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D2L Templates
Along your journey towards the start of a new semester you will encounter a crossroads decision: Do you create a new course site from scratch and populate it with previous or familiar materials? Or, should you take the path of the tried and tested? The latter is far more effective, and in a lot of cases, it is the path least traveled. Many instructors and developers are not familiar with the extremely valuable and helpful template resources available within D2L.
Using The D2L Course Templates

Go to https://d2l.msu.edu/d2l/home/1339707 - This is a shell template that you will you to populate your own course site. Notice that this template is consistent throughout. You will be able to modify this once you have copied this template into your course site. It is important to highlight and point out that this template contains all of the policy statements and links for technical assistance. This template conforms to the Quality Matters course design standards. For this reason instructors are encouraged to use this template for building their courses.
Go to your course shell or the course which you are building.
Go to the ‘Course Admin’ tab
Look for the link to ‘Import / Export / Copy Components’ 

  
5. Select the ‘Copy Components from another Org Unit’. Uncheck the ‘Include protected resources’ if checked. Select ‘Search for offering’ (See below).
        6. In the ‘Search for offering’ search textbox, search for ‘template’. You will see the following as one of the options.
Select the radio button for the ‘Course Design Model - V3 Templates’. Then select ‘Add Selected’.
       7. Select ‘Copy All Components’ (see below)       8. Your newly copied template should be within your course shell and look like the image below.
 
This template contains:

A Getting Started section to add an introduction for your course.
A syllabus section with links to MSU policy statements.
Thirteen modules to edit and modify for your course.


Editing the Course Template
Now that you have imported the course template into your course shell, it is time to add content and make this course your own. There are several things you can do within D2L to make your course more appealing. One key feature within D2L are the templates for pages you build to present your content. Outlined below are the steps to using the course page templates within D2L.

Jazzing Up Your Course Using D2L Templates


Select ‘Create a File’ (See below)

     2. Enter a title for the file (page) you are going to create. Next, choose the ‘Select a Document Template’ drop down        menu. Look at the options and see the previews before selecting the ‘Save and Close’ option.
The templates are very clean looking in appearance. More importantly, these templates include the MSU digital branding standards and color scheme. You can make modifications to these pages. However, it is recommended to stick to the templates and use the formatting that is embedded within the page. You may encounter some challenges with modification of the accordion or tabs pages if you require more spaces for your content. Thankfully, there are lots of resources to help you when you encounter these issues.

Watch Sue Halick’s presentation on using the D2L templates
https://mediaspace.msu.edu/media/D2L+Content+Templates+for+Consistent+Course+Design+%2808.04.22%29/1_g7em6knt

The following is a list of the educators receiving the #iteachmsu Educator Award from the Broad College of Business. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Cadaelia Turnage: Cadealia is the graduate advisor for the National Association of Black Accountants. She has served as a mentor and role model to MSU students from all backgrounds who want to become Certified Public Accountants. She supports a 10-person executive board that plans professional, social and community service events for MSU students. She helps create supportive environments for students of color to achieve academic and professional success. She has full time job offer from KPMG, one of the world's largest public accounting firms. In addition, she helped me plan and execute the 2020 Black History Month Multicultural Heroes Hall of Fame Case Competition. She transitioned the application online, helped recruit teams and provided feedback to teams during dress rehearsal. She spent 10 hours on a Sunday watching teams rehearse, providing feedback and deciding which teams should move to the final round of the competition. During the final round, she hosted the judges, served as a timekeeper and tabulated the judge's scores. She was critical to the event's success.
 
Wyatt Schrock: You are a role model of what a professor should be in marketing and sales. The time and commitment you have put in over the years as both an educator and a coach has left lasting impacts on the students who have the ability to interact with you. I appreciate your commitment to making MSU a better sales program each day and your ability to relate in classroom learning directly with what a student could encounter in the field. I feel lucky to have you in East Lansing teaching future commercial colleagues. Most importantly, thank you for being a genuine role model of a person and continuing to expand/ set the bar higher for sales education and research. My MSU Business experience would not have been the same without you. Go Green!
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 be directed to a form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
 

