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A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning. 
Hosted by the Center for Teaching and Learning Innovation (CTLI), the conference will be held over two non-consecutive days (and will require two separate registrations). The first day, which will be entirely online, is intentionally scheduled to better accommodate student participation; featuring sessions that include student co-presenters or that elevate student voices. The second day, which will be entirely in-person, stands distinct from day one and will feature a different selection of sessions. Each day of the conference will have a pedagogy track and an educational technologies track, and each day each track emphasizes a specific focus content area.
Please note, all links in this article open in new windows. 


Day 1: April 19, 2024: Synchronous, Virtual [register] 

Pedagogy Focus Content Area: Engagement 
Educational Technology Focus Content Area: Accessibility 



Day 2: May 1, 2024: In-person [register] Kellogg Hotel & Conference Center - 219 S Harrison Rd, East Lansing, MI 48824

Pedagogy Focus Content Area: Assessment 
Educational Technology Focus Content Area: Generative AI 



Keynote Speakers & Special Guests:  

Day 1: April 19, 2024

Accessibility Stories: A Student Panel


Day 2: May 1, 2024: 

Generative A.I.: An Educator Panel
#iteachmsu Educator Awards recognition by Interim Provost Thomas Jeitchsko 



Conference Registration 
As mentioned above, this year's conference will be held over two non-consecutive days to accomodate broader access to participation. You can register for the virtual day (April 19) here. If you would like to attend both conference days, please also register for the in-person day (May 1). The first 100 Spartans to register for the Spring Conference on Teaching and Learning will receive a #iteachmsu t-shirt! (one shirt per person) 
Shout outs!Thanks to all who responded to this year's call for proposals! We're so excited to hear what you have to say.Guidebook - Conference AppCTLI will reach out with more information on accessing our event Guidebook where participants will be able to access information on sessions, build their personal conference schedule, and more closer to the event. Locations for individual session rooms, Kellogg Center maps, zoom links, and community connection opportunities will be available via the Guidebook App. Stay tuned!2024 Spring Conference Steering Committee:Jeremy Van Hof, co-chair Makena Neal, co-chairEllie Louson, in-person day leadJay Loftus, virtual day leadKaitlyn Andary, communicationsLeChele Parris, event managerInterested in volunteering at either day of the conference? Let us know by emailing teaching@msu.edu subject line: conference volunteer. 

The following is taken from a help page in d2l. Please follow this link to learn more. There are many issues, such as accessibility,  to consider when considering exam proctoring.






Determining Whether to Use Respondus
If you determine that remote proctoring is required to assess student learning in your course, the Respondus Lockdown Browser and Respondus Monitor tools provide a method for securing online exams. This document provides an overview of the features of Respondus LockDown Browser and Respondus Monitor, along with a step-by-step guide for how to activate these systems for your assessments in D2L. It also includes a quick start guide for students on taking a test with Respondus LockDown Browser and/or Monitor enabled.
What You Should Consider Before Using Respondus LockDown Browser and Monitor
Before choosing to use Respondus tools, you will want to:

UPDATED 09/23/2020: Once enabled, students must use Respondus Lockdown browser and Monitor(Optional) unless an instructor specifically excludes a student from use of the service via Special Access under the Restrictions tab when editing quiz settings.
Assess whether all of your students have access to a functioning webcam: Instructors who want to use the LockDown Browser in conjunction with Respondus Monitor should check with their students to ensure that each student has a functioning webcam. If students do not have a webcam, Respondus Monitor settings will not work, and students will be unable to open or take any assessment with Monitor settings enabled
Consider creating a practice assessment for students to test out the Respondus systems: Establishing a practice quiz with LockDown Browser and/or Monitor settings enabled allows students the opportunity to download the software in advance, and gives them a sense of what to expect on the day of their actual exam. It also allows you and your students to identify any potential challenges that may emerge with the system. Consider creating a one or two question quiz with a fun prompt to give students a chance to see how the software functions.
Consider accessibility and assistive technology needs for your students: Respondus LockDown Browser and Monitor both have limitations when it comes to accessibility and their ability to be accessed with assistive technology. Please consider the accessibility needs of your students before deciding to move forward with LockDown Browser or Monitor. Further information on these limitations is outlined in the "Accessibility Considerations" section below.

