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Posted on: #iteachmsu
MSU IT now offers a self-paced training course in many of the technologies available on campus. MSU Tools and Technologies is open to any instructor who is looking for basic information on the free technologies available on campus. We are working to provide as much useful information as possible, so we are continuing to build and imporve on the materials available. We want to make sure we are meeting the needs of instructors, staff and students, so if there is something missing from the course, please let us know how we can imporve it.
You can sign up for the training by going to this self-enrollment link: MSU Tools and Technologies Course
Tools and Technologies from MSU IT
MSU IT now offers a self-paced training course in many of the technologies available on campus. MSU Tools and Technologies is open to any instructor who is looking for basic information on the free technologies available on campus. We are working to provide as much useful information as possible, so we are continuing to build and imporve on the materials available. We want to make sure we are meeting the needs of instructors, staff and students, so if there is something missing from the course, please let us know how we can imporve it.
You can sign up for the training by going to this self-enrollment link: MSU Tools and Technologies Course
Authored by:
Nick Noel
Posted on: #iteachmsu
MSU IT now offers a self-paced training course in many of th...
Tools and Technologies from MSU IT
MSU IT now offers a self-paced training course in many of th...
Authored by:
Wednesday, Oct 21, 2020
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Kicking off your course with a Community Building Circle
When I was teaching EAD315, a face-to-face undergraduate course of about 30, I wanted to set the tone for our semester together by utilizing a Circle. The benefits were multifold - we all learned more about each other, we set community norms for our time together, and we established our space as one we could show up as our whole selves in. This activity was informed by Restorative Justice Circles training provided by now Dr. Megumi Moore, MSU Graduate Life and Wellness. Here is the basic outline for the activity with some notes about possible modifications: MSU is on land known as Nkwejong (nuh-quay-juhon) (Where the Rivers Meet), a territory of the Three Fires of Anishinaabeg, including Ojibwe, Odawa, and Potawatomi. Circles are a regular activity for dialogue and decision-making in indigenous populations, and we all have had experiences building community in circles (think about a bonfire).
In a circle, everyone has an equal opportunity to speak. When the talking piece gets to you, you can choose to share your response to the current round’s question, or you can pass- that decision is yours. The other role of the talking piece is to remind us to be present in listening to one another. When we have the talking piece, we have the space to share, when we don’t have the talking piece- we have the space to listen. We also ask that as a group we respect the confidentiality of the circle. The stories that individuals share here are their stories only.
Introduce my talking piece: Select at least one talking piece that is significant to you. As you’re introducing the concept of the Circle, share why you selected that object as a talking piece.
Modification: include more than one object that serves as talking pieces, describe each (making sure each one represents a unique reason), place on rug/blanket in the center of the circle, allow participants to exchange the talking piece that is handed off to them for another that is more meaningful
We’ll start and close with a quote...
Opener: pick a quote that sets the tone you’re trying to achieve… be conscious of the speaker (and what identities they represent), not just the content
“It’s easy to judge. It’s more difficult to understand. Understanding requires compassion, patience, and a willingness to believe that good hearts sometimes choose poor methods. Through judging, we separate. Through understanding, we grow.” – Doe Zantamata
Rounds: you can determine the number of rounds and the questions asked in each… this is a valuable first day, first activity because it can also serve as an “ice breaker”. It is recommended to include an introduction round to start and a check-out round to conclude. The number of participants and the number of rounds are the main factors in the amount of time that should be allotted for this activity. More people/more rounds = more time.
Introductions (name, pronouns, program, year, anything else you think is important that we know)
If you could invite one guest to dinner, dead or alive, who would your guest be?
Who is one person you admire and why do you admire them (in one sentence)?
What does [key course theme/topic] mean to you?
What two values do you think are most important for our success as a cohort in this community?*
Any other values missing, or discussion on these values?*
One-word check out for the last round of the circle.
