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23,000 users. 36,000 sessions. As with any new platform, users flocked slowly to the #iteachmsu Commons, a platform for educators at MSU that combines aspects of an online forum and social network. But iteach.msu.edu has seen exponential growth over the last year. Makena Neal, head of the #iteachmsu Commons team, attributes this growth, in part, to the versatility built into the platform’s core concept: that it would be whatever purpose its community of users decided. 
“We built #iteachmsu Commons, and it’s been a very informed process throughout many years of focus groups and testing, but ultimately, it’s a space that’s for educators, by educators,” says Neal. “We’ve stuck to our guns on this: how the community picks it up is how it’s going to be used. We’re not gatekeepers. People can use the platform however it’s going to be most meaningful and useful for them.”
Neal and others who worked on the project believed in the vision: that MSU educators, broadly defined, could benefit from having a digital place to ask questions, trade tips, and share ideas. But evangelizing for the platform was difficult with people already inundated with communication channels like websites and newsletters. Neal thinks the interactivity offered by the platform, and its focus on MSU educators specifically, differentiates it from other media and social networks available to Spartans.
“The Commons is meant to be a place where people can connect and share knowledge regardless of their role, regardless of their discipline, and get feedback and insights from other folx across the board,” says Neal. “MSU is a really big place. We’ve got educators working across a variety of roles and spaces. Some are physically on campus, and some are around the world, especially given today’s remote and hybrid work. Sheer size and disciplinary silos can make it really difficult to connect with people outside of our ‘home bases’. It’s also difficult to elevate and leverage the knowledge that exists in those other spaces. Iteach.msu.edu can help.”
One of the new functions driving this sharing is the threaded reply, similar to the one adopted by many social and message apps over the past few years. While a seemingly small detail, threaded replies open up entirely new formats and, accordingly, created a new recurring feature on iteach.msu.edu: “Ask Me Anythings,” or AMAs.
“Educators from around campus volunteer to host an AMA on a topic of their choosing,” says Neal. “For example, ‘Makena Neal is hosting an AMA on adult learners.’ Users can reply in a thread with questions or comments, and the host can reply directly. It’s now a much more user-friendly experience. One of the really cool things about the AMAs is that they’re repositories of knowledge, discoverable by searching iteach.msu.edu. You might search for the phrase ‘adult learners’ and find an AMA where the host shared a series of links, documents, and tips.”
Neal and her team are watching the platform evolve with continued fascination. Some of its popular components were designed and inserted by the team intentionally, such as the Thank an Educator feature. 
“Anyone can go to #iteachmsu and recognize any MSU educator that has had an impact on them. And of course, when I say ‘educator,’ I mean anyone who contributes to the teaching and learning mission of the university,” says Neal. “This includes everyone from undergraduate learning assistants to administrators, librarians to learning designers. I really love that. I think it’s really important to elevate and celebrate the amazing work we know is happening at MSU, but that we don’t always hear about.”
But other features, like the AMA, are evolving naturally from the community of users. And the platform is also serving as a way for previously seldom-connected offices to collaborate or gain more visibility with other audiences. For instance, the MSU Extension group is the fastest-growing group on the platform, and they are curating articles related to the extension and outreach side of education, including reaching diverse audiences and facilitating groups, according to Neal.
“We’re seeing units, like the Office for Faculty and Academic Staff Development, turn to iteach.msu.edu when they get questions about specific topics,” she says. “For example, if an educator has questions about what components need to be on their syllabus at the beginning of the semester, OFASD can direct them to the list of syllabus resources on the #iteachmsu Commons, or they can search iteach.msu.edu themselves. It’s a really exciting multi-unit collaboration.``
To keep the campus community apprised of everything happening on #iteachmsu Commons, Neal and her collaborators began releasing a newsletter highlighting popular content on the site, called the “#iteachmsu Digest.“ The Digest also includes a Featured Educator section to bring attention to the site’s popular Thank an Educator function.
Neal is optimistic about the site’s future now that so many groups and tens of thousands of individual users are having conversations there. She also maintains that those not inclined to use the site’s interactive features will still find useful content about their discipline or unit. 
Below is a list of the most popular content from #iteachmsu Commons during the 20-21 academic year.