COMMUNICATE OFTEN
Online students crave information. Geographic and temporal distance make online teaching much more diffused than face-to-face teaching. The only way to manage that is to establish clear communication channels - you-to-students, students-to-you, and students-to-students - and to foster healthy and efficient communication norms.
ESTABLISH AND MAINTAIN ROUTINES
Online students crave direction. A clear and modular course structure, a clear course calendar, a clear cadence of course events, and a clear weekly routine will provide that for students. It is essential not just that you establish these routines, but that you also adhere to them strictly and clearly communicate any change to them.
BE PRESENT
Online students crave interaction. Ensure that part of the routine you establish involves you being available to your students. Offer online office hours at times that work for your students, respond to discussion posts, provide weekly updates
BE HUMAN
Online students crave connectivity. To the degree that you are comfortable with it, let your students see you in your natural element. Let them see your face. Empathize with their feelings of disconnection.
NURTURE COLLABORATION AND KINDNESS
Online students crave community. Establish norms that encourage students to interact with each other, comment on each other's work, and respond to each other's questions. Clearly indicate the ethical standards of the course, and hold students to a standard of etiquette.
MAKE USE OF GROUP AND INDIVIDUAL PROJECTS
Online students crave choice. Find ways to let students learn and demonstrate their learning in both group and individual settings.
PROVIDE AND SEEK FEEDBACK
Online students crave clarity. Find a way to provide them with feedback and data on what they are doing well and where there is room for improvement. In smaller classes this may be 1-1, in large classes this may be you highlighting common struggles and successes.
BE FLEXIBLE
Students crave customization. While routine is essential, so is responding to the unique needs and demands of each course. Be prepared for some trial and error, and seek feedback from your students about what is working for them and what is not.
MANAGE YOUR TIME
Online students crave you. Teaching online requires much more writing, and it lends itself to much more email. Both can occupy your time rabidly. Add to that that students engage in online courses at all hours, and teaching online can easily feel like a 24-hour job. Block off time in your calendar to focus on your online class. Establish with your students your hours of availability, your response rate to messages, and a process of self-help and peer-help students can use to solve some problems independently.

In the fall of 2019, on an inauspicious October day, a banner hung on the Red Cedar Bridge on Farm Lane that simply read You Are Enough. In the middle of a busy semester, the banner was a powerful, yet simple, reminder of care and worth in a space where it is sometimes easy to forget these things. This banner, and its message, gave us (Rachel Robinson and Cameron Michael Chase, 19-20 Leadership Fellows for CAL) the idea of extending the feelings in the banner to as many students as we could, still in quiet and simple ways, so that more students could feel the care we felt that October day.
 
Therefore, we planned to launch CAL Care Week during the spring 2020 semester. The College of Arts and Letters (CAL) Care Week was to be a week-long initiative created by the 2019-2020 CAL Leadership Fellows that highlighted various iterations of care fundamental to students’ lives (self-care, collegiate-care, etc.). With low-stakes events, activities, and take-aways planned throughout the week that encouraged participants to care for themselves and others, CAL Care Week 2020 was going to show participants simple, unobtrusive ways they can (re)introduce care into their lives. Each day of the week was themed around a specific aspect of care: Collective Care (caring for ourselves in community); Collegiate Care (caring for/in the academy); Self Care (caring for ourselves); and Community Care (caring for others).
 
Five days before our launch, MSU moved entirely online. Obviously, CAL Care Week was canceled, which meant cancelling months of work, but we knew we’d laid the foundation for something great. 
 
Here are our suggestions for organizing your own Care Week-style event:
 
Think Big, Plan Small
When we first dreamed up CAL Care Week, we asked ourselves a question: How big do we want to make this thing, especially if it’s only us carrying it out? Our answer was BIG, but also small. We knew that the entire week--originally planned as just one day--might have to be executed by just us two, and with that in mind, we decided to plan big enough events that would make students feel cared for but that were small enough for us to carry out. One example of this was our Care Compliments. The premise was simple: we’d planned to have pieces of candy wrapped with encouraging messages (like: YOU MATTER) and the CAL Care Week logo. We would then walk around campus handing these out. We wanted no big booth, table, or sign to draw attention to us; the attention needed to be on the message. This question--how big is too big?-- became a recurring one for us as we made plans big enough to have an impact, but small enough that just the two of us could carry out and keep the focus on care, and that’s what we’d suggest: don’t let the event outshine the message. 
 
Talk to Stakeholders Early and Often
Ultimately, stakeholders can make or break a plan like ours. As soon as we had an inkling of an idea for our week, we set up a meeting with our college’s dean to talk through the concept, hear his ideas, and make sure we were all on the same page. We were really fortunate to have a supportive dean, and as soon as we heard his ideas--all about showing grad students resources for support and how we actually do care for them--we knew we’d hit a jackpot. We pitched our idea and got full support to move forward, but we kept our dean in the loop with every decision we made. In the end, he also wanted to be part of the week in some capacity, so we had him scheduled to give a workshop on our “Collegiate Care” day. But we didn’t stop our stakeholder conversations at him; we talked to our fellow graduate students every chance we got, too. And they go excited about the week! The more we talked about it to anyone who would listen, the most the word spread, and by the time the week was about to launch, we had people asking us about it, which ultimately helped us recruit folks to help out during the week.
 
