We found 221 results that contain "open badging"

This post delves into inclusive syllabi as part of the Inclusive Pedagogy playlist.
Syllabi communicate required policies and information as designated by MSU and your department. They also communicate your values as an educator. They are one of the first documents learners refer to in the course thus meaning that centering equity, inclusion, and belonging in this course document is instrumental in setting and communicating values and norms to learners. 
In the following sections, I will overview strategies for inclusive syllabi (including a template you may use), reflections for your syllabus, and resources to learn more that also inspired some of this content. 
What are some strategies for inclusive syllabi? 
An example template for an inclusive syllabus can be copied, revised, and modified for your course. It includes annotations and example policies. 
Welcoming and Representative
A welcoming syllabus means it communicates care, support, and accessibility. A representative syllabus means that it recognizes the diversity of learners in a room and welcomes them as well as represents a range of diverse backgrounds and experiences. Some strategies to implement this include: 

Refrain from demands and punishment-based language (e.g., “must comply,” “failure will…”). You may also want to use language that invites and supports rather than list rules/regulations. 
Revise to have a warm and encouraging tone throughout. For example, you can include welcome statements or introduction to you as a person (not just an academic educator). You can also use “we” rather than “you” language to lessen hierarchies of knowledge. 
Consider how course policies may cause barriers and build in flexibility, empathy, and understanding. For example, rigid attendance policies disproportionally affect disabled learners, parents and caretakers, and those working multiple jobs. Another example is that requiring only verbal participation may exclude those that don’t feel comfortable speaking in front of others or those that have different processing speeds.
Revise the syllabus to appeal to various learners and perspectives by incorporating Universal Design for Learning and accounting for differences in prior knowledge. You can also include plain language, diverse representations, and openness to feedback.
Create accessible documents and only use accessible materials within the course. You may learn more about accessible composing on iTeach and MSU’s D2L accessibility supports.
Consider what sections of your syllabus you may be able to co-create with learners
Communicate how inclusivity and equity will be centered in discussions, policies, etc.
Content in the syllabus (e.g., graphics, readings, assignments) should include 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)

Learner-Centered and Asset-Based
Creating an inclusive syllabus with a focus on learner-centered and asset-based strategies involves recognizing and valuing the diverse strengths and experiences learners bring to the classroom.

Frame content with confidence in the learners’ capabilities rather than framing the course as an almost impossible challenge.
Promote a growth mindset by emphasizing effort, learning from mistakes, and continuous improvement..
Use language that highlights learners' strengths, potential, and contributions rather than focusing on deficits or shortcomings.
Foster policies and assignments that value collaboration over competition.
Offer a range of assessment types to cater to different strengths, such as projects, presentations, written assignments, and creative work.
Allow for choice and flexibility in assignments to let learners approach tasks in ways that leverage their strengths.

Transparent
A transparent syllabus makes explicit connections that may be less clear for learners as well as clearly communicates expectations for learners. Some strategies include: 

Make language of the syllabus have limited academic jargon and instead use plain language
Make visible the implicit connections between course pieces. For example, answering for learners what connections there are between content, how that content is organized and related, and why it’s structured the way it is. 
Explain basic success information for the course, especially for learners who may not understand the hidden curriculum of college. For instance, this may include explaining what office hours are, how learners can get support from you, peers, and tutoring. It may also include providing resources to learners for financial aid, wellness, etc.
Articulate policies with your values and also the outcomes of what not aligning to that policy is. You can frame with a welcoming, but also transparent tone. An example includes, “I understand we all have complex lives outside of the course. While it is important for your learning to keep up with the deadlines as much as you can, let me know as soon as you’re able if an assignment’s deadline isn’t feasible, and we will come to a solution together. There is no grade penalty if you submit an assignment late; however, I will not give detailed feedback on late work.”

