We found 112 results that contain "masking matters"

What you need to know

All individuals are required to wear masks indoors in all campus buildings and other MSU facilities in East Lansing and throughout the state. This requirement will be in place for at least the first weeks of the fall semester.
All students, faculty and staff are required to be vaccinated against COVID-19 with an FDA-authorized or WHO-approved vaccine (at least first dose) by Aug. 31. Limited exemptions for medical or religious reasons will be provided. If you are looking for a vaccine provider, start at Vaccines.gov.
All employees who have been working remotely should continue doing so until told otherwise by their supervisor.
Human Resources keeps an updated FAQ website for employees as well as resources for returning to work.


Use these links to jump to a specific section of the HR resources:

Health and Safety
Staffing
Student Employees
Compensation and Benefits
HR Processes
Faculty and Academic Staff Hiring Modifications
Support Staff Hiring Modifications
Professional Development - Remote Opportunities
Unemployment Information




With more students returning this fall, we expect that people who have student-, faculty- or public-facing roles will be returning to in-person positions in some capacity.  
Remember you can always visit MSU's Together We Will site for university-wide COVID-19 related information. The Together We Will FAQ has answers to the most commonly asked questions about our return to work and is updated daily. Together We Will - COVID Directives provides a high-level overview of the most up-to-date expectations around face coverings, vaccinations, personal hygiene, and self-monitoring. 

Support Resources for Employees
MSU staff, faculty, graduate student assistants and retirees (and the spouses and partners and benefits-eligible children of these people) have access to the MSU Employee Assistance Program, which at the moment is providing all of its counseling sessions over the phone or videoconferencing via Zoom. Please call 517-355-4506 to set up an appointment.
Employees also can still access MSU Health4U via videoconferencing. 
International faculty, staff and visiting scholars can contact the Office of International Students and Scholars (OISS) for assistance.
The WorkLife Office is working with return to campus committees to help us figure out how to know what work must be done on campus, and what work might be done remotely. That will help identify those employees who need to return to campus. Find resources related to flexible work arrangements here.  
The Wellbeing at Work guide provides evidence-based best practices to recruit and retain high-quality candidates and create healthier workplaces and teams, as we take care of our well-being and the well-being of each other. It is a tool to use from any position when thinking about strengthening a team or a unit.
Other resources for caregivers and parents include:

Care.com/msu: Find trusted care providers. MSU faculty and staff can get free access to search for childcare, special needs care, tutoring help, private lessons, housekeeping, pet care and more. Learn how to get free access
Dependent Care Support 40 hours or 5 days of childcare support during working hours per year July 1-June 30 either in-home or center-based. In-home services are covered throughout Michigan as available. In-home care is $7 per hour, center-based is free at Bailey Preschool and Childcare Center as available. Booking as far ahead of time as possible is best. This benefit is available while funds last. We currently have funds available.
Creating a Quaranteam guide will assist those families needing to or looking to create a pod of online learners.
The MSU WorkLife Office offers one on one consultations to brainstorm and consult on childcare-related issues. More information about supporting parents and caregivers can be found here.

TOGETHER AGAIN on CAMPUS
IPF has worked diligently to prepare campus workspaces and buildings as more faculty, staff and students return

This checklist will help staff returning to campus review their workspaces and request service if needed.
Please submit service requests online.  Urgent and time-sensitive matters can be handled by calling Contact IPF at 517-353-1760.

Workplace Cleaning Expectations: We're committed to providing a safe, healthy environment for research and education. Detailed cleaning levels are available at our Custodial service level page. Find details related to classrooms, restrooms, and more at our Custodial Services page.
Air Circulation Frequent Questions: We carefully monitor and follow guidance from the CDC, OSHA and other organizations regarding optimal building ventilation and air filtration. Learn more at our informational page about COVID and HVAC frequently asked questions.