Involve as Many People as You Can
As we continued to talk to our stakeholders, we recruited people to help us throughout the week. We offered to tie into existing events happening in colleges during that week (like the Eli Clare visit) and we partnered with places on campus that we could also publicize, like the Kresge Center. And we relied on our fellow Leadership Fellows for help, too. Again, we found ourselves thinking big with recruits, and we imagined all kinds of jobs for people. We recruited folks to tie compliment cards on candy and bananas, to pass out these things all over campus, to make stencils for the Rock, to help make a bridge banner, to help make our publicity, etc. Ultimately, we decided no job was too big or too small to ask for help with, and people didn’t disappoint us in volunteering their time.
 
Make Splashy Publicity
One of the ways we recruited help was through our publicity. We knew we needed to make sure we got the word out about CAL Care Week, but neither of us excelled at document design, so we asked for help. We also sought out help creating a couple of hashtags for the events: #CAREWEEK and #CALCARES. We talked to MSUToday, we met with the directors of CAL grad programs, and flyered all over the CAL buildings on campus prior to the events. All of these moves helped us get the word out about CAL Care Week, but they also helped us to recruit partners for the week.
 
Keep the Theme Central
From the beginning, our week revolved around the concept of care. We wanted it to be central in everything we did, from the names of the themes, to the ways we recruited people, to how we carried out the week. When the event got canceled because of the COVID-19 pandemic, we realized that care needed to shift into something else--care for ourselves in an unprecedented time. While the week didn’t end up happening, we feel lucky to have planned it, and are hopeful that MSU will see #CAREWEEK in the future.

While the Center for Economic and Policy Research has gone so far as to call the U.S. the “No Vacation Nation" stating from a study of 22 of the richest countries that "The United States continues to be the only advanced economy that does not guarantee its workers paid vacation and holidays." Former President Samuel Stanley made efforts to ensure that at MSU this wasn't ture. On his last day of service, President Stanley declared that, "MSU’s biggest investment — and greatest strength — is you, the exceptionally talented support staff, faculty and academic staff who bring our educational mission to life. You do so much to teach, inspire and support our students’ success in all they do. An important part of my job, and that of my administration, is recognizing your efforts and supporting your success." And the way in which Stanley recognized those efforts, was to award a new, annual winter break, which for this academic year will run from Dec. 23 through Jan. 2.In my experience, this is a time that many employees would use vacation days or accrued time off, but the act of intentionally gifting MSU staff this time means that the days they would have otherwise allocated to ringing in the new year can be distributed to other times in their work cycle. But will they? According to a study done by Glassdoor, the reasons U.S. workers don’t use their vacation time includes:

Their workload is too great and no one else at their company can do the work in their absence without fear they will fall behind.
They worry they will miss out on participating in an important project, decision or meeting.
They feel guilty about leaving the office too long because they think their team might feel lost or overwhelmed.
Some worry their desire to take vacation time will make them appear less motivated or dedicated.

Additionally, the Glassdoor study found that of those who did use vacation time, only 54% were able to fully "check out" while 27% were expected to stay aware of work issues and jump in if need be. This data-- combined with that from a study from the World Health Organization and the International Labour Organization that found working 55 hours or more a week was associated with a 35% higher risk of stroke and a 17% higher risk of dying from heart disease, compared with a working week of 35 to 40 hours-- has a few important take aways for us...

Over working ourselves has negative health implications.
Taking the time off that we're provided by our organization is important for both employees and employer.
Workplace culture, division of labor, and human capital/capacity all impact workers' ability to let go while taking time away (or taking time at all).

"While taking a vacation may make employees temporarily feel behind, they should realize that stepping away from work and fully disconnecting carries a ripple effect of benefits. It allows employees to return to work feeling more productive, creative, recharged and reenergized. In turn, employers should consider what a vacation really means – to actually vacate work – and how they can support employees to find true rest and relaxation to avoid burnout and turnover within their organizations," said Carmel Galvin, Glassdoor chief human resources officer. Additionalluy, in a report on the impacts of a reduction to 32 hour/4-day work-week in 27 companies, scholars at Boston College, the University College Dublin and Cambridge University found improvement in many well-being metrics. "Stress, burnout, fatigue, work-family conflict all declined, while physical and mental health, positive affect, workfamily and work-life balance, and satisfaction across multiple domains of life increased." Download a copy of the report for all the details.I love the way this Forbes article by Caroline Castrill puts it, "Don’t be a vacation slacker. Time off is linked to a slew of benefits, including better sleep and improved mental health. So, what are you waiting for? Put the guilt aside and plan your next holiday. Your body and mind will thank you." The article also links to multiple studies that support the assertions that vacation time:



increases mindfulness
improves heart health
reduces stress
boosts brainpower
improves sleep