Closer: pick another quote
"The greatness of a community is most accurately measured by the compassionate actions of its members." – Coretta Scott KingRounds 5 and 6 in the Circle outline were aimed specifically at helping set our class values (AKA community norms). You can modify the Circle by giving participants time before the first values round to think about the prompt and write it down. When I do this activity, I provide markers and small paper plates - asking that learners write one value per plate. When they're sharing out, I ask them to show us their plates. (The goal is that everyone feels comfortable sharing and doesn't feel subdued or silenced by group think.) This round, as the Circle Keeper/facilitator, I may ask follow-up questions (disclose this in advance of the round, as it deviates from the talking piece rules). For example, if a student said "respect" is a value, I would ask, "what does respect mean to you?" or "what does that look like in practice?". After the activity is concluded, I add the agreed-upon values to the syllabus. Photo by Tegan Mierle on Unsplash
In a circle, everyone has an equal opportunity to speak. When the talking piece gets to you, you can choose to share your response to the current round’s question, or you can pass- that decision is yours. The other role of the talking piece is to remind us to be present in listening to one another. When we have the talking piece, we have the space to share, when we don’t have the talking piece- we have the space to listen. We also ask that as a group we respect the confidentiality of the circle. The stories that individuals share here are their stories only.
Introduce my talking piece: Select at least one talking piece that is significant to you. As you’re introducing the concept of the Circle, share why you selected that object as a talking piece.
Modification: include more than one object that serves as talking pieces, describe each (making sure each one represents a unique reason), place on rug/blanket in the center of the circle, allow participants to exchange the talking piece that is handed off to them for another that is more meaningful
We’ll start and close with a quote...
Opener: pick a quote that sets the tone you’re trying to achieve… be conscious of the speaker (and what identities they represent), not just the content
“It’s easy to judge. It’s more difficult to understand. Understanding requires compassion, patience, and a willingness to believe that good hearts sometimes choose poor methods. Through judging, we separate. Through understanding, we grow.” – Doe Zantamata
Rounds: you can determine the number of rounds and the questions asked in each… this is a valuable first day, first activity because it can also serve as an “ice breaker”. It is recommended to include an introduction round to start and a check-out round to conclude. The number of participants and the number of rounds are the main factors in the amount of time that should be allotted for this activity. More people/more rounds = more time.
Introductions (name, pronouns, program, year, anything else you think is important that we know)
If you could invite one guest to dinner, dead or alive, who would your guest be?
Who is one person you admire and why do you admire them (in one sentence)?
What does [key course theme/topic] mean to you?
What two values do you think are most important for our success as a cohort in this community?*
Any other values missing, or discussion on these values?*
One-word check out for the last round of the circle.
Closer: pick another quote
"The greatness of a community is most accurately measured by the compassionate actions of its members." – Coretta Scott KingRounds 5 and 6 in the Circle outline were aimed specifically at helping set our class values (AKA community norms). You can modify the Circle by giving participants time before the first values round to think about the prompt and write it down. When I do this activity, I provide markers and small paper plates - asking that learners write one value per plate. When they're sharing out, I ask them to show us their plates. (The goal is that everyone feels comfortable sharing and doesn't feel subdued or silenced by group think.) This round, as the Circle Keeper/facilitator, I may ask follow-up questions (disclose this in advance of the round, as it deviates from the talking piece rules). For example, if a student said "respect" is a value, I would ask, "what does respect mean to you?" or "what does that look like in practice?". After the activity is concluded, I add the agreed-upon values to the syllabus. Photo by Tegan Mierle on Unsplash
Authored by:
Makena Neal
Posted on: #iteachmsu
Kicking off your course with a Community Building Circle
When I was teaching EAD315, a face-to-face undergraduate course of ...
Authored by:
PEDAGOGICAL DESIGN
Wednesday, Oct 25, 2023
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Synchronous vs. Asynchronous
One of the first things to consider when thinking about creating community and engaging with your students is synchronous and asynchronous opportunities that you'll want to create in your course structure.
Synchronous experiences happen in real-time. This might look like a Zoom or live Twitter chat with your students. Maybe you are sharing a document and everyone is contributing to the knowledge building and feedback at the same time or there is group work that requires collaborative lab participation. The communication is happening simultaneously and in a shared space.
Asynchronous experiences happen on your own time. This might look like a module that's open in D2L for learners to complete at their own pace during the week, discussion boards, independent labs and simulations, weekly or bi-weekly feedback to students, or emails. The communication is not simultaneous. Instead, everyone can access content, communicate, and/or contribute at a time that works best for them while adhering to the deadlines that were communicated.
Many online courses are set up to be asynchronous but offer synchronous opportunities. Something for you to consider if you include synchronous opportunities is whether they'll be optional or required. If you require 3 synchronous sessions per semester, you might schedule 5 sessions total so that students have the ability to participate based on their schedules.