Here is a syllabus template that 1) meets MSU requirements as of 2023, 2) is accessible for online documents, 3) meets or describes how to meet most Quality Matters rubric criteria, and 4) encourages an inclusive and welcoming class. This includes a thorough list of student resources, statements that reduce the hidden curriculum (such as describing the purpose of office hours), and notes that continually encourage students to seek assistance from the instructor or resources.This template was developed for the Center for Integrative Studies in General Science (CISGS), College of Natural Science, but most of it is appropriate for other departments. The CISGS-specific aspects are highlighted in green (or search for CISGS in the file) and therefore can be easily removed. The template begins with an introduction to instructors so that you can learn more about the development of the syllabus. It was developed summer 2023 and is periodically updated- if you notice any issues (e.g., broken URL links), then please contact Andrea Bierema (abierema@msu.edu). To see any updates since last you looked at the template, once in the file, click "File," click "version history," select any version dates since last you looked at the file, and turn on "show changes."Check out the syllabus template, use whatever information you find useful, or start from the beginning by downloading and editing the template for your class!Featured Image: curriculum by Candy Design from <a href="https://thenounproject.com/browse/icons/term/curriculum/" target="_blank" title="curriculum Icons">Noun Project</a> (CC BY 3.0)

The following is a list of educator professional development tools, resources, and supports at MSU. This collection is just that, a sampling of offerings aimed at providing anyone who supports student success by contributing to the teaching and learning mission with a place to start when they're looking for ongoing opportunities for growth outside of the #iteachmsu Commons. 
 

SOIREE: The SOIREE (Spartan Online Instructional Readiness Educational Experience) workshop was created to help you better prepare to teach online. You will learn online pedagogical principles and develop proficiency with a variety of technologies. You can check out SOIREE for more information. (Fall programming TBD)
ASPIRE: The ASPIRE (Asynchronous Program for Instructional Readiness) workshop was created to help you better prepare to teach online. ASPIRE is entirely self-paced and will guide you through the processes and issues you'll need to address in order to develop an online version of your course. You can check out ASPIRE for more information, including enrolling in ASPIRE.
The College of Education’s Mini-MOOC on Remote Teaching: The Master of Arts in Educational Technology Program (MAET) at Michigan State University is honored to support the amazing work that educators are doing around the world as they transition to a range of remote teaching contexts. You can check out CED Mini-MOOC for more information, including enrolling in the Mini-MOOC.
#iteachmsu: You teach MSU. A wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find short posts, blog-like articles, curated playlists, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
Teaching and Learning Bootcamp: The Teaching and Learning Boot Camp is offered to bring together educators new to MSU from across campus to explore and exchange ideas about quality and inclusive teaching, as well as find community among the large group of people who are engaged in the important work of creating the best learning environments possible for our students. The focus is to assist educators in developing practical materials that are needed for immediate use in their teaching and to best prepare them for their courses and work with students. For more information, check out Teaching & Learning Bootcamp.
Accessible Learning Conference: For the last five years, the Accessible Learning Conference has provided a forum for students, educators, community members and leaders to connect, share knowledge, and foster innovation in accessibility in higher education. You can check out the Accessible Learning Conference for more information.
MSU Dialogues: MSU Dialogues is an intergroup dialogue program for students, faculty and staff at Michigan State. It is a face-to-face learning experience that brings together people from different identity groups over a sustained period of time to: understand our commonalities and differences; examine the nature and impact of societal inequalities; explore ways of working together toward greater equity and justice; prepare individuals to live, work, and lead in a complex, diverse stratified society. Go to MSU Dialogues on Race, Religion, or Gender for more information.
Course Review Process: Quality Matters (QM) is a nationally recognized, faculty-centered, peer review process designed to certify the quality of online courses and online components. MSU purchased a campus subscription to the QM Rubric to assist faculty and instructors in creating quality courses that will improve online education and student learning. For more information on getting started with peer course review and Quality Matters at MSU, please visit MSU SpartanQM Webpage.
Alternative assessment/Online exam workshops: These workshops ran live in 2020 and provided information and examples of designing online exams and assessing students with alternative assessments beyond exams. Recordings of the workshops can be accessed asynchronously via #iteachmsu Commons. 
Learning Communities: Learning Communities provide safe and supportive spaces for complicated conversations about curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Academic Advancement Network. Learning Communities at MSU are free to select their own topics and determine the structures that best support their inquiries. Accordingly, communities tend to vary greatly in their practices, interests, and agendas. All communities, however, share three things in common: they meet monthly across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline. Please go to Learning Communities (AAN) or Learning Communities (#iteachmsu) for more information.
Cohort programs: Lilly Fellowship - The program is intended to advance the University’s continuing efforts to support excellence in teaching and learning. The program supports a cohort of six faculty or academic specialists at all ranks with at least five years of service to the institution. The Program also provides an opportunity for Fellows to expand relationships and collaborative engagement with peers and colleagues within their own college and across the University. The program is supported by matching grants from AAN and the Fellows’ departments and/or colleges. The goal is to develop academic leaders who will guide the University into the near future with regard to learning, teaching, and educational programming. Participants are expected to focus their work on a project of their choosing that will make a substantial contribution to a unit’s educational efforts. The unit can be a program or a department, but it can also be a college or a University unit or initiative. Using the proposed project as a foundation, participants will also learn leadership concepts and models, build specific skills, learn more about how the University works, and practice what they learn through the activities of their project and small group mentoring and coaching. Adams Academy - The Walter & Pauline Adams Academy of Instructional Excellence and Innovation is named in honor of former MSU President Walter Adams and his wife and MSU faculty member emerita, Pauline Adams, in recognition of their sustained commitments to promote instructional excellence. The program brings together a cross-disciplinary group of faculty and academic staff for a year-long fellowship focused on teaching and learning. Adams Academy Fellows explore the literature on effective university teaching and learning practices and consider how this robust body of research can be used to guide instructional decisions in the courses they teach. Participants learn from and contribute to a community of teacher-scholars committed to excellence in teaching and learning.
Technology and Tools: IT Services offers many different resources to support teaching and learning efforts. For more information, check out Tech and Tools workshops from IT.
MSU Libraries Workshops: MSU Library & Archives provides a series of events, seminars and workshops on a wide variety of topics including but not limited to: Mendeley, data management, 3D models, special collections, distinguished lectures, Zotero, geocoding and more. Go to MSU Library Workshops for more.
The Graduate Teaching Assistant Institute: The New Teaching Assistant Institute is a university-wide orientation for graduate teaching assistants, in partnership with academic and support units on campus. It is up to departments to decide to require or recommend that their students attend this program (*graduate students should ask their graduate program directors if they are unsure about participating). All attendees must register and are expected to attend the entire day. Go to Graduate Teaching Assistant Institute for more information.
Certification in College Teaching: The Michigan State University Certification in College Teaching program is an initiative of The Graduate School, in partnership with departments and colleges. The program is designed to help graduate students organize and develop their teaching experience in a systematic and thoughtful way. Program participants partake in a series of workshops, enroll in a graduate course devoted to teaching in higher education, engage in a mentored teaching experience with a faculty member and develop a teaching portfolio to highlight, organize and reflect upon their teaching experiences. Upon completion of the program, students receive an MSU Certificate in College Teaching and the accomplishment is noted on their transcript. Visit Certification in College Teaching for more information. 