How can I reflect on my syllabus for inclusion? 
Some reflection questions for you as you write and/or revise your syllabus include: 

Does my syllabus use welcoming, supportive language without being punitive?
How does it communicate confidence in learners' abilities and promote a growth mindset?
How does my syllabus acknowledge and welcome diverse backgrounds and experiences?
Have I included diverse content (readings, graphics) representing various perspectives?
Do my policies consider potential barriers for different learner groups (e.g., attendance, participation)?
How have I incorporated flexibility, empathy, and understanding?
Have I offered a range of assessment types to cater to different strengths?
How do my assignments and policies value collaboration over competition?
Is the language free from academic jargon and easy to understand?
Have I clearly explained course content connections and basic success information (e.g., office hours, support)?
How have I made learners aware of available resources (e.g., financial aid, wellness)?
Do my policies reflect my values and clearly state consequences in a welcoming tone?
Have I provided clear examples of flexibility and support?

Where can I learn more about inclusive syllabi?
The resources below informed this article’s content. They are also great resources for learning more: 

Brantmeier et al.’s Inclusion by Design: Survey Your Syllabus and Course Design
Center for Urban Education’s Equity-Minded Series on Syllabus Review
Columbia’s Designing an Inclusive Syllabus 
Indiana University Bloomington’s Inclusive and Equitable Syllabus
Ohio University’s Inclusive Pedagogy Academy
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice

Continue to read more about inclusive pedagogy in the next article on inclusive assignments and assessments or return to the Inclusive Pedagogy playlist.

For Dr. Bierema’s ISB202 courses, two different approaches to discussion boards are applied- one that requires initial posts, and one that doesn’t. Here are the instruction overviews for each.

Initial Post Required: Students are engaged in online, asynchronous discussion during most weeks. “Engagement in asynchronous discussion” means that students are responding to instructor questions and replying to one another with new information, explanations, examples (cited or personal), and thought-provoking questions throughout the week at times that are convenient to the students.




Initial posts to each question and peer responses are required. Initial posts are due by Tuesday of each week. Peer responses can occur on any day throughout the discussion week-including the day that initial posts are submitted- provided that they happen on three different days. The purpose of having a required number of days rather than a required number of posts is to facilitate back-and-forth discussion. Students need to be engaged in the discussion, not just making posts on a discussion board. Posts must also only occur during the respective week, which starts on Sunday and ends on Saturday. For instance, posts made in the Week 1 forum during Week 2 do not count toward engagement of either week. This is to further facilitate engagement in active discussion. Peer responses can occur in any of the threads for that week. Therefore, a student may respond to peers three times (each on a different day) in one thread only and receive full credit, provided that the rubric is followed. Responses can occur to initial posts or to other peer responses.






Notice that there are two criteria in the rubric for peer responses, and that there is not one for just the number of posts. This means that simply making posts (such as “I agree with…”) on three days will not earn points. Instead, both critical thinking and comprehension must be illustrated on each of these days to earn credit for those posts. Examples of critical thinking include posting follow-up questions that extend the discussion, new examples (either personal or cited), or viewpoints of those not previously identified.






Completing initial posts does not count toward the number of days because the “number of days” in the rubric refers to peer responses. Initial posts are due by Tuesday but students are encouraged to begin as soon as they complete the prep assignment for that week. This way, students can also start their peer responses earlier in the week- students do not have to wait until after the initial post due date to start responding to peers.



Frequently asked Questions

What is the discussion board?




The discussion board is a D2L feature. Students post on the discussion each week. Weekly links are found in the corresponding weekly (e.g., Week 1) content folder. To access the discussion board directly, click on the “communications” tab and then “discussions.” See this video for a brief tutorial.




Why are we engaging weekly in the discussion board?




The engagement allows students to not only apply the content that they learned from the online preps, but it also gives them a chance to learn from other perspectives by interacting with their peers and teaching team. The course is a three-credit course that only meets face-to-face once a week; the other two contact hours are arranged online.




What does “asynchronous” mean?




This means that students can post during times that are convenient to them- there are no set times that students have to be in the online classroom but there are due dates.




How many posts do I need to do?




