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1. Review the feedback
You want to ensure students feel their feedback is valuable to you and the course, so keep your students abreast on where you are in the review process. Are you synthesizing data? Noting key themes? Maybe you're working on a way to present the anonymous findings back to your class. Regardless, review the data, share it back, and make a plan for change. 
 
2. Quick Tips on How to Interpret the Data 
Review our article on how to interpret the data. These tips are adapted from the Enhanced Digital Learning Initiative at MSU: Scott Schopieray (CAL), Stephen Thomas (Nat. Sci.) Sarah Wellman (CAL & Broad), Jeremy Van Hof (Broad). Additional sources: Faculty Innovation Center at University of Texas at Austin 
 
3. Discuss with a Colleague 
Review this article on debriefing with peers. 
There is a body of literature that indicates biases are real and problematic in students’ evaluation of teaching. The goal of this mid-semester instrument is not evaluative of the instructor, but instead is focused on feedback surrounding the learning experience. That being said, be aware that a host of factors including (but not limited to) gender, race, and subject matter, stress, and load can lead students to make statements that imprecisely reflect the actual quality of instruction.
We recognize it can be difficult to look past the most impassioned individual feedback and consider all the data holistically, but remember that the “loudest” voice or the longest comments may not reflect the overall feelings of learners. One helpful strategy is to have someone you trust read the comments before you do, then provide you their overall impressions and filter out any inappropriate remarks.  
 
4. Share with students the common themes surfaced in the data
When you collect mid-semester feedback, you are asking your students for feedback. You want to make sure they feel valued and heard, that they have a voice in your class space, and that their input isn’t being collected just “for show.” You should clearly indicate which elements of their feedback you will and will not act on (and why). We know that students who feel empowered and who see their voice reflected in class activities feel more engaged and are more likely to show positive learning outcomes.

Introduction
In an age where technology can help to remove barriers and foster inclusivity, it is still quite common for users to encounter accessibility challenges in the digital space. The ChatGPT platform, while revolutionary in its capabilities, is not exempt from such hurdles. In this article we will discuss some known accessibility issues associated with the ChatGPT tool and its associated support site, and provide suggestions for making the platform more accessible for users with disabilities.
Current Issues and Potential Workarounds
In general, both the ChatGPT tool (chatbot) and associated documentation are accessible to most users, however, the platform does present barriers to users who access digital content using a screen reader, those who navigate using only a keyboard or alternative navigation tools, and users with color related vision issues or low vision.Note: This review lists issues observed as of December 2023. Please comment if you believe specific issues have been addressed and we will update the article as needed.
Both the Chat GPT tool and associated support website were tested against the W3C WCAG 2.0 AA standard in Windows and MacOS using NVDA and Voiceover screen readers and common browsers. The following information details which accessibility barriers were identified, how they may affect users, and some potential workarounds for helping to provide equitable access to the desired functionality.
Login Process
During the login process users are presented with the option to create an account or login using an existing Google, Microsoft, or Apple accounts. There are multiple issues with this process that may present barriers for users.


Issue:
Several elements associated with the login process do not meet minimum contrast requirements which will make the associated text difficult or impossible to read (e.g., elements using light green text on a white background and white text on a light green background).

Who this may affect:
Users with low vision or color related vision issues who rely on high contrast between text and the associated background may find the associated text difficult or even impossible to read.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.


Issue:
  Focus indication for the login and account creation buttons is not sufficient. Some users may not be able to move past the account creation and login area without assistance.

Who this may affect:
Keyboard users who rely on clear and obvious visual indicators to track which element is currently selected when navigating a webpage.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.


Issue:
During the account creation process, password requirements appear after the password creation field. Instructions and requirements for a form field should be presented prior to the user accessing that field. Also, there is no error indication for assistive technology users who enter a password that does not meet minimum requirements. The cursor simply remains in the password field with no feedback for the user. This also occurs if an incorrect password is entered during login.

