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MSU educators are invited to view a workshop about giving meaningful feedback to students. This workshop is open to any educator who is interested in learning about strategies and tools for meaningful feedback.The workshop aims to provide educators with an interdisciplinary space and community to consider ways of providing effective and meaningful feedback to students. The professional development provided will offer peer-to-peer interaction with information and discussion that considers feedback strategies and tools across disciplines. Participants will have the opportunity to learn about strategies and tools for providing feedback to students, exchange ideas about feedback, and practice and implement ideas about feedback for course design, pedagogy, and practice.
 
By participating in this workshop, participants will be able to:
 

Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms) 
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation

 
The Meaningful Feedback Workshop originally took place on February 26, 2021 (synchronously via zoom). 

Topic Area: Online Teaching & Learning
Presented by: Andrew Krause, Tsveta Sendova
Abstract:
We are excited to share the redesigned departmental teaching structure that we implemented during pandemic-forced online teaching. Our department has realigned our teaching efforts into cohesive course-teams, in lieu of traditional independent (coordinated) teaching roles. No longer are individual instructors responsible for specific sections, but instead instructors have a role on a larger team that shares the instructional load. For example, 24 instructors for MTH 132: Calculus 1 worked together in a variety of roles to deliver a cohesive course to 1400 students.
This configuration has important advantages, the three most important being: flexibility, support, and adaptability.
Flexibility: With diverse roles available, each instructor can contribute with their strength -- leading online webinars, small group tutoring, assessment design, video creation, etc.
Support: The large team can support instructors who experience challenges that disrupt their ability to teach (health, family, etc.). It is easy to substitute one or a few teaching roles, rather than an entire ""teacher"".
Adaptability: Having a cohesive ""backbone"" of the course (D2L, materials for students, etc.) makes it possible to rapidly adjust to changing scenarios, such as changing guidance on in-person meetings. It is easy to plug in additional face-to-face meetings as alternatives or enhancements to the online structure.

Topic Area: Student Success
Presented by: Regina Gong, Andrea Bierema, Casey Henley, Rajiv Ranjan, Sadam Issa
Abstract:
Open Educational Resources (OER) are teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. The MSU Libraries’ OER Program was created to address issues of affordability, access, and equity in providing course learning materials for students. Since its launch in the Fall 2019 semester, the OER Program has grown considerably, with 27 courses in 272 sections and 70 instructors utilizing these materials in the Spring 2021 semester. To help support faculty, the OER Award Program was launched as an incentive program for instructors that encourages and supports the use of openly-licensed materials as a pathway to increase student success. You will hear from the first cohort of OER Program awardees and their experience teaching with OER, how it changed their pedagogy, and how it facilitated better student engagement with the course material as they learn remotely during the COVID-19 pandemic.

Topic Area: Online Teaching & Learning
Presented by: Lucy Thompson, Jonathan Weaver, Nathan Baker, Jessica Tschida
Abstract:
Good collaborations are vital in higher education. They promote professional development and, when supported by the institution, help to sustain quality faculty members. However, these collaborations are usually framed around research goals and not undergraduate teaching goals. During the Spring 2021 semester Drs. Thompson (The Great Brit) and Weaver (her U.S. mate) collaborated on a new way of structuring and teaching their two separate and large online Introductory Psychology courses. Additionally, they worked closely with two of their Graduate Teaching Assistants - Nathan Baker and Jessica Tschida - in the preparation and eventual presentation of one week's worth of material to the students in both courses. This information session discusses the approaches, support systems, and co-teaching models that were undertaken to implement "The Great British-U.S. Teach Off" in the Spring Semester of 2021. Drs. Thompson and Weaver will also share the lessons they learned while teaching collaboratively, and how their collaborative teaching efforts supported a quality online undergraduate learning environment for their 750+ students combined across the two courses. Additionally, they will discuss their efforts to integrate and pilot a training model for the promotion and growth of graduate teaching assistants through this collaborative teaching model. Finally, Drs. Thompson and Weaver will offer suggestions for how MSU, and other institutions, can support, assess, and benefit from collaborative and co-teaching models of instruction in higher education.
Session Resources:
Great British-US Teach Off (PDF)

Topic Area: Pandemic Pivot
Presented by: Stefanie Baier, Hima Rawal, Seth Hunt and Rosanne Renauer
Abstract:
When the pandemic hit unexpectedly, it disrupted some of our personal and professional connections, and the unexpected transition to remote teaching and learning changed some of our learning environments. However, not having to convene in certain physical locations offered new opportunities to establish and cultivate connections on an expansive level through a myriad of virtual spaces.
In this presentation, we share one such virtual community, the GTA TLC (Teaching Learning Community), which has afforded GTAs the opportunity to connect across disciplines and physical distance to share best practices, tools, technologies, methods, and ways of effective teaching. The GTA TLC has formed a community that meets bi-weekly and opens the door to whoever wants to connect with their fellow GTAs and any teaching enthusiasts to share, discuss, and reflect on innovative ideas around instruction. Not only has this space leveraged knowledge building but also created friendships across time zones, spaces, disciplines, and diverse backgrounds. The emphasis has been placed on the co-construction of knowledge while enhancing student engagement and student success in different settings from the lens of multiple GTA roles
In this information session, we will showcase excerpts of the best attended sessions including culturally responsive pedagogy, accessibility and technology tools for student engagement, feedback data from participants, and testimonials about the impact and growth of this community. All of these goals have been nested within our overarching theme of well-being that nurtures our GTA TLC, thereby elevating their awareness of students’ needs and holistic well-being.
Session Resources:
TLC During a Pandemic_Stefanie Baier.pdf

