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Title: Decolonizing the ClassroomPresenter: Sarah Prior (Decolonizing the University Learning Community); Dustin Petty (Bailey Scholars Academic Advisor, College of Agriculture and Natural Resources); Sarah Prior (Bailey Scholars Program Director, College of Agriculture and Natural Resources; Sociology Department, College of Social Science); Harlow Loch (Accounting Department, Eli Broad College of Business); Leah Morin (MSU Library); Tracie Swiecki (WRA); Jennifer McCurdy (Center for Bioethics and Social Justice); Members of MSU’s Decolonizing the University Learning CommunityFormat: WorkshopDate: May 11th, 2023Time: 1:30 pm - 2:30 pmClick to registerDescription:Members of MSU’s Decolonizing the University Learning Community will lead a discussion about practical ways to decolonize higher education learning spaces by establishing norms, drafting syllabi, and creating curricula that foster the development of non-colonial identities, disrupt established power systems and hierarchies, explicitly recognize systems of oppression, honor and incorporate ways of knowing and learning rooted in multiple traditions, and foregrounding the diversity of extant academic discourse. Attendees will leave with practicable strategies to decolonize their learning spaces and sample syllabi language and examples of lesson plans used by members of the learning community at and beyond MSU.

Introduction
In institutions like MSU, we as educators serve a variety of students from different backgrounds who all bring their life experiences to the classroom. There are already numerous barriers for students when pursuing higher education, and accessing course content should not be one of them. At its most basic, digital accessibility removes barriers for all students when attempting to navigate technology-based tools, resources, and materials related to your course.
Context
Making sure the world is equitable and accessible is not just important, but also a legal requirement. Our websites and digital tools should be just as accessible as the physical classrooms our students access on a daily basis. Just like accessibility in buildings, digital accessibility is protected by the law. The U.S. Department of Justice Civil Rights Division has developed Guidance on Web Accessibility and the ADA to provide information on who needs to make sure their web content is compliant and how to do so. Additionally, in December 2023 the White House released a memo explaining the significance of digital accessibility and how to strengthen the components related to technology and the web in Section 508 of the Rehabilitation Act. The Office of Educational Technology website offers definitions and resources related to accessibility as well.
UMOnline’s "Why is Digital Accessibility Important?"

This article is part of the Digital Accessibility Toolkit.

Background
This is a group activity for students in an introductory course on race, gender, sexuality, disability, class stratification, and various intersecting identity categories. In this activity, students work in small groups to break down different aspects of systems of oppression related to the listed identity categories, like racism and/or heteropatriarchy. The activity pairs well with a number of readings, but here are some helpful suggestions:  The New Jim Crow by Michelle Alexander, “Five Faces of Oppression” by Iris Marion Young, “Full-Frontal Morality: The Naked Truth About Gender” by Talia Mae Bettcher, and “Rape, Racism, and the Myth of the Black Rapist” by Angela Y. Davis. The following instructions are for a tree activity about The New Jim Crow. Note: the activity should be done after lecture and discussion on the book. 
 
Implementation

Put students in groups of four or five
Alternate assigning groups ‘Jim Crow’ and ‘Prison Industrial Complex’
Ask each group to draw a tree with roots, a thick trunk, branches, and many leaves
Ask each group to use references from the text to identify different ‘roots’, ‘tree trunks’, ‘branches’, and ‘leaves’ of Jim Crow or the Prison Industrial Complex.   
Provide examples of each part of the tree to get them started, e.g. a leaf of Jim Crow may be poll taxes, while a root may be racism and white economic anxiety.  
Allow 30-35min. Walk around and check in with groups about their trees asking why one thing is a leaf instead of a branch, weaving in relevant points from the previous discussion of the text, etc.
Reassure students that each tree will likely be different and that is wonderful. 
Ask groups to present their trees and the rationale for each piece. 
Tape the trees to a central wall/board separating ‘Jim Crow’ trees and ‘Prison Industrial Complex’ tress.
Ask students if they see similarities and/or differences between the two types of trees.
Prompt discussion about the relationship between the two types of trees according to Alexander.
Congratulate and thank students for their hard work. 
Ask students to reflect on what systems may look like if at their root were good things like ‘justice,’ ‘healing,’ ‘equity,’ etc.

