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Students often look to their advisors and instructors for assistance when dealing with a crisis, and it is important to know what resources are available to assist students. The information outlined below aim to empower you with the readiness and knowledge essential for adeptly addressing these concerns when they occur.
Emergency Resources
Below is a list of emergency resources that students can be directed to, including mental health, suicide prevention, and safe spaces. 
Mandatory Reporting 
All University employees, including graduate students and undergraduate student employees, as well as many University volunteers have reporting obligations.
Reporting is important to ensuring that the University is able to appropriately respond when there are RVSM incidents occurring on campus, within a university sponsored program or activity or otherwise adversely impacting our campus community. Persons who have been impacted by RVSM incidents still have the agency to decide whether and how to move forward and will receive information about access to resources and support. Review the infographic below creating by the Office for Civil Right and Title IX Educationa and Compliance and read the Mandatory Reporting FAQs page to be further informed on this policy. Incident Reports
To submit a report, use the Public Incident Report Form.
Care and Intervention Team
The Care and Intervention Team (formerly the Behavioral Threat Assessment Team) consists of university personnel with expertise in student affairs, mental and physical health, student conduct, human resources, and law enforcement/campus safety. Goals of CAIT include:

Provide a safe and supportive physical and emotional environment for members of the university community.
Identify, assess, and intervene with individuals who are struggling or who demonstrate concerning or threatening behavior. 
Provide support and resources to community members who are concerned for another individual.

When to contact the Care and Intervention Team
The CAIT becomes involved when any member of the MSU community submits a referral to the CAIT case manager. Referrals can be made by:
Email: MSU.Care@msu.edu(this link opens in a new window/tab)Web: Make a Referral form(this link opens in a new window/tab)
If an MSU student or employee exhibits any of the signs below, make a referral to the Care and Intervention Team:

Academic Indicators: If a student is regularly missing class, quality of work has diminished, grades have gone down, student’s engagement in class diminishes significantly, student has shared (in writing or class discussion) concerning self-disclosures; student is regularly falling asleep in class.
Emotional Indicators: Homesickness, difficulty adjusting to campus life or academics, extreme display of emotions (sadness, nervousness, fearfulness, anger); expressed hopelessness; shared suicidal ideation or harm to others.
Phyiscal Indicators: Individual was recently hospitalized, is experiencing chronic health concerns (physical or mental), significant change in appearance or personal hygiene; noticeable signs of physical self-harm.
Behavioral & Other Indicators: Threats or acts of violence to others; any behavior that is unusual or unexpected given the circumstances. Concerns regarding finances; shared lack of connection or community on-campus; expressed difficulty meeting basic needs (housing or food insecurity).

Awareness Training
Awareness training is recommended for all students, faculty, and staff and can be accessed on the MSU's Ability Training platform. Log in with your NetID and password and then click the Launch button to begin the course. The training is managed by the MSU Department of Police and Public Safety and includes a presentation explaining how to respond during an active violence situation. Throughout the training, knowledge checkpoint questions will appear on screen to evaluate participants’ understanding of the content.
In addition to the online training, the department still offers in-person training for students, faculty and staff. To request in-person training, please visit the MSU DPPS website.
Emergency Notifications
MSU encourages all faculty, staff, and students to sign-up to receive timely warning and emergency notification messages. To receive these alerts, you must be enrolled in the current semester or employed at the University. The contact information you provided during enrollment or during new employee orientation is automatically submitted into the alert system. Visit https://alert.msu.edu/(this link opens in a new window/tab) for more details. 

If you are concerned that a student is participating in dishonest academic practices, you may consider filing an Academic Dishonesty Report (ADR). This form can be accessed through the Instructor Forms Menu. An ADR is the form that an instructor completes when they allege that a student has committed an act of academic dishonesty. More information and FAQ can be found on the Office of the University Ombudsperson’s page here. The Office of the University Ombudsperson also provides additional resources on their page here related to academic integrity. 
As the Dean of Students Office manages the formal hearing process for undergraduates under the Integrity of Scholarship and Grades policy, they have also provided flow charts outlining the steps a student might take in appealing either the allegation of academic misconduct or the sanction associated with it found below. Hearings for graduate students are managed by hearing procedures within the individual academic units and colleges, as well as the Graduate School.