Topic Area: Pandemic Pivot
Presented by: Masani Shahnaz, Cassie Dresser-Briggs
Abstract:
The COVID-19 pandemic and subsequent shift to remote teaching posed a unique challenge to courses that included a hands-on or experiential component. Left with a choice, forgo the hands-on components or get creative, we chose to get creative and develop a DIY lab stream feasible and safe for students to experience from home. In addition to sharing the lessons learned during the development and implementation of our remote lab stream (“GoGreen”) and at-home laboratory kits (“SpartanDIYBio”), our roundtable discussion will be an opportunity to collaborate and (1) curate a list of innovative laboratory streams, (2) identify the strengths and address the shortcomings of each stream, and (3) discuss approaches to evaluate the impact of these novel lab streams on student learning. GoGreen: The “GoGreen” remote lab stream was designed for the introductory cell and molecular biology course at Lyman Briggs College. Inspired by a paper in Biochemistry and Molecular Biology Education we created “SpartanDIYBio” kits which allowed students to perform DNA extraction, PCR, and gel electrophoresis from home. Instead of extracting DNA with a series of laboratory-grade reagents, students used household ingredients, such as salt, meat tenderizer, and rubbing alcohol. Instead of using a multi-thousand dollar thermocycler for PCR, they used affordable sous-vide machines to regulate water bath temperatures. Furthermore, student research teams used these supplies to experimentally test a unique research question pertaining to backyard or commercial vegetable production (e.g. one group aimed to detect the presence of bacteria on vegetables packaged in plastic, glass, cardboard, and an eco-friendly alternative - cornhusks).

Topic Area: Online Teaching & Learning
Presented by: Andrea Bierema
Abstract:
I teach flipped-style undergraduate science courses for non-science majors with 100-180 students per section. Each week, students learn basic concepts toward the beginning of the week and later apply those concepts to case studies and other activities. Prior to the pandemic, students worked in teams of 3-5 students during class to apply concepts. So that students did not have to fit synchronous meetings in their schedule every week but still could meet with other students throughout the semester, I changed our assessments to team activities. I used CATME Smarter Teamwork- which MSU has a license- to create the teams. Because I was no longer present during the teamwork component of the course, I added a team charter worksheet. Also, students evaluated their team members on CATME after each team assignment. These evaluations served two purposes: students had a chance to improve their team by providing thoughtful feedback and I used them as evidence for team member participation (and they could provide counter-evidence if they disagreed with their team's evaluations). To ensure that students viewed and thought about the feedback that they received, I added teamwork skills as an objective of the course and created journaling assignments in which students reflected on their evaluations and how they will continue improving their teamwork skills. During this session, I will provide an overview of the teamwork for this class, details on how I used CATME, the team charter worksheet, the journaling assignments, and a summary of the end-of-semester student evaluations of these activities.
Session Resources:
Rating Practice and Teammaker (Document)
Team Charter Worksheet (Document)
Teamwork Journaling (Document)

Topic Area: DEI
Presented by: Caitlin Cornell
Abstract:
In Spring 2020, I designed a 5-week mini-course: Race, Language, and Disability. I taught this course as an honors option for the Immigrants, Minorities, and American Pluralism course in James Madison College in fulfillment of the mentored teaching project for the Interdisciplinary Inquiry and Teaching Fellowship Program. I had designed the course (prior to Spring 2020 remote transition) to be maximally accessible and minimally anxiety-inducing, placing a strong emphasis on student choice in assessment. A purposeful design choice that started as a teaching and learning curiosity became a saving grace during a tumultuous time (we transitioned to remote learning mid-course). The course assessment comprised 4 critical reflections based on course readings and discussion. Not only did students have the choice to complete any 4 reflections from 5 weeks of topics, but they were also able to choose how to complete their reflections. I developed a rubric to assess learning outcomes within the reflections, but left the medium and design of the reflections completely up to students. While most students chose to write traditional essays, some embraced the freedom to choose a medium that spoke to them. I received illustrative videos of poignant art installations, poetry, and interviews that students conducted with their families while they were learning from home. This carefully devised flexibility led to extreme creativity and high engagement with course topics. Based on the perceived and reported effects on active student learning, I will continue offering as much choice in students’ assessment as possible.
Session Resources:
Choice in Assessment (PowerPoint)
Rubric