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Outlined Learning Objectives.
Up until this point, this guide has mostly focused on the instructor listing topics as opposed to objectives. While listing topics has a form of value, the topics may not communicate exactly what you hope students can achieve at the end of the course. For this reason, as much as possible an instructor should consider changing course topics to learning outcomes: concise statements describing the skills or abilities a student should have at the end of a course/unit.
 
Tips for writing learning objectives:

Begin each objective with the phrase, “After participating in this session, students should be able to…”

This is not how it may be phrased in your syllabus but will hopefully provide an effective brainstorming session on how to transform topics into objectives.


Choose verbs that are indicative of specific, measurable and observable behaviors which match desired level of knowledge or skill:

“Recall…”
“Describe…”
“Evaluate…”
“Create…”
Etc.


Write them as an outcome, not as a task.

Your objective should describe what students should be able to do/know as a result of the course/unit.
For example:

“Write a reflection on ______ .” is a task, not an outcome.      





 
Teaching Methods.
Each instructor has their own approach to teaching. The general version of this approach has most likely already been listed in your syllabus. However, now you should consider how well your approach fits with the methods described in the syllabus itself and your goals as an educator. Here are some examples of teaching methods and why you may choose to use them. Reflect on what your own teaching method is and how it is incorporated throughout your syllabus.
 

Lecture-based learning:

Common for large groups, introducing a new topic, or delivering a complex lesson. This type of learning can be efficient for covering large amounts of information; however, it may decrease student engagement and encourage passive learning if done frequently.


Discussion-Based Learning:

Common for encouraging critical thinking, covering literature, philosophy or subjects that would benefit from multiple and diverse viewpoints. This type of learning can help promote active participation and deeper levels of understanding but can be time-consuming and run the risk of being dominated by a few participants if not moderated properly.


Inquiry-Based Learning:

Common in science and project-based learning, or areas where exploration is prioritized. This type of learning hopefully fosters curiosity and independent learning, however, relies heavily on student motivation so it requires heavy facilitation and planning.


Problem-Based Learning:

Common in applied fields such as medicine or engineering which rely on problem solving capabilities. This type of learning strongly develops analytical skills and problem solving but can be extremely challenging for students not used to open-ended tasks and is often affiliated with burnout.


 Flipped Classroom:

Commonly used to engage students in higher-order thinking during class-time as opposed to presenting information. Ideally this will increase active learning and engagement during class but requires access to technology and relies on student motivation outside of class.


Differentiated Instruction:

Common in mixed-ability classrooms, this teaching method is tailored to different student learning styles, needs, and abilities. It is inclusive and student-centered, which may increase student/teacher relationships, but demands heavy planning and flexibility on the part of the instructor.


Montessori Method:

While more common in early development, this teaching technique encourages students to select activities from a range of options, which can encourage independence and self-motivation; however, it requires access to a lot of material and an extensive amount of planning from instructors.



 
Assessment Strategies.
Following the guide through each step means you already have some type of description of your assessments provided. Take this time to explain your strategy and reasoning behind those assessments.
 
Support
Be reflective of how you manage and support students in your class:

What implicit biases are built into your class and syllabus?

What is your stance on ableism?
Are their social/political motivations embedded in the syllabus?


Does your syllabus benefit one student over another?

If students are struggling financially, would that impact their ability to access resources for your class?
If students had a form of neurodivergence, how would that affect their performance in your class?
Do you favor one type of student over another?


What accommodation are you providing for students?

Here are some to consider:

Notes? Recorded Lectures? Audio recordings? Online attendance options?
Physical copies of materials? Electronic ones?
Extended test time? Alternate Test Locations?
Links to additional resources?
Assistive technology? Preferential seating?





 
Here is the time to demonstrate how you teach, set that clear expectation for students, and flesh out what it means for them to be in the class. 

Feb. 13, 2024, resources for campus
 As we look to the Spring 2024 semester, we are also approaching the one-year mark of the violence of Feb 13, 2023. The university’s commemoration events are being designed to provide opportunities for all members of our community to come together and take the time and space they need for ongoing healing.Plans are underway for a student-led day of action and an evening remembrance gathering on Feb. 13, 2024. Committees consisting of students, staff, and faculty are actively planning these university-wide commemoration events. Committee members are engaging interest groups for additional input as they work through the details.
As a reminder, there will be no classes held on Feb. 13, 2024, though the university will remain open to support students and our community. 
Guidance to Campus in Support of Unit Level Efforts
To ensure that our campus is handling the commemoration of Feb 13 in the most sensitive and trauma-informed way as possible, it is not recommended that groups, units, or offices hold smaller commemoration events.  
If your unit is considering an independent commemoration event, here is some trauma-informed guidance to consider: 