Accessibility Considerations
Respondus Lockdown Browser has limitations when it comes to accessibility and being accessed with assistive technology:

Screen Reader Technology: The Mac version will work with VoiceOver (standard screen reader that comes with Mac OS). For Windows, students must have the most current version of LockDown Browser. If it is the most current version, then NVDA, JAWS, Narrator, ReadSpeaker webReader, and Windows-Eyes screen readers should work. NVDA is proven to provide the best screen reader experience and can be downloaded for free at: https://www.nvaccess.org/
The security level of LockDown Browser is lowered when screen readers are being used.
Screen Magnification: Zoom Text will work with LockDown browser to enlarge and increase the text size, but LockDown browser is NOT compatible with the reader functions in Zoom Text.
Text to Speech: Students who need to utilize reading technology, text to speech, such as Kurzweil 3000 will NOT be able to use LockDown Browser. LockDown Browser is NOT compatible with any text to speech tools.
Respondus Monitor raises concerns for students with visual or mobility disabilities, as they may not be able to accurately show an ID to the webcam in order to pass certain checkpoints.

Step into the world of Screen Recording, where you'll unlock the power to capture and share your screen with precision and clarity. From software demonstrations to instructional videos, screen recording is a versatile tool that enhances the learning experience for both educators and learners. In this module, you'll master the art of screen recording, learning how to create polished and professional videos that resonate with your audience.
What You'll Learn:

Choosing the Right Software: Dive into the world of screen recording software and find the perfect fit for your needs. We'll explore the most popular option Camtasia, free to faculty, staff, and students at MSU, discussing their features, pros, and cons to help you make an informed decision.
Setting Up Your Recording Environment: Create a conducive environment for screen recording success! Learn how to optimize your workspace, adjust your screen resolution, and set up your microphone for crystal-clear audio. We'll also cover tips for minimizing distractions and ensuring a smooth recording experience.
Crafting Engaging Content: Screen recording isn't just about capturing what's on your screen – it's about telling a story and engaging your audience. Discover techniques for structuring your content, writing engaging scripts, and incorporating visuals to create videos that resonate with your viewers.
Editing and Enhancing Your Recordings: Take your recordings to the next level with editing and post-production techniques. Learn how to trim and cut footage, add annotations and captions, and enhance your videos with music and sound effects. We'll also explore tips for optimizing video quality and file size for easy sharing.
Sharing and Distribution: Once your masterpiece is complete, it's time to share it with the world! Explore different platforms and distribution channels for sharing your screen recordings, from YouTube and Vimeo to learning management systems and social media. We'll also discuss strategies for promoting your content and reaching a wider audience.

Why It Matters:
Screen recording is more than just a technical skill – it's a powerful communication tool that can transform the way you teach, learn, and share knowledge. Whether you're an educator looking to create engaging online lessons, a trainer sharing software tutorials, or a content creator showcasing your expertise, mastering the art of screen recording opens up a world of possibilities for enhancing the learning experience and reaching your audience in new and exciting ways.
Ready to Get Started?
Whether you're a seasoned content creator or brand new to the world of screen recording, the Screen Recording module in our HushPod Recording Studio has something for everyone. So grab your favorite beverage, fire up your computer, and let's unlock the power of screen recording together. Get ready to capture, create, and share your screen like never before!
--> Module 4: 2-Person Webinars

This article is a component of the Resources for Teaching After Crisis playlist.
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom 
Collaborative syllabus by students and faculty in the Department of Curriculum & Instruction at the University of Minnesota [online syllabus] This syllabus includes reading lists (with examples in many formats including from the arts), annotated resources, class responses and activities, and other related collective syllabi. The authors encourage us to be critical, complex, and hopeful as we wrestle with these topics.
Teaching on Days After: Educating for Equity in the Wake of Injustice
by Alyssa Hadley Dunn [book/ebook available at MSU Libraries; preview on Google Books]
Book description: What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas.
Restorative Justice Resources for Schools
Edutopia resource by Matt Davis including links and case studies [website]
Offers examples of and evidence for the benefits of restorative justice frameworks in K-12 schools.
Restorative Justice: What it is and What it is Not 
by the editors of Rethinking Schools magazine [article]
This article explains restorative justice approaches as an improvement over zero-tolerance policies in schools. It advocates for restorative practices that take time, build trust and community, require commitment and resources, and can’t be a band-aid for schools in crisis.
Transformative Justice, Explained 
by Kim Tran for Teen Vogue [article]
Describes the overall framework and examples of transformative justice, an approach aiming to reduce inequitable incarceration and facilitate community-centered healing. 
Transformative Justice: A Brief Description 
Article by Mia Mingus from the TransformHarm.org resource hub [article]
This article describes and introduces transformative justice, an approach aiming to break cycles of generational and state violence and to build resilient, accountable communities. Includes links to examples and case studies.

