make informed decisions when making agreements with companies.

Note Taking Tools

Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.




Study Tools

Quizlet

Quizlet allows you to either build your own custom digital notecards or import your notes which can be converted into notecards. Once your note cards have been created you can easily share them with fellow classmates. If you have a particular card you are struggling with, Quizlet allows you to “star” certain cards and only review those cards at a particular time.


Kahoot!

You can create a Kahoot (quiz) for yourself off of items you think will be asked on an assessment. You can then make Kahoot live and share it with friends to see how everyone does.




Screen Recording Tools

Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


Techsmith Snagit

Snagit is a screen capture and screen recording tool. It makes screen recording and screen capturing an easy and seamless process for users. TechSmith is currently offering Snagit for free through the end of June 2020.




Speech to Text, Text to Speech, and Captioning Tools

Otter.ai

Otter ai is a free captioning tool for real time video content that allows users up to 600 free minutes a month. It can also be used as a speech to text tool for creation of notes.


Kurzweil 3000

Kurzweil 3000 is a text to speech software that allows a user to have electronic text aloud. It can help with concentration and focus and is beneficial for those who learn through auditory means. For MSU students: before downloading a free trial reach out to your campus’ Resource Center for Persons with Disabilities since they often have free licenses.


Read&Write

Read&Write is an additional text to speech software that allows a user to have text read aloud and that can also be useful for writing and note-taking. For University of Michigan students, faculty, and staff: please visit the accessible computing webpage at ITS for details on how to download this free of charge.


NonVisual Desktop Access (NVDA)

NVDA is a free, open-source screen reader technology which can be used to read webpages, documents, or applications. NVDA is a commonly used assistive technology by folks who are blind and low vision.


Google Docs

Google Docs has many useful built-in features to support students. One to highlight is the speech to text feature. This tool can be used to support the creation of notes, papers, discussion responses, etc.




Time Management Tools

Be Focused Timer

This app has a built-in timer that provides users with a way to stay focused, manage tasks, and track progress over time. You can set timers for work durations as well as short and long breaks to help maximize productivity.


Remember the Milk

This app allows users to create to do lists and set up reminders that link can be linked to other apps such as Gmail, Outlook, and Google Calendar. The user even has the ability to attach documents to tasks to stay organized.




Focus Tools

Freedom

This app allows the user to take control of distractions. Freedom can limit websites, desktop apps, or the internet as a whole and can sync these blocks across all devices.


Reader View Chrome Extension

Reader View strips away unnecessary clutter on a webpage and allows you to focus only on the content. It removes all advertisements to help prevent distraction. It also allows you to change the text size, font, contrast and layout for easier reading.




Additional Tools

Grammarly

Grammarly is a browser plugin that runs a grammar check on your content and offers suggestions on how you can improve your wording or punctuation. This can prove especially useful for email correspondence.


EquatiO

EquatiO is a tool designed to support students in mathematics and STEM courses. With this tool the user has the availability to type, write, and dictate expressions and equations. It also has the ability to predict expressions and transform your handwritten expressions into text. It also allows the user to grab an equation and transform it into digital text. Users can take a picture of a written equation and upload it into a digital format.


WordToEPUB

WordToEPUB is a tool that allows for the converting of Word documents to accessible EPUB files. The EPUB format makes for easier reading on laptops, smartphones, and other devices.





Note Taking Support
How you take notes might be a new obstacle with changing to an online environment. There are many tools available to help support the note taking process and to ease the burden on the student. Below are some tools to assist in the process as well as some organizational recommendations in platforms you might already be using (such as Microsoft Word documents). None of these are endorsements and please make informed decisions and review user agreements when choosing a tool that works for you. or You may also consider asking your instructor or classmates if they would like to create a shared note document. Make sure to choose a platform that works for all students in your class or group, regardless of any disability. Sometimes technologies may not be as accessible as we like.

Tools:

Evernote

Evernote is a note taking tool that allows you to take and organize notes, as well as include files, photos, and voice memos in the same area. The basic version of Evernote is free and can be downloaded and synced across multiple devices.


Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information over notes. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.


Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


OneNote

OneNote is a note taking tool that allows users to take and organize notes in one place. You can sort your notes into different tabs, sections, and pages. Flag important information with to-do tags, insert files and record audio files within your notes. OneNote also allows you to draw and annotate on a touchscreen that will save within your notes.




Tips

Microsoft Word

Making use of the following features while taking notes in a Word document will make it easier to organize your content and easily navigate your content when revisiting notes for studying.

Make use of headings in your document. Main content areas can be marked with headings. This will make navigating your document more seamless because with the use of headings an outline will be available in the navigation view.
Make use of comments throughout your document to place emphasis on important topics and details.
Organize your notes with the built-in list styles. This will help you to create a natural hierarchy of information throughout your notes.
Through Office365, you have the ability to share your documents with others to collaborate on a document in one place at the same time.







Accessible Note Taking
When it comes to sharing notes or sharing content it is important to keep in mind that accessible content is better content. Accessible content is content that can be accessed by any individual regardless of disability. This is important when it comes to sharing content with fellow classmates or professors. Here are a few quick tips for accessible content:

Make use of heading styles.
Make use of built in list styles.
Consider your color contrast (text vs. background color).
Try to avoid using color alone to denote meaning.
Make use of descriptive link text.
Add alternative text to images that are non-decorative.
Make use of header rows and columns when building tables.

For more detailed information on how to produce accessible content please visit Michigan State University's Webaccess website where detailed tutorials can guide you through accessibility of various document types.
Organization
You probably have heard several different strategies for doing this from your instructors. We wanted to provide an additional strategy for when you run out of all of those other ones. Here’s some things that we’ve heard have worked for others. Maybe they’ll help you, too. We also just wanted to quickly note that all of us are different. We each have different responsibilities, strategies, and spaces to work from in this time. Some of us have families to care for or are balancing other work responsibilities. Take from these what you will. An important tip: you learn how you learn. This is not a one-size-fit-all solution.
Managing your Calendar
There are a variety of ways to keep a calendar, or manage a calendar. Many of us have calendars on our phones, and laptops that make it easy to save events, schedule appointments, and access a high-level overview of our week. Additionally, many Learning Management Systems (LMS’s) like D2L and Canvas, have built-in calendars and calendar integrations to things like Google Calendar, which allow you to automatically schedule assignments and receive reminders. You may find it helpful to set recurring reminders for study time and homework time.
Managing your Email

Keeping emails organized and unifying information streams from instructors is important. Advocate for a single source of information that links to other areas.
Create a separate folder for each of your classes within your email so you can more easily navigate back to content. You can also set up rules so that information is funneled appropriately as it comes in.
Compile resources as you go in one single document. With all the information that is being shared it can be easy to lose information or track down that information once you leave it. By copying information into one single document you will have an easier time referring back.

Managing your Files/Documents

If you are downloading content from a course and adding notes try to save those files with descriptive file names (e.g., Biology_Lecture_001) in a specific folder designated to that course on your Laptop.
If your computer has limited storage you can make use of OneDrive which is a free tool to all students.

Managing your Time
If you’re new to online learning it can be easy to become overwhelmed with the lack of structure, and subsequently fall behind in all your classes. The following strategies may help you to more efficiently manage your time:

Try to avoid working in bed.
Get ready as though you were leaving your home.
Eat breakfast, just coffee does not count.
Whether your classes are synchronous or asynchronous, follow your class schedule to keep structure to your days.
Take a 15 minute break for every hour of work or study time. Your eyes will strain from looking at screens for too long.
Minimize distractions by working with the TV off, and away from your Xbox, PS2, Atari, GameCube, etc.
Schedule online co-working sessions with your classmates to increase accountability and productivity.
Put your phone on “Do not disturb.”
Make a to do list for each class and pick which items you will work on each particular day.

Wellness Strategies

Plan a healthy lunch to the best of your ability.
If it’s an option, work in different locations within your permanent residence. You can get stagnant being in one place for too long.
If you’re able: do some stretches, go for a walk, or exercise in some way that works for you in order to keep your energy up and your mind sharp.
If you’re in isolation, call, email, Facetime, or video chat a friend. We’re primarily social beings, and even the most introverted among us require human contact.
Reach out to your campus Mental Health Professionals (MHP’s) if you’re feeling isolated, anxious, or depressed. These services are free on most campuses.

Applications to Support Health and Wellness

What’s Up (Free; What's Up for iOS and What's Up for Android)

What’s up uses Cognitive Behavior Therapy and Acceptance Commitment Therapy approaches to help users cope with depression, anxiety, and stress. The app contains over 100 different questions to help pinpoint what you are feeling and offers thinking patterns to teach you how to stop negative internal thoughts.


Mind Shift (Free; Mind Shift for iOS and Mind Shift for Android)

Mind Shift is an app designed specifically for young adults with anxiety. Mind Shift helps users change their focus from avoiding anxious feelings to being mindful about how you think about anxiety and process through anxious situations and feelings.


Self-Help for Anxiety Management (SAM) (Free; SAM for iOS and SAM for Android)

SAM supports users in creating a build your own 24 hour anxiety toolkit. This toolkit supports users in tracking anxious thoughts and behavior and then pulls from 25 different self-help techniques and tailors the recommendations to the user. SAM also allows users to connect to an online community for additional support.