Be aware of the university-wide events and avoid overlapping efforts, if possible. Additional timing, location, and details will be announced soon, and updates will be regularly available here. Additional timing, location, and details will be announced soon.
Ensure invitees are well prepared for exactly what will occur at your event, so that the details and their participation is not met with surprise.
Describe your event as fully as possible – what will you be doing, where will it be, what is expected of attendees or participants?
 Attendance should always be optional, and participants should be able to exit easily at any time. 
Commemorative events should not be a source of retraumatization, to this end, we do not recommend that individuals publicly share personal stories or that groups engage in expression of memories and experiences from Feb 13.
Providing narratives or listening to others’ stories can be quite activating for those who have experienced trauma.
Without the support and direction of mental health professionals, this type of exercise can create additional distress, often unexpectedly.
Share links to supportive resources with planners and attendees however possible. Some helpful resources may include:

Counseling & Psychiatric Services
Employee Assistance Program
Office for Resource and Support Coordination


Engage with IPF Events early for assistance in planning events which will involve entities outside your department or immediate responsibility and/or take place in university-managed spaces.
IPF Events can help you identify, coordinate, and schedule logistical support needs, such as Parking, Security, space-use approval, waste management, restroom facilities, electrical service, and seating.
They typically require 90 days notice for many approval processes, so contact them as early as possible for support.
MSU counseling staff will not be readily available for individual unit events, as MSU will be utilizing 3rd party support for presence at university-wide events, and MSU UHW staff will not be on duty to provide them an opportunity to engage in commemorative events. Plan accordingly.
Notify ORSC about your planned commemoration efforts, so that publicly announced offerings can be shared via our website and any important coordination can occur. 
Email orsc@msu.edu with planned dates, times, locations, and event details. 




Who is ORSC?





In April 2023, Michigan State University established the Office for Resource and Support Coordination, a temporary office to coordinate the university's continued response and supportive resources following the Feb. 13 violence on campus. The office is led by co-directors Natalie Moser and Dave Brewer. 
Moser currently serves as the director of the MSU Psychological Clinic and is a founding member of the university’s Trauma Services and Training Network. She is a licensed clinical psychologist, a leading expert in anxiety and has expertise providing consultation to families and communities. She holds a doctorate from the University of Delaware. 
Brewer most recently served as the director of building services for MSU Infrastructure Planning and Facilities and was a key architect behind the university’s logistical response to COVID-19 to ensure the health and well-being of the campus community. Brewer has been an active member of the university’s Emergency Operations Center and training and planning efforts. He holds a doctorate in mass communication with a focus on organizational communication from the University of Alabama.  
More information on the ORSC team can be found below.
To contact our office, please email us at orsc@msu.edu.Photo by Tom Shakir on Unsplash

Gradescope is integrated with D2L and allows for remote delivery of assignments and exams.
Delivering Remote Assessment with Gradescope
Gradescope supports fully online assignments where no paper is required, paper-based assignments, assignments combining online and paper-based approaches, and programming assignments. You can find more information about the support Gradescope offers in this blog post and in this FAQ Guide for delivering remote assessments.
D2L Brightspace integration
You can link D2L Brightspace courses and assignments to Gradescope and sync your roster and grades. Learn more on how to leverage the D2L Brightspace integration by watching this video.
Getting Started with Gradescope
If you don't yet have a Gradescope account, you can create one on their homepage.
For more help
The team at Gradescope is available and happy to help with anything, so please email them at help@gradescope.com with any questions you may have.
 
If you'd like to talk about how to incorporate Gradescope into your teaching, request a consultation with an expert instructional technologist by clicking this link to open our appointment request form in a new window (login required).

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. 

Topic Area: Information Session
Presented by: Mary Beth Heeder, Stefanie Baier, Hima Rawal
Abstract:
Imagine a picture of instructor best practices that could lead us out of a pandemic; it might include stories about time, trust, giving, caring, listening… and mindset. As we look at the picture, we see that mindset stands out. Because student mindset is so powerful, some faculty make it an integral part of their instruction. The importance of educator mindset, however, is often overlooked. Carol Dweck, the author of Mindset: The New Psychology of Success, has found that teachers’ mindsets about their students’ abilities and themselves affect student achievement. During this workshop, we will share stories that suggest a blueprint to inspire mindsets that allow for teaching with kindness, generosity, care and concern for all students. Central to the blueprint are the interconnected relationships with ourselves and our students. Attendees will 1) learn about current mindset research; 2) explore the impact their mindsets have on their work/life; and 3) share practices that can help faculty and staff reshape their mindsets and consequently their students’ mindsets. Participants will walk away with tools and stories they can use to shape a hopeful, compassionate learning environment that supports student success and offers a second wind. Pema Chödrön, a Buddhist teacher, reminds us that we have some control during this surreal experience. “We can let the circumstances of our own lives harden us so that we become increasingly resentful and afraid, or we can let them soften us and make us kinder and more open to what scares us. We always have a choice.”
Session Resources:
Mindset over Matter Final 4.28.21_Marybeth Heeder.pdf
Resources from Workshop

