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The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Arts & Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Marcos Serafim: Marcos Serafim is a Brazilian multidisciplinary artist working with new media and video in his third year as an MFA candidate. He has exhibited work at the 5th and 6th Ghetto Biennale in Haiti; the Oscar Niemeyer Museum in Brazil; the Experimental Media and Performing Arts Center (EMPAC), the Queens Museum, and Flux Factory in New York. His work has been screened in film festivals in multiple countries, including the Cine Esquema Novo Film Festival in Brazil (Audience Choice Second Best Short), Israel`s Horn Festival for Experimental Films (Jury's Second Prize),Northampton Film Festival in Massachusetts (Jury's Honorable Mention for Short Experimental), and Faito Doc Festival in Italy (Young Jury's Honorable Mention for Short Documentary). His projects have been regularly funded by grants and scholarships in Brazil, Sweden and the United States; including the Collaborative Arts And Design Research Grant from Michigan State University and the Santa Catarina State Award for Film Production in Brazil. His outstanding research helped to strengthened his undergraduate teaching. With his background in film/video Marcos developed and taught an upper-level course, Experiments in Digital Video. This was a completely new course offering and is now being taught by him for the second time.
 As his Major Professor it has been my privilege to mentor such a talented artist and scholar. I thank him.
 
Michael McCune: Michael has been an invaluable support this past semester. Even though I have never taken a class with him, he helped me figure out key elements of my exhibition. He was always excited to solve problems that I was facing and offered solutions that I had not considered. His words of support, praise, and laughter have been invaluable. I am inspired by his spirit of making/doing and his ability to think outside the box, way outside of it. Thank you, Michael.
 
Alex Nichols: Alex Nichols is a storehouse of knowledge when it comes to photography, printing, photobooks, and so much else. Over the past year he has answered so many of my questions, pushed me to consider other ideas, and cheered me on as I take on projects. His support and mentorship have been invaluable to me and I am so grateful. I am inspired by his willingness and excitement to solve problems, to think through ideas, and to support in ways that only he can. Every time I walk into his office, he is excited to answer my questions. Even when it is the 897425847th one in 3 days. I have learned so much from Alex and am grateful for his mentorship and friendship.
 
Walt Peebles: Walt has had a significant impact on my doctoral journey. He has helped me in numerous ways and most importantly, his passion for teaching and problem solving are infectious. Several times this past semester I went to Walt with challenges I was facing. He always helped me out, patiently listening to me and then thinking/making/doing with me to figure out a solution. Walt is one of the most passionate teachers I have met at MSU and I am so grateful for his support, mentorship, and guidance!
 
Jacquelynn Sullivan: Jacquelynn is an educator that we don't deserve but need! Over the past year, Jacquelynn has supported my projects tirelessly, helping me think through various aspects of my exhibition. I would not have been able to do any of the work without her unending support. I am amazed and inspired by her commitment towards her work, her students, and everyone who works in the Art Department. I have learned so much from her and will continue to do so. Her ability to support students in helping them create their best work is truly stunning and inspirational. Educators like Jacquelynn allow MSU and the students enrolled here to be successful not just academically but also as whole human beings. I am grateful to know her and to be able to learn and laugh with her.
 
Kate Sonka: Kate supports education at all levels. She takes students on study away programs to teach them about accessibility, and in doing so, teaches them how to be better advocates for users. Whether it is developing a class that introduces accessibility to students in the humanities or planning a study abroad to Europe that explores international accessibility and sustainability, Kate is an inspiration to all educators as we strive to create more inclusive and accessible learning environments for students.
 
Paula Winke: Dr. Paula Winke makes room in her instruction for the whole student. Activities in her classes are experiential and relevant to students' experiences, and I have personally benefitted a great deal in our advising sessions from her willingness to broach topics of family life, seeking work/life balance, and being a parent in academia. Thank you, Dr. Winke!
 
Lorelei Blackburn: Lorelei is a BSP faculty fellow this year. She has had a very difficult section of ANR 210, but has done an excellent job stretching herself as the course convener to push the students to take ownership of their learning. You have helped to design a learning environment where students are able to build community and challenge ways of knowing. Bravo to you Lorelei!
 
Bruno Ford: Working with Bruno Ford has been such a wonderful and rewarding experience. Bruno was my student as an undergraduate, and seeing a student fall in love with Medieval Literature as I have, and to pursue it as one's life passion has been an incredibly validating journey to watch as a professor. Bruno and I are currently working on a volume of the early Robin Hood ballads as a teaching tool, and I thank Bruno for his incredible insight, knowledge, and awareness as we work together in framing these texts within a larger LGBTQ+ lens.
 
Justin Wigard: What comes to mind when I think of Justin? Dedicated, smart, and compassionate. He is committed to sharing his passion with students, friends, and colleagues. In the classroom he empowers students to be creative, in seminars and workshops he support the intellectual growth. He thinks and acts as a teacher-scholars that is ready to help make sense of the complexities of the 21st century.
 
Kaylin Smith: Kaylin will graduate this summer and we'll be sorry to lose her. She has served -- among other roles -- as president of the Linguistics program's graduate student organization, as organizer of our bi-annual grad student research conference GLEAMS, and this year as a Graduate School Writing Fellow. Kaylin has also been a tremendous academic mentor to students in the EEG/Psycholinguistics Lab, teaching them how to use neurolinguistic equipment, and as a social mentor to new and continuing students in the progam.
 
Adam Gacs: Adam is a quiet leader, whose excellence and care is only known to those, who are lucky enough to work with him or learn from him. He has single-handedly developed a two-year online German course series, which has brought language instruction to so many new audiences at MSU and beyond and has turned out to be a fabulous environment for supporting students with disabilities. Just the other day, a student disclosed that he would have quit college all together, if it had not been for the community, connection, and engagement that he experienced in Adam’s online course. But Adam is so much more than just an excellent classroom teacher. He is a full-body, whole-hearted educator. Adam exemplifies the generosity and collaboration at the heart of MSU’s teaching and learning mission. As a mentor and colleague, he is always willing to share his technical expertise, create new materials (and fix every broken link and error in existing materials), facilitate learning across platforms to meet students where they are. His patience in teaching students in his classrooms, coordinating the online TAs, and assisting his peers knows no limits. Regardless of your skills in language and/or technology, Adam always makes you feel comfortable and supported. He assumes no background knowledge and starts his educating at your level.
It is high time that we say thank you to Adam for all that he has done for the German program as an educator!
 