Synchronous experiences happen in real-time. This might look like a Zoom or live Twitter chat with your students. Maybe you are sharing a document and everyone is contributing to the knowledge building and feedback at the same time or there is group work that requires collaborative lab participation. The communication is happening simultaneously and in a shared space.
Asynchronous experiences happen on your own time. This might look like a module that's open in D2L for learners to complete at their own pace during the week, discussion boards, independent labs and simulations, weekly or bi-weekly feedback to students, or emails. The communication is not simultaneous. Instead, everyone can access content, communicate, and/or contribute at a time that works best for them while adhering to the deadlines that were communicated.
Many online courses are set up to be asynchronous but offer synchronous opportunities. Something for you to consider if you include synchronous opportunities is whether they'll be optional or required. If you require 3 synchronous sessions per semester, you might schedule 5 sessions total so that students have the ability to participate based on their schedules.
Authored by:
SOIREE 2020 Team
Posted on: #iteachmsu
Synchronous vs. Asynchronous
One of the first things to consider when thinking about creating co...
Authored by:
PEDAGOGICAL DESIGN
Wednesday, Aug 26, 2020
Posted on: #iteachmsu
Robots Talking to Robots
Robots Talking to Robots
5 ways to fix online discussions
We have long touted the discussion board as a way to build community in virtual classrooms: Pose a question in a thread. Two points for a post, one point for a response. These perfunctory interactions are at most an assessment of knowledge, but hardly ever the critical analysis that leads to productive conversation.
And now, with a quick copy and paste to an LLM, students can post and respond with even less effort.
In this post, I’ll give you five ways to implement human authentication to mitigate discussion posts becoming conversations between AI. Then, I'll address some general pedagogical considerations for online discussions.
Only Replies
The instructor initiates the discussion with an opening post. Students can only reply to the previous response, simulating a natural conversation. Each reply should conclude with a question or statement that encourages further dialogue.
Optional: Award points based on the engagement generated by each student's post.
Human Aspect: This approach makes it challenging to simply copy and paste responses. Students must carefully consider how their replies will stimulate ongoing discussion.
In our recent lecture on social stratification, we discussed the concept of social mobility. Consider the factors that influence upward social mobility in contemporary society. What role does higher education play in this process? You may only reply to subsequent replies. Try to end each reply with a question or a statement that others can respond to.
Source Search
The instructor provides a specific topic from class, and students must find a relevant source that meets given criteria.
Optional: Students can include a quote from their source and explain its connection to the topic.
Human Aspect: While AI tools can find sources, they often struggle with relevancy, accurate quotations, and may even hallucinate information.
Find a peer-reviewed article published in the last two years that discusses the impact of climate change on Michigan's freshwater ecosystems. Your post should include the article's title, authors, publication, and a brief summary of the findings. How do these findings relate to our recent field trip to the Red Cedar River?
Multimedia
Students post video or audio files in discussion threads instead of written responses.
Optional: Have students experiment with MSU supported tools like Flip, Mediaspace, or Camtasia.
Human Aspect: This format allows students to present their natural selves, showcasing personality and communication skills that are difficult for AI to replicate.
Create a one minute video response to today’s lecture, or post an audio response to another student’s video.
Learning Reflections
Students reflect on their progression through a concept or discuss aspects of the course they find challenging.
Human Aspect: These personal reflections on the learning process are unique to each student's experience and difficult for AI to authentically generate.
As we conclude our unit on stereochemistry, reflect on your learning journey. Discuss concepts you initially struggled with, moments of clarity, and areas where you still have questions. How has your understanding of molecular structure and its importance in organic reactions evolved?
AI Critique
The instructor posts an example provided by an LLM and asks students to critique the information.
Optional: Students use AI to critique AI-generated content, and then reflect on the patterns they observe.
Human Aspect: This exercise encourages students to analyze how generated text compares to their own work or the course material in general, fostering conversation about AI's capabilities and limitations.
“All news outlets should transition to fully AI-generated content. AI can produce articles faster and more efficiently than human journalists, covering a wider range of events without bias. This change would allow for 24/7 news coverage while significantly reducing operational costs.”
Analyze the above AI-generated statement about AI in journalism. Identify any biases, oversimplifications, or logical flaws. Then, use an AI tool of your choice to generate a critique of this statement. Compare your analysis with the AI-generated critique. What patterns or differences do you notice?