Flow chart for process to determine additional sanctions for a student accused of academic misconduct (pdf).
Flow chart for process for Academic Grievance Hearings initiated by undergraduate students contesting allegations of academic misconduct (pdf). 

 

This week, we are featuring Alexis Black, Assistant Professor in the Department of Theatre.  Alexis was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Alexis’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses!

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? 
Inspiration!
What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
I love inspiring theatre students and instilling confidence by finding their sense of play, and I love empowering individuals to use their unique voices to share whatever inspires them. I love finding new practices through my research and creative activities, and bringing these practices to the classroom to re-inspire these artists who are the future of our profession. I believe learning and growing are an ongoing process that includes always taking in what is around us—which is literally what it is to “inspire”— to breathe in.  As students, teachers and artists we must be taking in and absorbing as much as we can, and be truly present to how each new inspiration changes us and our art. What each student does with each moment of inspiration is unique, and that individuality and creativity in turn inspires me right back! 
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I work in the Theatre Department at Michigan State University with our talented and driven cohort of MFA-candidate Artist-Educators, and our amazing undergraduate theatre students. I am extremely proud to work alongside so many collaborative, compassionate and innovative artists, students and educators.  
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I have found the understandable rise of anxiety and depression a challenge for students to pair with often emotionally vulnerable work in the theatrical classroom. I have experienced more success in supporting students in this area due to focus on self-care and closure practices I have gained through professional trainings and research, and incorporating more playful, creative ways into the work has been beneficial as well. I discovered that telling the story of an emotion through physical movements (rather than creating a psychological connection) can be incredibly freeing for students in relation to mental and emotional health. Our bodies are truly instruments for storytelling in this profession; Incorporating powerful ways to keep our instruments confidently and safely “tuned,” and finding skills to use our instruments both fully and with care, can help to nurture the resilient and empowered actors of tomorrow.  
What are practices you utilize that help you feel successful as an educator?
I practice mindful communicative practices that encourage presence, active listening and support of individuality, such as conversations about boundaries before physical touch, check-ins, ensemble-building exercises, discussions on the relationship between comfort and growth as an artist, and projects that encourage empathy through collaborative creation. I find continuing to work professionally artist and remaining a student myself through ongoing professional trainings in my area of expertise to lead to many of my successes as an educator—immersing myself in contemporary practices and productions keeps a connection for my students to the theatre of today and tomorrow.  I also find an intentional emphasis on ownership over their work and their process as artists to be a successful way to hand off the reigns on their work—I am an introductory guide, but they must forge their own path.  If they can leave the classroom with a toolkit they can both use and individualize, I feel I have been a successful educator.
What are you looking forward to (or excited to be a part of) next semester?
In Fall 2022 I will be teaching the graduate MFA students about extreme physical storytelling, including staged violence and staged intimacy. It’s vital to foster consent-forward and trauma-informed educators and artists to join the workforce in the theatre industry, and especially at the graduate level in the department of theatre as our MFA students are training both as artists and educators. 


Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!