When I was teaching EAD315, a face-to-face undergraduate course of about 30, I wanted to set the tone for our semester together by utilizing a Circle. The benefits were multifold - we all learned more about each other, we set community norms for our time together, and we established our space as one we could show up as our whole selves in. This activity was informed by Restorative Justice Circles training provided by now Dr. Megumi Moore, MSU Graduate Life and Wellness. Here is the basic outline for the activity with some notes about possible modifications: MSU is on land known as Nkwejong (nuh-quay-juhon) (Where the Rivers Meet), a territory of the Three Fires of Anishinaabeg, including Ojibwe, Odawa, and Potawatomi. Circles are a regular activity for dialogue and decision-making in indigenous populations, and we all have had experiences building community in circles (think about a bonfire). 
In a circle, everyone has an equal opportunity to speak. When the talking piece gets to you, you can choose to share your response to the current round’s question, or you can pass- that decision is yours. The other role of the talking piece is to remind us to be present in listening to one another. When we have the talking piece, we have the space to share, when we don’t have the talking piece- we have the space to listen. We also ask that as a group we respect the confidentiality of the circle. The stories that individuals share here are their stories only. 
Introduce my talking piece: Select at least one talking piece that is significant to you. As you’re introducing the concept of the Circle, share why you selected that object as a talking piece. 
Modification: include more than one object that serves as talking pieces, describe each (making sure each one represents a unique reason), place on rug/blanket in the center of the circle, allow participants to exchange the talking piece that is handed off to them for another that is more meaningful
We’ll start and close with a quote...
Opener: pick a quote that sets the tone you’re trying to achieve… be conscious of the speaker (and what identities they represent), not just the content
“It’s easy to judge. It’s more difficult to understand. Understanding requires compassion, patience, and a willingness to believe that good hearts sometimes choose poor methods. Through judging, we separate. Through understanding, we grow.” – Doe Zantamata
Rounds: you can determine the number of rounds and the questions asked in each… this is a valuable first day, first activity because it can also serve as an “ice breaker”. It is recommended to include an introduction round to start and a check-out round to conclude. The number of participants and the number of rounds are the main factors in the amount of time that should be allotted for this activity. More people/more rounds = more time. 

 Introductions (name, pronouns, program, year, anything else you think is important that we know)
If you could invite one guest to dinner, dead or alive, who would your guest be?
Who is one person you admire and why do you admire them (in one sentence)?
What does [key course theme/topic] mean to you?
What two values do you think are most important for our success as a cohort in this community?*
Any other values missing, or discussion on these values?*
One-word check out for the last round of the circle. 

Closer: pick another quote 
"The greatness of a community is most accurately measured by the compassionate actions of its members." – Coretta Scott KingRounds 5 and 6 in the Circle outline were aimed specifically at helping set our class values (AKA community norms). You can modify the Circle by giving participants time before the first values round to think about the prompt and write it down. When I do this activity, I provide markers and small paper plates - asking that learners write one value per plate. When they're sharing out, I ask them to show us their plates. (The goal is that everyone feels comfortable sharing and doesn't feel subdued or silenced by group think.) This round, as the Circle Keeper/facilitator, I may ask follow-up questions (disclose this in advance of the round, as it deviates from the talking piece rules). For example, if a student said "respect" is a value, I would ask, "what does respect mean to you?" or "what does that look like in practice?". After the activity is concluded, I add the agreed-upon values to the syllabus. Photo by Tegan Mierle on Unsplash

What is ungrading?“Ungrading is a practice which eliminates or greatly minimizes the use of assigned points or letter grades in a course, focusing instead on providing frequent and detailed feedback to students on their work, in relation to the course learning goals…the primary purpose of the assessment is to help students learn and improve their knowledge and skills, rather than to create a summative score that students use to compare themselves against an external credential.” (Kenyon, 2022)MAET Principles:Providing support from application to beyond graduationValuing diversity of resources, perspectives, and communitiesPromoting growth as curious learners and transformational leadersWhat is ungrading in MAET?
Why Ungrading?

Act of social justice
We are biased
Grades are problematic
Better learning

MAET Ungrading Overview

All learners begin with a 4.0
Weekly unit schedule with due dates
Learners submit creations (assignments)
Instructors provide timely, balanced, qualitative feedback
Learners iterate creations
Instructors review iterations
Learners reflect on progress
Submit final grades to MSU

How is this different from what we used to do?