Topic Area: Student Success
Presented by: Jackie Heymann
Abstract:
This workshop will engage participants in critically reflecting on their classroom and co-curricular spaces, the neurotypical "norms" expected of students within those spaces, and the additional challenges experienced by neurodivergent students when those norms are enforced. Then, using the framework of the social and the social justice models of disability, participants will identify tangible action steps they can take to create spaces that are more welcoming of neurodivergent students.
Session Resources:
Presentation Slides (pptx)
ADHD & Autism Communication Learning Resources
ADHD

ADHD & Conversations: (Sandra, @theADHDgoodlife on IG)
ADHD & Masking: (Sandra, @theADHDgoodlife on IG)
ADHD Mind (Zoe, @ADHDactually on IG)
ADHD & Conversations (Zoe, @ADHDactually on IG)
Smilges, J. (2020). Bad Listeners. Retrieved from: https://cfshrc.org/article/bad-listeners

Autism

Tee on masking (Tee, @unmasked on IG)
Tee on autism and auditory processing disorder (Tee, @unmasked on IG)
On language and talking "professionally"(@autistictic on Twitter)
Eiza Wolfe on masking (@eizawolfe on TikTok)
Eiza Wolfe on neurodivergent listening (@autistictic on Twitter)
Brown, L. (2018). The Neurodiversity Movement Needs its Shoes Off and Fists Up. Retrieved from: https://www.autistichoya.com/2018/10/neurodiversity-needs-shoes-off-fists-up.html