Photo by Austin Distel on Unsplash
 
No matter what courses you teach, you have probably found yourself in a situation where you are looking for better ways to express a complicated idea or complex phenomenon. Whether it be the theory of evolution, the inner-workings of a human mind, or how an internal combustion engine works, we have found ourselves in a position where we are thinking, “Hmm…how can I best explain this?” Out of many things we care about — when it comes to our students — one of the most critical challenges is to teach with clarity, without opening new doors for misconceptions, and without increasing their cognitive load. Engaging with multimodality is one approach to accomplishing this.
 
Multimodal?
The word multimodal means multiple modes of representation. In other words, using more than one mode of representation to convey the same idea. For example, written text or alphabetic text is one mode of representation. But, it is only one mode. There are obviously more. Some scholars have defined five modes of representation as important to teaching. These are written text, aural, visual, spatial, and gestural (Anstey & Bull, 2010). Each of these modes has its own affordances and constraints. Alphabetic texts are great at sending a message across, but they can also lead to multiple interpretations or ambiguity at times, and lead to further misconceptions. Visuals, which we all knowingly or unknowingly use in our instruction, are better at giving a sense of size, color, space, etc. When looking at a picture, you do not have to start from left to right or top to bottom. You are free to explore the space as you “read” the image. The rules are obviously different. What is even better is that using two or more of these modes of representation together can enrich our understanding of a topic as they can be designed to act as complementary to each other.
 
Beginning Your Multimodal Journey
No matter how complex or simple-looking the concepts we teach, we need to look beyond the use of traditional alphabetic texts. We need to understand it is natural for students to ask for the look and feel of concepts, even especially when we are dealing with the more abstract. Students can use multimodal texts to get an overall understanding of the topic and create a picture of how things work in their heads. By limiting ourselves to alphabetic texts, we make it harder for students to fathom some of the topics we may take for granted. If you are interested in integrating multimodal texts in your classrooms, I recommend searching for copyright free content that is easily available online. For instance, for images, you can start with Creative Commons search, and for sounds, I recommend Incompetech. Using these, you also choose to make videos using YouTube’s free video editor. Giphy.com is also a fun resource to create GIFs from existing videos. 
 
Let us start thinking beyond traditional texts, and find new ways to including multimodal texts in our instruction. As we wrap up this semester and begin to think about designing our curriculum for the next semester, I urge you to consider the following questions:

What are some of the most complicated topics to teach next semester?
How can I best explain these topics to my students?
What modes of representation would allow me to capture the essence of these topics and make them easier to understand without losing their complexity?
Out of the five modes of representation shared here, which ones will be the most essential?
Finally, can I spare 15 minutes to play with creating these multimodal texts for my class?

1) UDL is research-based
The Universal Design for Learning framework was developed by CAST (Center for Applied Special Technology) to guide the design of instructional goals, curriculum, and assessment that can be adjusted to each individual’s needs. UDL relies on what neuroscience research tells us about the way human beings learn. 
 
2) UDL is flexible
The UDL framework is not a cookie-cutter set of rigid rules, but rather a flexible approach to teaching that can be customized based on each teaching situation. It was initially designed as part of the Higher Education Opportunity Act of 2008 as a framework to guide educational practices in order to provide flexibility in how information was provided and to allow students to demonstrate their learning in various ways. This was intended to “reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and {maintain} high achievement expectations for all students, including students with disabilities and students who are limited English proficient” (http://www.udlcenter.org/aboutudl/udldefined).
 
3) UDL is about learners
UDL focuses on student learning through proactive curriculum creation. That is, you as the teacher are responsible for removing the possible barriers that could prevent students from learning your material. This involves four components: goals, methods, materials, and assessments.
 