Why are We Using Discussion Posts Anyway?
At MSU, discussion forums on D2L Brightspace allow students to post and reply. This is an asynchronous discussion; an online bulletin board that simulates the same level of conversation as a Reddit post. But without a clear objective to link the activity, discussion posts just end up being public knowledge checks. Which begs the question, why not just have students submit an assignment?
It is an intimate thing to share our work, and students are more likely to turn to AI if their work is reviewed publicly. Consider then, that discussion posts do not build community, but a classroom community can use discussions to achieve collaboration-based objectives. Some examples of collaboration objectives include:
Practice giving and receiving constructive feedback.
Engage in peer-to-peer learning by responding to classmates' ideas.
Develop interpersonal communication skills through discussions.
Don’t ditch the discussion posts, just align them with a goal that will help students develop skills to engage with others. How do you run discussions in your class? Comment below or drop me a line at freyesar@msu.edu.Freyesaur out.
5 ways to fix online discussions
We have long touted the discussion board as a way to build community in virtual classrooms: Pose a question in a thread. Two points for a post, one point for a response. These perfunctory interactions are at most an assessment of knowledge, but hardly ever the critical analysis that leads to productive conversation.
And now, with a quick copy and paste to an LLM, students can post and respond with even less effort.
In this post, I’ll give you five ways to implement human authentication to mitigate discussion posts becoming conversations between AI. Then, I'll address some general pedagogical considerations for online discussions.
Only Replies
The instructor initiates the discussion with an opening post. Students can only reply to the previous response, simulating a natural conversation. Each reply should conclude with a question or statement that encourages further dialogue.
Optional: Award points based on the engagement generated by each student's post.
Human Aspect: This approach makes it challenging to simply copy and paste responses. Students must carefully consider how their replies will stimulate ongoing discussion.
In our recent lecture on social stratification, we discussed the concept of social mobility. Consider the factors that influence upward social mobility in contemporary society. What role does higher education play in this process? You may only reply to subsequent replies. Try to end each reply with a question or a statement that others can respond to.
Source Search
The instructor provides a specific topic from class, and students must find a relevant source that meets given criteria.
Optional: Students can include a quote from their source and explain its connection to the topic.
Human Aspect: While AI tools can find sources, they often struggle with relevancy, accurate quotations, and may even hallucinate information.
Find a peer-reviewed article published in the last two years that discusses the impact of climate change on Michigan's freshwater ecosystems. Your post should include the article's title, authors, publication, and a brief summary of the findings. How do these findings relate to our recent field trip to the Red Cedar River?
Multimedia
Students post video or audio files in discussion threads instead of written responses.
Optional: Have students experiment with MSU supported tools like Flip, Mediaspace, or Camtasia.
Human Aspect: This format allows students to present their natural selves, showcasing personality and communication skills that are difficult for AI to replicate.
Create a one minute video response to today’s lecture, or post an audio response to another student’s video.
Learning Reflections
Students reflect on their progression through a concept or discuss aspects of the course they find challenging.
Human Aspect: These personal reflections on the learning process are unique to each student's experience and difficult for AI to authentically generate.
As we conclude our unit on stereochemistry, reflect on your learning journey. Discuss concepts you initially struggled with, moments of clarity, and areas where you still have questions. How has your understanding of molecular structure and its importance in organic reactions evolved?
AI Critique
The instructor posts an example provided by an LLM and asks students to critique the information.
Optional: Students use AI to critique AI-generated content, and then reflect on the patterns they observe.
Human Aspect: This exercise encourages students to analyze how generated text compares to their own work or the course material in general, fostering conversation about AI's capabilities and limitations.
“All news outlets should transition to fully AI-generated content. AI can produce articles faster and more efficiently than human journalists, covering a wider range of events without bias. This change would allow for 24/7 news coverage while significantly reducing operational costs.”
Analyze the above AI-generated statement about AI in journalism. Identify any biases, oversimplifications, or logical flaws. Then, use an AI tool of your choice to generate a critique of this statement. Compare your analysis with the AI-generated critique. What patterns or differences do you notice?
Why are We Using Discussion Posts Anyway?