Program wide ungrading (all courses)
No points for assignments 
No participation points
Gradebook has only 1 item (final grade)
Instructor communicates if student work does not meet expectations/falls below 4.0
Students reflect on learning/grade twice
Use single-point rubric for feedback

Lessons Learned and MAET Recommends
unveil and define beliefs

How do you communicate expectations?
What is sufficient? Exemplary?
What is a 4.0? 3.5? 
Can all students get a 4.0? Should they?
Who has the responsibility in student experience and student learning?

responding to students and instructors

Consistency (and iteration)
Realistic timelines (1+ year)
Regular check ins/meetings

iterate and refine

Still some anxiety over potential email that their grade dropped*
About Me

For more information, access the full slide deck (and source of this article).ABOUT THE AUTHORS:
Liz Owens Boltz - MAET Director & Instructor
Brittany Dillman - Director of Graduate Certificate Programs, GC Advisor & Instructor
Candace Robertson - Asst Director of Student Experience & Outreach, MA Advisor & Instructor
Heather Williamson - Academic Program Coordinator & Admissions

The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Social Science. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".

Christina DeJong: Dr. DeJong has gone above and beyond what is necessary (or even expected) of an instructor and mentor in the 4 years I have been her student. She has strived during class time to make the materials understandable, acknowledging that different students come into the class with different levels of understanding; made class projects useful in applying practical skills; and tailored assignments to help students succeed (including giving practice writing for social science publications). She also focuses on important and often under-prioritized issues within the field of Criminal Justice (e.g., trans issues, sexual assault, genocide). She is so open and kind that no question feels to silly to ask, even in advanced statistical courses, and she has made herself available outside of class like no other instructor I have ever had. For example, she put on a summer course-- completely of her own time and volition-- to help students learn "R" the statistical analysis software, merely because it is a free software she thought might be useful to us upon graduation if we didn't have the same resources we have at MSU. Finally, during the beginning of Covid-19, even when the School and University weren't sure what was happening, she personally reached out to students to see how they were doing, and arranged an online teaching forum and meetings for current graduate student instructors, again, entirely on her own time and of her own volition. She also provides space for students to touch base with her and with one another, which, during this incredibly unsure and isolating time is truly invaluable. I can not speak highly enough of her, and believe that her hard work should be recognized and emulated in every department at MSU. 

Skylar Dewitt: Skylar is very hardworking and does a tremendous amount for our lab. She is also very genuine and kind.

Eddie Boucher: Thanks for helping me learn how to use Mediaspace! It is intimidating to learn something new and I appreciate your tutorial

Lindsay Ackerman: Lindsay is always working to give our lab a positive atmosphere, help out RA's, and keep our study running. I am inspired by how much she does with a smile and how she is always happy to talk or answer questions.

Sean Hankins: Sean is just an awesome teacher. His passion for teaching and helping others always shines through and makes learning the material so engaging. I love how welcome he makes his students feel.
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

This article is a component of the Resources for Teaching After Crisis playlist.
Teaching on the Day After a Crisis by Alex Shevrin Venet, Unconditional Learning [blog] This morning, thousands of teachers are walking into classrooms across the country, trying to show up for their students after a national crisis. A crisis within a crisis, really, as that “walk into the classroom” might look like logging onto Zoom. How do we show up for our kids when we feel shattered, too? How can we help others feel safe when we feel unsafe?
Navigating Discussions Following a School Shooting A special The Moment section from Learning for Justice magazine, by Southern Poverty Law Center [online magazine section]This edition of The Moment shares resources to help educators support students after a school shooting. Its 3 articles are “When Bad Things are Happening” “Showing up strong for yourself—and your students—in the aftermath of violence” and “A love letter to teachers after yet another school shooting.”
On Days Like These, Write. Just Write. by Tricia Ebarvia on Moving Writers website [blog post]This article for writing instructors recommends giving students time and space to write to help reflect and process their experiences. Written in the aftermath of the Parkland school shooting.
Resources for Talking and Teaching About the School Shooting in FloridaNew York Times article by Natalie Proulx and Katherine Schulten [article]Features suggestions from teachers, recommendations, and conversation topics for students (13+) about school shootings. Also has age-appropriate reading suggestions and class activity prompts, offers some history and political context around school shootings and gun control debates, and discusses feeling “numb” to violence.
PERSPECTIVE: Teaching Through Traumaby Dave Stieber for TRiiBE, a digital media platform for Black Chicago [perspective]This article is from the point of view of a public school teacher reflecting on what educators do when a student dies.
Support Students Who Experience Trauma Edutopia article by Alex Shevrin Venet [blog post]Brief list of classroom tips and strategies to support students who are or have gone through traumatic experiences. Communicate with counselors or social workers; Provide structure and consistency; Ease transitions; Provide choice; Develop strengths and interests; Be there; Make an “out” plan; Take care of yourself.
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu

Leadership Fellows

2016-2019: Jacob Bradburn
2019-2020: Courtney Bryant & Tatiana Bustos
2020-2021: Kionna Henderson & Jaleah Rutledge
2021-2022: Cordelia Martin-Ipke & Jessie Pink
2021-2023: Qi Huang