Who this may affect:
Screen reader users may not be able to move past the account creation and/or login area without assistance.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the account creation and login process. Include password requirements and an explanation of the application’s behavior when the password either does not meet the minimum requirements or is entered incorrectly.
Chatbot User Interface
Some elements within the ChatGPT chatbot user interface make the tool difficult to use and potentially confusing for assistive technology users. Issues we experienced include portions of the screen that cannot be accessed by keyboard-only users and numerous interactive elements that do not include descriptive names/labels causing them to be unusable by screen reader users.


Issue:
Not all buttons contain descriptive labels or information about their purpose or function (e.g., send message button, clipboard, and up/down vote icons).

Who this may affect:
Screen reader users who rely on clearly labelled buttons and interactive elements for navigating and interacting with an application. If a label is not provided or does not describe the purpose of the button or element, that button or element is essentially useless to screen reader users and will block their ability to effectively use the associated application. Example: the “Send Message” button is simply read as “button, group” by screen readers, giving users no indication of its purpose or functionality.

Workaround:
Screen reader users may require assistance navigating the user interface to help learn the functionality of interactive elements when initially using the tool. Consider not requiring the use of unlabeled elements such as the voting buttons.


Issue:
Elements of the main message and reply functionality are not presented in a logical order, a typical workflow would not have replies appearing above the message input box. This layout requires users to navigate back up the page to interact with chatbot replies/answers. There is no indication to assistive technology users that replies/answers have been generated or that they appear above the message input field.

Who this may affect:
Screen reader users require notification when information on a page is changed, when that change is complete, and where the new information is located. Lack of notification about when reply generation is complete and how to access the replies will make the tool difficult to use without assistance.

Workaround:
Screen reader users may require assistance navigating the user interface to help learn the main workflow and how to navigate the message and reply when initially using the tool. Consider providing documentation detailing the chatbot message and reply window to help assistive technology users more effectively use the tool.


Issue:
Under user account Settings and Custom Instructions some of the associated pop-up windows are not read in a meaning sequence (e.g., the Custom Instructions pop-up opens with focus on the “Ok” button and no indication that there is text/information above that button). These windows also contain unlabeled buttons (e.g., buttons used to close the pop-up windows).

Who this may affect:
Screen reader users rely on information being presented in a logical order. When a new window is opened the screen reader software should be told to start reading from the top of the new content, not set to a button or element at the bottom of the window. Also, lack of descriptive labels on buttons used to close the pop-up windows may prevent users from exiting the Settings windows.

Workaround:
Screen reader users may require assistance navigating the account related tool windows. Consider providing documentation detailing the Settings and Custom Instructions windows.
 
The Impact on Users
Barriers to access limit a platform’s usability for a wide variety of users. All students deserve equal access to information and opportunities, inaccessible technology widens the digital divide and hinders the ability of users to fully participate in online conversations and access valuable resources. 
The Importance of Accessibility
Addressing accessibility concerns is not just a matter of compliance; it is a moral and ethical imperative. Inclusivity should be at the core of technological advancements. As we work to provide the best possible learning experience for our students, we must ensure that no one is excluded or left behind. By acknowledging and actively working to overcome accessibility challenges we can create a more equitable and inclusive online space and experience for all users.

When considering anti-oppressive classrooms (learning environments where all forms of oppression are actively and intentionally challenged) it is important to consider instructor identity (specifically that how you employ your identity can empower and/or oppress students). We use the word anti-oppression because it specifically targets unjust treatment in learning environments. We may often think of an example of oppression in the classroom as a blatant act, such as a student using overtly racist language. However, when you think of oppression in the classroom we want you to include subtle forms of oppression in your definition – such as students interrupting one another. We introduced a 4-step process of self-reflection on your identity, which we put forth as necessary to create and maintain anti-oppressive learning environments. In this card, we want to continue the journey on inclusive, anti-oppressive learning environments, but with a focus on student identities.
 