At MSU, discussion forums on D2L Brightspace allow students to post and reply. This is an asynchronous discussion; an online bulletin board that simulates the same level of conversation as a Reddit post. But without a clear objective to link the activity, discussion posts just end up being public knowledge checks. Which begs the question, why not just have students submit an assignment?
It is an intimate thing to share our work, and students are more likely to turn to AI if their work is reviewed publicly. Consider then, that discussion posts do not build community, but a classroom community can use discussions to achieve collaboration-based objectives. Some examples of collaboration objectives include:
Practice giving and receiving constructive feedback.
Engage in peer-to-peer learning by responding to classmates' ideas.
Develop interpersonal communication skills through discussions.
Don’t ditch the discussion posts, just align them with a goal that will help students develop skills to engage with others. How do you run discussions in your class? Comment below or drop me a line at freyesar@msu.edu.Freyesaur out.
Authored by:
Freyesaur
Posted on: #iteachmsu
Robots Talking to Robots
Robots Talking to Robots
5 ways to fix online discussions
We have l...
5 ways to fix online discussions
We have l...
Authored by:
Monday, Jul 8, 2024
Posted on: #iteachmsu
ASSESSING LEARNING
Giving Meaningful Feedback: A Spring Semester Workshop
MSU educators are invited to view a workshop about giving meaningful feedback to students. This workshop is open to any educator who is interested in learning about strategies and tools for meaningful feedback.The workshop aims to provide educators with an interdisciplinary space and community to consider ways of providing effective and meaningful feedback to students. The professional development provided will offer peer-to-peer interaction with information and discussion that considers feedback strategies and tools across disciplines. Participants will have the opportunity to learn about strategies and tools for providing feedback to students, exchange ideas about feedback, and practice and implement ideas about feedback for course design, pedagogy, and practice.
By participating in this workshop, participants will be able to:
Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms)
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation
The Meaningful Feedback Workshop originally took place on February 26, 2021 (synchronously via zoom).
By participating in this workshop, participants will be able to:
Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms)
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation
The Meaningful Feedback Workshop originally took place on February 26, 2021 (synchronously via zoom).
Authored by:
Ann Burke, PhD
Posted on: #iteachmsu
Giving Meaningful Feedback: A Spring Semester Workshop
MSU educators are invited to view a workshop about giving meaningfu...
Authored by:
ASSESSING LEARNING
Thursday, Jun 24, 2021
Posted on: MSU Academic Advising
JUSTICE AND BELONGING
What Are Essential/Basic Needs?
The Basic Needs Series includes 4 presentations and will culminate with a live educator training. In this first presentation, we explore what are essential/basic needs, how lack of basic needs impacts student success, what resources are available to advisors, faculty, and students, and initiatives for the future. The Basic Needs Series is open to anyone that works directly with students and is interested in learning more about basic needs and resources that support students that may be experiencing food, housing, financial, and mental health concerns.
Upon completion of this learning experience participants will be able to:
Have a clearer understanding of what basic needs are.
Know a variety of different resources that are available at MSU.
Understand how to refer students to resources that support students in meeting their basic needs.
Learn more about this important topic by viewing the video below. Access the PowerPoint slides here.
Upon completion of this learning experience participants will be able to:
Have a clearer understanding of what basic needs are.
Know a variety of different resources that are available at MSU.
Understand how to refer students to resources that support students in meeting their basic needs.
Learn more about this important topic by viewing the video below. Access the PowerPoint slides here.
Authored by:
Katie Peterson
Posted on: MSU Academic Advising
What Are Essential/Basic Needs?
The Basic Needs Series includes 4 presentations and will culminate ...
Authored by:
JUSTICE AND BELONGING
Tuesday, Jul 30, 2024
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Spring into Spring: Educator Development Opportunities with CTLI (Jan. & Feb.)
Demystifying [Online] Student Engagement
January 18, 2024, 11 a.m. – 12 p.m., virtual via ZoomPresented by Dr. Ashley Moore
Join CTLI Affiliate and Assistant Professor, Dr. Ashley Moore, in a dialogue about common challenges engaging students in an online course setting. We’ll talk about how to set the stage for a warm classroom environment, different ways to check in with students, and pedagogical strategies to get student buy-in for your course—all grounded in humanizing praxis.Learn more and register here
Online Program Director Coffee Hour: Best Practices in course design, QM alignment, and D2L templates
January 18, 2024, 1 – 2 p.m., virtual via ZoomCTLI invites you to join us for the Online Program Directors Coffee Hour session for the month of January. We will be focusing this months discussion on best practices in online course design, alignment with Quality Matters, and D2L course templates available at MSU. Please contact Alicia Jenner (jennera1@msu.edu) for event invitation.