The following is a list of the educators receiving the #iteachmsu Educator Award from College of Arts & Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Scott Schopieray: The Center for Teaching & Learning Innovation Kick-off Summit, held on January 14, 2022, wouldn't have been possible without participation from educators like you. I know that ongoing uncertainty and stress at work and at home mean many folx are spread thin, and your willingness to share your time with us demonstrates your commitment to not only educator development at MSU, but the university's teaching and learning mission as a whole. The insights you provided (and continue to provide through asynchronous feedback opportunities) are invaluable as we continue to listen, learn, and ultimately shape what role the Center for TLI plays for Spartans. Witnessing the level of engagement, passion, and constructively critical questioning - makes me all the more excited to be a part of the Center staff moving forward. I'm looking forward to continued opportunities to work with you in the near future. Thank you again for the service you provided to MSU by participating in the Center for Teaching and Learning Innovation Kick-off Summit!
Kaelyn Muiru: Thank you for introducing your WRA 101 students to the library this semester! By emphasizing the importance of a student-library relationship, you helped promote information literacy and research skills, and hopefully initiated a positive association that the students will carry through their college careers. I want to also thank you for being in tune with and aware of your students' needs, and allowing them to opt into asynchronous instruction. Treating students with care means valuing their emotional and mental well-being, and trusting them as adults to help determine the course of their instruction. It was a pleasure to create and compile videos to introduce the library and specific resources to help them find success on their WRA 101 assignments. The analytics show me the resources were utilized, so I also thank you for promoting them! 
Alexis Black: For her empathy for all students. For her concern to make all feel heard and involved. For her terrible puns. Alexis is an amazing educator who cares deeply about her students' success. She is constantly checking in with students to see how they are doing and her innovative practices in intimacy coordination have helped out students navigate difficult times. 
Brad Willcuts: Brad is innovative and uses cutting edge technology to teach dance and musical theatre. He is constantly evolving as an educator and blends old and new techniques to reach students. 
Cheryl Caesar: I've worked with Cheryl for over ten years now and I wanted to thank her for teaching me a lot about being a compassionate and caring teacher. The learning environment that Cheryl creates with her classes allows students to feel safe and comfortable being honest and open with their thoughts, feelings and views. I have seen the amazing progress and benefits her students have gained from being a student in her class and I am honored to call her a colleague and friend.
Elizabeth Spence: Dr. Spence demonstrates the teaching method I personally endorse above all others - a pedagogy of care for her students. Dr. Spence clearly cares for each student as an individual, recognizing the unique values and experiences they bring to the classroom. She knows them not just by name, but knows about their work and personal lives too. She takes time to meet with them in individual consultations throughout the semester, and when visiting her classroom, it is evident that she takes time and thoughtfulness with each student and their appreciation and engagement is exceptional for a virtual setting. I especially appreciate that she gives time for library instruction, setting an example to her students that information literacy has high value. Newer to educating myself, I have learned so much from her, and wish to follow in her caring footsteps. 
Kathy Hadley: Thank you, Dr. Hadley, for dedicating a class each semester to bring your students to the library! Your commitment to library instruction encourages students to find value in information literacy and because of you, they begin a relationship with the library that will  help them be successful throughout their MSU careers. 
Jill McKay-Chrobak: Dr. McKay-Chrobak, thank you for dedicating a class each semester to bring your students to the library. Your commitment to information literacy helps ensure students place a high value on it. Thank you for showing your enthusiasm for the library's resources and services; it is contagious! Your students clearly enjoy your friendly and engaging style of teaching and your example has encouraged me to prioritize fun and camaraderie in my own teaching. 
Ilse Schweitzer: Dr. Schweitzer, thank you for dedicating a class to bring your students to the library! Your commitment to information literacy encourages students to value it highly, and by introducing them to the library, you begin a relationship between library and student that fosters success. Your students clearly enjoy and respect your leadership; I was continually impressed with their level of engagement. Thank you for encouraging, mentoring, and caring for these first-year students - I have learned from you and intend to follow your example!
Floyd Pouncil: Thank you so much for bringing your students to the library for an introductory session! By doing so, you impress upon them the importance of information literacy and research skills, and give us a chance to situate the library and its resources as an important asset for their college careers. 
I want to also thank you for your very thoughtful scaffolding of the WRA 101 assignments, and attention to detail and modification of the standard. Your students were clearly connecting the dots between rhetorical analysis of the culture of an artifact and the culture of their disciplines and the writing found therein. Also, by emphasizing the importance of a personal interview, you recognize the value in alternate ways of knowing (as opposed to relying on "peer-reviewed literature"). 
Your students were my most engaged of the semester - you did an excellent job of cultivating a safe classroom culture in which students felt encouraged and motivated to participate. That makes such a big difference in how I am able to impact them in our short time together, so for that I am grateful. 
Sharieka Botex: Thank you for bringing your WRA 101 students to the library this semester! In doing so, you emphasized the value of information literacy and research skills and encouraged a relationship with the library that hopefully will serve your students well throughout their college careers.
Your students were some of my most engaged of the semester - you clearly have nurtured a safe space for students to be themselves and participate openly in discussion, which makes my job much easier and way more rewarding, and speaks highly of your classroom culture.
Also, it was very clear from the assignment modifications you made and the relatively calm and collected demeanor of your students that you have taken a pedagogy of care approach, putting their mental and emotional well-being right up at the forefront alongside their academic experience. This is so important in this time and place, especially with our vulnerable first-year students, and I appreciate your approach so much. 
It was a pleasure getting to know you and your students, and I am grateful for your leadership in encouraging a positive and lasting library-student relationship!
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 week, we are featuring Hui-Ling Malone, Assistant Professor of English Education.  Dr. Malone was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Hui-Ling’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? 
Connection. 
Share with me what this word/quality looks like in your practice?
At the end of the day teaching is about sharing with each other, learning from one another and seeing ourselves in others. It is about creating a community willing to engage in content that helps us think deeply about the world around us. It is the willingness to be vulnerable, which as Brene Brown helped us understand, creates connection. 
Have your ideas on this changed over time? if so how?
I’ve taught in several communities that ranged in different age groups, racial backgrounds, socio economic status, religion, language, etc. I’ve learned that teaching is deeply relational, and one does not learn and grow in an environment where they don’t feel safe enough to take risks and thrive.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am a Visiting English Education professor in the English Department. Most of my students plan on being secondary English teachers. It’s exciting and a great privilege to teach the next generation that will teach the next generation! :) I also include community members such as activists, artists, and young leaders to visit and co-teach my class. As a teacher educator, I want my students to know that they are not alone in their pursuit of educational equity and encourage them to build with others outside of their classrooms.
What is a challenge you experience in your educator role?
Throughout this pandemic many of my students have encountered personal challenges, such as loss, illness and maintaining their emotional and mental wellness. 
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I encourage my students to communicate with me when they need additional support. I also allow students to zoom in, as some are immunocompromised or want to protect the elderly and vulnerable who are in their close circle. I think this pandemic has taught me to be flexible and to remain as inclusive as possible for all my students.
What are practices you utilize that help you feel successful as an educator?
As much as possible, I try to maintain my own personal health and wellness. I practice self care so that I am in a place to show up for my students. I value communication, transparency and make an effort to create a classroom environment where everyone feels valued, safe and excited to participate! Also, I don’t lecture. It’s never been my style. As much as possible, I provide opportunities for students to teach each other and activities that are experiential and prime for reflection and connection.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu? 
I’m relatively new to MSU (I started as faculty in Fall 2020) and understand that there are so many incredible educators who are doing great work. Unfortunately, due to the nature of our work and the pandemic, I’ve been a bit isolated. I’d love for this page to showcase the work educators are doing to learn and connect with others across campus. 
I also know that there is so much going on in the world and see that it is important for us to engage in difficult but necessary conversations around race, identity, the political climate, etc. Perhaps there can be a space to showcase what conversations our classrooms are having and how they can be productive.
What are you looking forward to (or excited to be a part of) next semester?
I’m excited to keep learning from and building with my colleagues and students!

Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!

Topic Area: DEI
Presented By: Nicole McCleese
Abstract:
In 2020 feminists have theorized the pandemic in two public feminism examples of note. First, in an MLA webinar, “Medicine, Narrative, Pandemic, Power,” where Paula Krebs facilitated a discussion between Rita Charon and Aakritii Pandita about narrative medicine as an anti-racist praxis for recalibrating the power relationship between minority patient and doctor. They discussed current impediments to health disparities, and Charon stressed the importance in graduate school humanities education and medical students training in Narrative Medicine and Social Medicine for interdisciplinary events to changing health disparities. Similarly, the feminist theory journal, Signs, responded with “COVID-19 and the Language of Racism.” As an Adams Academy Fellow and NICE Fellow in 2020, I responded to health disparities concerns through the lens of black feminist scholarship on health studies to develop an upper-level feminist theory course in literary studies using crip methods for literary and cultural analysis, “Crip Narrative Medicine.” Course modules include: “Revisiting Charon’s Narrative Medicine with Crip Theory in COVID-19,” “Bodies in Short Fiction Crip Theory,” “Dementia and Supercip Narratives,” “Embodying NYC and Detroit” and “Crip Indigeneity.” This informative panel, positioned at the intersections of anti-ableist and anti-racist pedagogy, features inclusive English undergraduate student presentations as part of an interdisciplinary public feminism course project on “Black, Feminist, Queer, Crip Narrative Medicine.” By bringing together black feminist scholarship on medicine and disability, through the course learning objective on crip methodologies, students will share research on new media, film, literature, and critical theory.