Post an initial post to each thread- the number of threads vary each week depending on the amount of work for each one. Then post peer responses on three days of the week. Make sure to read through the discussion board rubric located in the “Course Materials” content folder. Responses are not just counted; they are checked for comprehension and critical thinking.




How many initial posts do I have to do each week?




The number of questions vary each week. All threads (i.e., initial questions) need an initial response.




Do I need to post a peer response to each thread?




No, students are required to do three peer responses overall. This can be in any combination across the threads (i.e., initial questions) or even just in one thread.




Can I post a peer response on the same day as an initial post?




Yes, a peer response can be posted on any day of the discussion week (Sunday through Saturday), including days that initial posts are completed/due.




What happens if I do all my peer responses in one day?




As seen in the rubric, points for peer responses are provided by day, not by post. Therefore, posting three responses on one day is equivalent to posting one response. To receive full credit, students need to post on separate days.




How long does each post have to be?




There is not a length requirement on posts. The length will vary with the type of post. For instance, posting a cited example will be a longer post than posting a thoughtful question.




When are peer responses due?




Students can complete peer responses on any day of the respective week, which runs Sunday through Saturday. The last peer response has to be submitted by Saturday.




Are late posts accepted?




The initial post is due on Tuesday but is accepted late for partial credit. Posts and peer responses have to occur during the respective week, which runs Sunday through Saturday (the last day for posting a peer response is Saturday). The purpose is to promote a back-and-forth discussion.




Are any of the discussion board tasks dropped?




One discussion board task is dropped. The lowest grade is dropped, even if the lowest grade is 100% or zero. This is automatically updated in the gradebook. Therefore, if a 100% is dropped but later you receive an 80%, then the 80% will be dropped, and so on.




Do my posts need to include citations?




The instructions for the initial posts will explain if a citation is needed. Supporting ideas with cited information is a way to illustrate critical thinking. Make sure to include a citation whenever using information that was not part of your prior knowledge.




I included a citation in one of peer responses, but it did not count as critical thinking. Why?




Although a citation may be included, none of the content from the cited source was incorporated into the response.




Why is it some of the discussion boards are locked?




Discussion boards remain locked until the week begins. This is so that students can see the questions if they want to prepare ahead of time but also encourages students to engage in discussion during the specified timeframe so that they can interact with their peers.




I thought that there were over 100 students in this class. Why are there so few engaging in discussion?




The class was split into multiple groups for the discussion board. This was to help make it so that the number of posts was not overwhelming for students.




What do I do if I feel like another student was being disrespectful on the discussion board?




Disagreements and challenges (with the use of evidence) will happen but students are expected to always be respectful to each other. Disrespect can make for an unwelcoming environment. Therefore, if you think someone is being -or at least coming across as- disrespectful, then the student can either talk with that student privately or ask the instructor to talk with the student. Please do this via email rather than on the discussion board.




Initial Post NOT Required: Students are engaged in asynchronous discussion during Weeks 1-6. “Engagement in asynchronous discussion” means that students are responding to instructor questions and replying to one another with new information, explanations, examples (cited or personal), and thought-provoking questions throughout the week at times that are convenient to the them. To clarify the language used when referring to the D2L discussion board: If you click on the D2L tab labeled “Discussions”, it takes you to the discussion board. The board is separated into forums. Our class has a few forums, including one that houses everything for “engagement.” Within the forum, are “topics”- one for each week. Within each topic is a list of threads.


Several threads are posted each week for engagement, but not all of them are required. Students are required to:




Respond to the weekly case study thread (can be done any time of the week, but the earlier, the better)






Respond to the weekly reflection thread (can be done any time of the week, and should be toward the end of the week)






Complete three additional posts, each on a separate, non-consecutive day (discussion boards are open Monday through Sunday)




The three additional posts (last bullet point above) must be made on at least three non-consecutive days. “Non-consecutive” means that the days are not back-to-back. Therefore, waiting until Friday to start posting will result in a low grade. Rather, it must start earlier in the week to have time for non-consecutive days. The purpose of having a required number of non-consecutive days rather than a required number of posts is to facilitate back-and-forth discussion. The graded task is titled “engagement” rather than “discussion board” because students need to be engaged in the discussion, not simply posting on a discussion board. Posts must also only occur during the respective week. In other words, posts cannot be made before the week begins nor after the week ends. This is to further facilitate engagement in discussion.