The bottom line is taking vacation time is essential to employee survival. We (the royal "we") still have a long way to go when it comes to employee health and workplace wellbeing, but taking full-advantage of employer provided breaks is one place to start. So as the year comes to an end... leave your computer at work, set your away message, turn off notifications, and respect your own PTO boundaries. Photo by Bethany Legg on Unsplash

The MiSTEM Network’s Greater West Michigan Region recently completed a pilot with Grand Valley State University for the Career ExplorationMap and is now scaling the project up to the entire state. "The goal of the Career Exploration StoryMap is to help educators and students make more real-world career connections in their communities as well as provide a visual resource for students to locate businesses in STEM fields that offer high-wage and high-demand jobs. In addition to items such as apprenticeships and internships, the map can be viewed by individual industry clusters like agriculture, construction, energy, finance, healthcare, IT, manufacturing, and transportation. Although the map is very user friendly, the website does include directions.
The MiSTEM StoryMap aggregates data available from AtoZdatabases in MeL and uses it to build a tool that will help students and adult community members quickly filter, sort, and analyze data in STEM industries by county. Essentially, the interactive map answers the following questions:

Where are the businesses in my community?
What industry has the most growth?
What are the hot jobs in my area?
What growth do businesses project?

The information presented not only communicates the physical locations of business partners and industry clusters in Michigan, but it also helps students identify trends, patterns and opportunities to make better career decisions, which aligns with the guidelines in the Michigan Career Development Model. The MiSTEM StoryMap can also assist adults in preparing for higher education, credentialing, and the workforce.
Whether it’s genealogy research, test preparation, accessing eBooks, finding the perfect article, or the ability to aggregate data, the eResources in MeL provide much support to all Michiganders." - Ann Kaskinen, MeL Engagement Specialist with the Midwest Collaborative for Library Services

Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the first of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Choosing a Physical Space
If you're not going to be presenting in a face-to-face modality, you can jump to the next article. Before reserving a physical space for the presentation, consider: 

Food: If food will be provided, consider if there is a way for folks to serve themselves from a table without needing outside assistance. Additionally, avoid snacks and surface contamination from tree nuts, peanuts, gluten and seafood.


Lighting: The lighting in the room should be adequate and flexible. You may want to ask the following questions: 




Are the lights able to be adjusted?






Is there adequate lighting for those that need more to see?






Is there the ability to turn off the glare near projector screens?






Are any of the lights flickering which may affect those with migraine or seizure disorders?




Pathways into Space: The pathways to get to and around the space should be flat (or ramped) and free from obstruction. The doorways should be able to be propped or automatic as well as large enough for mobility devices to enter.


Rest, Lactation, and Health Rooms: The space should be near and able to be navigated to without obstruction to lactation rooms, personal health rooms, restrooms with disability access, and an all-gender restroom.


Seating: The seating in the space is able to be moved for access to the tables. The seating should also have non-arm options to be flexible for different body types. The table heights (for both presenters and participants) should be between 28-34 inches from the floor.


Signage: The signage to the room and its location is easily perceivable and understandable, including the use of Braille. Emergency signage is not above eye height for those in wheelchairs. 


Smells: Avoid a space that may have chemical or deep fragrances. Note that this may also mean that presenters should not wear scented items on days of the presentation.


Travel: The space should be with facilities that allow for disability parking. The elevators should be in working condition, and the path to the room should be unobstructed.


Technology: There is a working microphone and speaker in the room, preferably. If using digital technology, it should be able to be reached and accessible for the presenter as well as have the functionality for assistive devices (e.g., closed caption, Job Access with Speech (JAWS)).

Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.

Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”

Continue to the next article in this series, Planning for Accessible Presentations.This article, Accessible Presentations Guide: Choosing a Physical Space © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Earth Day Presentation" by NASA Goddard Photo and Video, is licensed under CC BY 2.0.

Iteach-Owlnst Hybrid Theme set up○ Sidebar update ( Mobile view )■ The sidebar will Shrink when user click on the toggler■ Tab order changes○ Color changes○ Top bar buttons and content create buttons and Button colorchanged :■ Top bar: Message, Notification and Search bar, profileimage dropdown■ Without login home page update■ Welcome Banner update (mobile view )○ Footer update to the current theme (mobile view )○ Profile image drop down -updated on Mobile and web view