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MSU Attendance Policy:
"No person is allowed to attend a class unless officially enrolled on a credit or non-credit basis with the appropriate fees paid. Students who attend, participate and strive to complete course requirements without formal enrollment will not receive credit for their work...It is the responsibility of the instructor to define the policy for attendance at the beginning of the course."


Attendance policies and the repercussions for non-attendance are the purview of the class instructor. MSU suggests the following guidance related to COVID-related absences: 



Clearly state the class expectations for attendance and consequences for non-attendance in the syllabus, including your policy for illness 



Consider how you will accommodate students who might need to be absent for two or more weeks 


Instructors are encouraged to give students the benefit of the doubt and not require medical evidence and make accommodations as best as possible. 



Clearly state the class policies related to missing quizzes and submitting late work and the consequences for missing or late work. 






Suggest to students that they reach out to their advisors, College Student Affairs offices, and instructors if they will need to miss class due to COVID. 


Encourage the students to establish a peer network of support in case they need to miss class. To get the name out of a few students in class or teach them how to use D2L, so they can reach out to appear if they need assistance or to get notes. 


Provide information about the grief absence process and consider being generous if students report they have experienced a loss; consider putting in links to CAPS and other support services listed on the Keep Learning Website. 



In addition to the Attendance Policy, your syllabus should also include:

Effect of attendance on final grade, if any
Excused or unexcused absences
Policy on missed or late work

Check out this article for more information on syllabus basics. Photo by Roel Dierckens on Unsplash

The primary goal: students should be working on day one"The First Days of School: How to Be an Effective Teacher" by Harry K. Wong and Rosemary T. Wong is a staple in teacher preparation programs and k-12 districts across the country. It is a comprehensive guide for teachers, particularly those new to the profession, focusing on techniques and strategies to establish effective classroom management from the very beginning of the school year. While the book is primarily focused on K-12 education, it offers principles and strategies that can be effectively adapted and applied to higher education settings. The application of these strategies in a university environment involves recognizing the unique context and needs of adult learners while maintaining the core principles of effective teaching. The book emphasizes the importance of the first days of school in setting the tone for the entire year. It discusses practical methods for creating a positive classroom environment, establishing routines, and building relationships with students. Wong advocates for the idea that effective teaching is not just about subject matter expertise but also involves being an effective manager of the classroom. This management includes clear communication of expectations, consistent procedures, and fostering a sense of respect and responsibility among students.A key theme in Wong's work is the concept of the teacher as a facilitator of learning rather than just a transmitter of knowledge. He suggests that well-organized classrooms with clear rules and procedures enable students to engage more effectively in the learning process. Specifically, he details pre-course and early-course actions that educators can take to help ensure the effective facilitation of learning. Before the Semester1. Course Design and Syllabus Preparation: Develop a detailed syllabus that outlines course objectives, expectations, grading policies, required materials, and a schedule of topics and assignments. Ensure that the syllabus aligns with the learning outcomes and includes policies on attendance, late submissions, academic integrity, and inclusivity. The Teaching Center provides syllabus templates in the semester start-up playlist.2. Learning Environment Setup: If teaching in a physical space, consider the classroom layout and how it can foster interaction and engagement. If teaching ina room you are not familiar with, visit the room before the first day of class to get to know the workings of the classroom technology cart. For online courses, organize the digital learning environment in D2L, ensuring that all resources are accessible and user-friendly. MSU IT offers multiple D2L training resources, also detailed in the semester start-up playlist here.3. Instructional Planning: Plan your lessons for the first few weeks. This includes lecture content, discussion questions, group activities, and any multimedia resources you intend to use. Think about how these align with your course objectives and how they cater to diverse learning styles.4. Communication Channels: Set up and familiarize yourself with the communication platforms you will use, whether it’s email, a learning management system, or online forums. Consider how you will use these tools to communicate with students and facilitate discussions. Consider using the Registrar's Office "email my class" tool for early semester communications.On the First Day1. Welcome and Introduction: Do all you can to arrive early to the classroom. If possible, greet students at the door as they enter. 2. Post the Agenda: Post the day's agenda and key learning outcomes. Make it clear to students what they will do during the class session. If possible, assign seats. This gives students a sense of place in the room and helps reduce students' first day stress.3. Put the Students to Work: The primary goal of the first moments of class is to get students working. Give students a task to complete immediately at the start of class; the task should be relevant to the course content and should yield a tangible deliverable. This will set the tone that the class is a place where things happen, where students work, and where learning is defined by activity. Often this first task involves having students demonstrate their prior knowledge of the course's concepts.  4. Save the Syllabus: The least effective way to spend time on the first day of school is to review the syllabus. Use 50 percent of the first class session for content-specific, important work. Use 40 percent of the time on personal introductions and community building, and use the last 10 percent on policy. Never underestimate the power of a strong start to a semester. Define your semester by spending the first day clearly establishing procedures, setting high expectations, and modelling the value of work. This tone-setting is vital to creating a sustainable culture of learning for the rest of the semester. Photo by Claudio Schwarz on Unsplash