For instance, when I create a lesson plan, I need to reflect on the following:
Goals: What are the learning expectations? How can my lesson turn my students into experts learners? Goals are the knowledge, concepts, and skills that all students should master. When I apply UDL, I need to make sure that I acknowledge learner variability and differentiate the goals from the means. I need to offer options or alternatives, along with a variety of tools, strategies, and scaffolds to help learners reach mastery.
Methods: What instructional approaches or decisions can I follow to enhance learning? UDL helps us focus on teaching methods based on learner variability. This happens both within the context of the specific task, and the individual learner’s social/emotional context, along with the classroom’s atmosphere. My methods need to be flexible and varied, and adjusted based on a continuous monitoring of learner progress.
Materials: What media can I use to present the content and what media can the learner use to demonstrate knowledge? With UDL, materials are variable and flexible. They should offer different pathways to similar outcomes while including choices for the learner where appropriate, multiple levels of support and challenge, and alternative options to create interest.
Assessments: Are my assessments accurate? Are they comprehensive and articulate enough to guide instruction for all learners? When using UDL, I need to ensure that I focus on the goal, and provide different supports or scaffolds; and that I accommodate learner variability by reducing barriers to measuring learner knowledge, skills, and engagement with the content.
All this should be done following UDL principles of multiple means of representation, multiple means of expression, and multiple means of engagement.
 
4) UDL is a rich community of practice
Whether you are just interested in learning more about UDL, or are ready to start implementing it in your classroom, UDL possesses an extensive community of practice that can support you every step of the way. Below are some resources, ranging from theoretical to practical applications of UDL:
Tutorials: the National Center on UDL offers online media presentations that help educators to build UDL understanding, along with other supporting material.
Videos: CAST also has a Youtube channel where you can find updates and material related to UDL.
Forum: UDL Exchange is a place to browse and share resources or lessons related to UDL.
Social media: Follow #UDL and #UDLchat on Twitter

Section 1- Intro
Resource Overview (you are here) 
Think of this article as your table of contents for this playlist. By clicking the hyperlinked titles below or by visiting the full playlist and using the menu in the left column to navigate to articles listed here.
5 Things to do on #iteachmsu
This article is a brief introduction to five functions on iteach.msu.edu. You might want to read if... you’re new to the site and looking for different ways to engage.
Section 2 - Accessibility
Accessibility Checklist for Word-
This article describes the 5 major areas to make Word Documents accessible. You might read this article if… you create word documents that are shared with others to ensure everyone has equal access to the document content. 
LEAD - Digital Access & Inclusion
This article provides an overview of MSU’s Web Accessibility Policy and recognizes relevant units on campus involved with said policy. You might want to read if... you’re looking for ways you can take action to ensure web accessibility is being met!
Section 3 - Inclusion
Cultivating Inclusive Classrooms: Inclusive Curriculum Design
This article discusses some ways educators can make more inclusive curricular design choices. You might read this article if… you’re not sure where to start when it comes to inclusivity and/or could use a few tips for being intentionally inclusive in your design decisions.
Cultivating Inclusive Classrooms: Toward Linguistic Inclusion
This article introduces the idea of linguistic inclusive classrooms as those with nuanced understandings of linguistic diversity (both linguistic repertoire and sociolinguistic competence). You might read this article if… you are interested in practical tips for linguistic inclusion. 
MSU Resources on Civility and Community Enhancement in Academic Environments
This article is a collection of resources aimed at helping MSU Educators navigate the diverse climates and cultures of MSU. You might read this article if… you need help identifying the units and their established supports for supporting an academic environment that welcomes every individual and respects their unique talents.
Section 4 - Educational technology
Free MSU Academic Technology Tools, A-Z and by Use Case
This article is an overview of technology tools that are free for MSU educators. You might read this article if… you have an idea of your technology needs but don’t know what is available. 
Teaching with Teams
This article discusses Microsoft Teams (available to all MSU Educators) as a tool for teaching and learning. You might want to read this article if… you’re looking to learn more about teams and/or are curious about strengths Teams has in a teaching and learning context. 
Flipgrid: Bringing Conversation to Online Learning
This article introduces Flipgrid as a tool to invigorate classroom conversations in remote or blended settings. You might want to read this article if… you care about livening up your digital classroom conversations and want to learn more about the features of Flipgrid!
Producing Accessible Equations 
This article provides an introduction to requirements, tools, and technology that can help make mathematical equations accessible digitally. You might read this article if… you utilize equations in any of your instruction!
Section 5 - Classroom Teaching Tools
Storytelling for Learning 1: Creating Meaning from Chaos
This article is the first in a series of three that focuses on storytelling. You might read this article if… the idea of storytelling and its role in teaching and learning, interests you. (This article is also a cool example of an engaging way to share things on iteach.msu.edu!)
Five Ways to Make Learning Relevant
In this article, the author shares a first-hand account of discovery on ways educators can help situate their teaching in learners’ experiences. You might read this article if… you are interested in five pedagogical moves that can help you make learning more relevant for students. 
10 Tips for Your First Day of Class
This article is a fun way to center on some practical tips for kicking off a new semester. Bookmark this for Spring if you’re not teaching this summer! You might read this article if… you’re in need of a smile (it’s GIF-based) or a confidence booster!
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
This article introduces low-stakes assessments as an alternative to testing. You might read this article if… you’re looking for more information on the benefits of low-stakes assessment and/or want tips for maximizing the benefits without adding undue stress!
Section 6 - Building Community 
Building Community Engagement into Your Course: Preparation
This article is a great intro to the idea of engagement and how engagement can be intentionally integrated into learning experiences. You might read this article if… you’re new to engagement or are looking for ways to determine if integrating engagement is a good fit for your instruction. 
Planning for Cooperative Learning
This article introduces the idea of cooperative learning, an active learning strategy, in contrast to traditional lecturing. You might read this article if… you’re looking for direct and practical ways to incorporate cooperative learning into your classroom.
Three Levels of Praxis: A Model for Reflection on Teaching
In this article, the author shares their own MSU “origin story” as an example of reflection as an example to support the importance of the practice. You might read this article if… you are looking for the what, why, and how of reflection with sample prompts. 
2021 Educator Awards
This article lists all the recipients of the Provost's 2021 #iteachmsu Educator Award by college. You can click the college names to read their nomination stories. You might read this article if... you're looking for inspiration and/or other great educators to connect with!
Section 7 - Reflect & Apply note: This content was originally posted in affiliation with the Teaching Toolkit Tailgate (TTT); an annual "event" to share practical tools and tips with educators at MSU. Historically, the TTT has been hosted in-person, online, as a solo event, and in conjunction with the Spring Conference on Teaching, Learning and Student Success. In attempts to connect broader audiences with these key resources, we have retitled the collection "Getting Started- Educator Resource Overview".Photo by Gia Oris on Unsplash