Sharing from original email sent by Christopher Roberts, Lead Academic Advisor for the Media & Information Department:Hosted by the Professional Development Working Group and Patrick Beatty, Management Analyst and Function Lead on the SIS Transition and Operations team, the webinar below covers helpful tips for navigating Campus Solutions Student Information System. Click here for the Campus Solutions Tips and Tricks WebinarTopics covered in order of appearance:

“User Defaults” feature. The use of (and potential pitfalls of) this feature.
Utilizing favorites in CS and how to manage/update them (include reference to new navigation features that came about the first week of March).
How to have multiple browser tabs open in CS (and how not to).
Walk through Student Services Center from a staff view, including reviews of things like holds, and to-do’s, and viewing current and past academic record information.
Walk through a student’s landing page and navigation points, from a student’s view.
Access to CS, the request process, and expectations (incorporating the new location for the eARM process).
Talk about CS vocabulary and how that translates to day-to-day terminology, including the student life cycle from application to graduation.

Links from the presentation:

Access: https://tdx.msu.edu/TDClient/32/Portal/Home/
Access Guidelines: https://sis.msu.edu/_assets/documents/SIS-business-roles.pdf
Glossary: https://sis.msu.edu/_assets/documents/SISProject_glossary_web.pdf
Reporting Recent READ ME: https://michiganstate.sharepoint.com/sites/SISNews/Shared%20Documents/Forms/AllItems.aspx?id=%2Fsites%2FSISNews%2FShared%20Documents%2FREADME%5FReporting%5FCenter%2Epdf&parent=%2Fsites%2
SIS Email for Questions: sis@msu.edu

Title: Teaching English in Chinese way? International Engagement in a Writing CoursePresenters: Xinqiang Li (Dept. of Writing, Rhetoric and American Cultures); Xinyu Wu (The Office of China Programs)Format: WTMCDate: May 11th, 2023Time: 1:30 pm - 2:30 pmClick here to viewDescription:This presentation will introduce an inclusive and innovative course model for international students. In Fall 2022, the Office of China Programs (OCP) in collaboration with the Department of Writing, Rhetoric and American Cultures (WRAC) piloted a student-focused academic writing and mentoring course (WRA291) targeting MSU undergraduate students from Chinese-speaking countries and regions.Based on the instructor’s intercultural knowledge and experiences, the class tried to balance Chinese and Western perspectives in the curriculum, ranging from the arrangement of classroom practice to the selection of course materials. By familiarizing students with writing process and providing effective instructional scaffolding, the class tried to help students overcome their writing anxiety and develop academic writing skills. The course also invited 6 faculty from different colleges to mentor one to two students by providing individual assignment writing support. Through one-on-one conferences, the mentors customized their teaching according to students’ practical needs.The class supported an inclusive, and welcoming environment. It kept an open attitude towards students’ diverse cultures, and the supportive and vibrant environment created in the class has enhanced students’ motivation and inspiration, which has in turn helped them fully realize their potential. This course proved to be successful, meeting both the project goals and students’ expectation. The immediate outcome and impact on students’ success are demonstrated by various feedback from participating students and faculty as well as program evaluation. All these teaching efforts have enriched the course’s pedagogy and demonstrated how inclusion in a global education context can be put in practice.

Create surveys for your students.

Select the Surveys link in Course Admin. 
 

Select the New Survey button. 
 

Enter the Name of the survey.
Select Add/Edit Questions if you want to add questions to the survey. See instructions below for more detail.
Select one of the Save options at the bottom of the screen to save your changes. Moving to a different tab of the survey will also save. 
 

To preview your survey, click the caret to open the Actions Menu.
 

Select Preview. 
 

You will need to make the survey available to students, either by adding the Surveys link to the course navbar or by adding the survey to Content through the Existing Activities button.

You can access MSU's self-enrollment link for D2L self-directed training videos (including surveys) here.