How can generative AI technologies assist with collaborative, integrated, and interdisciplinary work in the classroom?  
What is the appropriate use of generative AI in the subject-area and/or discipline to advance scholarship and maintain excellence?  
What are the current uses, concerns, and dialogue relative to generative AI within the subject and/or discipline?  
How will generative AI affect the unit/major/courses’ content, assignments, instructional objectives, learning outcomes, or assessment models? Might these outcomes need to change to account for AI technology?  
How will generative AI influence job growth, skills, and responsibilities in the future? 

To help facilitate this work, the Center for Teaching and Learning Innovation (CTLI) and the Enhanced Digital Learning Initiative (EDLI) will be producing resources, offering workshops, and facilitating discussions throughout the year.Photo by charlesdeluvio on Unsplash

A former academic advisor and current instructor, both members of the Center for Teaching and Learning Innovation, have teamed up to discuss the benefits and opportunities for advisor and instructor partnerships. In this workshop, Dr. Ellie Louson (instructor) and Katie Peterson (academic advisor) highlight unique and overlapping roles and initiatives across educators, and how all educators strive to support our student's success. We review key milestones throughout the semester and describe opportunities for and benefits of partnership. This second session was intended for educators that hold a primary role in course instruction. A video and slides from the first session (aimed for an audience of academic advisors) can be accessed here.Access the presentation recording below!Presentation slides can be obtained by clicking here Photo by charlesdeluvio on Unsplash

Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the second of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Template Slides
I have created template slides for educators to use and adapt for their contexts. These template slides guide the user through accessibility considerations and were designed to be accessible.
Planning for Accessible Presentations
In addition to the template, there are additional considerations for access with presentations. 
Access Copies and HandoutsAccess copies, also known as scripts, are a way for your participants to follow along. It is also helpful for Communication Access Realtime Translation (CART) captioners or sign language interpreters. There are many ways to create access copies, such as providing a transcript of the talk, providing an outline of the talk per slide, and/or providing a list of important terminology (e.g., quotations, proper names, acronyms, jargon). In addition, access copies can be circulated electronically or in print. For print copies, it is generally recommended to bring a third of the prints compared to your total audience attendance. About 30% of these prints should also be in large print of 20-point font. CaptioningHave a plan for captioning the presentation and plan ahead for any CART captioners in attendance to sit near the presenter. Recorded presentations and any videos/audio within them should have captions. To caption real-time presentations, there are many options: 

Captioning with PowerPoint
Captioning with Google Slides
Captioning with Zoom

Content WarningsCertain topics of discussion or multimedia depictions can trigger trauma reactions. For these, consider if they are necessary to the presentation, and if they are, give content warnings for the information. Inclusive LanguageThere are many considerations for presentation delivery: 

The work should avoid jargon and idioms that are not understandable for a wide audience. 
Acronyms should not be used without first defining them.
Avoid using language that excludes and/or harms participants, such as ableist language or genderist language (e.g., “ladies and gentlemen,” assuming the gender of a participant). 

PracticeIn the practice for the presentation, you should be thinking about a final accessibility check. This includes making sure your speaking speed is conversational as well as practicing verbal multimedia descriptions and aural indicators. Multimedia descriptions are the alternative text that is integrated into the presentation aloud. Aural indicators are to announce a new name when switching speakers (e.g., “Bethany here”).
Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.

Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”

Continue to the next article in this series, Delivering Accessible Presentations.This article, Accessible Presentations Guide: Planning for Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Planning Key" by Mike Lawrence, is licensed under CC BY 2.0.

