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The Center for Teaching and Learning Innovation (CTLI) announces a new round of Catalyst Innovation Program (CIP) recipients for Spring 2022. This program funds creative and innovative uses of tools, technology, and pedagogical approaches for the purposes of allowing experimentation with the potential to enhance student learning experiences with just-in-time awards. It is with great enthusiasm that I present the Spring 2022 Catalyst Innovation Program recipients:Brad WIlcuts, Daniel TregoTheatreNew Media Performance LaboratoryJon FreyDepartment of Art, Art History, & DesignOpening New WindowsJudy Walgren and Megan KudziaJournalism/Digital Scholarship LabUnlocking 360-degree video production for the MSU Library's 360-degree theaterLinda NubaniSchool of Planning, Design, and ConstructionIntegrating eye-tracking and facial expression technology to evaluate the impact of interior design students’ projects on the well-being of users Quentin Tyler MSU ODEI, MSU School of Planning Construction and Design, and MSU ExtensionA Mile in My Shoes; A Continuation of Virtual Reality Confronting BiasStephen ThomasThe Office of the Associate Provost for Undergraduate Education (APUE)Broadening access and increasing representation among MSU’s Undergraduate Learning Assistants (ULAs) through software management, LA Campus.Sunil Chakrapani and Jenifer SaldanhaElectrical and Computer Engineering and Biological Sciences programQR code-based instruction in engineering and biology laboratoriesSusan McQuistonBiomedical Laboratory DiagnosticsAccess to Flow Cytometry data analysis enhances student learning, preparation, and engagement in diverse medical and research applications in preparation for future careersThis is the first award cycle since the formation of the CTLI. Grantees are already benefiting from the CTLI’s integration with the MSU Library through consultations with talent and expertise found in the OER Team, Makerspace, and Digital Scholarship LabMSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt - “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen without waiting for the next annual planning cycle.”As the year progresses, we will share stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU educator community. If you missed this application cycle, the next opportunity will be available late Spring 2022. Get your ideas ready!

Step into the CTLI office, and you are immediately enveloped in an atmosphere of collaboration and respect. This welcoming environment is largely attributed to LeChele Parris (she/her), the Project Intake & Event Coordinator whose attention to detail and inclusive leadership ensures that everyone, from seasoned administrators to new student employees, feel part of the team.
LeChele’s role at the Center for Teaching and Learning Innovation [CTLI] is multifaceted and essential to the organization’s smooth operation. With a keen eye for efficiency, she ensures that all team members have the resources and support they need to perform their jobs effectively. Her responsibilities include [but are certainly not limited to] monitoring various CTLI communication channels, such as emails and intake forms, to guarantee that inquires are promptly addressed and directed to the appropriate personnel. LeChele’s expertise in delegating problems to the right team members ensures that issues are solved efficiently and effectively, contributing to the overall productivity of the center. 
Beyond her administrative duties, LeChele plays a crucial role in managing the daily schedules of CTLI administrators. Her meticulous coordination of meetings and appointments optimizes productivity, allowing the center to function seamlessly. Perhaps one of her most impactful contributions is her oversight of student employees. LeChele provides invaluable guidance and mentorship, fostering an environment where young professionals can grow and thrive. Her approach is personalized; she takes time to get to know everyone individually, always offering a friendly face and a listening ear in the workspace.
In 2022, she earned her Bachelor’s degree in Psychology through Central Michigan University’s Global Campus. Her decision to return to school came later in life, after her children had become more independent. However, like many others, her educational plans were impacted by the uncertainty of the COVID-19 pandemic. Despite the challenges of remote learning and the ongoing global crisis, LeChele persevered, completing her degree and subsequently joining CTLI in 2023.
Her personal experience as a non-traditional student has given LeChele a unique perspective on higher education. She openly shares her journey of completing her Bachelor’s degree after establishing a family and career path, making her decision to work in higher education truly motivating. Initially hesitant about entering the field, LeChele found her calling in supporting online education at MSU.
“Coming here [to CTLI] and hearing about how my coworkers administrate the online programs here at MSU, I wanted to support them in that,” LeChele explains. “I want to be a part of making an online program better for MSU students”. This sentiment encapsulates her dedication to improving educational experiences and her commitment to lifelong learning.
LeChele’s presence at CTLI goes beyond her official duties. She brings a wealth of life experience, empathy, and a passion that enriches the center’s culture. Through her work, LeChele continues to make a significant impact on the CTLI team and the broader MSU community, embodying the values of perseverance, inclusivity, and continuous growth.