Amelia Stieren: Amelia Stieren is currently the graduate student representative in the German Program, and I am also serving as her MA advisor. In her role as grad rep, she is an important conduit of communication: she attends faculty meetings, bringing grad student concerns to our attention and relaying back to her fellow students our responses and other important information. She has also been very active in building up the contact among grad students across several grad programs (German, French, and Spanish). For this good work, we in the German Program are very thankful to Amelia! On a personal level, Amelia has had quite a positive impact on me. In our first advising meeting last fall, she expressed her goal to work with more intention this academic year. I shared this perspective with the other students in our graduate colloquium, encouraging them to keep this in mind as they work throughout the year, and I continue to strive to work with this kind of focus myself. From casual conversations about teaching to serious discussions of her thesis to difficult discussions of personal loss, I always come away from our interactions feeling inspired, having reflected together on what it means to be an educator, a scholar, and a “Mensch”. For this, I am very thankful!
 
Maria Buttiler: I’m so pleased to recognize Maria Belen Buttiler for her dedication and outstanding contributions to the International teaching Assistant (ITA) Program. Maria, who is an international student herself, was awarded the ITA Program Pronunciation Instruction Fellowship for three semesters and has the served the ITA Program by assisting other international students with their pronunciation and presentation skills. She is highly motivated and passionate, and always goes the extra mile to help the students she is working with, whether that means researching additional strategies and tools or preparing helpful learning materials tailored to specific student needs. Maria is also always ready and willing to share her knowledge and work with her peers. As her supervisor, I have found that I have learned a great deal from her as well. Thank you, Maria!
 
Tamoha Siddiqui: Within the first few days of classes being moved online, Tamoha created a virtual WhatsApp group chat that gathered many first and second year students in the MA TESOL and SLS PhD programs. Knowing ahead of time the challenges of isolation that this time could bring, Tamoha was proactive and sought to gather everyone together for a place of mutual support and encouragement. Thank you for spreading the love, Tamoha!
 
Catherine Barland: Catherine has been a great student in the French program. As a TA, she has a very strong commitment to teaching excellence. As a student, she is a pleasure to have in class, always making positive and intelligent comments in class. As my RA, she has saved me a lot of time by transcribing recordings meticulously. She is dedicated to her students as well as her academic work. Merci Catherine!
 
Sarah Brundrett: Sarah is full of energy and positivity. She brings both of these things to every class she teaches and takes and can always be found with a smile on her face. During her MA program, she's been working very hard on all of her classes, showing her commitment to learning. But her heart and focus are on teaching. That's why she is writing a teaching portfolio in which she is developing writing activities that the French program will be using next year. Merci Sarah!
 
Katie Rottman: Katie loves teaching the French language. During her MA program, she's been working very hard on all of her classes, showing her commitment to learning. But her heart and focus are on teaching. For her MA project, she's chosen to develop an entire chapter for the online textbook we're going to use in the future. Students are going to learn French for many years to come thanks to her work. Merci Katie!
 
Caitlin Cornell: Caitlin Cornell has been working tirelessly to improve access to education and other resources for the community at large. She has shared resources and taught people how to keep their courses accessible even during this transition to online. She has led several learning communities that have a great focus on inclusivity and equity, while also being interdisciplinary (e.g., the Applied Scholars group housed in the SLS program and an accessibility learning group that developed out of a course she taught). A Lansing native, she has also been committed to her community delivering meals and other resources to struggling families.
 
Claire Wilcher: Claire came to MSU as more of a colleague than student and inspires others to do their best work. Claire is an exceptional actor, student, and educator and will be a major force of change in our profession.
 
Kate Fedewa: Kate displays a vast knowledge of pedagogy and practice. She is consistently working with students in her writing, editing, publishing, and grammar classes to prepare them for work beyond MSU - combining her professional experience as a published author with her passion for teaching. She cares deeply about pedagogy and is developing new methods to be used to assess how we teach and support teachers of Professional and Public Writing.
 
Mike Ristich: Mike has excelled as a teacher and a mentor for students in his Prep for College Writing and First-Year Writing classes at MSU. He is deliberate in how he takes time to work with students so they can be successful in the classroom and beyond. When I think about what it means to be a caring teacher, I think about how Mike works with his students and supports them at all levels.
 
Madeline Shellgren: Maddie has made (and continues to make) invaluable contributions to MSU's campus. She volunteers her time to efforts and initiatives that are important to her, despite working full time and pursuing her doctorate. She cares deeply for her colleagues and the spartan community which she has shown as program coordinator, coach, and educator.
 
Kenlea Pebbles: Kenlea not only focuses her work on interdisciplinary approaches to help us understand the importance of environmental health, she does so in ways that can affect our lives as teachers and learners. Her presentation in my environmental writing course inspired us all to think more deeply and more compassionately about how the language and frames we use might affect environmental studies and, as one students put it, "how language and assumptions can limit how we care about and for the earth.
 
Pia Banzhaf: Upon entering Deutsch 101 I was very uncertain as to if I would continue learning Deutsch after 101 and how the class would go in general. But I was overwhelmed with the kindness of Frau Dr. Banzhaf and her abilities to make me feel conformable and welcome in our small Deutsch Gemeinde. This class made me develop a love for Deutsch Kultur and I believe that is now never going to change, and I owe that to Frau Dr.Banzhaf. Deutsch is one of the most important things in my life now because of the Deutsch Gemeinde that Frau Dr.Banzhaf created for me.
 
Leonie Hintze: Vielen Vielen Dank! You were amazing last semster and I really hope you conitnue to spread your knwoldege wherever you go! Stay safe!
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.

As we contemplate re-entering the classroom, we are likely still grappling with our own reactions to this tragic event. At the same time, many of us are wondering how best to support students experiencing grief, trauma, and fear in the aftermath of violence. There is no perfect way to teach during a crisis, but it is important to explicitly acknowledge what has happened and adjust your teaching accordingly. How you adjust will depend on your relationships to students, the size and nature of your class, and the types of interventions you feel equipped to make. These might range from a simple moment of silence and a reduced workload to a more structured debrief and discussion. Specific pointers for such debriefs are offered by trauma therapist Carolyn Schuyler (LCSW, UVA Visiting Scholar) below, along with general strategies for signalizing compassion and care that are relevant for all of us.