Notice in the rubric (which is at the end of this document) that there is not a separate criterion for number of posting days. Instead, it is incorporated into the following criteria: critical analysis, variation, and comprehension. “Mastery” for nearly every critical element includes “three non-consecutive days.” This means that not only does that critical element need to be addressed in the posts but that posts occur on at least three non-consecutive days.






The rubric has a criterion titled “variation.” This means that students will need to do a variety of types of posts. For instance, if a student only responds to every topic posted by the instructor then that student will receive a “0%” for “Variation.” The purpose, again, is to facilitate engagement in discussion. For example, a student may post a current news event (which is a weekly thread), respond to one peer with a personal example, and respond to another peer with a thought-provoking question. This student would receive a 100% on “Variation.” If that student also posted on three non-consecutive days during the week, had the posts relate to course content, used correct spelling and punctuation, and had a professional and respectful tone, then that student would receive 100% on engagement. This is just one example of how a student can receive 100% on engagement. The following are types of posts:








Responding with an initial post to a non-required thread










Posting a news story by following the instructions in the “Current events” thread










Responding to a peer or teaching team member with










A thought-provoking question (not just- “why did you respond in this way?”)










A personal example










The viewpoint of another stakeholder (a stakeholder is a group of people that have similar interests/investments/influences)










A cited example (include the citation)






This is the interactive part of this online course, so have fun while learning new things from different perspectives!


Example rubrics are attached. 

 

Stephen Thomas
Title: Drawing to Teach: Visualizing our Curriculum for Reflection and CommunityLocation: Room 2130College courses and programs of study are comprised of a complex arrangement of structures and processes that can make them difficult to conceptualize or communicate to others. When describing a course to others, we often fall back on simplistic narratives of the topic without referencing the pedagogy, assessment, learning environment, resources, student engagement, or a myriad of other impactful features. In this presentation we will look at what it might mean to use visual tools and formats to more formatively represent our curriculum to allow reflection on your teaching, receive feedback from colleagues, and foster community around our teaching efforts.
Dr. Stephen Thomas is the Assistant Dean for STEM Education Teaching and Learning, the Associate Director for the Center for Integrative Studies in General Science at and the Digital Curriculum Coordinator for the College of Natural Science at MSU.  For his bachelor’s degree from Denison University, Stephen majored in Biology and minored in Art.  This interest in the science/art intersection continued into graduate school as he freelanced as a biological illustrator while earning his masters and Ph.D. at the University of Massachusetts at Amherst in Organismal and Evolutionary Biology and Entomology.   Since coming to MSU, Stephen’s focus has shifted from virulence of fungal pathogens of Lymantria dispar to visual communication of science in formal and informal settings and the use of technology in teaching.    Stephen has worked on projects such as the use of comics to reduce subject anxiety in non-major science courses, the development of a Massive Open Online Course (MOOC) to teach general science, and augmented reality and kiosk games to engage visitors in science museums.  In more recent projects, Stephen has worked on curriculum for Drawing to Learn Biology where students explore science practices of observation and visual model-based reasoning through nature journaling.  In his professional development work, Stephen collaborates with Dr. Julie Libarkin on building communities of practice in STEM teaching, STEM education research, and interdisciplinary experiences in art, science, and culture. You can learn more about this work at the STEMed@State website. 

A central part of the student experience as a music major in a school or department of music is the studio. Studios are essentially a home-away-from-home for students and is where some of the most fruitful learning and social opportunities can occur. One could equate studios with working in a research lab in the sciences. With this in mind, the culture and atmosphere of studios and how studios interact with others are central to the culture and effectiveness of the larger school or department.
 