Additional folks to learn from:

Cole (@semispeaking on Twitter)
Lydia X.Z. Brown (@autistichoya on Twitter)
Sandra (@theADHDgoodlife on Instagram)
Jess Rauchberg (@disabledpHd on Twitter)
Autistic Self Advocacy Network (@autselfadvocacy on Twitter)
Black Disability Collective (@blackdisability on Twitter)

Q: What is a Hybrid Classroom? 
A: Hybrid classrooms are specific classrooms located throughout campus that are optimized for simultaneous in-person and online instruction. These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.  
Compatibility with Zoom is a top priority in the hybrid classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.  
Q: How will I know if my classroom has Hybrid technology in it? 
A: The Office of the Registrar is working to ensure all classrooms where faculty have indicated Hybrid as their teaching modality to be placed in a room with Hybrid technology. MSU IT and the Office of Planning and Budgets is working to update 25 Live with Hybrid classroom features. 25 Live is located on the web at: https://25live.collegenet.com/pro/msu 
Q: How do I use Zoom with a Hybrid Classroom? 
A: Hybrid classrooms have integrated cameras. These cameras work with Zoom and feature the ability to pan, tilt and zoom. Users will be able to set their own pre-sets on the cameras. Rooms will also feature built-in echo cancelation so students not in the classroom can ask or answer any questions. Specific instructions are still being developed and will posted to several different websites including tech.msu.edu. 
Q: Where can I learn more about Zoom and how to set it up for my class? 
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html Instructors who need additional help can contact the MSU IT service desk to be routed to an instructional designer who may be of assistance.  
Q: How do I get Support? Will it be in person? 
A: Please call the MSU IT service desk at 517-432-6200, for those requiring immediate assistance a classroom technology technician will be dispatched to your classroom. For questions about classroom technology that do not require immediate assistance visit https://tech.msu.edu/support or call 517-432-6200. 
Q: I have a question about D2L? 
A: MSU IT can assist with questions regarding D2L and other classroom technology tools, please contact the MSU IT service desk at 517-432-6200 
Q: How will instructions be provided? 
A: MSU IT is creating and producing content designed to show faculty how to use different parts of classroom technology. Content will be made available at https://spartanslearn.msu.edu.  Faculty wishing to schedule 1 on 1 training regarding classroom technology can contact the MSU IT service desk at 517-432-6200 or go to https://tech.msu.edu/support. 
Q: Will each classroom be cleaned between classes? 
A: Current guidance has classrooms scheduled to be cleaned daily with a focus on cleaning high touch surfaces more frequently. Cleaning will be provided by IPF or RHS depending on location.  
Q: If I wear a mask while lecturing will anyone hear me? 
A: The use of mask and an appropriately located microphone will provide the needed amplification for those in the room and remotely to hear you. The use of a microphone is highly encouraged in all classrooms regardless of teaching modality. If teaching and using Zoom or similar technology the use of a microphone is required and will allow students participating remotely to hear you. 
Q: How do I share my screen on zoom?  
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html  
Q: I need an electronic whiteboard program/application, what can I use? 
A: Zoom has a built-in whiteboard application that can be accessed, by clicking share screen and selecting whiteboard. Many classrooms have touch enabled Dell monitors which permit annotation with a finger or stylus. This annotation feature is available with other applications such as the Microsoft Office 365 suite.  
Q: Can I play a video over Zoom? 
 A: While this is possible, some users with slower internet connections may experience issues with choppy or slow video. If possible, videos shown during class should be made available through a link prior to any class discussions or assignments.  
Q: I would like to get advanced training on using Zoom in the classroom. How do I schedule something? 
A: Please contact the MSU IT Service Desk at 517-432-6200 to have your request routed to the proper team for additional help or visit https://tech.msu.edu/support .  Video content regarding the use of zoom is also available at: https://spartanslearn.msu.edu/tech-training/zoom/index.html 

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

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

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

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


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

Jazzing Up Your Course Using D2L Templates


Select ‘Create a File’ (See below)

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

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

Tips when using Competencies
What are competencies?
Competencies help track information about the knowledge, skills and abilities learners acquire as they participate in courses or other learning experiences. Competencies are an inventory of skills and knowledge, rather than measures of how good learners are at something.
 