Phone and Hotline Resources

The National Suicide Prevention Lifeline provides free and confidential emotional support to people in a suicidal crisis or emotional distress. By calling 1.800.273.TALK (8255) you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7. Hearing-impaired TTY users may dial (800) 799-4889. 
The Trevor Lifeline is the nation’s only around-the-clock crisis intervention and suicide prevention lifeline for lesbian, gay, bisexual, transgender, and questioning youth. Call 1.866.488.7386. [Note: the lifeline will talk with any individual regardless of sexuality or gender.]

For University of Michigan and Michigan State students: for further information about available resources, please visit Michigan State University’s Emergency Resources for Students or University of Michigan’s CAPS Services Regarding Covid 19 Update.
Productive Ways to Fill Your Time

Join a Facebook group that is of interest for you.
Schedule FaceTime/Snapchat/Facebook video sessions with your friends and family to keep up with social interactions.
Refresh your resume.
Apply for jobs.
Apply for scholarships.
Take a free online course through the libraries if you are interested in a specific topic.
Look into graduate school programs that might be of interest in the future.
Take a YouTube crash course and build your own website.
Develop a daily schedule.

What should I do if I have unresolved concerns?
It is a difficult time and we are all doing the best we can. However, if you feel frustrated or have a concern that warrants attention and you have not received a response in a timely fashion, then it is important to know with whom to speak. Ensure you have accurately and succinctly voiced your concerns to your instructor. Instructors have struggles and time constraints just like you, and they might just need a few days to circle back. If your instructor is not responsive, or you believe they've requested something of you that is inappropriate, e.g., such as attending midterms in person, the next step would be to escalate those concerns to the chair of your department, or find an associate dean or dean of your college. If you have a course coordinator or are aware of a program coordinator they would also be a good person to reach out to as well. Do not be afraid to follow up as many times as are necessary, it is the responsibility of these offices and persons to support you. If you feel as though you need to escalate even further, you can bring the issue to your University’s Ombudsperson office. Their charge is to assist students in resolving conflicts.
Keep Learning
Remember, higher education institutions are here to help you learn. What is important right now (for us, and we’re hoping for you, too) is that you are safe and that you have good opportunities to learn. We’ve heard from some students that the reason we call this remote teaching is because we have “no remote idea” what we’re doing, and you may be onto something there... So help us help you, and communicate openly with your instructor about your needs! We know that these times have not been kind or fair to many of you, and that many of you face significant personal challenges or uncertainty at this time. We hope that you can get to where home is or needs to be right now. Things can be ambiguous and scary right now. We hope that you can focus on learning the things that move you forward and keep you safe, and that you will share in the joy in learning that all of us in higher education have. We thank you for your patience and grace in this process. And for keeping us going, too. #KeepLearning
Sincerely,
Brooke Knapp (Michigan State University), Darrell Williams (University of Michigan), Gabrielle King (Michigan State University), and Phillip Deaton (University of Michigan)
References

Create A Work From Home Workplace Wellness Program
How to Work From Home & Still Be Productive
EMERGENCY Resources for Students | Counseling & Psychiatric Services | Michigan State University
Tips for Excelling in an Online Learning Environment
Purdue Online Student Toolkit
A Brief Letter to an Institution that Believes Extensions are the Accommodations We Need Right Now

The University Policy on Grief Absence can be found in the Spartan LIfe, as well as in Academic Programs.
"The faculty and staff should be sensitive to and accommodate the bereavement process of a student who has lost a family member or who is experiencing emotional distress from a similar tragedy so that the student is not academically disadvantaged in their classes or other academic work (e.g. research)... It is the responsibility of the instructor to work with the student to make reasonable accommodations and to include appropriate language describing such accommodations in their course syllabus, so that the student is not penalized due to a verified grief absence."
(excerpt from MSU Registrars Office)
Here is an example statement from PSL 475L: Capstone Laboratory in Physiology syllabus (FS23)
Grief Absence Policy:http://splife.studentlife.msu.edu/regulations/student-group-regulations-administrative-rulings-alluniversity-policies-and-selected-ordinances/grief-absence-policyThe goal of this policy is to provide a mechanism to standardize, monitor, and accommodate students who request temporary absence from a course, or special accommodations for a quiz or an exam because of loss or serious injury of a family member (parent, grandparent, sibling, spouse, or child). Students are directed to notify the Assoc Dean of their college and document the reason for the grief absence, and the Assoc Dean in turn is charged with notifying the student’s instructors that the bereavement event has been verified. It is the student’s responsibility to make up any missed work. 
The MSU College of Social Science has a college-wide policy that can be referenced in individual course syllabi:
Grief Absence PolicyThe College of Social Science follows the official MSU (Michigan State University) grief absence policy, which can be found here. Students will need to complete the grief absence form in their StuInfo portal, and email supporting documentation to SSC.GriefAbsence@msu.edu.Students may request a grief absence to support their academic success when faced with a significant interpersonal loss that may require time away from the classroom to attend to matters related to the loss and to afford time for grieving. Examples of losses include the death or grave illness of a family member or close loved one. Documentation is requested so that the absence's timing can be determined and provided to instructional faculty. Requests for grief absences to address other serious stressors will also be considered, with approval dependent upon the circumstances and the suitability of the grief absence mechanism for addressing the impacts of the stressor on academic progress.For requests related to interpersonal losses, documentation can include official notification of a death (e.g., funeral home verification, published obituary, funeral program). For other types of requests, students may submit other forms of documentation pertinent to the circumstances that prompted the request. Documentation should be emailed to SSC.GriefAbsence@msu.edu.Most grief absences are valid for a few days, with the maximum approval being two academic weeks (that is, 10 business days). Shorter absences typically support maintaining academic progress; therefore, shorter absences are recommended unless the circumstances do not make a shorter duration feasible. Absences requested for more than 5 business days must be supported by the rationale and documentation provided by the student. Duration determination will consider circumstances such as whether extended travel is required, if the student has documented responsibilities created by the loss, and other relevant considerations. The timing of the absence must be consistent with the documentation and rationale provided. For example, if travel is involved, the timing of the absence should include the dates of travel. If you anticipate needing 10 business days away from your coursework, you may need to consider a longer term pause on or change to your academic program, such as a withdrawal or drop of one or all courses. If this is possible, please contact your academic advisor to discuss the requirements and consequences of these different options.Students must submit the request for a grief absence as close as possible to the date of the absence, typically within 2 days of the student learning of the circumstances that prompted the request for the absence. Except under extenuating circumstances, students should submit their request prior to being absent; retroactive grief absences are not guaranteed approval. The rationale for this is that after-the-fact requests complicate the process of working with instructors to manage the impact of the absence on academic work. Absences will be denied if the College requests additional documentation and the student fails to provide it.When grief absences are granted, the College will contact the student’s instructors informing them that the student has been approved for an absence and its length. The student will be copied on the emails so they can follow up directly with their instructors. Students are responsible for making direct contact with each instructor to work out the details of the absence as it impacts any assignments or assessments that are scheduled during the period of the approved absence. Different forms of accommodation may be appropriate for different classes depending on the course. It is within the instructor’s right to suggest accommodations that fit with their course. Instructors are expected to adjust due dates for assignments and/or exams that fall within the approved absence period but are not expected to eliminate any exams or assignments. Timely contact by students allows for students and instructors to come to a mutual understanding of how exams, assignments, and other class matters will be handled. Students undergoing a significant loss or stressor should review additional support on campus that might also be useful. Working with advisors to identify and connect with these support systems is highly recommended. The Associate Dean’s Office for Undergraduate Studies can also meet with students to help navigate this process.If the student needs any assistance with their request or has questions, they can call (517) 432-3598 or email SSC.GriefAbsence@msu.edPhoto by Kristina Tripkovic on Unsplash

Free MSU Academic Technology Tools, A-Z and by Use Case

Camtasia - Camtasia provides faculty with the ability to create, edit, and upload their screen recordings or presentations. This helps students navigate their online courses, provide assignment feedback, and more.

https://msu.onthehub.com or https://apps.d2l.msu.edu/selfenroll/course/1147614
Camtasia allows you to capture your screen as a recorded video, edit your captured videos, and create quizzes for your classes.
Camtasia is ideal for capturing your lectures when teaching online, as it allows students to access content and review it as they need.
MSU has an agreement to provide teaching staff with a license for this service through June 2022.
To access the software, please go to msu.onthehub.com or the Camtasia and Snagit Access Community in D2L.


CATME - The Comprehensive Assessment of Team Member Effectiveness (CATME) is a web-based program designed for use in higher education to promote SMARTER Teamwork among teams.

https://catme.org/login/request

Enter your institution as Michigan State University




Crowdmark - Crowdmark is an online collaborative grading platform that allows for grading of a number of different assessment types, integrates with D2L, and provides robust analytics.

Crowdmark support
Introduction to Crowdmark
Getting Started for Instructors
D2L and Crowdmark


Desire2Learn - Desire2Learn is the centrally supported campus learning management system. You can teach online courses and workshops, set up communities and workgroups, facilitate discussion, and more.

https://help.d2l.msu.edu
One of the most important steps to take to ensure classes can continue online is to activate your course in D2L.

Log into D2L and click "View All Courses" under the "My Courses" section.
Select the course and then click "Course Admin" from the menu.
Select "Course Offering Information," check the box "Course is Active," and save.