While it is necessary to acknowledge the tragic gun violence and the devastating loss of classmates and to create space for connecting with the emotions and needs of students, we recognize not everyone feels equipped for this work or is inclined to go there for a variety of reasons. We hope this information provides enough suggestions to help you arrive at an approach that works for you.
To guide your decisions, consider asking for quick feedback from your students. Being prepared to meet students where they are is worth the time and thought. Points to consider:

In times of turmoil, predictability and structure are vitally important. Students will benefit from the structure and predictability you provide.
Sharing feelings and discussing the tragic events may be too overwhelming for some students, so it is important to make clear students have choice in how they participate. Opting out is perfectly acceptable. Welcome and invite direct feedback.
It may be wise to send an email to your students to let them know what to expect when they return to class. This Google Folder contains a "Post-crisis student feedback form" is one way to get a read on your students’ needs before sending a proposed class agenda. You may make clear that the plan is subject to change based on the evolving input and needs of the class.

This document outlines how you can make a copy of the form and customize for your setting. 
please make sure you are logged into your MSU google drive to access.


You may be concerned students will be overwhelmed if every class includes processing, but it is better to err on the side of providing support than to overlook student needs. This is such a significant event. It is important to acknowledge the event at minimum even if others will do the same.

Below you will find a suggestion for the first class back and a list of alternative approaches for acknowledging the tragic event. All suggestions may be adapted for office hour meetings or for classes.
First Class Back: Normalize Feelings
It is natural to experience a wide range of fluctuating emotions in response to the events of the last few days. Some students may present as highly emotional and distressed, while others may appear shut down and numb. Many will question why they are not feeling strong emotion at all. Normalizing all reactions paves the way for open sharing and the healing power of community.
In greeting students when they come back to class, you might begin by naming and honoring those students lost by stating their names slowly with reverence.
"In honor of the beloved students we lost on Monday, I would like to take a moment to say their names. Please join me in honoring them and their loved ones. Brian Fraser, Alexandria Verner, Arielle Anderson" (Read the names slowly or invite a student to do so.)
After allowing for a moment of silence, briefly share how you have been processing the news. This gives permission for the students to reflect on their own experiences and shows that you have their needs in mind.
"I have been holding all of you in my thoughts in the last few days. I notice that I have deep concern about the rise of gun violence and its cost for your generation, and I find myself reflecting on how it may be impacting your worldview."
Secondly, take a moment to validate and normalize feelings. Make explicit your understanding of the wide range of reactions students may be experiencing.
"Whatever you are feeling, you can be sure you are not alone in that experience. There are others who are traveling this path right along with you. We can expect a range of reactions from outrage to anxiety to numbness. You may feel a wide range of feelings at different points and in different contexts. To process this experience, it is vital to connect with others and seek support as needed."
After this introduction, you may give the students the option for a 1) quiet moment of reflection or 2) time to journal for five minutes. Suggest a clear prompt such as: "I am _____."  This sentence stem gives permission to go in any direction while centering the writing on the self.
Following the reflection time or journal writing, ask a few volunteers to read excerpts of their work or to share their thoughts. In large classes, you may invite students to share with a partner. Ask that comments not be made after reading or listening to each other, but rather suggest that gratitude be expressed for the opportunity to connect. 
"Thank you for the gift of your words."
To wrap up the experience, speak to the power of sharing our stories to build strong networks of social support. Mention your hope that students will continue to share deeply with each other.
"Our ability to speak to our experience connects us in meaningful ways. Knowing and caring for each other is what makes healing possible."
Our job is simple but profound. It is to be present with what students are experiencing with genuine openness, concern, and curiosity. To do this, we may take a moment to ground ourselves and set an intention to be relaxed and open in our demeanor. There is deep cultural conditioning to try to move away from distress, but it is the ability to stay with feelings without judgment or agenda that offers the strongest emotional support.
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard?  Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others?
Additional Ways to Support Students
The shared purpose of all the strategies below is to honor the students’ emotional experience, provide a holding space for connecting on a deep level, and invite hope for moving forward. Gestures of connection and care restore a sense of safety and allow for a renewed sense of community to emerge.
Offer nurturance. Often the first step in assisting people in crisis is to offer a blanket, some water, and food to eat. While this is not the response called for in our circumstance, the ability to offer gestures of support and care for one another is essential. You might bring tea or coffee to class, flowers to share with each student, or an invitation for a meal at your home. Once the basic need for nurturance is met, healing truly begins. If none of these concrete suggestions fit, consider taking a moment to directly express you care for the students.
"I want to take a moment to say to you directly that I care deeply about what you have experienced since Monday evening. I have found myself imagining what your days have been like with a hope that you are finding the kindness, gentleness, and care we all need right now.  I am hoping that you can feel this from me even though we don’t have adequate space and time to do all that is truly called for in this circumstance."
Name the feelings. Ask students to call out the feeling words and phrases that match their experience of the last few days. 
“I want to honor each one of you and the experiences you have had in the last few days. To do that, I am going to ask you to share words or short phrases (popcorn style) that capture your feelings. Likely, you have had a wide range of emotional reactions, and I invite you to name them in all their complexity. I will be recording the words without comment on the white board*. I ask that we speak and listen to the words with a spirit of reverence for our shared humanity, recognizing the broad range of histories and experiences that inform our reactions. Once the words and phrases are up, we will take a moment of silence to acknowledge our variety of experience.”*In virtual spaces, a similar outcome can be acheived by using a chat water fall (prompting participants to share their words in the chat at the same time [countt down]) and pulling responses into a word cloud to visualize. 
When the brainstorm is complete, validate the full range of human emotions that arise in times of tragedy. If the words and phrases shared do not capture a full range of emotion, you may mention to students some of the internal experiences that are expected in times of distress.
"I’d like to share with you some of the additional experiences you may notice in yourself and your friends. It is expected that you may have difficulty concentrating. You may experience waves of anger, sadness, fear, and anxiety. Some of you may notice a strong sense of compassion and tenderness and a desire to connect with others to honor the deceased or make your voice heard by lawmakers. At times, you may also notice a sense of disorientation and unease given the violent disruption of life on our campus. You may also notice painful associations from earlier in your life. Some of you may feel a need to 'move on' or a sense of unease with the feeling that violence has become expected and, in some ways, normalized."
To transition the conversation, take a moment to acknowledge their willingness to share.
"I want to thank you for your willingness to share the truth of your experience. I am now inviting all of us to take two minutes in silence to honor one another, the larger community, and those most impacted by the tragic loss on Monday. If you would like to reflect in writing, drawing, or movement, please feel free to do that."
If it feels right, you may move towards brainstorming ways of coping that promote mental wellness. 
"There is wisdom in this room. This is not the first hardship you have faced, although it may feel very different. Many of you have found ways of coping and even thriving through challenging times. I want to invite a period of sharing concrete mindsets and strategies that are in your toolboxes or that you feel the need to create now. I will record the ideas on the white board. You’ll be invited to take a picture of the white board for further reflection. Sometimes we need a chance to reflect on unhelpful approaches that we want to discontinue and space to consider new strategies. I hope this time will give you that opportunity."
Again, thank the students.
Affirm community. Ask students how they want to affirm community at MSU in the days ahead.
"At some point in our processing of the events of the last few days, we may start to wonder what we can actually do that will be meaningful and genuinely helpful. Without a doubt, cultivating a strong sense of community is powerfully important. We are social beings and healing happens together, never alone. I want to invite you to reflect on what you believe builds community in your own life and on campus. Please find two other classmates to spend five minutes discussing what builds connectedness in this time and beyond. For example, you might point to the importance of slowing down to greet people when walking or having longer, leisurely meals with friends to intentionally check in with each other. You may have larger ideas having to do, for example, with how spaces are configured or how information is communicated. Once we have had time to talk in small groups, we will reconvene for idea sharing."
Please note: You may broaden this discussion to suggest reflection on actions on a societal level. This will open discourse on our political climate, on race, and other critical issues that students may have a pressing need to discuss. If you go this direction, it is critical to set ground rules (Agreements for Multicultural Interactions) or review already established expectations for difficult conversations.
Seek connection. Ask students to interview each other about works of art and literature (books, paintings, poems, music, and films) that have helped them in hard times before.
"Artists, musicians, writers, and poets have always been guides and supports in deepening our understanding of what it means to be human, particularly in times of suffering.  As a means of coming together as a class today, I would like to invite you to gather in groups of three to discuss the art and literature that has been most nourishing to you. Please reflect on what it may mean to you now. To set the stage, I would like to briefly share with you (a piece of music, a painting, a short reading) that has been meaningful to me. I hope it will be of support to you as well."
Encourage students to plan times outside of class to share these sources of meaning and inspiration with each other. Remind them of the power of nature on campus to offer solace.
"Thank you for taking the time to share with each other the power of your experiences with art and literature. I encourage you to continue having these discussions and invite you to seek out new sources of beauty, wisdom, and understanding. The natural world on our campus, like a piece of art, may serve as a source of solace and strength as well. I hope you will have time to linger in spaces you enjoy."
Thank you again for your thoughtful work preparing to meet with students. As is often the case, your presence and genuine concern will be what the students remember, rather than the actual words spoken. Gratitude to our colleagues at UVA Center for Teaching Excellence for sharing the foundations of this resource. 