Music students often enter higher education with a fairly high standard of what classroom culture looks like. Ensemble music courses that music students likely took in high school, such as band, choir, and orchestra, foster a high-level classroom culture and community by the nature of the activity. This creates an expectation that music education, at any level and in any situation, will have that same sort of cooperation and community. The ensemble nature of large group instruction fosters a strong sense of shared identity and a culture that defines everything from day-to-day classroom routine to learner outcomes. University music programs (departments, schools, colleges, or conservatories) are structured in order to teach, perform, and experience music in a variety of ways. While the large ensemble (band, choir, orchestra, opera, etc) is a significant part of the school – and perhaps the most visible to the general public – learning also occurs in traditional classrooms and labs where foundational knowledge such as music theory, music history, music technology, music education, and aural skills are taught.
 
The core of a college or university music program or conservatory, however, is the studio. Each area of performance is organized by a studio and led by an applied teacher. At Michigan State, for example, within the College of Music there are areas of study for composition, conducting, jazz, voice, brass, woodwinds, percussion, strings and piano. Each of these areas consist of studios led by artist-teachers. The woodwind area, for example, consists of studios for flute, oboe, bassoon, clarinet, and saxophone and an applied teacher for each of those studios. For many students, especially graduate students, they elect to come to certain school to specifically study with that applied teacher. While students participate in ensembles, take classroom courses, and are educated through several avenues, the studio teacher is their major professor and advisor, and typically has the most contact time and influence on that student.
 
Studios in schools of music, however, can sometimes seem isolated from each other. This can occur for several valid reasons and not the fault of any one student or faculty member. Unlike large ensembles, where cooperation and a mutual understanding of each member’s role is an essential aspect to music-making, studios often focus on specific pedagogical goals based around the expertise of the individual teacher. And studios can have very specific ideas of what they want their “sound” or approach to playing to be. This can sometimes lead to issues in understanding the priorities of other studios and creates a divide in the school where philosophical conflicts may arise between teaching goals and strategies. This conflict is not the fault of the teachers, and usually is not caused or perpetuated by faculty. Faculty typically understand this dynamic because they have a vision of what they want their studio to be and each understands that other faculty may have different goals. While it is possible they may disagree with certain choices in other studios, each teacher comes to the job with their own unique set of skills and priorities. As long as students are choosing to come to the school, being successful within the school, and being productive musicians contributing to the field after school – the teacher’s work is often judged as a success.
 
Sometimes the breakdown occurs with how students perceive the work of other studios. Learning does not occur in a vacuum. While the studio is often the hub of the learning, much of a student’s time is spent in performing ensembles. It is in cooperative spaces like this that the breakdown can come to a head. Teachers have different priorities and students have different goals. When one person’s goal rubs against another’s goal, conflict can arise. Each instrument has inherent attributes that make them unique and different from others – and therefore difficult to compare. Oboist have to learn to make reeds, tubists may also need to learn euphonium, violinists sometimes also learn viola, trombonists may need to learn to read tenor clef, and saxophonists are always stretching their skills with extended performance techniques. Every instrument has its own challenge, and the fundamental knowledge necessary before moving onto the next step of learning varies considerably between all of them. Furthermore, every student focuses their study in order to be competitive for differing jobs following graduation. Students seeking college teaching positions may need to study theory pedagogy in addition to learning to play their instrument well, while other students may focus on obtaining an orchestral playing position – which has very specific skills you need to perfect.  These are facts often overlooked in the frustration that occurs when goals do not align in rehearsal. Understanding where students are coming from and the different paths and pacing each needs to take to meet different goals is something that my colleague and fellow DMA student Evan Harger calls “vocational empathy.” These unique and varied paths sometimes create a flawed perception of what really is progress.
 