Introduction to Peer Dialogues
January 18, 2024, 2 – 3 p.m., virtual via ZoomPresented by Dr. Jay Loftus
Peer dialogue is a structured methodology for observation and feedback. It is intended to be a colleague-to-colleague process to help improve instructional practice, and ultimately student learning experiences and outcomes. Unlike a formal review of instructional practice that may occur as part of tenure and promotion, peer dialogue is a collegial and collaborative practice aimed at improving skills and strategies. In part 1 of peer dialogues participants will learn about the process.Learn more and register here
Using Collaborative Discussion
January 24, 2024, 10 – 11:30 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
"Welcome to My Classroom" Series: Pedagogy of Care Panel
January 25, 2024, 10 – 11 a.m., virtual via ZoomMediated by Dr. Makena Neal | Panelists include Dr. Crystal Eustice (CSUS) & Dustin DuFort Petty (BSP)
We're excited to start the new calendar year with a panel of educators discussing the what a "pedagogy of care" means to them and what it looks like in their learning environments.Learn more and register here
Advising/Tutoring Appointment Systems Training
January 25, 2024, 2 – 3 p.m., virtual via ZoomPresented by Katie Peterson and Patrick Beatty
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of this system, including how to manage appointment availability, adding a student to you or another advisor’s schedule, and additional tips and tricks. Learn more and register here
Book Discussion: “Teaching on days after: educating for equity in the wake of injustice”
January 30, 2024, 1:30 – 3 p.m., virtual via ZoomFacilitated by Drs. Makena Neal and Ashley Moore
For our second discussion, we’ll be reading “Teaching on days after: educating for equity in the wake of injustice" by Alyssa Hadley Dunn (published by Teachers College Press in 2022). This title is available via the MSU Main Library as an eBook (ProQuest EBook Central).Learn more and register here
Boosting student engagement: Easy tactics and tools to connect in any modality
February 5, 2024, 1 – 2 p.m., virtual via ZoomFacilitated by Drs. Ellie Louson and Makena Neal
Using zoom chat, google docs and slides, word clouds, D2L, and other MSU tech tools, we will focus on low-barrier ways that instructors can connect with students, help students connect with each other, organize whole-class or small-group brainstorms, and translate effective in-person activities for hybrid or online classrooms.Learn more and register here
Taking Care of Yourself in Times of Uncertainty
February 8, 2024, 9 – 10 a.m., virtual via ZoomPresented by Jaimie Hutshison of the WorkLife Office
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. This presentation will address best practices for self-care. Learn more and register here
Generative AI Open Office Hours
February 16, 2024, 12 – 1:30 p.m., virtual via ZoomHosted by Dr. Jeremy Van Hof & colleagues from the Enhanced Digitial Learning Initative
This time will be treated like "office hours", where any educator with questions or looking for futher conversation about Generative AI is welcome to join this zoom room whenever suits them!Learn more here
"Welcome to My Classroom" Series: Jessica Sender
February 20, 2024, 1 – 2 p.m., virtual via ZoomPresented by Jessica Sender
This month, we are excited to hear from Jessica Sender, Health Sciences Librarian, Liaison to the College of Nursing, and CTLI Affiliate. Jessica will be showcasing the Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) and the ways it can be incorporated pedagogically to improve learning experiences. Learn more and register here
Dialogue and Deliberation
February 21, 2024, 10 – 11 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
January 18, 2024, 11 a.m. – 12 p.m., virtual via ZoomPresented by Dr. Ashley Moore
Join CTLI Affiliate and Assistant Professor, Dr. Ashley Moore, in a dialogue about common challenges engaging students in an online course setting. We’ll talk about how to set the stage for a warm classroom environment, different ways to check in with students, and pedagogical strategies to get student buy-in for your course—all grounded in humanizing praxis.Learn more and register here
Online Program Director Coffee Hour: Best Practices in course design, QM alignment, and D2L templates
January 18, 2024, 1 – 2 p.m., virtual via ZoomCTLI invites you to join us for the Online Program Directors Coffee Hour session for the month of January. We will be focusing this months discussion on best practices in online course design, alignment with Quality Matters, and D2L course templates available at MSU. Please contact Alicia Jenner (jennera1@msu.edu) for event invitation.