Jacob Bradburn (2016-2019)Jacob Bradburn constructed a thorough and thoughtful approach to building the Social Science graduate student community as the first Fellow for the college. He began by surveying the college’s landscape in order to gather information on departmental procedures, college structure, and identify possible intervention points in which to enhance the graduate student experience. He created an organizational chart mapping the graduate departments and degree programs and a supplementary Excel spreadsheet with information on each of the departments, programs, and graduate student organizations (GSOs). Jacob took his research further by analyzing the survey results from two specific departments, Psychology and Social Work, and presenting his findings to department leadership. Jacob also advocated for graduate student representation on the College of Social Science Dean’s Student Advisory Council, which consisted of only undergraduates at the time. He worked with GSOs to help register them with the university and to facilitate outreach through his organizational chart.
Jacob was a key author in the Leadership Institute’s 2019 grant proposal to the Office for Inclusion and Intercultural Initiatives CIEG. He worked closely with then-Coordinators, Madeline Shallgren and Makena Neal, and former Coordinator, Megumi Moore, to outline the Institute’s vision, purpose, and leadership development curriculum. This document is an important reflection of the Institute’s ethos during a time of past leadership and helps us understand how the Institute has grown since. In short, Jacob was a key player that went outside the bounds of his Fellowship responsibilities to support the Institute’s development and lay a strong foundation for future Social Science Leadership Fellows.Courtney Bryant & Tatiana Bustos (2019-2020)Courtney Bryant and Tatiana Bustos leveraged Jacob’s leadership network to build a strong relationship with the Assistant Dean and gather connections within the College to inform their multi-tier support system for underrepresented graduate students. Their project specifically focused on diversity and inclusion within the College and utilized a needs assessment survey to help define the different tiers within the support system. Example initiatives they considered included getting a physical space in the college, creating a section on the website including diversity and inclusion resources, and implementing a program to teach multicultural mentoring to faculty. As they were faced with the time-consuming and difficult challenges brought on by graduate student life amidst the beginning of the COVID-19 pandemic, Courtney and Tatiana were unable to see these initiatives through. However, their work brought awareness to unequal graduate student representation in the College and they built an incredible network of connections and data that will inform future graduate student diversity and inclusion initiatives.Kionna Henderson & Jaleah Rutledge (2020-2021)Kionna Henderson and Jaleah Rutledge’s project, All About Academic Entrepreneurship, consisted of a four-part series that introduced graduate students to academic entrepreneurship. With the understanding that graduate students possess a variety of skills and talents that can be applied to a wide range of fields, this series aimed to help graduate students turn these skills into for profit business opportunities. The series covered an introduction to academic entrepreneurship, marketing and building your brand, finding the right partners and financial resources, as well as a panel of academic entrepreneurs. Speakers included Dr. Jasmine Abrams, Dr. Paul Elam, and Christine Beamer. The panelists included Jen Fry, Dr. Tatiana Bustos, Dr. Sederick Rice, and Dr. Valencia Moses. Kionna and Jaleah worked closely with the Director of Graduate Student Life and Wellbeing, Dr. Megumi Moore, and Social Science Deans Mary Finn and Anna Maria Santiago. Their series was received extremely well by their audience, with many remarking that it exceeded their expectations and provided valuable and inspiring content.Cordelia Martin-Ipke (2021-2022)Cordelia began the year by looking at how to recruit more underrepresented minorities into the Geography Department. She worked to strengthen the Advancing Geography Through Diversity Program and community building among underrepresented minority groups in the geography field. She worked with her department chair as well as director, and established a network to create a recruitment pipeline from Chicago State, which does not have a Geography PhD program and is a minority serving institution. Cordelia has been exploring the sustainability of this program.Jessie Pink (2021-2022)Jesse’s project addressed environmental justice and racism. He used an interdisciplinary approach that tied environmental justice with health inequities. Jesse has been working to highlight the importance of activism and community engagement in solving environmental health issues in vulnerable communities.Qi Huang (2021-2023)Qi worked with CAL Fellow, Hima Rawal, to address international students’ use of mental health services on campus. They hope to build bridges to increase access to and decrease stigma of mental health services. They collaborated with the Office of International Students & Scholars, Counseling and Psychiatric Services, the Trauma Services Training Network, and more to learn more about how these offices support international students. They also interviewed over a dozen international students to deepen their understanding of the concerns and barriers international students have concerning mental health. Using this data and their partnerships, Qi and Hima hope to create a Wellness Ambassador program where selected international students are trained to reach out to other international students to help them learn about mental health services on campus.