Large ensembles are led by conductors who guide the direction, philosophy, and culture of the learning environment. Conductors navigate through the web of individual philosophies of each studio and performer to create an ensemble experience that proves to be a successful composite of a variety of pedagogical approaches. In addition to large ensembles, another significant performance opportunity for students are chamber ensembles. In these small groups, students have more autonomy and sometimes conflict can arise between contrasting ideologies and rehearsal priorities. It is not uncommon in chamber ensembles, where there is little faculty input and the music-making is purely student-led, to have differing approaches to the ensemble experience. Everything from rehearsal strategies and what components of the music needs addressing to ideas about performance practice and interpretation can differ and pose potential conflicts. While these are issues and topics to consider in any ensemble opportunity, even in the professional ranks, academia sometimes creates environments where students develop tunnel vision to their own learning biases and objectives.
 
In order to create healthier ensemble experiences, understanding and developing positive studio culture allows students to not only feel comfortable and foster deeper learning within their studios but also allows for more meaningful cross-studio learning. By allowing students the opportunity to understand the focus and approaches of other studios, students are able to more easily collaborate with those who might approach the same musical issue from an entirely different angle. This awareness of multiple ways to view the same idea, or even being presented with new ideas entirely, creates an environment where cooperation happens more deeply, naturally, and genuinely. This allows for the development of stronger ensemble skills in rehearsal and contributes to more authentic performances. Additionally, this awareness of why certain studios focus on particular aspects allows for students to be better colleagues in future professional, academic, and business environments. We approach conflict and problem-solving through a lens developed in rehearsal and through conversations in the studios. For future teachers and professors, we have a deeper toolbox of instructional strategies to pick from to use in our own future classrooms and studios. This shared knowledge combats the issue of tunnel-vision-learning that limits our capacity for performance as well as the capacity for understanding, cooperation, and growth. 
 
An awareness of vocational empathy creates an avenue where students can share what they value in their studios and as individual learners in order to better understand the values of others. To be a successful 21st century musician, a wide variety of skills are necessary. But what we focus on, the degree to which one does, and the end goal of that study is something that cannot be compared. Richard Floyd, a noted music educator and State Director of Music Emeritus for Texas, calls this space where students are engaged and seeking to learn in a variety of ways a “happy workshop.” And within this workshop, there are a lot of people doing a lot of different jobs in a lot of different ways that all work together to teach and learn from each other. This healthy culture knocks on the door of Paulo Freire’s view that teaching and learning are interchangeable and that the student and teacher do both.
 
Through working with the Graduate School as a Leadership Development Fellow, I was able to dig into what defines a successful studio culture and how we can best connect these cultures to foster a positive and productive learning environment within the entire College of Music. This past year served as essentially a fact-finding year: defining, through research and student voice, what a productive studio culture looks like and where conflict can arise and how to work through conflict. Higher education music rarely defines this awareness and implications of how studio culture effects an entire school. By and large, music studios look very similar today as they did twenty-five or even fifty years ago. Generally, many teachers still teach the way they were taught. MSU is fortunate that we have many innovative and progressive educators, but the notion of still teaching as we were taught is all too common in academia.
 
To define best practices in studio culture and to compare the music field to other fields, I looked for defining qualities in classroom culture in higher education. Some of the most relevant ideas of studio culture came from architecture. The American Institute of Architecture Students In-StudioBlog travels to architecture studios across the country, asking many of the same questions that we are asking in the College of Music.
 

Describe your studio culture.
Give one tip that helped you succeed in studio.
What motivated you to work hard in studio?
What aspect of your studio experience do you think will help you get a job?
What can professors do to create a helpful and supportive studio culture?
What should a high school student understand about studio at my university?
What can the College do to help improve your studio experience?
What would be your ideal studio care package?
I love my studio because….

 
Schools of architecture have a fairly well-thought out approach to what culture looks like in their studios. The Princeton University School of Architecture has a detailed “Studio Culture Policy” which aligns well with similar concerns in a music studio. From speaking with students in the College of Music, topics raised in these architecture policies are similar to concerns shared here – and I would venture to say any classroom can benefit from tough conversations about culture and productive, cooperative learning environments. These same conversations can apply to other close learning environments in the arts such as dance studios and theater programs; but they are equally relevant and impactful in scientific research labs.
 