Leadership Fellows

2018-2019: David Hernandez Escobar & Olivia Chesniak
2019-2020: Hamid Karimi
2020-2022: Chelsie Boodoo

David Hernandez Escobar (2018-2019)As one of the first College of Engineering Leadership Fellows, David worked with Assistant Dean for Graduate Student Services, Dr. Katy Colbry, to develop a needs assessment survey to identify the concerns of graduate students in the College of Engineering. The assessment collected over 100 responses, included open-answer personal reflections from graduate students and ideas on effective actions that could be taken to strengthen the graduate student community within the College of Engineering. Jacob also focused on his own leadership development by collaborating with other Fellows as a strong, cross-disciplinary team who attended professional development sessions together and discussed program communication, building buy-in, and a variety of other topics.
Olivia Chesniak (2018-2019)Olivia’s Fellowship focused on bringing together graduate student organizations focused on women in STEM with the goal of sharing resources, networking, and providing peer mentorship. Olivia’s relationship-building efforts reinforced a cosponsored event among her connections in the College of Natural Science, the College of Engineering, and the College of Agriculture and Natural Resources. During the Spring semester, Olivia worked with Lydia Weiss to develop, advertise, and facilitate discussion sessions for graduate students following the Academic Womens Forum, known as the gradAWF. The Academic Womens Forum has been a valuable and unique space for women in the university to connect with fellow faculty, staff, and administrators. However, the lack of space for graduate students was reflected in unsteady attendance. Olivia was able to work across the university to create a space for graduate student women and ensure its promotion within her College.
Hamid Karimi (2019-2020)Hamid worked with Assistant Dean Dr. Katy Colbry and engaged with stakeholders across the College to identify the need for professional development sessions regarding graduate students' knowledge of and preparedness for the job market following the completion of their degrees. Hamid also explored how to build DEI awareness within the lab setting and promote the benefits of diverse teams in STEM.
Chelsie Boodoo (2020-2022)Chelsie organized the MSU SciComm Conveyance Conference, a virtual science communications conference that brought experts and students from various disciplines together to discuss scicomm practices and the role of science in today’s society. The conference offered an incredible twenty-two sessions including workshops, lectures, networking opportunities, and social events. Sessions included Science, Equity, and Advocacy in the Nuclear Weapons Field, Science vs. Journalistic Writing, Podcast Kickstarter, Creating Effective Data Visualizations, and Building Trust in Scientists, among others. Through her program, students were able to gather valuable information on the science communication field and experts were given the opportunity to connect with peers and provide advice to the next generation. Chelsie led a team through the difficulties of hosting a virtual conference and the process of learning skills related to event planning, public relations, marketing, grant-writing, and innovative-technology use. In her second year as a Fellow, Chelsie worked on developing a Science Art Tool Kit to help graduate students in the science field to communicate about their research using the arts. Her goal was to equip scientists to utilize physical and digital art to more effectively convey data and information. Her tool kit has a wide array of practical examples and resources.