MSU sets up every credit-bearing course section at MSU in D2L each semester and enrolls all students.
D2L is recommended as a place to add your syllabus, readings, and engage with your students online.
To access a course template, template for your D2L course, contact the DigitalX team through the help desk.
For a brief walkthrough of the D2L interface and how to get started, view this overview video.
For further D2L training and resources, visit: https://help.d2l.msu.edu/training


Digital Desk - Instructors can use the DigitalDesk assessment system for grade-keeping, test and item analysis, and feedback to students. MSU funds DigitalDesk services for MSU courses.

https://tech.msu.edu/service-catalog/teaching/test-scanning-scoring/


Eli Review – Evidence-based writing instruction platform that facilitates peer review and revision based on faculty-configured assignments.

https://elireview.com


Google Classroom - Create and collect assignments. Collaborate on discussion boards. Also includes Drive folders for each assignment.

https://googleapps.msu.edu


Google Drive - Store, create, and share files, documents, spreadsheets, and presentations. Collaborate in real time.

https://googleapps.msu.edu


Google Sites

https://googleapps.msu.edu



Gradescope - Design and deliver assessments via the Gradescope D2L integration. Gradescope allows for the creation of problems and problem sets, projects, worksheets, quizzes, exams, and more.

Gradescope student help center
Contact Gradescope support
Gradescope remote assessment FAQs
Gradescope course workflow documentation
Gradescope assignment workflow documentation


iClicker Cloud / iClicker Reef - iClicker Reef and iClicker Cloud allow students to participate in both live and asynchronous student response polling using a mobile device, tablet, or laptop. iClicker Reef and Cloud work in both classrooms and virtual spaces.

NOTE: When configuring iClicker Cloud or iClicker Reef, you must use “Michigan State University” for institution to avoid being charged.
Checklist: Getting Started with iClicker Cloud
Using iClicker for Remote Instruction
Going Virtual Student Onboarding Tips & Tricks


In-classroom technology tools - MSU classrooms contain a range of technology equipment to facilitate face-to-face and hybrid learning opportunities

https://tech.msu.edu/service-catalog/teaching/computer-labs-classrooms/equipment/


iThenticate – iThenticate is an originality checking tool for scholarly publications, grant applications, and theses. This tool helps manuscript authors self-evaluate research and grant drafts prior to submission. iThenticate is available to MSU faculty, staff, and graduate students who request access.

https://tech.msu.edu/service-catalog/teaching/tools/ithenticate/


Kaltura MediaSpace - MediaSpace allows you to host, share, and control access to video content, add interactive questions, caption your videos and more.

https://mediaspace.msu.edu
You can store all videos and audio that you make at MediaSpace, MSU’s version of YouTube.
Once videos are uploaded, you can add them to your D2L course.


Kaltura MediaSpace Room Recorder (selected rooms) - MediaSpace Room Recorder is a lecture capture system that allows teachers and instructors to record their lectures using the built-in capabilities of classrooms throughout campus.

https://tech.msu.edu/service-catalog/teaching/computer-labs-classrooms/mediaspace-room-recorder/


Kaltura CaptureSpace - a personal capture tool that runs natively on PCs and Macs. The tool can be used for lecture capture and allows you to capture PowerPoint presentations and make screen recordings, webcam recordings, or just voice recordings.

https://mediaspace.msu.edu/help#howdoiaddmediausingcapturespace


Labster - Labster is a virtual simulation library that allows you to browse and select virtual lab experiences to download and install in your D2L course.


Adding Labster virtual simulations to your D2L course

Labster resources
Labster support


Microsoft 365 Suite - is a suite of Microsoft Office software customized and configured for MSU’s unique environment. Spartan 365 offers robust features, a secure, collaborative environment, and the ability to use on multiple devices.

https://spartan365.msu.edu


Microsoft Teams - Teams is the chat-based workspace tool that allows you to manage all of your conversations, files, and tools in one team workspace. This tool can be used across multiple devices.

https://spartan365.msu.edu


PackBack - PackBack is an AI-enabled online discussion tool that encourages inquiry-based and curiosity-driven community building and critical exploration in courses ranging from small enrollments to large.

Click here to set up a 30 minute PackBack demonstration and configuration recommendation
PackBack Help Center
Create a New Community Page on PackBack


Qualtrics – Qualtrics is a powerful survey and experience assessment platform.

https://qualtrics.msu.edu


Respondus Exam Authoring - MSU has a campus-wide subscription to Respondus 4.0 Exam Authoring, a Windows-based exam management/authoring tool that can be used with D2L to provide additional features for creating and managing online quizzes.

https://help.d2l.msu.edu/node/4431


Respondus Monitor and Lockdown Browser - If you determine that remote proctoring is required to assess student learning in your course, the Respondus Lockdown Browser and Respondus Monitor tools provide a method for securing online exams.

https://help.d2l.msu.edu/node/4686


Snagit - TechSmith Snagit allows faculty, staff and students to create beautiful documentation, images, screen captures, diagrams, and other media that can be used along with D2L.

https://msu.onthehub.com or https://apps.d2l.msu.edu/selfenroll/course/1147614
Snagit allows you to capture screenshots, record short videos via capture or webcam, and edit content to help enhance your course.
MSU has an agreement to provide teaching staff with a license for this service through June 2020.
To access the software, please go to msu.onthehub.com or the Camtasia and Snagit Access Community in D2L.


Spartan Ally - Spartan Ally is a built-in accessibility tool that works to analyze your D2L content and provide suggestions about how you can make it more accessible to all students, including those with disabilities.

Spartan Ally self-enroll training course
Knowledge Base (technical documentation) article about Spartan Ally
More Spartan Ally information on Web Access


Turnitin - is an optional resource toolset that faculty and instructors can use within D2L to assist students in the continued development of their writing skills in the online environment.

https://help.d2l.msu.edu/using-assignments-with-turnitin


Virtual Desktop - The service gives authorized students, faculty, and staff access to licensed university software and applications through an online portal.

https://go.msu.edu/virtualdesktop


Zoom: Conference via video.

Zoom allows you to video conference with up to 300 students at a time by logging into http://msu.zoom.us/.
You can use Zoom to host a virtual class, share your screen to give a lecture and to record the lecture for future viewing.

For large classes, MSU has purchased the webinar version that allows you to have up to 500 people in the session.


Zoom meetings scheduled after April 1, 2020 will require passwords to enter meeting rooms.

These passwords can be created and modified by meeting creators using the following instructions: https://bit.ly/2xAMFss.



To improve the quality of your Zoom sessions, consider the following best practices:

Sit in a quiet space
Use an external mic (like a headset, headphones with mic or USB mic)
Have your audio muted if you are not speaking
Adjust your default settings so that participants begin with their mics muted

The following videos and tutorials provide further guidance for getting started with Zoom:

Best Practices for Hosting a Digital Event
Setting up a Zoom meeting
Creating and editing Zoom passwords
Creating a Zoom Webinar
Presenting in PowerPoint during Zoom Webinar
Creating Breakout Rooms
How to Enable and Create Polls in Zoom Webinar
Creating a Module in D2L and adding a Virtual Class Zoom Webinar Link



MSU Core Academic Tech Tools by Use Case
Assess

CATME - The Comprehensive Assessment of Team Member Effectiveness (CATME) is a web-based program designed for use in higher education to promote SMARTER Teamwork among teams.

https://catme.org/login/request

Enter your institution as Michigan State University




Crowdmark - Crowdmark is an online collaborative grading platform that allows for grading of a number of different assessment types, integrates with D2L, and provides robust analytics.

Crowdmark support
Introduction to Crowdmark
Getting Started for Instructors
D2L and Crowdmark


Digital Desk - Instructors can use the DigitalDesk assessment system for grade-keeping, test and item analysis, and feedback to students. MSU funds DigitalDesk services for MSU courses.

https://tech.msu.edu/service-catalog/teaching/test-scanning-scoring/



Gradescope - Design and deliver assessments via the Gradescope D2L integration. Gradescope allows for the creation of problems and problem sets, projects, worksheets, quizzes, exams, and more.

Gradescope student help center
Contact Gradescope support
Gradescope remote assessment FAQs
Gradescope course workflow documentation
Gradescope assignment workflow documentation


iClicker Cloud / iClicker Reef - iClicker Reef and iClicker Cloud allow students to participate in both live and asynchronous student response polling using a mobile device, tablet, or laptop. iClicker Reef and Cloud work in both classrooms and virtual spaces.

NOTE: When configuring iClicker Cloud or iClicker Reef, you must use “Michigan State University” for institution to avoid being charged.
Checklist: Getting Started with iClicker Cloud
Using iClicker for Remote Instruction
Going Virtual Student Onboarding Tips & Tricks


iThenticate – is an originality checking tool for scholarly publications, grant applications, and theses. This tool helps manuscript authors self-evaluate research and grant drafts prior to submission. iThenticate is available to MSU faculty, staff, and graduate students who request access.

https://tech.msu.edu/service-catalog/teaching/tools/ithenticate/


Labster - Labster is a virtual simulation library that allows you to browse and select virtual lab experiences to download and install in your D2L course.


Adding Labster virtual simulations to your D2L course

Labster resources
Labster support


Qualtrics – Qualtrics is a powerful survey and experience assessment platform.

https://qualtrics.msu.edu


Turnitin - is an optional resource toolset that faculty and instructors can use within D2L to assist students in the continued development of their writing skills in the online environment.

https://help.d2l.msu.edu/using-assignments-with-turnitin



Humanize and Engage

Camtasia - Camtasia provides faculty with the ability to create, edit, and upload their screen recordings or presentations. This helps students navigate their online courses, provide assignment feedback, and more.

https://msu.onthehub.com or https://apps.d2l.msu.edu/selfenroll/course/1147614
Camtasia allows you to capture your screen as a recorded video, edit your captured videos, and create quizzes for your classes.
Camtasia is ideal for capturing your lectures when teaching online, as it allows students to access content and review it as they need.
MSU has an agreement to provide teaching staff with a license for this service through June 2022.
To access the software, please go to msu.onthehub.com or the Camtasia and Snagit Access Community in D2L.