Four Questions to Begin the Journey

Are you aware of all student identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?

Answering this question is the first step toward a non-oppressive classroom in that you become aware of the student identity statuses so that you can begin to understand their meaning and how they intersect.
 
Suggestions:
Administer a survey before the start of the term (where you could, for instance, allow students the opportunity to share about their cultural background, make you aware of preferred nicknames or pronouns, etc.). Have students record how they pronounce their names for a pre-semester D2L assignment
 

Have you acknowledged/do you understand what student identities mean to students?

Answering this question allows you to understand who students are, so that you can begin to address the privileges (or lack thereof) associated with student identity statuses.
 
Suggestions:
Establish discussion guidelines with communication norms and expectations. Facilitate discussions and assignments    that allow students to relate course material to their experiences.
 

Have you accepted the privileges (or lack thereof) that comes with student identities?

Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting student identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that students can embody their identities in a true and authentic way.
 
Suggestions:
Recognize unfair treatment when it surfaces. Have open and honest dialogue with the students regarding privilege and oppression
 

Do you actively engage student identities within your teaching?

How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted all student identity statuses, you must critically consider what actions you can take to address privilege (or lack thereof) in the classroom.
 
Suggestions:
Provide a variety of course material, references, and examples that reflects all of the student identities. Use Identity-specific or targeted activities, like the “Class Race.”

At this point, most educators have likely heard about “inclusive classrooms.” We want you to consider an alternative perspective about how you can make classrooms places where all students feel seen and heard. This perspective – that of “anti-oppression” – rather than inclusivity or diversity – will help you understand the role instructors play in creating classroom environments in which some students are oppressed and others are privileged. We recommend this lens because it focuses on the systems in which oppression operates rather than on differences themselves. Individuals differences can too often be used by educators (consciously or unconsciously) to privilege or oppress those they are teaching. Anti-oppression in the classroom begins with you. 
 
What is an Anti-Oppressive Classroom?
Anti-oppressive classrooms are those in which all forms of oppression are actively and intentionally challenged. Anti-oppressive classrooms attempt to directly address issues of power toward the fullest recognition of all individuals. As instructors, we have considerable power/influence over the classroom environment. How we assume that role and use that power will determine the boundaries and expectations for a non-oppressive classroom. As the instructor, you set the parameters. Your students will either be empowered or oppressed as a result of how you employ your identity in the classroom. This is why it’s important to begin the process towards an anti-oppressive classroom by reflecting on elements of your own identity.
 
Authentic self-reflection may not be easy, but is required if you commit to a non-oppressive classroom. This is a process…it involves steps. We can only start from who and where we are. To help you start your journey, we provide four questions to engage you in intentional thought towards becoming mindful of your identity.
 
Four Questions to Begin the Journey
 

Are you aware of your identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?

Answering this question is the first step toward a non-oppressive classroom in that you become aware of your identity statuses so that you can understand their meaning and how they intersect. (For instance, you’re not only Latino or White …you’re a [Latino or White], heterosexual, cisgender (insert other identity statuses here) male.)
 

Have you acknowledged/do you understand what those identities mean to you? For instance, do you know what it means to be white racially if you identify as racially white? Answering this question allows you to understand who you are, so that you can begin to address the privileges (or lack thereof) associated with your identity statuses.

 

Have you accepted the privileges (or lack thereof) that comes with your identity? Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting your identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that you can embody your identity in a true and authentic way.

 

Do you actively engage your identity within your teaching? How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted your identity statuses, you must critically consider what actions you can take to address your privilege (or lack thereof) in the classroom.