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

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

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

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

Basics on course prep

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


“Exit ticket” in Zoom chat: 

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

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


Class (verbal) dialogue:

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

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

Intro check in - 

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

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

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


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

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

This week, we wanted to highlight Stokes Schwartz and Garth Sabo, both educators with the MSU Center for Integrative Studies in the Arts and Humanities. Stokes and Garth are also the co-facilitators of the “Reading Group for Student Engagement and Success” Learning Community this academic year! According to the Office for Faculty and Academic Staff Development (formerly AAN), this Learning Community is: A Zoom based reading group that pairs theory and praxis of student engagement techniques to drive greater student success in general education and prerequisite courses at the university. Bimonthly meetings (twice a month) consist of reading and discussing 2-3 recent articles and sharing best practices for applying methods in courses across the university. These two also use a group on the #iteachmsu Commons to share information about upcoming meetings, attach reading files, and continue to engage in asynchronous dialogue outside their meeting times!
Read more about these Learning Community co-facilitators’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses! 
Q & A with Garth Sabo & Stokes Schwartz

You are facilitators of a Learning Community (LC) and decided to have a group on iteach.msu.edu for that LC. What about the #iteachmsu Commons appealed to you for this group?
Sabo: A major component of the LC structure at MSU focuses on providing some element of public dissemination of the work we do together, and Stokes and I both appreciated that #iteachmsu would allow us to make our group activities visible to the wider MSU community. We both felt a strong need for some type of digital meeting space/repository for things like meeting notes, agendas, etc., and we found that iteach.msu.edu offered a suite of those tools that were fairly easy to wrap our heads around and adopt as practice. 
Schwartz: Having a central place for learning community members (and interested parties) to check-in, share our thoughts, relevant documents, and planned talking points for meetings/discussions as well as any follow-up observations in the days following a meeting.  Personally, I have found iteach.msu.edu relatively easy to use.  
Sabo: Our LC meets digitally, and we also thought that it would be nice to structure things in a way that leaned into benefits of that structure rather than simply trying to imagine ourselves as an in-person community that only meets via Zoom, so we’ve also tried to use iteach.msu.edu as a platform for ongoing and supplemental conversations to the discussions that come up during our scheduled meetings.
Tell me more about your LC and what activity in your #iteachmsu Group looks like? (This can include, but not limited to goals, topics, general overview of membership, the kinds of things being shared in your group.)
Sabo: Our learning community is titled “Reading Group for Student Engagement and Success,” and the only thing I don’t like about it is the name. Stokes and I are both faculty in the Center for Integrative Studies in the Arts and Humanities, and part of the impetus for the group was a desire to dig deeper into pedagogy research that might help us crack the egg of engaging students in a required course. We wanted to find a format that allowed us to have pedagogy conversations that were data-driven and practical in focus, so that our community members could feel like our conversations were driving towards concrete actions.
Our Zoom meetings focus on talking through a few pre-designated texts that the entire group reads. We’ve been fortunate that our current roster has also agreed to take turns as interlocutors, with one person briefly presenting on some additional text(s) that add additional context to the material we all consumed
Schwartz: Typically, Garth and I plan 8-10 multipart discussion questions for our meetings on fostering student engagement and success, which we share via iteach.msu.edu a few days ahead of time. Team community members have also shared information and related ideas via our iTeach group.  We are also in the process of compiling a playlist.  
Sabo: Our iteach activity tends to be kind of evenly split between looking back at what we’ve already done with logistical stuff (like meeting agendas, Zoom links, etc.) and what we might do (like additional discussions or resources that members post or comment on in the Feed). Our current membership is a great mix of folks across the College of Arts and Letters in a range of roles, which has enriched our conversation in ways that I couldn’t have anticipated. We’re certainly open in having more folks join us if interested!
Schwartz: We have had four meetings so far and have our fifth coming up on December 3, 2021 from 10-11:30 EST and all are welcome! Please note, if you're interested in joining the 12/3/21 meeting, please reach out to either co-facilitator via email or on iteach.msu.edu, as the readings we'll be discussing are from a hardcopy book we've procured!
What has been a highlight of this semester for your LC and what are you looking forward to next semester?
Sabo: I love talking about teaching with people who love teaching, and I really feel like that has been the tone of our conversations all semester. I’ve been very appreciative of the fact that our group has been able to talk about the challenges of teaching while still being productive and hopeful about what good teaching can do for our students and the world. One thing that has certainly helped that has been the spirit of collaboration that’s breathed through this group since its beginning. Stokes and I have had a good rapport even since the planning stages of this community, and that has continued as we’ve gone from the process of proposing the group to actually planning its meetings. As you might be able to tell from how long my answers to these questions are, I tend to be wordy and big-picture in my focus, and Stokes does a great job of bringing things back around to ask, “Okay, but what would that actually look like?” in a way that has helped our conversations find a great balance between macro and micro issues of engagement and student success. Our members have been great about thinking and sharing proactively as well.
Schwartz: The highlight?  Two actually.  First, working with my co-facilitator Garth.  We seem to have established an effective working relationship and bat our ideas-plans back and forth until they take solid shape.  It has been fun sharing our ideas, developing our respective parts, coming back to the figurative table for another round of mashup, and then seeing what the final results are before the day of an actual meeting.  Second, the knowledge and personalities of our learning community members, all of whom bring interesting experience and perspectives to our meetings.  Thus far, I have really enjoyed the experience.  It has been like grad school in the best way possible (without the egos and constant stress). 
Sabo: Just to peek behind the curtain a little bit,  next semester we’re pivoting slightly to frame our conversations with the goal of producing tangible results of our collaboration, whether that be conference presentations, publications, or something else entirely. I’d love to see a step on that road being a bigger focus on producing material that we might share to the wider iteach community via the Articles feature.
Schwartz: Looking ahead, I am excited to continue working with our community in the new year and possibly develop a panel or presentation on concrete things we might do to engage our students in the general education or lower division prerequisite "classroom" (F2F or online) more effectively. Beyond that, I am already mulling over ideas for proposing another similar learning community for the 2022-2023 AY.  The cross-pollination possibilities offered/brought about by learning communities like these is fantastic and a good way to break out of our various silos here at MSU.
If you are interested in learning more about this year’s Learning Communities at MSU you can see the full list here. If reading this story peaked your interest in #iteachmsu Groups, you can view all the current groups here. Looking for a group on a particular topic or practice, but don’t see one - start it! Any MSU user can create a group, just login to iteach.msu.edu with your MSU netID to get started. Easy to follow instructions for starting a group are here. 

Help Resources
Perform the following steps to gain access to tutorials, help documentation, post questions, and see release notes:
 

Login to #iteachmsu Commons
Navigate to the Help and Support Group from the Home screen.
Click on the Join Group button

Check the "Getting started in the #iteachmsu Digital Commons" playlist for tutorials and helpdesk information.
Customer Support Process
MSU IT is available 24/7 to support your IT needs. Contact the MSU IT Service Desk using one of the methods listed below:
 

Option 1: Call (517) 432-6200 or toll-free at (844) 678-6200

Always call if you need a prompt response
You will be presented with six options, for most problems in your area you will want to dial six for general IT Service Desk assistance. The other options are as follows:

    Option 1: Classroom Support
    Option 2: Distance Learning Services such as D2L
    Option 3: Clinical and Radiology Systems such as EMR, ARIS, or PACS
    Option 4: EBS or other business or administrative services
    Option 5: Student assistance with Internet access, login, or email questions
    Option 6: Wait on the line (general IT Service Desk assistance


Choose Option 6 or stay on the line for assistance with anything not specifically listed above.