Through the Graduate School’s Leadership Development Fellowship, we’ve created a forum where music students can share what makes their studio’s unique, what brought them to study at MSU, and also concerns or suggestions they have to improve our College. In an open environment where all can share ideas, we not only create a space where cooperation and understanding are built, but also allow ourselves to deepen our own toolbox that can be used in the professional world and in future classrooms and studios. An initial meeting of this forum quickly veered away from talking about our own studios and personal interests, but to larger questions in the discipline of music: ideas about music and its role in global citizenship, entrepreneurial skills in the performing arts, repertoire selection and variety, and diversity and representation. These are important topics beyond the scope of studio culture, but agreement exists that each studio can make a significant difference in these areas. Studios can be the start of grassroot change in tackling bigger issues in music and music education. When we come together to talk about these significant issues and how each studio confronts them, we are making positive change – not only in our studios and the College of Music – but in music and music-making at large. This year we just barely scratched the surface of the impact that we can have on understanding and developing the culture in our studios. From the initial research and student conversations, it is apparent that these ideas make a meaningful difference on our learning environment in real ways that will have impacts far beyond the walls of the College of Music.

Location and Map 
All in person sessions on May 10th are taking place at STEM Teaching and Learning Facility [642 Red Cedar Rd, East Lansing, MI 48824]. A map is attached to this email with rooms, presentation times and corresponding topics.  
 
Parking Information 
Parking on-campus will operate as normal. If you have an employee permit, you can park in all designated employee parking spaces. If you do not have an employee permit, you can purchase a virtual daily parking pass for $10 at permits.police.msu.edu or park in pay-by-plate lots and metered spots for $2/hour. If you have any questions regarding parking, contact the MSU Parking Services at (517) 355-2221 or email info@police.msu.edu within their operation hours Mon-Fri 8am-4pm. 
MSU Spot On app can help make parking at pay-by-plate locations easier. Enter your information in the app ahead of time. 
 
Check-In 
The Registration Desk (located at the entrance to the STEM building), will be open from 8:15 AM to 9:00 AM on Wednesday, May 10th. Attendees will find their name tags pre-printed at this station along with your welcome package.  
We invite you to connect with colleagues during our breakfast and coffee hour prior to the Keynote Session at 9 AM. 
Beverages and Meals 

Continental breakfast will be provided by MSU bakers along with coffee and water throughout the allotted time for registration. 
Lunch will be provided by Woody’s Oasis during our mid-day lunch/awards. If you have dietary restrictions and did not indicate them on your registration, please contact teaching@msu.edu as soon as possible.  
A mid-afternoon snack will also be provided between sessions.  

Special Accommodations 
If you have any special accommodations and did not note them when you registered, please email teaching@msu.edu with any arrangements you may require. 
If you cannot attend for any reason, please let us know. Space is limited and we want to allow the opportunity for others to participate in the in-person day if you are unable. 
Photography Statement 
Michigan State University staff may photograph, record, or otherwise document this event. Multimedia content gathered from this event may be published on MSU social media, websites, and other platforms. By participating in this event, you acknowledge and agree that the audio, video, film and/or print images may be edited, duplicated, distributed, reproduced, reformatted, and/or translated into other languages in any manner without payment of fees, in perpetuity. If your likeness is to be used for commercial purposes (paid advertising and print materials), you will be contacted to sign a release prior to use. 

Wrapping Up & Thinking Ahead
Our April workshops are focused on course wrap up (D2L gradebook & course activity) and planning ahead for next semester. We are hosting five workshops for faculty, each offered once. The recordings will be shared by email to all registrants and also posted to the MSU Tools and Technologies D2L self-enrollment course (enroll here).
 
If you have a few "extra" minutes, we are formulating our plans for trainings and other learning experiences, and we need your help. We're trying to see what people need from us, and if they are aware of what we have offered in the past. So, if you could take a few minutes to fill out this survey that would be really helpful! What would be even more helpful is if you could share it with people you know, especially if they didn't attend one of our workshops, as we're trying to find people we haven't reached or supported yet.
 