Join us as we explore the dynamic realm of 2-Person Webinars, where collaboration and communication take center stage. In this module, you'll discover strategies for co-hosting engaging webinars with a partner, leveraging each other's strengths to deliver dynamic and interactive presentations. Whether you're teaming up with a colleague or inviting guest speakers, this module provides you with the skills and confidence to shine in a two-person webinar setting.
What You'll Learn:

Effective Communication: Communication is the cornerstone of successful co-hosted webinars. Learn how to effectively communicate with your co-host, whether it's through pre-planning meetings, shared documents, or real-time communication during the webinar. Uncover techniques for coordinating transitions, managing speaking roles, and keeping the conversation flowing seamlessly.
Playing to Each Other's Strengths: Each co-host brings their own unique strengths and expertise to the table. Discover how to leverage these strengths to create a dynamic and engaging presentation that showcases both hosts' talents. Whether it's dividing content based on expertise, playing off each other's energy, or alternating speaking roles, explore how to make the most of your partnership.
Maintaining Engagement: Keeping your audience engaged is essential in a two-person webinar. Learn strategies for keeping viewers interested and involved throughout the presentation, from interactive polls and audience participation to engaging storytelling and dynamic visuals. Discuss techniques together for handling audience questions and feedback as a team.
Managing Technical Aspects: Co-hosting a webinar comes with its own set of technical challenges. From coordinating screen sharing to managing audio levels, learn how to navigate these challenges with ease and professionalism. Identify tips for troubleshooting technical issues and maintaining a smooth webinar experience for both hosts and attendees.

Why It Matters:
Two-person webinars offer a unique opportunity to combine expertise, perspectives, and personalities to create engaging and impactful presentations. Whether you're collaborating with a colleague, inviting guest speakers, or teaming up with industry experts, mastering the art of co-hosting webinars opens up new possibilities for reaching and engaging your audience in meaningful ways.
Ready to Get Started?
Whether you're a seasoned presenter looking to expand your reach or a newcomer eager to explore the world of collaborative presentations, the 2-Person Webinars module in our HushPod Recording Studio has something for everyone. So grab your co-host, fire up your webcam, and let's embark on this exciting journey together. Get ready to shine in the spotlight as you co-host dynamic and engaging webinars that leave a lasting impression on your audience!
--> Module 5: Podcast Production

We recognize that stepping back into the classroom next week will be challenging. To help you plan your next steps, we are announcing an upcoming webinar, "Rebuilding Hope: Teaching in the Aftermath," presented by the Office of the Provost in collaboration with leaders across campus. 
This webinar aimed to serve as an essential resource to navigate the challenges of returning to the classroom after a crisis. MSUPD addressed campus safety and Interim Provost Thomas Jeitschko provided opening comments. 
The guest speaker, Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis. Until recently, Dr. Dunn was a faculty member at MSU.  
In this webinar, Dr. Dunn shared her insights on supporting our students and colleagues as we return to the classroom. She provided practical tools and techniques for creating a safe, welcoming, and inclusive learning environment and addressing the unique challenges and opportunities that arise in the aftermath of a crisis. 
Dr. Dunn has a deep connection to MSU, having served here as a faculty member until recently. She has colleagues, friends, and students here at MSU, and understands the unique challenges our community faces. Her compassion and empathy for our situation undoubtedly has helped us all navigate the difficult road ahead. 
Rebuilding Hope silde deck [read only, with MSU netID]Teaching on Days After: What to Do When You Don’t Know What to Do [read only, with MSU netID]Additionally, the MSU Center for Teaching and Learning Innovation has compiled the Resources for Teaching After Crisis playlist for all as the MSU community heals, and Lisa Laughman has shared a Special Message to Faculty on Spartan Resilience.

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. 