Enhanced Digital Learning Initiative (EDLI)
The Enhanced Digital Learning Initiative (EDLI) is a collaborative effort of digital pedagogy experts from the College of Arts & Letters, the Eli Broad College of Business, the College of Natural Science, working closely with collaborators in MSU Information Technology and MSU Libraries.Our mission is to humanize the digital learning experience and use a values-driven approach to develop and evaluate digital pedagogies and technologies for 21st-century learning. We help build high-quality, digitally-enhanced teaching and learning experiences by focusing on meaningful assessment of learning, student interaction and group work, and learning by doing.What we do:
The Enhanced Digital Learning Initiative (EDLI) is a collaboration of educators in the Colleges of Arts and Letters, Business and Natural Science, MSU Libraries, and MSU IT. Our mission is to humanize the digital learning experience and use a values-driven approach to develop and evaluate digital pedagogies and technologies for 21st-century learning. 
EDLI’s efforts are at the intersection of pedagogy, technology, and content knowledge. In working in that space, EDLI brokers relationships between students, faculty and administration. This empowers EDLI to do applied work, conducting Research, Evaluation, and Implementation guidance for educational technology and tech-infused pedagogy.
Services Provided:

Primarily supports the Colleges of Arts & Letters, Natural Science, and Broad College of Business​
Implementing new pedagogical or digital tools in the classroom​
Designing, implementing, analyzing, and publishing action research or scholarship of teaching and       learning projects​
Mid-semester course feedback collection and analysis​
Internal and external grants with classroom research components​
Quality matters course reviews and pre-review consults

Website: https://edli.msu.edu/Contact Usedli.team@msu.edu

Photo by William Iven on Unsplash
 
What is active learning?
When visualizing a “traditional” college classroom, what often comes to mind is a room filled with students being lectured to by an instructor. Although some students have come to expect this type of model, the majority of students prefer (or may come to prefer) opportunities in class to discuss, test, or apply their knowledge. Through the incorporation of active learning strategies, a shift in learning occurs; classrooms shift from instructor-centered environments to student-centered ones, with students now more engaged with the material.
 
This process can occur in many different ways, and thus, active learning can also take on a variety of forms, some of which may be more feasible in specific teaching environments. According to Bonwell and Eison (1991), who popularized the idea of active learning, there are certain characteristics of active learning, including more involvement and engagement from students, a greater emphasis on skill development, and increased participating in higher orders of thinking (applying, analyzing, evaluating, creating) instead of memorization and recall. Overall, these types of strategies have led to a “better and deeper understanding of the material and the development of learning skills that extend beyond the subject matter at hand and into lifelong learning” (Hettler 2015). Clearly, these strategies are beneficial to students; however, there has still yet to be a complete redesign of college classrooms, mostly due to administrative and logistical roadblocks.
 
Strategies:
“Bookending”
One simple method is to frame brief lectures (10-15 minutes) by short periods of discussion (3-5 minutes), usually by providing the students with some type of discussion-based question. By breaking up the class, students are able to evaluate their knowledge. Questions can be complex, or could follow a multiple-choice format, but they need to be thought-provoking and discussion worthy.
 
Think-Pair-Share
In this method, after a question is posed, students individually work through the problem, then pair with neighboring student(s) to discuss, then these groups share their answer with the class. Discussion can then occur at the classroom level, with multiple groups sharing and discussing their solutions.
 
Formative Assessment
By interrupting lecture to ask a question, not only can you determine if you have been effective in teaching, you can also use the opportunity for further discussion, if needed. Technology, such as clickers, are helpful in this measure, as it provides instant feedback, as well as anonymity. If it is clear students know the answer to the question, you may move on to a new idea, while if students appear to be struggling, you may need to revisit that topic or use the opportunity for student discussion.
 
Problem-Based Learning & Case Studies
Finally, methods of problem-based learning, such as case studies provide a way for students to apply their knowledge to real-life situations. With these types of exercises, students engage in more active, as opposed to passive, learning where they can apply their knowledge with the help of others in the class. Not only does this encourage group skills, but it allows students to think about things in ways they may have not otherwise.
 