   B. Option 2: Email ithelp@msu.edu<mailto:ithelp@msu.edu>
   C. Option 3: Use the Self-Service Portal    <https://uss.itservicedesk.msu.edu/web/frontoffice/login?redirect=/>


 Log in with your NetID
  Select either "Report an Issue," "Request a Service," or "Search Knowledge Base" depending on your needs
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If using Internet Explorer, consult Knowledge Base document #404713 if errors are encountered.


 

(Photo by Steve Johnson on Unsplash )
You can also access the Generative AI Syllabus Guide Playlist with this content broken down into the following sections. Table of Contents:

MSU Guidance and [Non]Permitted Uses
Developing and Communicating a Course-level Generative AI Use policy
Example Syllabus Statements for the Use of AI Tools in Your Course

Design For Generative AI (restrict, permit, require)
Design Around Generative AI (ban)


Example Statements from Current USA, Higher Education Educators
Developing your Scholarly and Ethical Approaches to Generative AI
Beyond Syllabi Language
Additional considerations to help you develop your generative AI philosophy (Watkins, 2022)
References

The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.  
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.

Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.  

Non-permissible uses: 

Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information withnon-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).

Developing and Communicating a Course-level Generative AI Use policy 
A well-prepared course should be designed for ("restrict", "permit" or "require") or designed around ("ban") generative AI. Courses designed for AI should detail the ways and degrees to which generative AI use will be incorporated into activities and assessments. Courses designed for AI may incorporate AI for some activities and not others and depending on course AI may be explicitly excluded or included at different stages. Courses designed around AI may discuss impacts of generative AI as a topic but expectations are that students will not use these types of tools, and the course should be intentionally designed such that the use of generative AI would either not be conducive to the completion of assessments and activities, or such that the attempt to do so would prove overly cumbersome. 
Regardless of your approach, communicating your expectations and rationale to learners is imperative.
Set clear expectations. Be clear in your syllabus about your policies for when, where, and how students should be using generative AI tools, and how to appropriately acknowledge (e.g., cite, reference) when they do use generative AI tools. If you are requiring students to use generative AI tools, these expectations should also be communicated in the syllabus and if students are incurring costs, these should be detailed in the course description on the Registrar’s website. 
Regardless of your approach, you might include time for ethics discussions. Add time into your course to discuss the ethical implications of chatGPT and forthcoming AI systems. Talk with students about the ethics of using generative AI tools in your course, at your university, and within your discipline or profession. Don’t be afraid to discuss the gray areas where we do not yet have clear guidance or answers; gray areas are often the places where learning becomes most engaging.
Example Syllabus Statements for the Use of AI Tools in Your Course 
There is no “one size fits all policy” for AI uses in higher education. Much like attendance/participation policies, GenAI course-level rules and statements will be determined by individual instructors, departments, and programs. The following resource is provided to assist you in developing coherent policies on the use of generative AI tools in your course, within MSU's guideline. Please adjust these examples to fit your particular context. Remember communication of your course generative AI policies should not only be listed in your syllabus, but also explicitly included  in assignment descriptions where AI use is allowed or disallowed. 
It is your responsibility as instructor to note and explain your individual course-level rule. A conversation with your department is highly recommended so that generative AI use in the classroom reflects broader use in the unit and  discipline. If you have specific questions about writing your course rules, please reach out to the Center for Teaching and Learning Innovation. 
Design For Generative AI
Restrict [This syllabus statement is useful when you are allowing the use of AI tools for certain purposes, but not for others. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example1:  

The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

[insert permitted your course activities here*]


The use of generative AI tools is not permitted in this course for the following activities:

[insert not permitted your course activities here*]


You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.

Example2: Taken, with slight modification, from Temple University’s Center for the Advancement of Teaching  to demonstrate the kinds of permitted/restricted activity an instructor could denote.
The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities: 



Brainstorming and refining your ideas; 
Fine tuning your research questions; 
Finding information on your topic; 
Drafting an outline to organize your thoughts; and 
Checking grammar and style. 



The use of generative AI tools is not permitted in this course for the following activities: 



Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat. 
Completing group work that your group has assigned to you, unless it is mutually agreed within your group and in alignment with course policy that you may utilize the tool. 
Writing a draft of a writing assignment. 
Writing entire sentences, paragraphs or papers to complete class assignments. 



You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge. For example, [Insert citation style for your discipline. See these resources for APA guidance, and for other citation formats.]. Any assignment that is found to have used generative AI tools in unauthorized ways [insert the penalty here*]. When in doubt about permitted usage, please ask for clarification. 
 
Use permitted [This syllabus statement is useful when you are allowing, and perhaps encouraging, broad use of generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use in your course. The following is an example.] 
Example:
You are welcome to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
Use required [This syllabus statement is useful when you have certain assignments that will require that students use generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example:
You will be expected to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with]. Our class will make use of the [insert name of tool(s) here*] tool, and you can gain access to it by [insert instructions for accessing tool(s) here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
 
Design Around Generative AI
Ban [This syllabus statement is useful when you are forbidding all use of generative AI tools for any purpose in your class. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
The use of generative AI tools (such as ChatGPT, DALL-E, etc.) is not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Michigan State University’s policy on academic integrity, the Spartan Code of Honor Academic Pledge andStudent Rights and Responsibilities, since the work is not your own. The use of unauthorized AI tools will result in [insert the penalty here*].

CONCERN: The ubiquity of generative AI tools, including their integration into Google search results and MS Office products, means that an outright generative AI ban is implausible for any activity that makes use of the Internet or MS Office Suite.

* It is highly recommended that you have conversations in your department about the appropriate penalties for unauthorized use of an AI. It is important to think about the appropriate level of penalty for first-time offenders and those who repeatedly violate your policies on the use of AI. 