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


You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? Share with me what this word/quality looks like in your practice?
Whenever I think about what being an educator entails, I think about the Latin roots of the English word “education:” educare, which means 'to train or to mold' and educere, which means 'to draw out'. While the two meanings are quite different, they are both represented in the ethical activity of the educator. But to me, educere is more appealing because it suggests  a particular attention to intelligence as equal in human beings. We differ biologically and intellectually from one another. So, it is only natural to expect that our intelligence will manifest differently. 
Have your ideas on this changed over time? If so, how?
Thinking about the task of educators in connection with educere helps me deconstruct pernicious ideas around notions of intelligence as something that our system encourages as quantifiable. It also keeps me on my toes regarding how I must model to students the kind of deep listening society so sorely needs to heal itself as it deals with misinformation. 
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am currently an Assistant Professor in the Department of Teacher Education. I teach graduate and undergraduate courses in the Curriculum, Instruction, and Teacher Education program and advise dissertations on subjects related to the Educational Humanities, Multilingualism, and Curriculum Theory. I am also affiliated with the Second Language Studies program and Latin American and Caribbean studies.  
What is a challenge you experience in your educator role?
Although I have been teaching for decades, listening deeply and mindfully to students is something I struggle with to this day. I am not sure if the level of listening I am describing here is what you would consider a “best practice.” Teaching is both artful and directive, so it responds to different criteria depending on whom you ask and where you find yourself. All I know is that teaching is a mysterious activity done in communion and through communicative means. Accordingly, it can introduce new possibilities to see, think, and feel the world in different ways. 
Throughout my life, I’ve had great teachers who performed the type of attentive listening to which I aspire. Their listening afforded me the necessary space to think for myself out loud and work out problems without interferences that felt oppressive or traumatizing. If there’s a generative practice associated with teaching, listening is it, mainly as we think about how our listening interventions can bring out greater intellectual clarity. Having experienced from my teachers the effect of the power of listening deeply and authentically, I know such a skill can be cultivated as a habit. 
What are practices you utilize that help you feel successful as an educator?
I feel most “successful” when the relationships I build with students allow for transparency of commitments and expectations that will enable them to develop their intellectual curiosity as well as my own. As I mentioned earlier, deep listening is crucial. 
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu? 
I would like us to engage in a serious conversation about mental health. And I would like this conversation to take place away from the toxic positivity discourse that highlights meritocratic perseverance. We struggle a lot, and we fail a lot. The kind of “personal conquest narrative” we see in education today is imbued with banal sentimentality and hope.  would do well to bear in mind that hope, in particular, without criticism, detracts us from epistemic and structural injustices. Being more open about our struggles and failures and being honest with ourselves and each other requires difficult conversations, and compassion is an essential practice to achieve that goal. But for that to occur, we need to develop a culture that activates our dispositions to cooperate instead of competing for limited resources. The toll that social inequalities spilling over higher education takes in our psyches is grave. To heal forward, we need to tend to our wounds collectively so that we may have the kinds of difficult conversations we need to; not despite our incommensurable differences but precisely because of them.
What are you looking forward to (or excited to be a part of) this semester?
I am teaching TE908 Sociocultural Foundations of English Learning. I am also involved in a project on transnational heritage language activism inside and outside school settings. I am interested in the mundane strategies people employ to demonstrate new models of linguistic citizenship within diasporic cultures, thereby challenging nationalist and essentialist views of language and culture. I am primarily concerned with the activism of teachers, artists, and public intellectuals around language and citizenship issues as forms of public pedagogy. I hope this work can give us some clues as to how to imagine more desirable solutions to problems caused by nationalism’s enduring presence in education—namely, how we approach minoritized students’ education vis-a-vis identity politics and strategic essentialism. My scholarly work has taught me that these options have not served marginalized students very well. In addition to a core course I teach at the undergraduate level, these activities keep me pretty busy, but I very much enjoy them.



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

CoachingThis is the sixth article in our iTeach.MSU playlist for the Spartan Studios Playkit.
Students need opportunities to try new things and to not be afraid of taking risks or making mistakes, as we introduced in the “Relationships” section of the GORP article earlier in the playlist. To encourage this, spend more of your energy being their coach and less time in the role of their instructor. Be a partner in their learning. This involves supporting their work and giving advice, but not jumping in to solve their problems. Be strategic about when to intervene if things do go wrong. They need to trust that they won’t be penalized for failure; encourage students to learn and try new things. Focus on their planning, progress, teamwork, and reflection.
▶️Flatten your learning environment. Students bring valuable skills and knowledge to the classroom. Physically sit with them at their level - not standing above them or “sage on the stage.” Learn from and with the students: admit knowledge gaps and allow students to fill them, and emulate a professional working relationship with them. Students may not be accustomed to being treated as your partner. Show students that they have control over their work by giving them options within the course structure, asking questions instead of giving answers, openly acknowledging when they own the problem space, and modeling professional discourse within the faculty team.
Coaching Student Teams
▶️Consider evidence-based team creation