Further Reading

Allen, Deborah, and Kimberly Tanner (2005) Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. Cell Biology Education 4:262-268.
Bonwell, Charles C., and James A. Eison (1991) Active learning: Creative excitement in the classroom. ASHE-ERIC Higher Education Reports.
Hettler, Paul L. (2015) Active learning in economics: increasing student engagement, excitement and success. International Advances in Economic Research 21(4):357.

Thinking about how to improve your educator practice, tapping in to expertise on campus, or engaging with high-impact peers can feel intimidating. Here are a few etiquette tips to accompany Peer-Educator Dialogue Guide and Protocol.

Remember, peer-educator dialogues can be initiated for multiple reasons including: an instructor-educator looking for peer-educator feedback on a learning session observation, OR a peer-educator looking to observe a peer-educator employ a practice they'd like to incorporate/improve

Regardless, avoid engaging in a learning-expereince as a peer-educator during the first two or three weeks of a semester. 


Before going to observe the class, check with the instructor-educator to see if they would like to meet with you in advance. It helps to find out in advance about the class you will be engaging with— what the course is designed to do, what level the students are at, what the teacher is planning to do in the specific class to be observed and why. This could help you to make more sense of what it is that goes on in the learning-expereince. 

note: if you cannot meet to have this conversation due to the complex nature of schedules, it is recommended that you asynchronously ammend the Peer-Educator Dialogue Guide to ensure the engagement meets goals all around.


Double-check with the instructor-educator prior to the engagement on:

where you sit in the classroom. Many educators may not care where you sit, as long as it doesn’t interfere with instruction, but some may have preferences.

If you didn’t have a chance to meet prior to the observation, ask the instructor-educator when you arrive.


whether or not it’s all right to move around from group to group during group-work activities.
whether or not you are going to participate in activities or just observe. (Generally speaking, it’s  preferable not to participate while doing an observation. When the purpose is to observe instructor-educator, it makes more sense to focus your attention on that task.)


Arrive on time, or early — arriving late is always an interruption. And stay throughout the entire class period. Getting up and leaving early is also an interruption.
No matter how non-threatening and cooperative the peer-educator may be, learning-session observations are a necessary imposition (but an imposition nonetheless). As peer-educators, it’s good to keep this in mind when observing and let it guide your actions.

Also keep in mind that the observation should be a positive experience for both the peer-educator and the instructor-educator. Ideally, both educators will learn something as a result of the observation.


When the learning-experience ends, thank the instructor-educator (and, if possible, the learners) for inviting/allowing you to observe them.
Debriefing should be done as soon as is feasible after the class session, while the events are still fresh in mind.
In general, if you have concerns, you can ask questions to clarify some things that happened in the class

“I’m very interested in learning more about XXXX. Could you explain why you set up the XXXX activity the way you did?”
“How do you think it went?” 
The instructor-educator may have planned something that they thought was going to work marvelously, but didn’t... Or, if they noticed that it didn’t work, they may ask you for your ideas about how it could have been more effective. 


Keep in mind how you would feel if you were the one being observed, and what kinds of feedback would be most useful to you.
If you notice a number of areas where the learning-expereince could be enhanced, try not to overwhelm the instructor-educator with suggestions; limit your feedback to the areas where they are seeking feedback, or perhaps those points that seem most immediately important to address.
Share your notes and onservations from the Peer-Educator Dialogue Guide and Protocol with ONLY the instructor-educator. This practice is purely a itterative dialogue amongst peers, NOT an evaluative report to be shared with administratiors. What an instructor-educator chooses to do with your notes is up to them.