CATME - The Comprehensive Assessment of Team Member Effectiveness (CATME) is a web-based program designed for use in higher education to promote SMARTER Teamwork among teams.

https://catme.org/login/request

Enter your institution as Michigan State University




Eli Review – Evidence-based writing instruction platform that facilitates peer review and revision based on faculty-configured assignments.

https://elireview.com


iClicker Cloud / iClicker Reef - iClicker Reef and iClicker Cloud allow students to participate in both live and asynchronous student response polling using a mobile device, tablet, or laptop. iClicker Reef and Cloud work in both classrooms and virtual spaces.

NOTE: When configuring iClicker Cloud or iClicker Reef, you must use “Michigan State University” for institution to avoid being charged.
Checklist: Getting Started with iClicker Cloud
Using iClicker for Remote Instruction
Going Virtual Student Onboarding Tips & Tricks


Kaltura MediaSpace - MediaSpace allows you to host, share, and control access to video content, add interactive questions, caption your videos and more.

https://mediaspace.msu.edu
You can store all videos and audio that you make at MediaSpace, MSU’s version of YouTube.
Once videos are uploaded, you can add them to your D2L course.


Kaltura MediaSpace Room Recorder (selected rooms) -

https://tech.msu.edu/service-catalog/teaching/computer-labs-classrooms/mediaspace-room-recorder/


Kaltura CaptureSpace - a personal capture tool that runs natively on PCs and Macs. The tool can be used for lecture capture and allows you to capture PowerPoint presentations and make screen recordings, webcam recordings, or just voice recordings.

https://mediaspace.msu.edu/help#howdoiaddmediausingcapturespace


Labster - Labster is a virtual simulation library that allows you to browse and select virtual lab experiences to download and install in your D2L course.


Adding Labster virtual simulations to your D2L course

Labster resources
Labster support


Microsoft Teams - Teams is the chat-based workspace tool that allows you to manage all of your conversations, files, and tools in one team workspace. This tool can be used across multiple devices.

https://spartan365.msu.edu


PackBack - PackBack is an AI-enabled online discussion tool that encourages inquiry-based and curiosity-driven community building and critical exploration in courses ranging from small enrollments to large.

Click here to set up a 30 minute PackBack demonstration and configuration recommendation
PackBack Help Center
Create a New Community Page on PackBack


Snagit - TechSmith Snagit allows faculty, staff and students to create beautiful documentation, images, screen captures, diagrams, and other media that can be used along with D2L.

https://msu.onthehub.com or https://apps.d2l.msu.edu/selfenroll/course/1147614
Snagit allows you to capture screenshots, record short videos via capture or webcam, and edit content to help enhance your course.
MSU has an agreement to provide teaching staff with a license for this service through June 2022.
To access the software, please go to msu.onthehub.com or the Camtasia and Snagit Access Community in D2L.


Spartan Ally - Spartan Ally is a built-in accessibility tool that works to analyze your D2L content and provide suggestions about how you can make it more accessible to all students, including those with disabilities.

Spartan Ally self-enroll training course
Knowledge Base (technical documentation) article about Spartan Ally
More Spartan Ally information on Web Access


Virtual Desktop - The service gives authorized students, faculty, and staff access to licensed university software and applications through an online portal.

https://go.msu.edu/virtualdesktop


Zoom: Conference via video.

Zoom allows you to video conference with up to 300 students at a time by logging into http://msu.zoom.us/.
You can use Zoom to host a virtual class, share your screen to give a lecture and to record the lecture for future viewing.

For large classes, MSU has purchased the webinar version that allows you to have up to 500 people in the session.


Zoom meetings scheduled after April 1, 2020 will require passwords to enter meeting rooms.

These passwords can be created and modified by meeting creators using the following instructions: https://bit.ly/2xAMFss.



To improve the quality of your Zoom sessions, consider the following best practices:

Sit in a quiet space
Use an external mic (like a headset, headphones with mic or USB mic)
Have your audio muted if you are not speaking
Adjust your default settings so that participants begin with their mics muted

The following videos and tutorials provide further guidance for getting started with Zoom:

Best Practices for Hosting a Digital Event
Setting up a Zoom meeting
Creating and editing Zoom passwords
Creating a Zoom Webinar
Presenting in PowerPoint during Zoom Webinar
Creating Breakout Rooms
How to Enable and Create Polls in Zoom Webinar
Creating a Module in D2L and adding a Virtual Class Zoom Webinar Link


Zoom Webinar – Zoom webinar allows you to broadcast information, facilitate question and answer sessions, allow or disallow participant chat

https://itservicedesk.msu.edu/CAisd/pdmweb.exe



Organize and Deliver

Desire2Learn - Desire2Learn is the centrally supported campus learning management system. You can teach online courses and workshops, set up communities and workgroups, facilitate discussion, and more.

https://help.d2l.msu.edu


Google Classroom - Create and collect assignments. Collaborate on discussion boards. Also includes Drive folders for each assignment.

https://googleapps.msu.edu


Google Drive - Store, create, and share files, documents, spreadsheets, and presentations. Collaborate in real time.

https://googleapps.msu.edu


Google Sites

https://googleapps.msu.edu


Gradescope - Design and deliver assessments via the Gradescope D2L integration. Gradescope allows for the creation of problems and problem sets, projects, worksheets, quizzes, exams, and more.
Kaltura MediaSpace - MediaSpace allows you to host, share, and control access to video content, add interactive questions, caption your videos and more.

https://mediaspace.msu.edu


Microsoft 365 Suite - is a suite of Microsoft Office software customized and configured for MSU’s unique environment. Spartan 365 offers robust features, a secure, collaborative environment, and the ability to use on multiple devices.

https://spartan365.msu.edu


Microsoft Teams - Teams is the chat-based workspace tool that allows you to manage all of your conversations, files, and tools in one team workspace. This tool can be used across multiple devices.

https://spartan365.msu.edu


Qualtrics – Qualtrics is a powerful survey and experience assessment platform.

https://qualtrics.msu.edu



Create and Design

Camtasia - Camtasia provides faculty with the ability to create, edit, and upload their screen recordings or presentations. This helps students navigate their online courses, provide assignment feedback, and more.

https://msu.onthehub.com or https://apps.d2l.msu.edu/selfenroll/course/1147614
Camtasia allows you to capture your screen as a recorded video, edit your captured videos, and create quizzes for your classes.
Camtasia is ideal for capturing your lectures when teaching online, as it allows students to access content and review it as they need.
MSU has an agreement to provide teaching staff with a license for this service through June 2022.
To access the software, please go to msu.onthehub.com or the Camtasia and Snagit Access Community in D2L.


Desire2Learn - Desire2Learn is the centrally supported campus learning management system. You can teach online courses and workshops, set up communities and workgroups, facilitate discussion, and more.

https://help.d2l.msu.edu


Google Classroom - Create and collect assignments. Collaborate on discussion boards. Also includes Drive folders for each assignment.

https://googleapps.msu.edu


Google Drive - Store, create, and share files, documents, spreadsheets, and presentations. Collaborate in real time.

https://googleapps.msu.edu


Google Sites

https://googleapps.msu.edu


Kaltura MediaSpace - MediaSpace allows you to host, share, and control access to video content, add interactive questions, caption your videos and more.

https://mediaspace.msu.edu
You can store all videos and audio that you make at MediaSpace, MSU’s version of YouTube.
Once videos are uploaded, you can add them to your D2L course.


Kaltura MediaSpace Room Recorder (selected rooms) -

https://tech.msu.edu/service-catalog/teaching/computer-labs-classrooms/mediaspace-room-recorder/


Kaltura CaptureSpace - a personal capture tool that runs natively on PCs and Macs. The tool can be used for lecture capture and allows you to capture PowerPoint presentations and make screen recordings, webcam recordings, or just voice recordings.

https://mediaspace.msu.edu/help#howdoiaddmediausingcapturespace


Microsoft 365 Suite - is a suite of Microsoft Office software customized and configured for MSU’s unique environment. Spartan 365 offers robust features, a secure, collaborative environment, and the ability to use on multiple devices.

https://spartan365.msu.edu


Snagit - TechSmith Snagit allows faculty, staff and students to create beautiful documentation, images, screen captures, diagrams, and other media that can be used along with D2L.

https://msu.onthehub.com or https://apps.d2l.msu.edu/selfenroll/course/1147614
Snagit allows you to capture screenshots, record short videos via capture or webcam, and edit content to help enhance your course.
MSU has an agreement to provide teaching staff with a license for this service through June 2022.
To access the software, please go to msu.onthehub.com or the Camtasia and Snagit Access Community in D2L.

Updated text accessible any time via the Registrar's Office. Also, visit the HR Faculty Handbook for more policy information. posted 08/19/2021Satisfaction of teaching responsibilities by instructional staff members (herein referred to as instructors) is essential to the successful functioning of a university. This University conceives these responsibilities to be so important that performance by instructors in meeting the provisions of this Code shall be taken into consideration in determining salary increases, tenure, and promotion.