About the Prevention, Outreach & Education Department:
The mission of the Prevention, Outreach & Education (POE) Department is to educate and empower students, faculty and staff to become advocates for a violent-free community. 
 
What We Do:
 
Prevention involves all of us. Our department approaches violence prevention by calling on everyone to be a part of changing the culture. We educate the campus community and provide educational resources, see the back for a sneak peek!
 
We do a variety of outreach events. The It’s On Us campaign is in October & April to raise awareness about relationship violence & sexual assault. The annual POE summit held every March on the last Friday brings together the campus community. 
 
Our department is passionate about educating the campus community. 
Request an educational training today on our website: poe.msu.edu
 
POE Tips for TA’s:

Ask your department to have the POE Department come in to present, train, or facilitate.
Be proactive rather than reactive and let students know that you are a mandatory reporter.
Remember to utilize reflective listening and be clear about your role: you are not an investigator and you are not a counselor for the students you teach.

Supporting as a Mandatory Reporter
 
ALL University employees, other than confidential employees, have reporting obligation when the employee becomes aware of relationship violence, stalking, or sexual misconduct. Read more about mandatory reporting here: https://oie.msu.edu/resources/mandatory-reporters.html
 
Disclosure Strategies
Be open and listen - only ask open ended questions; follow the lead of the survivor and go at their pace; Believe the survivor and offer support & resources - “How can I support you?” 
 
Support
Wait for a pause: “Thank you for trusting me. I am a mandatory reporter; can I tell you more about what this means?”
 
Inform
Complete the university’s online Public Incident Report Form http://www.oie.msu.edu. 
 
Report
 
Example Syllabi Language: 
Michigan State University is committed to advancing a culture of respect, awareness, and compassion. Title IX and the MSU RVSM Policy prohibits relationship violence and sexual misconduct - including sexual assault, sexual harassment, sexual exploitation, and stalking. I understand that gender-based violence can undermine a students' academic success and I am committed to supporting survivors. According to university policy, I am a mandatory reporter, and therefore required to report information shared with me about incidences of relationship violence and sexual misconduct.
 
If you would like to be connected with confidential and free resources, please see below:

MSU Center For Suvivors - https://centerforsurvivors.msu.edu/
MSU Safe Place - https://centerforsurvivors.msu.edu/resources-and-coping/msu-safe-place/
EVE - https://www.eveinc.org/

 
Contact us to request a training or resource!
 
Olds Hall
408 W. Circle Dr. Suite 101
East Lansing, MI 48824
 
poe.msu.edu
empower@msu.edu
facebook.com/POEmsu