How Do We Best Support Students in a Remote Learning Environment? (article)
Mid-Semester Feedback (playlist)
Student Success Contacts and Resources (playlist)
MSU Learning Communities are Spaces to Explore Ideas in Education, Teaching, and Learning (article)
Educator Development Opportunities (playlist)
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments (article)

Dive deeper into the intricate world of software and hardware components with our Advanced Module. In this supplementary resource, you'll explore the inner workings of the tools and technologies used in the HushPod Recording Studio, gaining a deeper understanding of how to optimize your workflow and maximize your creative potential. Whether you're fine-tuning audio settings or mastering advanced editing techniques, this module equips you with the knowledge and skills needed to take your recordings to the next level. One key pro-tip is to know the difference between the mute and the solo buttons on the Telecaster Pro II. The mute buttons are basically straightforward, but the tricky ones that can get you if you aren’t careful are those solo buttons. They can be useful if you are a producer controlling a recording in real time and need to solo the feed of one particular microphone, but for most people, I recommend to just avoid using the solo buttons entirely as it can turn off every other microphone and feed with little indication of why that is happening or how that is happening.
What You Can Explore Further on YouTube from Here:

Fine-Tuning Your Sound: Ever wanted to be an audio wizard? Now's your chance! Learn how to tweak settings like equalization, compression, and noise reduction to make your recordings sound pro-grade. We'll delve into the guts of Audacity, GarageBand, and Logic Pro, showing you how to sculpt your sound to perfection.
Mastering Advanced Editing: Ready to take your editing skills up a notch? We'll show you how! Dive into Camtasia and OBS to learn advanced techniques like seamless transitions, precise cuts, and fancy effects. With these tools in your arsenal, you'll be creating content that wows your audience in no time.
Optimizing Your Workflow: Time is money, right? Learn how to make every minute count! Discover hacks and shortcuts to streamline your recording process using software features and custom setups. Whether you're a keyboard shortcut ninja or a template guru, we'll help you work smarter, not harder.

Why It Matters:
In the fast-paced world of content creation, knowing your tools inside and out is the key to success. By mastering advanced techniques in software like Camtasia, Audacity, GarageBand, Logic Pro, and OBS, you'll be able to create top-notch recordings that stand out from the crowd. Plus, you'll save time and effort along the way!
Ready to Level Up?
Whether you're a seasoned pro or just starting out, the Advanced Module in our HushPod Recording Studio has something for everyone. So grab your favorite beverage, fire up your computer, and let's dive into the exciting world of advanced audio and video production together. Get ready to unleash your creativity and take your recordings to the next level! Go to YouTube and search specific things you would like to learn about regarding the gear you are using here in the HushPod. Happy learnings!
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Continuous Improvement
 
To get started with Quality Matters 

Download the QM Higher Education Rubric, Sixth Edition
Browse all of the specific standards in the QM Rubric and look for ideas to improve your online course design.
The points in the rubric represent level of importance. 
Three point standards are essential. 
See the Checklists in the QM @ MSU Community site to guide you through a course improvement process.

Tools on the QM site to review your course
 
Faculty and staff can use a private Self Review tool within the MyQM Course Review Management System (CRMS). Annotations explaining each standard in greater detail are provided and only available to subscribers, including MSU.
 
The tool will calculate the points awarded, allow you to make notes for improvements, and provide the option to send a report by email once completed.
 
Resources and Tools
 
Enroll in the QM@MSU Community site
To learn more about how QM is used at MSU, search for “quality matters” on the D2L Help site, help.d2l.msu.edu, and enroll in the QM @ MSU Community by using the self-enrollment link included on the page, and listed below.
 
https://apps.d2l.msu.edu/selfenroll/course/772732
 
Find resources and engage with others
The site includes:

QM Information
QM Discussion and Networking
QM Professional Development
QM Webinars, Videos, and Research
Class Examples to meet specific standards

The ISB202 course is asynchronous, and thus one of the main ways that the teaching team (i.e., the ULAs and instructor [Dr. Bierema]) interact with students is on the discussion board. This guide was created for ULAs, but much of it might also be helpful for instructors that are new to participating in a discussion board.
 
You can read more about the instructions provided to students as well!
How is Participation Different for a ULA vs. a Student?

In some ways, participation looks the same for a student or ULA, but the purpose of posting is different. As a student, the goal of participating (whether the student realizes it or not), is to engage with the material of the course in a meaningful way. As a ULA, it is to further discussion so that students engage with the material on a deeper level.
Some ULA posts may be representative of a student post. For instance, if students are posting about a specific topic and you know of a great resource for them to check out, the resource should be cited properly. This allows the students to see what a good post looks like.
Other ULA posts are different from a student post. For instance, sometimes we need to ask students to think more deeply or research an idea further. Although these posts would not count as a student participation post, they are essential for furthering that student’s engagement with the material.
Some types of posts may or may not be representative of a student post. For instance, if a discussion is moving off-track, then a student or a ULA may bring it back to the course objectives by asking a meaningful, detailed, possibly leading question. A student may do this, but they are not in charge of this. It is our responsibility as a teaching team to bring the discussion back to the course objectives.