Course content:  Instructors shall be responsible for ensuring that the content of the courses they teach is consistent with the course descriptions approved by the University Committee on Curriculum and the University Council. Instructors shall direct class activities toward the fulfillment of course objectives and shall evaluate student performance in a manner consistent with these objectives.
Course syllabi:  Instructors shall be responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester. The syllabus shall minimally include:(a)    instructional objectives;(b)    instructor contact information and office hours;(c)    grading criteria and methods used to determine final course grades;(d)    date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable;(e)    attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;(f)     required and recommended course materials to be purchased, including textbooks and supplies; and(g)   any required proctoring arrangements to which students must adhere. 
Student Assessment and Final Grades:  Instructors shall be responsible for informing students, in a timely manner so as to enhance learning, of the grading criteria and methods used to determine grades on individual assignments.  Instructors shall be responsible for assessing a student’s performance based on announced criteria and on standards of academic achievement. Instructors shall submit final course grades in accordance with University deadlines. Assessment methods should be appropriate to the learning objectives of the course. In that context, instructors are expected to take reasonable steps to create an assessment environment that promotes academic integrity. When proctoring or other security measures are necessary to ensure integrity of assessments, then such measures should be administered in a manner consistent with the design and delivery of the course.
Testing Documents:  Instructors shall be responsible for returning to student's answers to quizzes, tests, and examinations with such promptness to enhance the learning experience.  Instructors shall retain final examination answers for at least one semester to allow students to review or to retrieve them.  All testing questions (whether on quizzes, tests, or mid-semester or final examinations) are an integral part of course materials, and the decision whether to allow students to retain them is left to the discretion of the instructor.
Term Papers and Comparable Projects:  Instructors shall be responsible for returning to student's term papers and other comparable projects with sufficient promptness to enhance the learning experience.  Term papers and other comparable projects are the property of students who prepare them.  Instructors shall retain such unclaimed course work for at least one semester to allow students to retrieve such work.  Instructors have a right to retain a copy of student course work for their own files.
Class Meetings:  Instructors shall be responsible for meeting their classes regularly and at scheduled times.  To allow units to take appropriate action, instructors shall notify their units if they are to be absent and have not made suitable arrangements regarding their classes.
Applicability of  the Code of Teaching Responsibility to Student Assistants:  Instructors of courses in which assistants are authorized to perform teaching, grading, or other instructional functions shall be responsible for acquainting such individuals with the provisions of this Code and for monitoring their compliance.
Instructor Accessibility to Students:  Instructors shall be responsible for being accessible to students outside of class time and therefore shall schedule and keep office hours for student conferences.  Office hours should be scheduled at times convenient to both students and instructors with the additional option of mutually convenient prearranged appointments for students whose schedules conflict with announced office hours.  Each teaching unit shall determine the minimum number of office hours for instructors in that unit.  Instructors who serve as academic advisors also shall be responsible for maintaining appropriate office hours before and during enrollment periods.  In addition to office hours, instructor accessibility through e-mail and other means is encouraged.
Commercialization of Course Notes and Materials:  The University prohibits students from commercializing their notes of lectures and University-provided class materials without the written consent of the instructor.  Instructors may allow commercialization by including permission in the course syllabus or other written statement distributed to all students in the class.

Hearing Procedures

Students may register complaints regarding an instructor's failure to comply with the provisions of the Code of Teaching Responsibility directly with that instructor.
Students may also take complaints directly to teaching units' chief administrators or their designates. If those persons are unable to resolve matters to the student's satisfaction, undergraduate students may request a formal grievance hearing before the University Academic Grievance Hearing Board (see SRR Article 7. III). Unsatisfied graduate students may request a formal grievance hearing before their department hearing board (see GSRR Article 5). Before doing this, all students are encouraged to meet with the University Ombudsperson.
Such complaints must normally be initiated no later than the middle of the semester following the one wherein alleged violations occurred. Exceptions shall be made in cases where the involved instructor or student is absent from the University during the semester following the one wherein alleged violations occurred.

Photo by NeONBRAND on Unsplash

AppendixThis is the ninth and final article in our iTeach.MSU playlist for the Spartan Studios Playkit.This appendix includes categories related to different elements of interdisciplinary, experiential teaching and course design, and includes what we hope are useful annotations.
Research from the Spartan Studios project

Heinrich, W. F., Louson, E., Blommel, C., & Green, A. R. (2021). Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning. Innov High Educ 46, 357–375. https://doi.org/10.1007/s10755-020-09537-3 

This paper is an overview of the Spartan Studios project and our results for students and faculty who ran prototype courses. It outlines the GORP model as well as the benefits and challenges of this approach to teaching and course planning.

Heinrich, W. F., Lauren, B., & Logan, S. (2020). Interdisciplinary teaching, learning and power in an experiential classroom. Submitted to Experiential Learning & Teaching in Higher Education.

This paper [under review] describes the first iteration of what became the Studios pattern at MSU and introduces the GORP framework.

Research from the James Madison University X-Labs, our colleagues in Virginia working in a similar course model

McCarthy, S., Barnes, A., Briggs, F., Giovanetti, K., Ludwig, P., Robinson, K., & Swayne, N. (Fall 2016). Undergraduate Social Entrepreneurship Education and Communication Design. SIGDOC 2015 Conference Proceedings. https://doi.org/10.1145/2987592.2987625 

This report describes some communication strategies within the X-Labs’ drones course, how students documented and presented their works and how faculty plan to iterate the course.

Ludwig, P. M., Lewis, E. J., Nagel, J. K. (2017). Student learning outcomes from a pilot medical innovations course with nursing, engineering and biology undergraduate students. International Journal of STEM Education, 4(33) https://doi.org/10.1186/s40594-017-0095-y 

Describes an X-Labs multidisciplinary course on medical innovations and its assessment using qualitative content analysis about students’ attitudes and perceptions of different occupations.

McCarthy, S., Barnes, A., Holland, S. K., Lewis, E., Ludwig, P., & Swayne, N. (2018). Making It: Institutionalizing Collaborative Innovation in Public Higher Education. Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18) 1,549–1,557. http://dx.doi.org/10.4995/HEAD18.2018.8560  

A descriptive case study of the academic maker space in the JMU X-Labs, both describing specific courses and how X-Labs is administered. Offers this model as applicable elsewhere in higher ed.

Kishbaugh, A. (2018). An Exploratory Case Study of Cross-Disciplinary Project-Based (i.e. Maker) Curricula as a Catalyst for Entrepreneurship. International Symposium on Academic Makerspaces. https://jmuxlabs.org/app/uploads/2018/10/ISAM_2018_akish_v6.pdf 

Describes cross-disciplinary courses as promoting entrepreneurship and innovation, by looking at startups coming from these courses. Offers a framework based on multidisciplinary problem-solving, Design Thinking approaches, and a lean startup methodology.

Selznick, B. S., Mayhew, M. J., & Swayne, N. (2018, November 20). Stop Blaming Innovation. (Correspondence from Chronicle readers). The Chronicle of Higher Education. https://www.chronicle.com/blogs/letters/stop-blaming-innovation/ 

A rebuttal to an argument that higher ed’s emphasis on innovation is misguided. Argues that innovation has positive student outcomes, is different from entrepreneurship, and that their interventions are effective.

Swayne, N., McCarthy, S., Selznick, B. S., & Fisher, K. A. (2019). Breaking up I/E: Consciously Uncoupling Innovation and Entrepreneurship to Improve Undergraduate Learning. Innovation and Entrepreneurship Theory and Practice. https://doi.org/10.24251/HICSS.2019.651  

Describes the X-Labs as evidence for uncoupling entrepreneurship and innovation, and argues that conceptually they are separate; teaching innovation needs to precede teaching entrepreneurship

Lewis, E. J., Ludwig, P. M., Nagel, J., & Ames, A. (2019). Student ethical reasoning confidence pre/post an innovative makerspace course: A survey of ethical reasoning. Nurse Education Today, 75, 75-79. https://doi.org/10.1016/j.nedt.2019.01.011 

Describes gains to ethical reasoning after the Medical Innovations X-Labs course.

El-Tawab, S., Sprague, N. & Stewart, M. (2020). Teaching Innovation in Higher Education: A Multidisciplinary Class. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 8-13). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215725/. 

Describes a case of the X-Labs autonomous vehicles course, its support of students’ technical and soft skills, and its reproducibility.

McMurtrie, B. (2019) No Textbooks, No Lectures, and No Right Answers. Is This What Higher Education Needs? Chronicle of Higher Education 10 Feb.  https://www.chronicle.com/article/no-textbooks-no-lectures-and-no-right-answers-is-this-what-higher-education-needs/  

Chronicle of Higher Education story about the JMU X-Labs course model.
Interdisciplinarity

Harden, R. M. (2000) The integration ladder: A tool for curriculum planning and evaluation. Medical Education, 34(7), 551–557. https://doi.org/10.1046/j.1365-2923.2000.00697.x 

Offers a framework for thinking about different disciplinary connections, from disciplines being isolated/siloed from each other through transdisciplinarity.

Carmicheal, T. & LaPierre, Y. (2014). Interdisciplinary Learning Works: The Results of a Comprehensive Assessment of Students and Student Learning Outcomes in an Integrative Learning Community. Issues in Interdisciplinary Studies, 32(3), 53–78. http://hdl.handle.net/10323/6647 

Evidence-based assessment of student learning outcomes and academic growth metrics as a result of participation in a first-year integrative learning community. The author outlines the interdisciplinary learning goals and processes of the program, and shows that students that participated in the program consistently outperformed students outside of the program in both short term and long term learning and academic growth benchmarks. 

Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. Innovative Higher Education, 27, 95–111. https://doi.org/10.1023/A:1021105309984 

A review of expected benefits, learning outcomes, and processes (and potential roadblocks) of interdisciplinary education. Review applied to an interdisciplinary discussion based course. The authors claim that interdisciplinary learning can significantly contribute to intellectual maturity and cognitive development of students, and provide a framework of milestones that students may hit in the process of cognitive development through interdisciplinary ed. 

Kezar, A. & Elrod, S. (2012). Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope. Change: The Magazine of Higher Learning, 44(1), 16–25, https://doi.org/10.1080/00091383.2012.635999 

This magazine article argues for the benefits of interdisciplinary education for both students and institutions, and provides ways to encourage interdisciplinary education on a systemic level. The authors give key strategies and tips for facilitating interdisciplinary learning and creating student experiences. The barriers to interdisciplinary learning/education are recognized (specifically institutional) and potential solutions are given as well. 

Stentoft D. (2017) From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1). 51–61. https://doi.org/10.1177/1469787417693510

Author argues that PBL is an effective strategy to facilitate interdisciplinary learning and vice versa. The author also acknowledges three barriers to effective interdisciplinary education: curriculum organization, student competencies to navigate interdisciplinary problems, and instructor competency - and proposes how to address these barriers.  

Imafuku, R., Kataoka, R., Mayahara, M., Suzuki, H., & Saiki, T. (2014). Students’ Experiences in Interdisciplinary Problem-based Learning: A Discourse Analysis of Group Interaction. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1388 
Kruck, S. E. and Teer, Faye P. (2009). Interdisciplinary Student Teams Projects: A Case Study. Journal of Information Systems Education, 20(3), 325–330. https://aisel.aisnet.org/jise/vol20/iss3/7  


Problem-Based Learning/Project-Based Learning 

Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1005

While focused on problem based learning at the K-12 level, this paper covers topics relevant to higher education instruction, including implementation challenges, creating collaborative classroom culture, teachers adjusting to changing roles, scaffolding student learning, initiating student inquiry, maintaining student engagement, aiding conceptual integration, and promoting reflective thinking

Fukuzawa, S., Boyd, C., & Cahn, J. (2017). Student motivation in response to problem-based learning. Collected Essays on Learning and Teaching, 10, 175-188. https://doi.org/10.22329/celt.v10i0.4748

Study of student perceptions of problem-based learning in an anthropology course found that students with more subject matter experience didn’t necessarily have greater intrinsic motivation about the course. Also includes strategies for transitioning students to PBL when they are used to traditional lectures.

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

A review of literature around project based learning that includes 76 papers. Topics covered in the review include cognitive outcomes of PjBL including knowledge and cognitive strategies, affective outcomes including perceptions of the benefits of PjBL and perceptions of the experience of PBL, and behavior outcomes including skills and engagement

Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1426

Study of instructors who implemented PjBL that focused around their challenges and successes with community partnerships, student engagement, and assessment

Moro, C., & McLean, M. (2017). Supporting students’ transition to university and problem-based learning. Medical Science Educator, 27(2), 353-361. https://doi.org/10.1007/s40670-017-0384-6   

15 strategies for scaffolding learning and supporting students in PBL programs includes using a phased approach to PBL, getting student feedback in the first few weeks of the program, and develop learner’s reflective skills before self-assessment

Pepper C. (2010). ‘There’s a lot of learning going on but NOT much teaching!’: Student perceptions of problem‐based learning in science. Higher Education Research & Development, 29(6), 693-707. https://doi.org/10.1080/07294360.2010.501073 

Overview of student responses to problem based learning at an Australian university. Developed a continuum of how students react to problem based learning that includes missing the point, working in groups, splitting the workload, completing the task, assessing the task, learning new information, sharing ideas, and being self directed learners

Perrault, E. K., & Albert, C. A. (2018). Utilizing project-based learning to increase sustainability attitudes among students. Applied Environmental Education & Communication, 17(2), 96-105. https://doi.org/10.1080/1533015X.2017.1366882 

While PjBL is often concerned with knowledge gain, this study suggests that PBL can also shift student attitudes around the topic. For this study, students designed a communications campaign for an office of sustainability. The students themselves were found to have more favorable views around sustainability by the end of the course

Boston University Center for Teaching & Learning. (n.d.). Project-based learning: teaching guide. http://www.bu.edu/ctl/guides/project-based-learning/

Brief overview of what project based learning is and four key steps to implementing it (defining the problem, generating ideas, prototyping solutions, and testing)

Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). https://doi.org/10.7771/1541-5015.1046  

Combines the results of many meta-analyses around PBL over the last few decades to compare PBL to traditional classroom learning. The study finds that PBL results in more satisfaction among students and faculty, leads to better long term retention of knowledge (traditional was better for short-term), and better skill development

Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46(3), 457-488. https://doi.org/10.1007/s11251-017-9438-9 

Two-year study of an interdisciplinary problem based learning task and student outcomes. Study used student feedback during each year to understand how students were feeling about the course. The instructors learned that students felt the instructors had inconsistent and unclear expectations and hence, experienced anxiety about grades. The instructors took this to mean that they needed to do a better job of articulating the learning outcomes and end of course goal. The instructors also learned that students often do not know how to collaborate interdisciplinary and decided to add scaffolding to the course

Learning Objectives and Bloom’s Taxonomy 

Armstrong, P. (2010). Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Overview of the original 6 levels of Bloom’s Taxonomy and the 6 levels of the Revised Taxonomy: remember, understand, apply, analyze, evaluate, and create. Includes the four types of knowledge: factual, conceptual, procedural, and metacognitive.

Carnegie Mellon University Eberly Center. (n.d.). Design & Teach a Course. https://www.cmu.edu/teaching/designteach/design/learningobjectives.html

Strategies and tips for articulating and writing learning objectives including that learning objectives should be student-centered, break down the task and focus on specific cognitive processes, use action verbs, and be measurable.

Ferguson, C. (2002). Using the revised taxonomy to plan and deliver team-taught, integrated, thematic units. Theory Into Practice, 41(4), 238-243. https://doi.org/10.1207/s15430421tip4104_6 

Example of an interdisciplinary high school course (English & social studies) where the two instructors used a taxonomy table to map their learning objectives onto the 6 levels of the Revised Taxonomy and 4 types of knowledge. Such a table may be useful for thinking about the learning objectives in your course

Kidwell, L. A., Fisher, D. G., Braun, R. L., & Swanson, D. L. (2013). Developing learning objectives for accounting ethics using Bloom's taxonomy. Accounting Education, 22(1), 44-65. https://doi.org/10.1080/09639284.2012.698478 

An example of using Bloom’s Taxonomy in accounting ethics to create learning objectives. For each larger course theme, the authors list examples how learning objectives could be created from each level of the Taxonomy.

Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. https://doi.org/10.1207/s15430421tip4104_4 

Includes 19 processes/action verbs, how they map to the 6 levels of the Revised Taxonomy, and simple examples of what a task for students to do might look like. Examples of included verbs are “compare,” “implement,” “organize,” “critique,” and “generate”

Tyran, C. K. (2010). Designing the spreadsheet-based decision support systems course: an application of Bloom's taxonomy. Journal of Business Research, 63(2), 207-216. https://doi.org/10.1016/j.jbusres.2009.03.009 

An example of using Bloom’s taxonomy to map course activities to ensure students have the prerequisite knowledge to complete the assignments 

Reflection; Reflection as Assessment

Ash, S. L., & Clayton, P. H. (2009). Learning through critical reflection: A tutorial for service-learning students. Ash, Clayton & Moses.

Introduces characteristics of critical reflection and the DEAL model.

Eyler, J., Eyler, J., Giles, D. E., & Schmeide, A. (1996). A practitioner's guide to reflection in service-learning: Student voices & reflections. Vanderbilt University.

Argues that successful reflection is continuous, challenging, connected, and contextualized.

Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning (2nd edition). Corwin Press.

Especially chapter 10, Using Assessment for Reflection and Self-Regulation

Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49-60. http://hdl.handle.net/2027/spo.3239521.0011.204 

Sees coupled reflection and assessment as mutually informing and reinforcing for students in service learning. Describes tools to guide reflective writing processes. Focus on both individual student learning and reflection as part of program-wide approaches to reflection.

Assessment of Experiential Education & Interdisciplinary Learning 

Conrad, D., & Hedin, D. (1981). National assessment of experiential education: Summary and implications. Journal of Experiential Education, 4(2), 6–20. https://doi.org/10.1177/105382598100400202  

A summary of the research of the Evaluation of Experiential Learning project which sought to (1) assess the impact of experiential learning on secondary school students and (2) use that data to identify the elements of the EE programs that contributed the most to such student development.

Field, M., Lee, R., & Field, M. L. (1994). Assessing interdisciplinary learning. New Directions for Teaching and Learning, 1994(58), 69–84. https://doi.org/10.1002/tl.37219945806 

In-depth discussion of assessment techniques for interdisciplinary study in higher education

Heinrich, W. F., Habron, G. B., Johnson, H. L., & Goralnik, L. (2015). Critical thinking assessment across four sustainability-related experiential learning settings. Journal of Experiential Education, 38(4), 373–393. https://doi.org/10.1177/1053825915592890  

Implications of critical thinking coupled with engaged citizenry within experiential education courses.

Mansilla, V. B., & Duraising, E. D. (2007). Target assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215-237. https://doi.org/10.1080/00221546.2007.11780874  

Introduction of a framework for targeted assessment of interdisciplinary student work. Also a good review of relevant literature of assessment and interdisciplinary learning in higher education.

