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The Center for Teaching and Learning Innovation (CTLI) released two rounds of Catalyst Innovation Program (CIP) awards for 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 & Summer 2022 Catalyst Innovation Program recipients:



Chris Shaltry, Andy Greger



Physiology, NursingPlayPositBrad 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 careers

Co-TeachingThis is the second article in our iTeach.MSU playlist for the Spartan Studios Playkit.
Studios courses are interdisciplinary. Students and faculty benefit from interacting and collaborating with other disciplines. Working across disciplines is an opportunity for both discourse around your discipline’s approaches and methods as well as tensions between areas of expertise. It is helpful for students to be exposed to those conversations: it helps them not be siloed within their major and it reflects how they might serve on diverse teams in their career.
Interdisciplinary teaching comes with bureaucratic and logistical challenges for instructors. It’s important to engage your department leadership (chair, dean, ADTL) around the creation of a new course. Financial support and released time for new courses by units under resource constraints can be a challenge.
🔧Studies by the Spartan Studios project and other universities offering similar courses describe beneficial outcomes for students and faculty that might help motivate administrators. (see our Playkit Appendix, section 9). 

Early Spartan Studios prototypes were taught as overload and supported by a stipend.
For sustainable courses, investigate whether a special topics course can be allocated as a co-taught experiential course with faculty and students from other majors.
Another option is the “bring your own students” model where each instructor teaches a course from their own teaching appointment (with its own course code) and brings students from that discipline into the collaborative course (see “Attracting Students to the Course” in our Planning article).

▶️Select your instructor team. Think about the faculty members or other disciplines that would be a good fit for the course you have in mind. Courses with 2-4 faculty work best. What skills or learning goals could other disciplines bring to the table? Think broadly: real-life challenges and wicked problems are multifaceted and can benefit from solutions incorporating communication, marketing, packaging, the natural, social, or applied sciences, humanities, etc.
▶️Set, share, and examine expectations. As you plan your course, discuss your expectations around workflow and shared responsibilities both around and within your teaching time. Be explicit and transparent with each other about your estimated availability for the course, as well as your expectations for classroom management, responsibilities for particular topics, and managing external partnerships. This can be codified in a co-teaching agreement or remain informal; either way, be sure to avoid making assumptions about teammates’ expectations that can lead to misunderstandings later in the course.
▶️Meet regularly with your teaching partners both before and during the course. It’s especially important to touch base throughout the course’s run to make adjustments based on how things are going. We call this meeting a scrum (originating in rugby, and also by teams in fields like software development). You can discuss upcoming needs, reflect on the past week’s events, and assign tasks. A short regular meeting helps you surface issues and make concrete plans better than emails back and forth.
▶️Consider the identities of your co-instructors and students. Think about the different axes of diversity in the classroom: diversity across student backgrounds and cultural experiences and diversity across disciplines  
🔧Hub scrum template with prompt questions for weekly reflection and planning.
🔧MSU’s Center for Interdisciplinarity (C4I) is a resource for interdisciplinary research and teaching.Photo by Nick Fewings on Unsplash

Photo by Nick Morrison on Unsplash
 
When Teaching “Fails”
We all experience failure in our lives, including in our roles as instructors in postsecondary classrooms. Lessons and assessments don’t always render the results we hope for, but they can serve as essential “teachable moments” as we strive to become stronger teachers. In this post, we explore our approaches to responding to  “teaching failures” –  to both understand why they happened and explore some strategies for both processing these failures and responding to them.
 
Seeing Failures as Opportunities
We often see our favorite teachers as “perfect.” Little do we know that the effective teaching we experience has actually emerged from teaching failures. When we make mistakes in any aspect of life, we can take two paths – ignore the mistake or learn from it. We may choose to ignore the failures because examining them feels painful, we lack motivation, or we blame others or the circumstances associated with the event. However, when avoiding these moments, we lose an opportunity to improve our teaching. The first step to learn from our failures is to recognize we’ve made them and then see them as opportunities for our own growth. Dr. Carol Dweck, a psychology professor at Stanford University, demonstrates the power of believing you can improve after failure with her renowned research. This begins a process of  four steps that have been helpful for us in learning from our teaching failures.
 
Four Steps Toward Learning From Teaching Failures Recognize Failures: 
 
1) Pay specific attention to noticing what isn’t working in your teaching. Strategies to notice failures include collecting regular feedback from students, observing circumstances you see as ‘unusual’ happening repeatedly, and carefully analyzing assessments for what they may say in relation to your learning outcomes. As teachers, we will make many kinds of failures. Though some may be less significant than others, each can be a learning opportunity.
 
2) Invest Time in Reflection: 
After recognizing your failures, intentionally think about what made you consider it a failure. Why did it happen? What was the primary cause? What were the contributing factors? What about what happened was (or seemed) wrong? We find doing some writing in response to the above questions as a helpful tool for our reflection. Then, begin to think about a course of action.
 