Why Participate in the Discussion Board?

Interact with and form relationships with students.
Illustrate how to setup a meaningful and detailed post.
Move off-topic discussions back to course objectives.
Have students think more deeply about their posts.
Offer new information and new resources relevant to student posts.
Relate posts to what was covered previously in class or what will be covered in the future.
Encourage students to look up information rather than guess.

 
When do I Participate?

Start at the beginning of the discussion week. It can be overwhelming to start later in the week when there are so many posts.
Have the goal to participate more during the beginning than later in the semester (not vice versa). If we do a good job in our posts and feedback early on, then students should need less of our help later in the semester.
If the class is divided into multiple discussion board groups and there is more than one ULA, then self-assign yourselves to different groups and change it each week. Make a calendar to keep track.

 
How do I Format the Post?

Address the student and, if posting something for the entire class, also refer to the class.
Change the text color of the post. Everyone in the teaching team can use dark blue to make it clear which posts come from the teaching team.
Italicize components of a post that address the entire class. See examples throughout this document.
There may be a few students that posted something similar for which you would like to address. If so, acknowledge all of them in your post.

Example response:

Interesting point, [student], about using greenways to connect areas for nature. Although we tend to only think of paths being used by humans, there are also non-human animals that might use these paths. Class, do a little research and let us know which animals might benefit from having these paths and which ones might not benefit. Explain your reasoning and don’t forget to cite your sources. 





 
What do I Post?
The following is a list of different types of possible posts.

Request that the student think more deeply about their post and provide additional information.

Example response to one student:

Student initial post: My family does our best to limit of carbon footprint. We recycle more than we throw away, reuse as much as we can but aim to reduce our plastic consumption, and limit our mat consumption (I consider myself a flexitarian) There are still a lot of adjustments to be made. 
I really like the term "flexitarian," [student]! What are some ways that you and your family are working to reduce your plastic consumption?


Example response to the class:

Context: Students were posting generic concepts regarding ecological footprints.
[Student], you brought up an important point about how overwhelming it can be to make these steps. Some of the points brought up by others, such as remembering to turn off the lights or trying a vegan meal once a month, as [student] mentioned earlier, are things are not too drastic. Class, look back at your reflections- or if you haven't written one yet, consider this question: are the ideas that you brought up actually likely to happen? Which specific things could you start doing now that wouldn't be too costly or too life changing?


Provide a more specific question than what a student originally posted.

Example response:

Student’s question: “I wonder if in the United States they implemented more options in more places, if people would be less likely to litter.”
Great question, [student]! Class, do some research in your own area. What are the recycling capabilities in your area? Does it match what you see? Explain.


Re-route the conversation to class objectives with leading questions.

Example response:

Context: A course focus was on environmental impacts and a discussion on Covid-19 drifted off-topic.
Nice job [student] and others for relating the topics to a truly "current event." Class, how much has delivery increased during these times? How is that overall impacting the environment compared to the positives of so fewer people driving and less manufacturing? Do some research and get back to us!


Provide more information. Make the post representative of the ideal student post: cite properly and hyperlink as needed.

Example response without a citation:

Great point, [student], about avoiding plastic bags at grocery stores. This point, though, reminded me of another interesting point- Class, how have your behaviors that affect the environment been impacted by COVID 19? For instance, I have used reusable bags for years- this is why it got me thinking- but now many stores will not allow them during this pandemic. On the flip side of things, I live in Kalamazoo and used to commute to East Lansing three to five days a week, but since campus closed, I barely drive my car at all.


Example response with a citation:

Great point, [student], regarding how we also need to consider our impact on water when we are determining our ecological footprint quiz. There is actually a calculation for determining our water footprint! Class, check out the Water Footprint Calculator created by the Grace Communications Foundation (2020). What did you find out? Compare it to the ecological footprint quiz- why do you think those similarities and differences exist?











Citation: Grace Communications Foundation. (2020). Water footprint calculator [web interactive]. Retrieved from https://www.watercalculator.org/

Ask the class to think about topics in different ways.

Example response:

Context: Each student had to choose a specific stakeholder to represent, and after the first day of discussion everyone had chosen the same stakeholder.
Hi class,we've heard from a couple of "environmental scientists" now and they have opposing views. After reading through them and critiquing their explanations, what do you think? Would one area be better than another? Those that have written the posts from the perspective of an environmental scientist- what do you think? (Please note that I am not leading to one right answer- the goal is to evaluate the evidence.)


Admire and acknowledge a great post

Example response:

Interesting question, [student]- it takes the idea of our case study this week and really scales it up. I look forward to hearing students' responses!