Yates, T., Wilson, J., & Purton, K. (2015). Surveying assessment in experiential learning: A single campus study. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3). https://doi.org/10.5206/cjsotl-rcacea.2015.3.4  

Exploration of experiential assessment within a Canadian University. Exploration intended for the use in identifying common methods and facilitating development of best assessment practices for higher education, specifically experiential higher education.

You, H. S., Marshall, J. A., & Delgado, C. (2019). Toward interdisciplinary learning: Development and validation of an assessment for interdisciplinary understanding of global carbon cycling. Research in Science Education. https://doi.org/10.1007/s11165-019-9836-x  

Development and validation of an assessment which measured the understanding of the carbon cycle for high school and undergraduate students.
Building and Managing Student Teams & Team Dynamics 

Burke, A. (2011) Group Work:  How to Use Groups Effectively. Journal of Effective Teaching, 11(2), 87-95. https://uncw.edu/jet/articles/vol11_2/burke.pdf 
Cano, J. L., Lidon, I., Rebollar, R., Roman, P., & Saenz, M. J. (2006). Student groups solving real-life projects. A case study of experiential learning. International Journal of Engineering Education, 22(6), 1252-1260. https://www.ijee.ie/articles/Vol22-6/16_IJEE1811.pdf 
Fearon, C., McLaughlin, H., & Yoke Eng, T. (2012). Using student group work in higher education to emulate professional communities of practice. Education + Training, 54(2/3), 114–125. https://doi.org/10.1108/00400911211210233  
Fellenz, M. R. (2006). Toward fairness in assessing student groupwork: A protocol for peer evaluation of individual contributions. Journal of Management Education, 30(4), 570–591. https://doi.org/10.1177/1052562906286713   
Furman, R., Bender, K., & Rowan, D. (2014). An experiential approach to group work. Oxford University Press.
Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121–128. https://doi.org/10.1016/j.iheduc.2010.09.005  
Hassanien, A. (2006). Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism, 6(1), 17–39. https://doi.org/10.1300/j172v06n01_02  
Kayes, A. B., Kayes, D. C., & Kolb, D. A. (2005). Experiential learning in teams. Simulation & Gaming, 36(3), 330–354. https://doi.org/10.1177/1046878105279012  
Napier, N. P. & Johnson, R. D. (2007). Technical Projects: Understanding Teamwork Satisfaction In an Introductory IS Course. Journal of Information Systems Education. 18(1), 39-48. http://www.jise.org/volume18/n1/JISEv18n1p39.html 
Winsett, C., Foster, C., Dearing, J., & Burch, G. (2016). The impact of group experiential learning on student engagement. Academy of Business Research Journal. 3, 7-17. 


Online Experiential Education and Innovative Online Teaching & Course Structures

Bolan, C. M. (2003). Incorporating the experiential learning theory into the instructional design of online courses. Nurse Educator, 28(1), 10–14. https://doi.org/10.1097/00006223-200301000-00006  

Provides insights on how to implement an experiential learning framework into an already developed online course.

Christian, D. D., McCarty, D. L., & Brown, C. L. (2020). Experiential education during the COVID-19 pandemic: A reflective process. Journal of Constructivist Psychology, 1–14. https://doi.org/10.1080/10720537.2020.1813666  

Provides insight on how experiential learning can occur in an online format which acknowledges the new normal due to the COVID-19 pandemic. This includes case studies.  

Sharoff, L. (2019). Creative and innovative online teaching strategies: Facilitation for active participation. The Journal of Educators Online, 16. https://doi.org/10.9743/jeo.2019.16.2.9  

Piece on how to keep students thoughtfully engaged with online courses.

Diversity, Equity, and Inclusion

Bricklemyer, J. (2019, April 29). DEI online course supplemental checklist. https://codl.ku.edu/sites/codl.ku.edu/files/docs/DEI%20Online%20Course%20Supplemental%20Checklist%2029Apr19.pdf

A set of five principles around designing a course for inclusion geared specifically toward online courses. Also includes links to other resources for more in-depth resources 

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). https://doi.org/10.1126/sciadv.aau4734  

Students in classes where the instructor believed that student potential was fixed earned lower grades than in courses where the instructor believed student potential changed over time. In addition, the difference in grades between students from underrepresented racial groups and white/Asian students was larger in the classes with instructors who thought mindset was fixed. 

CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

A set of broad guidelines for ensuring that all learners can engage in learning, regardless of culture, language, or disability status. Each guideline includes practical examples of how it could be implemented in a course and the research supporting the guideline. 

Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2). https://doi.org/10.1187/cbe.19-01-0021  

Guide that covers why instructors need to develop self-awareness and empathy for students and consider classroom climate before pedagogical choices for inclusivity. Also includes an interactive webpage about inclusive teaching with literature citations and a checklist for instructors. 

MyPronouns.org Resources on Personal Pronouns. (n.d.). https://www.mypronouns.org/ 

A guide about personal pronouns and best practices for using them: include your pronouns when introducing yourself, avoid using “preferred” in front of pronouns, and using “go by” instead of “uses” when introducing pronouns. E.g. My name is Sparty and I go by him/his pronouns. 

University of Michigan Center for Research on Learning and Teaching. Inclusive Strategies Reflection. https://docs.google.com/document/d/1UK3HFQv-3qMDNjvt0fFPbts38ApOL7ghpPE0iSYJ1Z8/edit?usp=sharing

A self-reflection tool for instructors about their teaching practices measured along five dimensions: critical engagement of difference, academic belonging, transparency, structured interactions, and flexibility. Each dimension includes ideas for instructors to add to their own courses 

Poorvu Center for Teaching and Learning.(n.d.) Inclusive Teaching Strategies. https://poorvucenter.yale.edu/InclusiveTeachingStrategies 

Includes 9 recommendations instructors can take to create a more inclusive classroom including incorporating diversity into the curriculum, examining implicit biases, adding a diversity statement to the syllabus, and soliciting student feedback 

Guide for Inclusive Teaching at Columbia https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-guide/

Photo from LubosHouska from Pixabay

The following is a list of the educators receiving the #iteachmsu Educator Award from all other educator units. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Human Resources
Amanda Farrar: Amanda was THE integral component in helping me navigate onboarding to a new role at MSU. Though my transition was messy (from graduate student employee to full time employee) and Amanda wasn't always the "power person"; she helped me feel heard, gave great recommendations, and followed up promptly. At such a large organization and at such a complicated time, I felt overwhelmed and stuck in the lack of clarity I felt around my transition... Amanda helped me feel like (and see how) things were moving.
 
Hub for Innovation in Learning and Technology
Jerry Rhead: Jerry is one of the kindest, down-to-earth people I've met in my multiple years at MSU. He brings a wealth of experience and expertise everywhere he goes, but shares it in a way that is always accessible and collegial. I've never felt a sense of competition around Jerry. He always lifts others up. What an amazing colleague, friend, and educator.
 
Breana  Yaklin: Bre deserves a huge shout out for her leadership of the SOIREE and ASPIRE efforts. Countless times across the past six months, I've heard rave reviews from instructors who had to pivot their courses last minute due to Covid19. Not only has Bre designed an experience that introduces other educators to online teaching and learning, but also helps those who have been working in the online space revisit their courses to ensure they're aligned with best practices. Breana Yaklin is a meta educator... teaching other educators in a way that helps them be better!
 
Summer Issawi: Thank you for your role as mentor for the 2020-2021 Hub Faculty Fellow Project, and I want to especially thank you for participating as a judge in the MSU/ISS Film Festival and for providing so many thoughtful comments on the individual student films. You might not always received feedback on your particular impact on actual students in our MSU classes, but I am here to publicly thank and acknowledge your very important and positive impact on instructors and students at MSU. You are appreciated!
 
Ashley Braman: I'm a learning designer working with faculty to design experiential, interdisciplinary courses at MSU. Ashley Braman is the project manager in our unit and this year her support, advice, and skills have made a huge difference in my work on these courses. In the last few months, she helped me build next year's budget, consulted on our quarterly reporting, and helped me strategize about future trajectories for this project. The latter especially was a huge help before presenting those plans to our director for his decision. As a project lead, I'm much better equipped for success being able to draw on Ashley's expertise. My work goes so much more smoothly now that I can reach out to a competent and insightful project manager with issues big and small. In addition, she has been a wonderful resource during work-from-home as we struggle with productivity under covid and work-life balance; she makes herself available to check-in and support her team and help us find solutions that are a good fit for our situations. Ashley's work definitely makes a difference to our academic projects, and that's why she deserves a big thank you.
 
Integrative Studies in Social Science
Alison Rautman: I love Dr. Rautman and I think she is handling the online teaching very well! She is always checking in on her students and making sure we are keeping up with our material!
 
Center for Statistical Training and Consulting (CSTAT)
Sanket Jantre: Sanket provides thorough and thoughtful advice on statistical methods for research projects at CSTAT. He is also a member for the student organization Statistics in the Community (STATCOM) that provides pro bono statistical consulting to local nonprofit, governmental, and community service organizations and was a team leader for a project in 2020 working on an interactive online tool designed for analyzing water pollution samples. Sanket was selected for a competitive internship position with the National Science Foundation Mathematical Sciences Graduate Internship program for summer 2021 to explore probabilistic deep learning methods at Los Alamos National Laboratory in New Mexico. Congratulations!
 
Sichao Wang: Sichao is very engaged in helping MSU graduate students and scholars in their research at CSTAT. She is president of the student organization Statistics in the Community (STATCOM) that provides pro bono statistical consulting to local nonprofit, governmental, and community service organizations. Sichao has a wide range of interest in statistical topics and takes every opportunity to learn new skills through seminars and workshops.
 