Example Statements from Current USA, Higher Education Educators
This collection of example statements are a compilation from a variety of sources including Faculty Learning Community (FLC) at Cleveland State University, Ohio University’s AI, ChatGPT and Teaching and Learning, and some of Michigan State University’s own educators! (If you have an example generative AI policy from your course that you’d be willing to share, please add it to the comments below or e-mail it to MSU Center for Teaching and Learning Innovation at teaching@msu.edu) NOTE: making your own course-level determination of "ban", "restrict", "permit", or "require" and using the sample language is the best, first place to start!
 “AI (artificial intelligence) resources such as ChatGPT can be useful in a number of ways. Because it can also be abused, however, you are required to acknowledge use of AI in any work you submit for class. Text directly copied from AI sites must be treated as any other direct quote and properly cited. Other uses of AI must be clearly described at the end of your assignment.” -Claire Hughes-Lynch
 “While AI tools can be useful for completing assignments and detecting plagiarism, it is important to use them responsibly and ethically. Practice based on these guidelines as a future or current K-12 teacher. The following are some guidelines for what not to do when using AI in your assignments and for plagiarism detection:

Do not rely solely on AI tools to complete assignments. It is important to understand the material and complete assignments on your own, using AI tools as a supplement rather than a replacement for your own work.
Do not use AI tools to plagiarize*. Using AI to generate or modify content to evade plagiarism detection is unethical and violates academic integrity.
Do not assume that AI responses are always correct. It has been noted that AI can generate fake results.* Please see the plagiarism/academic integrity policy in the course syllabus.” -Selma Koc

“Intellectual honesty is vital to an academic community and for my fair evaluation of your work. All work submitted in this course must be your own, completed in accordance with the University’s academic regulations. Use of AI tools, including ChatGPT, is permitted in this course. Nevertheless, you are only encouraged to use AI tools to help brainstorm assignments or projects or to revise existing work you have written. It is solely your responsibility to make all submitted work your own, maintain academic integrity, and avoid any type of plagiarism. Be aware that the accuracy or quality of AI generated content may not meet the standards of this course, even if you only incorporate such content partially and after substantial paraphrasing, modification and/or editing. Also keep in mind that AI generated content may not provide appropriate or clear attribution to the author(s) of the original sources, while most written assignments in this course require you to find and incorporate highly relevant peer-reviewed scholarly publications following guidelines in the latest publication manual of the APA. Lastly, as your instructor, I reserve the right to use various plagiarism checking tools in evaluating your work, including those screening for AI-generated content, and impose consequences accordingly.” -Xiongyi Liu
“If you are ever unsure about whether collaboration with others, including using artificial intelligence, is allowed or not, please ask me right away. For the labs, although you may discuss them in groups (and try using AI), you must all create your own code, output and answers. Quizzes will be done in class and must be solely your own work. You alone are always responsible for the correctness of the final answers and assignments you submit.” - Emily Rauschert on AI as collaboration partner
“Chat GPT: The use of Chat GTP is neither encouraged nor prohibited from use on assignments for GAD 250. Chat GPT is quickly becoming a communication tool in most business settings. Therefore, if you choose to use Chat GPT for assignments, please be sure to revise the content for clarity, conciseness, and audience awareness. Chat GPT is simply a tool and should not be used as a way to produce first and only drafts. Every assignment submission will be graded using the rubric provided in the syllabus. Be aware that Chat GPT may not develop high-quality work that earns a passing grade. It is your responsibility to review and revise all work before submitting to the instructor.” -Leah Schell-Barber for a Business Communications Course
“Use of Generative AI, such as ChatGPT and Microsoft Bing-Chat, must maintain the highest standards of academic integrity and adhere to the OU Code of Student Conduct.  The use of Generative AI should be seen as a tool to enhance academic research, not as a replacement for critical thinking and originality in assignments. Students are not permitted to submit assignments that have been fully or partially generated by AI unless explicitly stated in the assignment instructions. All work submitted must be the original work of the student. Any ideas garnered from Generative AI research must be acknowledged with proper in-text citation and reference. Students may be asked to save the AI chat as a PDF file for verification.” -Ohio University College of Business Generative AI Use for Academic Work Policy
“‘The policy of this class is that you must be the creator of all work you submit for a grade. The use of others’ work, or the use of intelligent agents, chat bots, or a.i. engines to create your work is a violation of this policy and will be addressed as per MSU and Broad College codes of conduct.’ - Jeremy Van Hof… Or, you might consider this, which I asked ChatGPT to write for me: ‘Sample Policy Language: Students should not use ChatGPT to complete course assignments or for any other academic activities. ChatGPT should be used as a supplemental resource and should not replace traditional academic activities.’ (ChatGPT per Jeremy Van Hof’s prompting) 
Or this much longer version, also written by ChatGPT: ‘The following course policy statement prohibits the use of Artificial Intelligence (AI) for the’ completion of assignments and activities during the duration of the course. At the Broad College, we strive to create an academic environment where learning is the foremost priority. We strongly believe that learning is best achieved through the hard work and dedication of our students. As such, we prohibit the use of Artificial Intelligence (AI) for the completion of assignments and activities during the course.  Our policy is in line with our commitment to providing a fair and equitable learning environment for all students. We believe that AI should not be used to substitute human effort, as it defeats the purpose of our educational goals, which are to encourage critical thinking and problem-solving.  We understand that AI can be a useful tool in many contexts, and we do not discourage its use in other courses. However, in this course, we will not accept assignments or activities that have been completed through the use of AI. We expect our students to be honest and to complete their work independently.  We will be monitoring student work closely to ensure compliance with this policy. Violations of this policy will be met with disciplinary sanctions. All students are expected to adhere to this policy and to abide by the standards of the University.’ (ChatGPT per Jeremy Van Hof’s prompting)” -Jeremy Van Hof, Broad College of Business
“I study AI. I research it in my role as faculty in the Experience Architecture and Professional & Public Writing majors. And I don’t think it’s inherently bad or scary, in the same way that a calculator isn’t bad/scary for math. Artificial intelligence technologies such as ChatGPT can be an excellent starting point and a place to begin inquiry. But they are not a replacement for human thinking and learning. Robots lack empathy and nuance. As such, here is my policy:
You may use AI as a tool, but you may not use AI to replace your own beautiful brain. That means that you may ask ChatGPT, for example, to give you a list of bands similar to one that you hear and appreciate in this course. You may ask ChatGPT to give you an overview of a punk scene in a geographic location at a particular time. You may ask it for the history of punk rock and punk cultures. You may ask it what happened to Sid Vicious. 
But you may not ask it to write on your behalf, and you must not turn in anything that has been written by ChatGPT and pass it off as your own for any assignment in this class, including discussion responses, papers, and exams. If you do so, I will know, and that will lead to an uncomfortable moment–and to you failing the assignment.
This is not meant to be punitive. It’s meant to reinforce how much I value you and your ideas and your intellect. In a face-to-face environment, we would have a lengthy conversation about AI, ethics, and human learning. If you want to have that conversation, I’m happy to do so via Zoom–email me!” -Kate Birdsall, asynchronous US23 course on punk-rock politics
Developing your Scholarly and Ethical Approaches to Generative AI 
Taken, with slight modification, from “Update Your Course Syllabus for chatGPT” by Ryan Watkins, Professor of Educational Technology Leadership, and Human-Technology Collaboration at George Washington University in Washington DC (2022), via Medium. 
Beyond Syllabi Language 
Communicate your perspective about AI use. In addition to syllabus statements, consider talking with your students about AI tools like ChatGPT. Regardless of your orientation to generative AI use, it is important that you clearly communicate your expectations with the introduction of each assignment/assessment.   
Different levels of familiarity: As an emerging technology, students will have differing levels of familiarity with these tools. For instance, while ChatGPT can write a grammatically correct paper or appear to solve a math problem, it may be unreliable and limited in scope. Discuss with students the uses and limitations of AI tools more broadly in addition to your perspective on their use in your class. 
Connect to critical thinking skills: AI tools have many implications beyond the classroom. Consider talking with students about how to be engaged-consumers of AI content (e.g., how to identify trusted sources, reading critically, privacy concerns). Discuss how you and colleagues use AI in your own work.
Adapt assessments. AI tools are emerging and it can be incredibly difficult to make any assessment completely free from AI interference. Beyond a syllabus statement, you may also consider adapting your assessments to help reduce the usefulness of AI products. However before revising any assignment, it’s helpful to reflect on what exactly you want students to get out of the experience and share your expectations with your students. Is it just the end product, or does the process of creating the product play a significant role? 