How do I Build Relationships?

Address the specific student that you are replying to.

If more than one student posted a similar idea, then state all of their names.
Or, if it is more than a few students, use the person’s name for which you are replying and add “others” or “and other classmates.”
If posting a question to the entire class, then address the class, not just the student who you are responding to.
See the various examples in this document.


Acknowledge the good work that students do, such as participating early in the week.

Example response to a student that posted early and thoroughly:

Thanks for starting the conversation, [student]! [student] concluded that this greenway "would help all of the public in many ways."Class, which stakeholders are part of the "public" and which ones benefit from this greenway being between 2 and 5 (besides City Bicycling Club, as [student] thoroughly described)?


Example response to a student that posted a detailed question:

Great questions, [student]!Class, I look forward to your thoughts!


Example response to a student that posted a useful resource:

Thanks for sharing the infographic, [student]! I'm going to post it in the announcements so that students in all of the DB sections are aware of it!


Encourage students to bring in information specific to their discipline.

Example response:

Very interesting question, Sean! Any engineers in the class (or engineer enthusiasts)? How could Houston approach this problem? Feel free to bring in ideas learned from other classes!


If a student seems to be struggling with developing thorough posts, then send the student an email with the included post. Do not wait until grading the following week.

Example Email:

Thank you, [name], for participating in the discussion board. Although I noticed that you have already done a few posts, they are not quite yet demonstrating critical thinking. For instance, rather than posting that someone should look into a topic, do the investigation on your own. What did you find and where did you find it? Post a reply with your findings and citations and explain how it relates to what your peer posted. Please see the rubric on D2L for details on what we look for in posts and contact us if you have any questions. We are here to help!

Zoom break-out rooms are a go-to option for student-student interaction in online courses. When I think about break-out rooms, the image I see commonly displays a blue 'Share' button in the upper right, this is how accustomed I have become to seeing Google Apps along with Zoom. Works great, facilitates interaction, leaves an artefact that can be used to assess understanding. As time went by, we got better at it. Instead of hearing 'I forgot what group I was in', groups would have names. We even used 'come up with a group name' as a get-to-know each other activity. We learned that having a single document shared by all worked for some situations, but we could also make group folders for holding supporting documents and individualized instructions. We could control access or have students share from their own Google Drives.
My next break-through for break-outs: Google Forms. So glad I saw that demonstrated. The report-out instructions could be right in the form, and could include images and video. Forms could be copied or questions imported, thus saving time. And responses all went neatly into columns and rows on a Sheet, which could be converted to a Doc if we that made reviewing easier.
I only recently opened the door into the big candy shop of Google App joy, and it wasn't for work. My child is taking piano lessons online. In person, the teacher would annotate his book to adjust a phrase for exercise purposes or to transpose the key. Online, the teacher was relying on my son to record the changes. That didn't happen. But the boy had a suggestion for the teacher: use a Google doc with musical notation. This was new to us, but sure enough, in the Chrome Web Store we found an add-on called 'Flat'. (Not a very enticing name, but 'Sharp' is taken.)  Flat is a blast and fun way to learn. In addition to musical notation, it can make guitar and ukulele tabs so we can quickly try the music on other instruments, and we can have a group play together. While I was in the Store, I also grabbed an add-on called MathType, which we could use for math and chemistry but for some reason we just haven't got to that. 
Something else that is cool: Microsoft Edge accepts Chrome add-ons, because both browsers are built in Chromium. I don't want to give up Edge: I love being able to search the MSU cloud from my browser. If you haven't tried that, just use Bing in Edge, and check out the results under the 'WORK' heading. It will even take you to your Teams chats. Amazing. 

Dr. Jeff Grabill, Associate Provost for Teaching, Learning, and Technology / Director of the Hub for Innovation in Learning and Technology, launches the Spring Conference on Teaching, Learning, and Student Success by introducing Provost Woodruff. 
Teresa K. Woodruff, Ph.D. serves as Michigan State University’s Provost and Executive Vice President for Academic Affairs. As the chief academic officer for Michigan State University, Provost Woodruff provides leadership for matters that affect academic programs, research, and outreach involving faculty, students, and staff. She oversees the quality of instruction and research at the University through collaborative work with deans, departmental chairs, and other vice presidents, addressing issues such as effective planning, good management, and program reviews.You can engage with presentations and information sessions from Spring Conference by searching "spring conference" in the search bar above. 
Asynchronous Poster Sessions can be accessed via this playlist!

UNTF advocates for job security, benefits, and working conditions for nontenure track faculty at MSU.

Dr. Chris Golde outlines the process of applying for academic positions, gathering information, and negotiating job offers.