Monitoring Your D2L Course Activity
Friday April 9th, 10am-11:30am ET
In this 90-minute webinar, we will show you how to use D2L course analytics for monitoring your online course. D2L captures a great deal of learner activity that can be used to identify needs, prompt action, and impact course design. Some of the tools you will learn more about include:

Course Overview widget
Engagement Dashboard
Content usage reports
Class Progress

Learn more about monitoring your D2L course here: D2L Course Analytics
Register for Monitoring Your D2L Course
 
D2L Gradebook
Friday April 16th, 10am-11:30am ET
This 90-minute training will go into the details of how-to setup and use a D2L points-based or weighted gradebook. There will be time for Q&A at the end. Specifically, participants will learn how to: 

Create Categories and Grade Items.
Distribute weights within a category and drop the lowest score.
Create bonus items and work with extra credit.
Enter grades and feedback.
Connect and assess activities.
Preview and release grades.
Export and import grades.
Switch to adjusted final grades.

Learn more about using D2L here: Instructor – D2L Self-Directed Training
Register for D2L Gradebook
 
Easy, Effective online discussion with Packback
Friday April 16th, 2pm ET
Packback is an AI-supported online discussion forum designed to motivate students to explore and investigate the assigned topic, encouraging genuine curiosity and engagement. Join us to hear from faculty about how Packback saves them time moderating and grading discussion posts while giving their students live AI-based coaching on their writing.
Register for Easy, Effective online discussion with Packback
 
Using iClicker for Student Engagement and Formative Assessment
Friday April 23rd, starting at 10am ET
This event will provide opportunities to become more familiar with MSU’s chosen student response system (iClicker) and is designed to allow participants to join sessions of interest throughout the day.

10:00am-10:45am - Introduction: Why use Student Response. This session will feature guest faculty sharing their experiences of using iClicker in their courses.
11am-12:15pm - In this workshop session, we will delve into the details of setting up and using iClicker. We will include interactive demonstrations; active participants will leave with an iClicker course ready to go. Topics will include:

Creating an account and setting up an iClicker course
Integration with D2L and different presentation softwares
Scoring/grading
Running a class (face-to-face, remote, hybrid, or asynchronous)
Student experience


12:30pm-1:30pm - Digging deeper. During this informal 60-minute “Lunch & Learn” session, we will revisit the “big picture” of when and why to use iClicker with our guest faculty and open the discussion to attendees.
1:45pm-2:45pm - Breakout Sessions. After lunch, we will use self-selected Zoom breakout rooms to split up for detailed Q&A with iClicker technologists and MSU IT specialists for 1-1 iClicker support or platform-specific questions.

Learn more about iClicker here:

The MSU Tools and Technologies self-enrollment “course” has a content module with detailed resources for using iClicker at MSU.
Quick overview video

Please register if you are interested in attending any part(s) of this event or simply want the workshop recordings and associated resources emailed to you: Register for Using iClicker for Student Engagement and Formative Assessment
 
Creating and Editing Media in Camtasia
Friday April 30th, 10am-11:15am ET
This 75-minute workshop will focus on the use of Camtasia for creating and editing instructional videos. The topics covered will include:

Recording a Presentation
Editing a Video
Importing Media
Adding Effects/Annotations
Adding Quiz Questions
Exporting Video
Adding Video to Mediaspace/D2L

Register for Creating and Editing Media in Camtasia

ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.

What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?

Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue. 
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education. 
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students. 
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.

Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators

Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus. 
MSU policies and resources related to academic integrity:

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity

Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools,  what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:

Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School

Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)

Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist

EDLI (Enhanced Digital Learning Initiative) and Broad College

Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023

OSSA (Office of Student Support & Accountability) and MSU Policy

When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity



Spartan Newsroom and MSU Today

Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement

Additional Resources:

Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington

Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023

Having conversations online can be difficult, let alone teaching, so make sure you're patient with yourself and others. It can be difficult to miss out on non-verbal cues and tone when we're not talking with one another face to face. That said, there are some best practices for keeping your digital conversation productive. Check out this guide for more on online etiquette or "netiquette"!