Create assessments that allow students to develop ideas over time. Depending on your class size, consider scaffolding assessments to be completed in small components (e.g., proposal, annotated bibliography, outline, first draft, revised drafts). 
Ask students to connect their writing to specific course materials or current events. Students can draw from the course textbook, additional readings on Moodle or Blackboard, and even class discussion boards or in-class discussions.  
Incorporate personal experiences and reflections. Provide students with opportunities to connect what they are learning to their own lives and experiences—stories unique to each individual. 
Incorporate Multimedia Assessments. Consider developing or adapting assessments to include multimedia submissions (e.g., audio or video components). Also, consider peer-review and social annotation tools like Eli Review or Google Docs for students to use when responding to assigned readings or other materials.  
Use class time. Ask students to complete writing assignments during class time (e.g. complete reading reflections at the beginning of class, or use exit tickets). Asking students to organize their ideas by writing during class may also support student engagement in other class activities such as discussions and group work.  

Get Creative With Your Assignments: Visit “Update Your Course Syllabus for chatGPT” by Ryan Watkins (Medium article) for 10 ideas for creative assignments adapted for a classroom with chatGPT. You can mitigate the risk of students using chatGPT to cheat, and at the same time improve their knowledge and skills for appropriately using new AI technologies inside and outside the classroom.
Additional considerations to help you develop your generative AI philosophy (Watkins, 2022)
Expand your options. Consider your repertoire of instructional strategies. Atsusi Hirumi offers a guide to research-grounded strategies for any classroom. These are not, however, “a la carte” menus; you must use all of the steps of any strategy to gain the evidence-based benefits.
Reflect on your values. As Tyler Cowen pointed out, there will be those who gain and those that lose with the emergence of chatGPT and other generative AI tools. This is as true for students as it is for faculty and instructors. Be ready to openly discuss the ethical implications of generative AI tools with your students, along with the value of what you are teaching and why learning these are important to their futures.
Consider time. As discussed during Bryan Alexander’s webinar, chatGPT and other generative AI tools offer a short-cut to individuals who are short on time. Examine your course schedule to determine if you are unknowingly pushing students to take short-cuts. Some instructors try to cover too much content in their courses already.
Remember, AI is not human. Be careful not to anthropomorphize chatGPT and other generative AI tools. ChatGPT is a language model, and if we anthropomorphize these technologies, then it will be much harder to understand their promise and perils. Murray Shanahan suggests that we avoid statements such as, “chatGPT knows…”, or “ChatGPT thinks…”; instead, use “According to chatGPT…” or “ChatGPT’s output…”.
Again, AI is likely to be a part of your students’ life to some extent this semester, so plan accordingly. Critically considering your course design in the context of generative AI is an important educator practice. Following the Provost’s call, MSU instructors are encouraged to 1) develop a course-level generative AI use policy and actively discuss with students about expectations for generative AI use in the work for your class, 2) promote equitable and inclusive use of the technology, and 3) work with colleagues across campus to determine ethical and scholarly applications of generative AI for preparing students to succeed in an evolving digital landscape. MSU does not currently have a university-wide policy on AI in the classroom, so  it is your responsibility as instructor to note and explain your individual course policy. A conversation with your department is highly recommended so that generative AI use in the classroom reflects that in the discipline. 
References
This resource is collated from multiple sites, publications, and authors with some modification for MSU context and links to MSU specific resources. Educators should always defer to University policy and guidelines. 

MSU Office of Student Support & Accountability Faculty Resources, including Academic Dishonesty Report form. 
Watkins, R. (2022) Update Your Course Syllabus for chatGPT. Educational Technology Leadership, The George Washington University via Medium: https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003 
Center for the Advancement of Teaching (2023). Sample Syllabus Statements for the Use of AI Tools in Your Course. Temple University 
Center for Teaching & Learning (2023) How Do I Consider the Impact of AI Tools like ChatGPT in My Courses?. University of Massachusetts Amherst. https://www.umass.edu/ctl/how-do-i-consider-impact-ai-tools-chatgpt-my-courses 
Center for Teaching, Learning and Assessment (2023). AI, ChatGPT and Teaching and Learning. Ohio University. https://www.ohio.edu/center-teaching-learning/instructor-resources/chat-gpt
Office of Teaching, Learning, and Technology. (2023). Artificial Intelligence Tools and Teaching. Iowa University. https://teach.its.uiowa.edu/artificial-intelligence-tools-and-teaching 
Center for New Designs in Learning and Scholarship (2023). Chat GPT and Artificial Intelligence Tools. Georgetown University. https://cndls.georgetown.edu/ai-composition-tools/#privacy-and-data-collection 
Office for Faculty Excellence (2023). Practical Responses to ChatGPT. Montclair State University. https://www.montclair.edu/faculty-excellence/practical-responses-to-chat-gpt/ 
Teaching and Learning at Cleveland State University by Center for Faculty Excellence is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License