3) Respond with Action: 
Now, apply what you’ve learned to become a stronger teacher. Respond by thinking about your failure example. What practical steps could you take and how you will decide if your decisions result in a better experience? Research to see how others have approached similar situations. Talk with other teachers about your challenges. Make a plan and follow through with your class. Then assess how that went and repeat. Here, we’d suggest returning to your learning outcomes as guides throughout your action process.
 
4) Overall, Take Care of Yourself: 
Monitor your responses. Like teaching, this process can require self-confidence and courage. Perhaps this is most challenging and may make you feel inadequate, hopeless, guilty or embarrassed. Be honest with yourself and do your best to see this process as valuable for your growth. Meanwhile, keep a balanced perspective, think about the ‘big picture’ and consider your spheres of control. We’ve found it helpful to ask the following questions: when you decided or determined you had made a mistake, how did it make you feel about yourself as a teacher? Do you find failure more onerous in teaching than in other aspects, i.e. your research or academic work? Think about why or why not. You might find this process helps to reframe how you respond to mistakes across different aspects of your life.

Photo by Caleb Woods on Unsplash
 
Learning Objects and Resources
Research Basics Modules: libguides.lib.msu.edu/modules 
Topics include: deciding on a paper topic, evaluating information, dealing with uncertainty, learning when to cite, and more
 
Two Minute Tips: libguides.lib.msu.edu/twominutetips
Quick introductory videos about using different library systems. Can be helpful for students who are unfamiliar with how to use the library website. 
 
News Literacy: libguides.lib.msu.edu/newsliteracy
Resources and activities around evaluating news and other online information
 
Instruction Session Request: lib.msu.edu/about/libinstr/sessreq/
May be referred to the appropriate subject librarian. 
 
Subject Librarians
 
Course Guides: libguides.lib.msu.edu/courseguides
Guides created by subject librarians for specific courses, often in conjunction with one or more in-class sessions
 
Research Guides: libguides.lib.msu.edu/researchguides
Guides created by subject librarians that cover a specific topic or discipline. Often include where to find information, search strategies, etc. 
 
Contact a subject librarian: lib.msu.edu/contact/subjectlibrarian/
 
 

Photo by William Iven on Unsplash
 
Knowing Student Experiences
Ask yourself: Do I know my students’ experiences that bring them to this class?
 
Tip: You can, of course, set up surveys to get a glimpse of student experiences. Another way to tap into topics that students find relevant is by scaffolding discussions where students are given opportunities to provide examples situated in their experiences, choosing their styles of expression and communication.
 
Explicit Instruction
Ask yourself: Is it obvious to my students why this topic is important to study?
 
Tip: Include a quick list of significance and implications in your syllabus. This does not have to be a comprehensive list, but something to hook your students. If you wish to have some fun with, make it a catchy Buzzfeed-like clickbait sentence. However, make sure that you do not frame your clickbaits in a way that take the substance out of the topics, or essentialize students. Here are a few examples that do and do not work.
 
Situated and Transformative Practice
Ask yourself: Will students be able to go outside and use what they have learned in their real world?
 
Tip: Create projects or assignments that involve solving a real problem in students’ communities. These could be papers, a survey of their community, or actual working projects. There is always room for improvisation.
 
Critical Framing
Ask yourself: Are my students critical of the information they engage with, or do they agree without further questioning?
 
Tip: Show your own skepticism towards marginalizing and unscientific practices (e.g.: practices that are based in evidence, but still value other ways of knowing) in your discipline. Add a question at the end of each topic that makes connections to how it affects (or has affected) social and cultural issues.
 
Aesthetic Framing
Ask yourself: Are my students genuinely curious about this topic? Do they think about this when they leave my class?
 
Tip: Pay close attention to your word choice when framing the language in your syllabus, and more importantly, during your instruction. Keep in mind that music, lighting, and other modalities can also have an effect on emotions. Feel free to experiment with the ambiance of your classroom. For example, reading Edgar Allen Poe with dim lights and spooky music creates an eerie atmosphere often associated with Poe’s work and genre, thereby making it more engaging.
 
 
Related readings:

Cope, B., & Kalantzis, M. (2015). A Pedagogy of Multiliteracies: Learning by Design. Palgrave Macmillan.


Girod, M., Rau, C., & Schepige, A. (2003). Appreciating the beauty of science ideas: Teaching for aesthetic understanding. Science Education, 87(4), 574–587.


Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.

 

Photo by Headway on Unsplash
 
 
We suspect that now, since the semester is over, you likely will not be giving your students much formative feedback. But that doesn’t mean you can’t use this time to improve the efficiency of your feedback processes. Now that the semester is over, you have a great opportunity to do some forward thinking about next semester. And, if you plan it right, we think you can actually provide your students with more feedback, while spending less time delivering that feedback.
 