Why use competencies.
Use the Competencies tool to create competency structures to help you assess users' learning outcomes and determine if they have acquired the intended knowledge, skills, and abilities from a learning experience. The transparency and accountability of competency structures have an advantage over traditional grading mechanisms, because they do not mask gaps in learning with general, overall grade averages. 
 
Implementation
A competency structure is a hierarchy composed of three basic elements: 

Competencies 
Learning objectives 
Activities

You can create multiple activities, learning objectives, and competencies within a competency structure.
Create learning objective statements that are directly measurable through related activities.
 
Activities are the only elements that can be graded in a competency structure. You can use existing tools in the Learning Environment to create activities.
 
Who might use competencies in their D2L course?
Any instructor who has a need to match a student’s learning outcomes with a prescribed set of institutional competency requirements or standards.
 
Where can you place competencies within D2L?
If you create a competency structure as part of a course offering, it is accessible only within that course offering. For example, you can create a competency to represent the entire course, learning objectives to represent specific units, and associate activities to each unit. 
You can create competency structures inside org units such as departments, semesters, and the organization to track users’ achievements beyond a course offering. You can also share these competency structures with multiple course offerings and evaluate the competencies and learning objectives within specific child org units. This enables users to complete the competency in stages over time, working on different learning objectives within different courses.
 
Acknowledgments and Additional Resources

Curriculum Mapping Solution, Michael Moore, MSCIS, Dawn MacDonald, M. Math Michigan State University | D2L
Competency-Base Learning, education reimagined
A Curriculum Review and Mapping Process, American Journal of Pharmaceutical Education.
The Instructor’s Guide to Course Development & Facilitation, Minnesota State University Moorhead.

 
 

Cornell University's "Getting Started with Managing Classroom Conflict" guide is a rich resource detailing how to navigate contentious situations in a classroom. One tip on that guide is to practice SOAR: Stop, Observe, Assess, and React. That guide does not elaborate on what implementing the SOAR technique look like in a classroom; here are my thoughts on what an educator might to do practice SOAR during a contentious classroom moment at MSU.Stop - Before speaking, pause to consider your physical, emotional, and intellectual position in the classroom. Consider the diversity of viewpoints among the students. Rarely will any classroom situation require immediate action. Taking even a brief moment to slow down helps to convey a sense of calm and purpose in any actions you do take.Observe - Take in the entirety of the classroom environment, including the posture and attentiveness of all the students. Make a mental note of the physical environment, should you need to usher students aside or guide students out of the space. Quickly determine where the agitation is in the room; sometimes students not directly involved in a conflict might react in unexpected ways. Use this moment of observation to evaluate what students you need to address directly.Assess - Determine if a response is merited in the immediate classroom setting. If possible diffuse the situation and address it with individuals outside of the classroom at a later time. Your goal in moments of conflict should not be to win an argument. Seek to understand and to be calm, modeling for students what civil discourse looks like. React - If immediate action is needed, state clearly that threats, violence, and harmful actions will not be tolerated.

Contact MSU DPPS if there are signs of imminent harm, violent threats, or weapons, or ask a responsible bystander to do so:

Emergencies: Call or Text 9-1-1
Non-Emergencies: Call 517-355-2221


If students are in a physical altercation with each other, use a strong, loud voice to say STOP. Often that verbal cue can be enough to cause beligerents to realise they need to redirect their emotions. Do not enter into an altercation yourself. Work to keep the situation from escalating. Calm heated emotions with a respectful tone.
Consider these sentence starters from "The Art of Coaching Teams: Building Resilient Communities that Transform Schools." 
Ideally you will reach a point of control and calm when you can indicate that opinions around contentious topics matter, but that the class also must go on.
Consider giving students an opportunity to write about their opinions or feelings about a conflict. If you are comforatble doing so, provide students a platform to share with the class the contents of that writing, encouraging them to seek to understand each other without expecting that everyone will agree.
Also if you are comfortable doing so, offer your office hours as a time where civil conversation about the matter can continue later on.