MSU is a big place where a lot of individuals have unique experiences and perspectives. Our idea with the #iteachmsu Ask Me Anything is to create an asynchronous opportunity for educators to be in conversation with their colleagues. We'll be utilizing the #iteachmsu Commons Feed as the space for AMAs!note: the Feed is publicly visible, but only users who have logged in with their MSU netID can reply/comment.The Schedule:The following are confirmed #iteachmsu AMA Hosts, their topics, and the date they'll be answering questions! This list will be continually updated as more Hosts are confirmed.

September 27, 2021 - Susan Kendall, Copyright for Instructors
September 28, 2021 - Brittany Dillman, Teaching Online: pedagogy, assessment & instructor presence
September 29, 2021 - Summer Issawi & Erica Venton, Did you know? Connection is critical - find people and information.

Whether you are a new educator or a seasoned contributor there is always something to discover at MSU. Chat with us about resources, groups, ways to connect, and things to explore. Share your own helpful information or ask for ideas.


October 5, 2021 - Anne Baker, Designing eLearning Modules
October 15, 2021 - Megan Mikhail, Supporting Student Mental Health and Wellness
October 22, 2021 - Dustin De Felice, Ideas for Hyflex Classrooms

"Hyflex" = online & F2F classes running concurrently


November 1, 2021 - Julie Taylor, Incorporating technologies at the MSU Libraries from book design to 3D printers

How does it work: On the day of an AMA, the AMA Host will post an introduction in the Feed by 10am Eastern. If you have a question for the host, related to the topic they've outlined, you can share your questions by commenting on their post. Hosts will share their responses to your questions via the reply to comment function throughout the day. There is no registration required to participate in the #iteachmsu AMAs, and educators are engaged to join as often as they can! “Topics” can be any general activity, area of expertise, or theme that Hosts feel they can speak to.  Remember, Hosts aren't asked to be the be-all-end-all expert. We’re just hoping this will be a new way of having conversations and building connections.In the example below, you can see an introductory post shared by Dustin De Felice, one of our #iteachmsu AMA Hosts last year. The comment button (depicted as a speech bubble) is emphasized with a red box. You'll click that button to share your questions with the Host!
If you're an MSU educator, interested in joining us as an AMA Host, you can sign up via this form. 

Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the first of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Choosing a Physical Space
If you're not going to be presenting in a face-to-face modality, you can jump to the next article. Before reserving a physical space for the presentation, consider: 

Food: If food will be provided, consider if there is a way for folks to serve themselves from a table without needing outside assistance. Additionally, avoid snacks and surface contamination from tree nuts, peanuts, gluten and seafood.


Lighting: The lighting in the room should be adequate and flexible. You may want to ask the following questions: 




Are the lights able to be adjusted?






Is there adequate lighting for those that need more to see?






Is there the ability to turn off the glare near projector screens?






Are any of the lights flickering which may affect those with migraine or seizure disorders?




Pathways into Space: The pathways to get to and around the space should be flat (or ramped) and free from obstruction. The doorways should be able to be propped or automatic as well as large enough for mobility devices to enter.


Rest, Lactation, and Health Rooms: The space should be near and able to be navigated to without obstruction to lactation rooms, personal health rooms, restrooms with disability access, and an all-gender restroom.


Seating: The seating in the space is able to be moved for access to the tables. The seating should also have non-arm options to be flexible for different body types. The table heights (for both presenters and participants) should be between 28-34 inches from the floor.


Signage: The signage to the room and its location is easily perceivable and understandable, including the use of Braille. Emergency signage is not above eye height for those in wheelchairs. 


Smells: Avoid a space that may have chemical or deep fragrances. Note that this may also mean that presenters should not wear scented items on days of the presentation.


Travel: The space should be with facilities that allow for disability parking. The elevators should be in working condition, and the path to the room should be unobstructed.


Technology: There is a working microphone and speaker in the room, preferably. If using digital technology, it should be able to be reached and accessible for the presenter as well as have the functionality for assistive devices (e.g., closed caption, Job Access with Speech (JAWS)).

Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.

Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”

Continue to the next article in this series, Planning for Accessible Presentations.This article, Accessible Presentations Guide: Choosing a Physical Space © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Earth Day Presentation" by NASA Goddard Photo and Video, is licensed under CC BY 2.0.