Although designing a semester plan for your class seems like a daunting task, it allows you to frontload scheduling due dates, giving you more time during the actual semester to flesh out the specifics of your course (like assigned readings and class activities) as it progresses week to week, assignment to assignment. To create this kind of plan, we are providing you with starting points that focus on two essential functions of your classroom: what you ask students to produce, and what kind of feedback they will need for those products. By creating a rough timeline of assignments and feedback, you can avoid overbooking your schedule (and yourself), and respond to students more efficiently.
 
As you will see, with this feedback plan, students receive feedback throughout the whole process of producing their research papers and projects, and get feedback on every minor product that leads up to the major products. The feedback is also designed so that students receive feedback on each of the goals for the Research Unit.
 
While not all teachers have the luxury to control all parts of their assignments or schedule, we hope and believe the strategy of developing a Feedback Plan is flexible enough to work for many teachers.
 
Designing a Semester Plan

Make a list of your major assignments. When will you introduce an assignment to your class? What are the goals of those assignments? How long will these assignments take for students to complete?


Make a list of your minor assignments. What smaller activities does the class need to complete to support that major assignment? How long will those take? Will they require feedback from you, their peers, the class as a whole (hey we have plenty of resources to help you with this btw)? Where will these varieties of feedback be most beneficial for students in your class?


Identify places where students need feedback. Do your students need your feedback on one major assignment before they can complete the next one? What goals do the minor projects support?


Consider your own schedule. Now is also a good time to remember to plan your semester timeline in accordance with your own academic life–are there weeks you will attend conferences? If you are a graduate student, when are your final projects due? When are your exams? Maybe avoid scheduling due dates around this time.

Designing a Feedback Plan

Schedule products. After you’ve listed your major and minor assignments and the amount of time they’ll take, begin placing them on a timeline.


Identify goals. Based on the overarching goals for a unit or a semester, which goals does each of these assignments support? Articulating these in advance will help guide how you design feedback prompts in the future.


Identify kinds of feedback students can receive. Knowing that there are a variety of ways to respond to student work, identify specific kinds of feedback students can receive to enhance their performance along project goals.


Distribute feedback moments across time, and distribute labor across people. This is a point we emphasized in our earlier posts — don’t plan all your feedback to come at once. If you distribute the work of feedback across time, students will receive more — and more focused — responses, and will likely absorb more of their feedback.


Distribute the labor of giving feedback across people. Students will receive more feedback (and, we believe, will learn more) if you give them the responsibility of responding to their colleagues at critical moments in a project.

 

Photo by Mikael Kristenson on Unsplash
 
Defining Engagement
“Student engagement” is a popular term for describing optimal responses from students to their experiences in higher education: participating in class, using campus support services, and ultimately staying in school to finish a college degree. That’s why, for example, the National Survey of Student Engagement (NSSE) looks at a spectrum of “educationally purposeful activities” inside and outside of the classroom as they assess levels of student engagement across higher ed. Since we are most focused on what student engagement looks like in a classroom, we’ll dive in here, but also acknowledge that other forms of student engagement are important and very much connected to one another along a spectrum.
 
For the sake of our work in the classroom, we’ve found Great School Partnership’s Edglossary definition of student engagement most helpful: “the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” Here we get a picture of students wanting to learn what is important in our disciplines and classes, successfully completing our course, and eventually completing a degree. But, as you can imagine, this classroom engagement looks different based upon your discipline, class, and overall learning outcomes. It also hinges on the relationships you build with students, between students, and in how you facilitate authentic opportunities for all of you to engage with the questions and challenges that actually drive your discipline.
 
(Re)defining Engagement in Your Class
Since we teach and learn across a variety of disciplines, with a variety of learning outcomes and discipline-driving questions, student engagement can take many forms. While there may be some similarities, engagement in an English class may look different than in a Science class, since our disciplines use different lens on the world and value making claims and meaning in different ways. We assess learning differently too. To begin the process of thinking about what student engagement does or could look like in your class, here are some questions to consider:

What are the key questions and challenges driving you and the work in your discipline? Why/how might students care about these questions and challenges with you?
What does a student, fully engaged in what matters in your discipline, and on their way to meeting the learning outcomes in your course, look like? What do they know? What do they do? How do you hope they’ll get there?
What multiple form(s) does/could “attention, curiosity, interest, optimism, and passion” take in relation to what matters to students and your discipline? How could learning activities best facilitate this engagement? How will you know if these learning activities are facilitating this engagement?
Overall, how do you already teach in ways that support optimal student engagement with your discipline and class? In what areas do you want to grow?

These questions are starting points for you in beginning to identify key aspects of student engagement. These questions also begin to help you recognize what you’re already doing towards optimal student engagement as well as areas where you may want to grow. Hopefully, these questions raise awareness that leads to the student engagement you hope for towards your learning outcomes and overall success for students in and beyond your course.