Associate Provost for Undergraduate Education Office
Jim Lucas:

Dr. Lucas has made an exceptional impact on my life as a professor, a mentor, and a friend. Throughout my time at MSU he has always offered a helping hand, and has been willing to go the extra distance to help me achieve my goals. MSU is truly lucky to have someone like Dr. Lucas.
Dr. Lucas is the most influential instructor that I've ever had and having him in my life has helped me grow tremendously as a student at MSU. He gave me the support I needed to choose a path that is typically discouraged by society and encourages me to reach my full potential. I do best learning in an open environment, and Dr. Lucas creates this by making students feel as though their voice matters in the world. Dr. Lucas carries his variety of passions into the classroom and inspires me to be inventive, knowledgeable, and passionate. 
I consider myself extremely blessed to have Dr. Lucas as one of my first professors during my academic career. When I came to MSU, I was apprehensive based on the horror stories I had heard about college instructors. From the get-go, Dr. Lucas had an extremely inviting classroom. Not only was the course content in UGS101 interesting, but he designed his classroom in a way where every student could feel at home. He stimulated interesting discussions each class period, and every week his course was the highlight of my busy schedule. He was not afraid to joke around with students, and I felt like I was able to connect with Dr. Lucas on a personal level. I was sad when the semester ended, as I thought it would also mean the end of my relationship with Dr. Lucas. Instead, Dr. Lucas went above and beyond his duty as an instructor, becoming not only a mentor but a friend. As I am set to graduate next semester, I look back and think of all the support Dr. Lucas has provided over the years, be it academic or personal. I am confident that as I move to medical school and beyond, Dr. Lucas will continue being an important figure in my life. While I have met some really great professors at Michigan State University, they all pale in comparison to the enormous positive impact Dr. Lucas has had on me.
He was my professor at my study abroad 2 summers ago, and he has been like my second father type figure, helping me around throughout my freshman year at MSU
Through two classes and a study abroad trip with Dr. Lucas over the years, he has not only showed his capability to reach various types of students on a wide variety of topics, but he has shown a true desire to raise important issues, for students as individuals as well as the world as a whole, and explore them in a meaningful way. Dr. Lucas has changed my views on topics I felt nihilistic towards or was misguided in my judgement on, from commercial whaling to minority representation in film, and everything in between. He takes it upon himself to prioritize such valuable discussion both in the classroom and outside of it, and I have come to know Dr. Lucas as an extraordinary professor as well as a great friend.

 
Technology at State
Nick Noel: Nick dedicated himself to supporting instructors with the transition to online. He worked tirelessly to lead hundreds through a course peer-review process through the summer, and has been working to provide workshops and training about key instructional technologies. He works hard to collaborate with others across campus and improve the teaching and learning experience for instructors and students.
 
Kevin Henley

Kevin is always willing to help on projects, troubleshoot issues, or research solutions. He has a wide breadth of knowledge, but also understand things deeply, and can apply his experience across a broad spectrum of issues. Kevin isn't a member of my team, but he is still an invaluable part of it, and IT as a whole.
Kevin is an excellent collaborator. He thinks through educator issues when the learning takes place virtually, knows a lot about platforms and how they do/not work for learners, and always has creative ideas on how to solve problems and make things better. He is endlessly patient, and helps everyone feel like their voices are heard.

 
Drew Beach: RCPD had a difficult issue we were trying to resolve that dealt with a students D2L exam and whether they received the correct testing accommodations. The student was very upset and the instructor was adamant they had provided the accommodations correctly. Drew Breach stepped in and took time to walk me through exactly what happened, explained how the instructor misunderstood the process to extend testing time. He then provided additional information about D2L settings for my knowledge, offered to work with the instructor on further training, and typed up a detailed email with screen shots and helpful information so we could better advise faculty in the future. I was very thankful for the extra effort Drew provided to help. The student was even more grateful as it made a substantial difference in his grade and success in the course. During these difficult times and having to navigate technology in new ways, it is great to have caring and supportive IT staff!!! Thank YOU!
 
Libraries
Jessica Sender: Jessica worked through the summer and into the fall to support the transition to online. She jumped in to help develop and facilitate training and workshops to support instructors with the move to online. She is working to connect librarians across campus to support teaching and learning efforts in new ways.   
 
Susan Kendall: Susan has presented at many workshops and meeting with faculty to educate others about copyright law and how to adjust for copyright in the online environment. She's become active in the SOIREE workshop to teach others about copyright and answer questions. She volunteered to write a page for the ASPIRE workshop and has worked diligently to support and teach others about copyright in their courses. 
 
Julie Taylor: Julie is a gem in the landscape of MSU. I originally reached out to Julie in regards to a personal book printing project (which turned out beautifully, thanks to her). After having such a great experience working with her asynchronously, we scheduled a proactive meeting regarding formatting for another larger project. A short zoom call with her was not only pleasant (as far as company goes) but informative and will save me tons of time and headache as I begin a huge writing/formatting project. If only I had found her before I was trying to submit my dissertation - so much frustration could have been circumnavigated. I will be telling all my colleagues and friends still working on their dissertations to reach out to Julie! What a lifesaver (especially during covid-life which is already so stressful on the daily). Big love for Julie!
 
University Outreach and Engagement
Diane Doberneck: Diane is one of the most astounding people I've had the pleasure of getting to know during my time at MSU. Diane regards and value everyone she encounters for their knowledge and lived experience- and on top of that is a global leader in her field. Down to earth, kind, and collaborative- Diane is one of MSU's educators who truly lifts others up. She is a joy to work with, a wealth of knowledge, and to top it all off helps other educators at MSU utilize practices to engage in partnership with communities!
 
WorkLife Office
John Girdwood: John has been an exceptional example of flexibility and innovation in a rapidly changing landscape. He helped advance technology usage in the office prior to the pandemic. This allowed the office to quickly adjust to online educational and community connection events which helped the university faculty and staff populations adjust to the unknowns of the drastically shifting landscape of work and life. John is an incredible collaborator who shares ideas that continue to enhance the topics and audience reach for WorkLife Office programming. He's been a wonderful influence in my life and I've enjoyed working alongside him.
Tiana Carter: Tiana jumped into the deep end with a new role in the middle of a crisis situation and a quickly shifting landscape of work. She continues to adapt to her changing role while connecting with and inspiring the people that she meets along the way. I've seen the impact that she's had on educational and community connection events over the course of the past six months. She is a talented organizer who focuses on a commitment to follow thru and keeps the many variable pieces moving forward. She has been a delightful addition to the WorkLife team and I'm so grateful to have her as part of my life.Jaimie Hutchison: Jaimie has been an incredible force for good over the past year. I appreciate her answers and messages on Facebook. She helped me feel included even though I was isolated and gave the campus a friendly face for information and guidance! She definitely made a difference.
 
Barbara Roberts: Barbara and her team have made such a big impact over this past year. Knowing I have a place I can go to and ask questions during a time of such uncertainty has felt very comforting. I am grateful for what she does for MSU!Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

This Photo by Unknown Author is licensed under CC BY
In How to Build an Online Learning Community (In 2020)
https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
"Asynchronous discussion allows time for reflection and encourages more careful consideration of the answers given.
Learners can reflect and think about their responses rather than having to respond immediately.
The shaping of discussions takes some proper forethought.
A discussion based on specific readings in the textbook, coupled with your guideline questions, will likely be more productive.
One way of promoting meaningful dialogue and questioning is to provide a set of rubrics of the kinds of questions students may want to ask each other:

Your point about…is not clear to me. Can you state it another way, or provide an example?


Do you have any additional evidence to support your thinking about…?


You describe how your thinking has changed. What influenced that change?


What assumptions are you making about…? How would your statements change with different assumptions?


What are the implications of your statement?


What evidence is there to support your point of view? Does anyone want to dispute or verify that?

 
Tips for great asynchronous conversation:

Start the significant topic threads yourself. It’s a good idea for the instructor to start all considerable topic threads unless you have designated a forum for learner presentation.
Address learners by name and encourage them to signal topics and clarify responses.
Mention the learner’s name in response to their message.
Clarify the portion of the message to which you are responding through the copying of the statement.
Engage yourself actively. When they see that an instructor rarely participates, learners are discouraged from posing questions and comments and may even not buy another course from you.
Contribute comments which summarize what learners have posted, as well as follow-up questions that stimulate further discussions. In some cases, it might be appropriate to invite learner’s responses to their classmates’ ideas:


Anyone else want to comment on Jill’s observation?


Did anyone reach a different conclusion about this issue?


Provide follow- up responses that ask for more information or more in-depth consideration.
Prepare a strategy for potentially controversial discussions. Especially in asynchronous discussions, it is more likely to see a broader range of learners posting."

Putting it into Practice

Microsoft Teams is a great tool for Asynchronous conversation because it's easy to access without accessing the D2L. The tool also allows for synchronous live meetings, links, and files that were shared are retained in the chat threads.

How to use Microsoft Teams for Remote and Online Learning
D2L to Microsoft Teams Integration


D2L Discussion Forums:

Navigate Brightspace Learning Environment - Engage in Discussions - Learner
Discussions - Create a Forum - Instructor
Discussions - Create a Discussion Topic - Instructor
Discussions - Discussion Statistics - Instructor


Piazza is a free platform for faculty to efficiently manage class Q&A.

Integrating Piazza into D2L