This list has been adapted from the University of Hawai'i, English Language Institute "Guidelines and Etiquette for Observers".Photo by Dom Fou on Unsplash 

There has been a lot happening in the world- in addition to my world- and navigating these happenings has felt heavy at times. From institutional changes to caregiving responsibilities, I feel like I’ve been spinning a lot of plates (and each plate is full). Wanting to do and give my best to my work, my family, and my community, while the impacts of invisible disability knock regularly at my door… this has been an exceptionally tough “season”.
Throughout it all, I’ve found that thinking of my life and all the ways I engage in/with it as tied to a collection core guiding principles and values. Starting by identifying what these were for me, and moving to what they look like in practice personally and professionally, has helped me scope my expectations for myself, how I decide to (or not to) take on new projects, and how to measure success. I’m trying hard to move away from thinking about my “performance” and productivity (grounded in capitalism) towards a day-to-day where I’m bringing my whole authentic personhood to the spaces in which I’m invited or have access. This is a snapshot of three of the ideas guiding me in this effort… centering these are what “help me sleep at night” (as my therapist says).
Trust:
I know from my doctoral research, that trust is a key characteristic of groups coming to a place of shared communal wisdom. I also know that my perspectives on trust have shifted as I’ve faced relational trauma and toxic environments, while coming into my own as a parent of two kiddos. I don’t give trust as freely as I used to, and don’t expect others to either… instead I’ve moved toward relational reciprocity. I now understand trust as something to be cultivated and maintained. It takes work, just like most aspects of relationships, but the work is worthwhile.
According to the Center for Creative Leadership research (2017), all components of trust constitute a core need we have as humans; trusting in ourselves, being trusted, and trusting those around us.  When present in a team, trust stiches together buy-in around group purpose, goals, and objectives, creating a fabric of collaboration and empowerment. To build (and sustain) this kind of trust, it is crucial to provide meaningful opportunities for folx to connect with one another on a human level. Just as crucial is the understanding that there will be times when trust is compromised, and rebuilding is necessary (after all we’re all human).
Care:
Depending on who I’m talking to, “care” can look very different. To my kids, care looks like “keeping us safe and healthy” (what they know is my “#1 job”) where to my colleagues and collaborators, care is very different. Regardless of who – acting with care requires one to actively listen (listening to understand rather that just respond). Care often requires time and definitely establishment of welcoming spaces. Care is community. Care is compassion + action, letting humanity drive the way we exist and operate with and amongst one another. We should consider approaching all with a commitment to caring; ourselves and others.
Dr. Catherine Denial, author of “A Pedagogy of Kindness” (2024), very eloquently captures what I’ve come to know and experience (if only I had read her book first). “Our access to care—even self-care—is knowingly limited by people who understand their privileges to be dependent upon denying others the material, emotional, social, and spiritual space they need. In the academy this is reflected in matters like the move to contingency; in the loss of lines in departments and programs that ask hard questions about equity and inclusion (like gender and women’s studies, Latinx studies, and African American studies); and in tolerance of sexual harassment, abuse, and assault” (p17).
Congruence:
Growing up, I heard relatives regularly pick up the phrase “they talk the talk but do they walk the walk” to point out the way what a person says aligns with how they act. Now whether they picked the phrase up from casual conversation or the movie Apocalypse Now, I came to understand that “walking the walk” was the most important part of the phrase from an onlooker (or impacted persons’) perspective. Congruence in my practice means that I am doing what I say I’ll do, that my actions are in alignment with what I say is important to me, that (going back to my opening of this piece) I can sleep at night knowing that I showed up in ways I’ve promised to my community.
Congruence is one of the seven “C’s” of the Social Change Model for Leadership Development. In “Leadership for a Better World” authors Komives and Wagner, with associate Shalka (2017), note that “The ability for individuals to live their lives from places of personal truth [congruence] can bring comfort and strength” (p69) and that “To be a person of Congruence requires dedication and courage. Congruence demands that leaders commit to a process of frequent evaluation and refinement of their intentions, actions, and motives” (p79).     
All in all, as you may have gathered, these three guiding principles are interconnected in a way that is quite challenging to parse out in my daily life. Despite that, the work of self-reflection, of naming these things and how they influence the way I keep the plates spinning and my heart beating, has proven to be an extremely valuable practice in my life as an educator, as a colleague, and as a human.
Photo by Charlie Firth on Unsplash