Introduction to Peer Dialogues
January 18, 2024, 2 – 3 p.m., virtual via ZoomPresented by Dr. Jay Loftus
Peer dialogue is a structured methodology for observation and feedback. It is intended to be a colleague-to-colleague process to help improve instructional practice, and ultimately student learning experiences and outcomes. Unlike a formal review of instructional practice that may occur as part of tenure and promotion, peer dialogue is a collegial and collaborative practice aimed at improving skills and strategies. In part 1 of peer dialogues participants will learn about the process.Learn more and register here
Using Collaborative Discussion
January 24, 2024, 10 – 11:30 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
"Welcome to My Classroom" Series: Pedagogy of Care Panel
January 25, 2024, 10 – 11 a.m., virtual via ZoomMediated by Dr. Makena Neal | Panelists include Dr. Crystal Eustice (CSUS) & Dustin DuFort Petty (BSP)
We're excited to start the new calendar year with a panel of educators discussing the what a "pedagogy of care" means to them and what it looks like in their learning environments.Learn more and register here
Advising/Tutoring Appointment Systems Training
January 25, 2024, 2 – 3 p.m., virtual via ZoomPresented by Katie Peterson and Patrick Beatty
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of this system, including how to manage appointment availability, adding a student to you or another advisor’s schedule, and additional tips and tricks. Learn more and register here
Book Discussion: “Teaching on days after: educating for equity in the wake of injustice”
January 30, 2024, 1:30 – 3 p.m., virtual via ZoomFacilitated by Drs. Makena Neal and Ashley Moore
For our second discussion, we’ll be reading “Teaching on days after: educating for equity in the wake of injustice" by Alyssa Hadley Dunn (published by Teachers College Press in 2022). This title is available via the MSU Main Library as an eBook (ProQuest EBook Central).Learn more and register here
Boosting student engagement: Easy tactics and tools to connect in any modality
February 5, 2024, 1 – 2 p.m., virtual via ZoomFacilitated by Drs. Ellie Louson and Makena Neal
Using zoom chat, google docs and slides, word clouds, D2L, and other MSU tech tools, we will focus on low-barrier ways that instructors can connect with students, help students connect with each other, organize whole-class or small-group brainstorms, and translate effective in-person activities for hybrid or online classrooms.Learn more and register here
Taking Care of Yourself in Times of Uncertainty
February 8, 2024, 9 – 10 a.m., virtual via ZoomPresented by Jaimie Hutshison of the WorkLife Office
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. This presentation will address best practices for self-care. Learn more and register here
Generative AI Open Office Hours
February 16, 2024, 12 – 1:30 p.m., virtual via ZoomHosted by Dr. Jeremy Van Hof & colleagues from the Enhanced Digitial Learning Initative
This time will be treated like "office hours", where any educator with questions or looking for futher conversation about Generative AI is welcome to join this zoom room whenever suits them!Learn more here
"Welcome to My Classroom" Series: Jessica Sender
February 20, 2024, 1 – 2 p.m., virtual via ZoomPresented by Jessica Sender
This month, we are excited to hear from Jessica Sender, Health Sciences Librarian, Liaison to the College of Nursing, and CTLI Affiliate. Jessica will be showcasing the Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) and the ways it can be incorporated pedagogically to improve learning experiences. Learn more and register here
Dialogue and Deliberation
February 21, 2024, 10 – 11 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here
Posted by:
Makena Neal
Posted on: #iteachmsu
Spring into Spring: Educator Development Opportunities with CTLI (Jan. & Feb.)
Demystifying [Online] Student Engagement
January 18, 2024, 11 a.m. ...
January 18, 2024, 11 a.m. ...
Posted by:
PEDAGOGICAL DESIGN
Monday, Jan 8, 2024
Posted on: Center for Teaching and Learning Innovation
JUSTICE AND BELONGING
Inclusive Classroom Activities
This post delves into inclusive classroom activities as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
Authored by:
Bethany Meadows
Posted on: Center for Teaching and Learning Innovation
Inclusive Classroom Activities
This post delves into inclusive classroom activities as part of the...
Authored by:
JUSTICE AND BELONGING
Monday, Jul 29, 2024