Build teams around projects or sub-projects 
Try to create interdisciplinary student teams, made up of students from different academic backgrounds/majors/departments
🔧A personality quiz can be offered to gauge student personality types in terms of how they behave as a part of a team, work/leadership styles, etc. Examples include https://superpowers.sypartners.com or https://www.mint-hr.com/smalley-trent.html 

▶️Support teams in managing their own work processes and relationships. Judge when to leave students to solve their own team conflicts instead of stepping in. For example, if a student team is having difficulty focusing and making progress, a faculty coach sits down with the entire team and encourages an honest conversation about why the team thinks this is; encourage them to think of solutions to this problem. Facilitate discussion on how students can solve their problem within a team, rather than disciplining students yourself or offering/insisting on a solution. 

Help teams avoid falling into traditional hierarchies or uneven power structures within their teams (eg. Are women expected to take notes? Who leads or speaks for the team?)
🔧Example of gendered task division in physics lab courses and its effects

▶️Ensure teams are aware of and actively appreciate the value of diverse perspectives. 

Facilitate teams’ acknowledging the intersectional identities of group members and leverage these intersections when creating strategies of work and developings solutions to the problems each team works on
Prompt the students to consider all perspectives and intersections of society that are affected by the problems the students are working on, and reinforce this throughout the course. Wicked problems are multifaceted and often affect many different groups of people in different ways. Effective designs for solutions to these problems depend on understanding the real needs of diverse audiences and users who will be interacting with those solutions.
🔧These Inclusive Teaching Strategies from Yale’s Poorvu Center for Teaching and Learning can support your own development as an educator creating inclusive learning environments. There are more resources for diversity, equity, and inclusion in experiential courses in our Appendix.

Photo by Jeffrey F Lin on Unsplash

This article provides an overview of example syllabus language for discourse, especially for Fall 2024. This post is the second part of the Civil Discourse in Classrooms series and playlist.
When considering classroom discourse and behavior, you will want to follow the same steps above. Below, we provide some pathways and examples. 
Intolerant of Intolerance Policy Example

Reflect: In this example, this educator values creating a classroom where harmful language is not allowed while also recognizing free speech concerns may arise.
Frame: An example framing could be, “We strive to build an academic community where we are tolerant and respectful, even if viewpoints differ. Freedom of speech does not mean we have freedom from consequences, and we are all responsible for the impact of our words, regardless of intention.”
Set Expectations: An example of setting expectations could be, “In order to have a tolerant and safer classroom, we have to be intolerant of intolerance. While people do have the right to their own opinion, I will not tolerate disrespectful language or behavior. Disrespectful language includes, but isn’t limited to, micro/macroaggressions, violent, rude, insulting, and/or disparaging remarks/slurs. Disrespectful behavior includes, but is not limited to, talking when another person is talking as well as gestures that are violent and/or rude.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Potential outcomes could include (but are not limited to) having a conversation with me about the impact, being asked to leave class for the day, and/or referral to the MSU Office of Student Support and Accountability.”

Classroom Disruptions Policy Example

Reflect: In this example, this educator values students’ right to protest, but does not want their classroom to be that site as it’s not related to course content. The educator hopes to consider all students’ needs in the process.
Frame: An example framing could be, “The classroom is a space for open dialogue and the respectful exchange of ideas. While freedom of expression is encouraged, it must not infringe on the rights of others.”
Set Expectations: An example of setting expectations could be, “Students are expected to engage respectfully in class activities and discussions. Disruptive behavior – including interrupting to protest, inciting speech for social media, and unauthorized recording – is not tolerated. Electronic devices should be used for class-related activities only, and recording of class sessions requires prior permission from the instructor.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Immediate responses will address any disruptions, and repeated or severe disruptions may result in disciplinary action.”

Acknowledging This Semester Example 

Reflect: In this example, this educator, whose class does not touch directly on topics related to the possible happenings of this semester, still wants to acknowledge the potential happenings in this upcoming semester and offer expectations and resources.
Frame: An example framing could be, “The semester may have a lot occur, such as significant events, protests, lived experiences, and more.”
Set Expectations: An example of setting expectations could be, “While our course does not specifically address current events, there are many campus resources to support you as we navigate these times.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Sometimes, I may notice signs of concern or distress in students. At times, if the circumstances warrant it, I have an obligation to report those to the appropriate university resources.”

Continue to read more about in the next article, “Syllabus Policy Examples: Attendance,” or return to the Civil Discourse in the Classroom playlist.