The University Policy on Grief Absence can be found in the Spartan LIfe, as well as in Academic Programs.
"The faculty and staff should be sensitive to and accommodate the bereavement process of a student who has lost a family member or who is experiencing emotional distress from a similar tragedy so that the student is not academically disadvantaged in their classes or other academic work (e.g. research)... It is the responsibility of the instructor to work with the student to make reasonable accommodations and to include appropriate language describing such accommodations in their course syllabus, so that the student is not penalized due to a verified grief absence."
(excerpt from MSU Registrars Office)
Here is an example statement from PSL 475L: Capstone Laboratory in Physiology syllabus (FS23)
Grief Absence Policy:http://splife.studentlife.msu.edu/regulations/student-group-regulations-administrative-rulings-alluniversity-policies-and-selected-ordinances/grief-absence-policyThe goal of this policy is to provide a mechanism to standardize, monitor, and accommodate students who request temporary absence from a course, or special accommodations for a quiz or an exam because of loss or serious injury of a family member (parent, grandparent, sibling, spouse, or child). Students are directed to notify the Assoc Dean of their college and document the reason for the grief absence, and the Assoc Dean in turn is charged with notifying the student’s instructors that the bereavement event has been verified. It is the student’s responsibility to make up any missed work. 
The MSU College of Social Science has a college-wide policy that can be referenced in individual course syllabi:
Grief Absence PolicyThe College of Social Science follows the official MSU (Michigan State University) grief absence policy, which can be found here. Students will need to complete the grief absence form in their StuInfo portal, and email supporting documentation to SSC.GriefAbsence@msu.edu.Students may request a grief absence to support their academic success when faced with a significant interpersonal loss that may require time away from the classroom to attend to matters related to the loss and to afford time for grieving. Examples of losses include the death or grave illness of a family member or close loved one. Documentation is requested so that the absence's timing can be determined and provided to instructional faculty. Requests for grief absences to address other serious stressors will also be considered, with approval dependent upon the circumstances and the suitability of the grief absence mechanism for addressing the impacts of the stressor on academic progress.For requests related to interpersonal losses, documentation can include official notification of a death (e.g., funeral home verification, published obituary, funeral program). For other types of requests, students may submit other forms of documentation pertinent to the circumstances that prompted the request. Documentation should be emailed to SSC.GriefAbsence@msu.edu.Most grief absences are valid for a few days, with the maximum approval being two academic weeks (that is, 10 business days). Shorter absences typically support maintaining academic progress; therefore, shorter absences are recommended unless the circumstances do not make a shorter duration feasible. Absences requested for more than 5 business days must be supported by the rationale and documentation provided by the student. Duration determination will consider circumstances such as whether extended travel is required, if the student has documented responsibilities created by the loss, and other relevant considerations. The timing of the absence must be consistent with the documentation and rationale provided. For example, if travel is involved, the timing of the absence should include the dates of travel. If you anticipate needing 10 business days away from your coursework, you may need to consider a longer term pause on or change to your academic program, such as a withdrawal or drop of one or all courses. If this is possible, please contact your academic advisor to discuss the requirements and consequences of these different options.Students must submit the request for a grief absence as close as possible to the date of the absence, typically within 2 days of the student learning of the circumstances that prompted the request for the absence. Except under extenuating circumstances, students should submit their request prior to being absent; retroactive grief absences are not guaranteed approval. The rationale for this is that after-the-fact requests complicate the process of working with instructors to manage the impact of the absence on academic work. Absences will be denied if the College requests additional documentation and the student fails to provide it.When grief absences are granted, the College will contact the student’s instructors informing them that the student has been approved for an absence and its length. The student will be copied on the emails so they can follow up directly with their instructors. Students are responsible for making direct contact with each instructor to work out the details of the absence as it impacts any assignments or assessments that are scheduled during the period of the approved absence. Different forms of accommodation may be appropriate for different classes depending on the course. It is within the instructor’s right to suggest accommodations that fit with their course. Instructors are expected to adjust due dates for assignments and/or exams that fall within the approved absence period but are not expected to eliminate any exams or assignments. Timely contact by students allows for students and instructors to come to a mutual understanding of how exams, assignments, and other class matters will be handled. Students undergoing a significant loss or stressor should review additional support on campus that might also be useful. Working with advisors to identify and connect with these support systems is highly recommended. The Associate Dean’s Office for Undergraduate Studies can also meet with students to help navigate this process.If the student needs any assistance with their request or has questions, they can call (517) 432-3598 or email SSC.GriefAbsence@msu.edPhoto by Kristina Tripkovic on Unsplash

Peer-Educator Dialogue Protocol
Date:Time:Instructor-Educator:Course Number:Course Title:Modality:# Students Enrolled:# Students Present:Peer-Educator:                                                                       
This dialogue protocol can be used independently or in conjunction with the Peer-Educator Dialogue Guide. It is important to note that the peer-educator dialogue should be an iterative process of lifelong learning and practice improvement. These are tools aimed at helping educators learn with and from one another. How an instructor-educator utilizes or shares the feedback provided in through this dialogue process is completely up to them.
Before class starts:
Short observations such as: when instructor-educator arrives, what happens (e.g. do they greet students?)? Does class start on time? How many students are present? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Introduction:
Does the instructor-educator give context for today’s lesson/learning experience? (What does this look like?) How does the instructor-educator motivate students? What is student response? Do students arrive late? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Core Learning Experience:
Is there variety and pacing in the planned learning experience(s)? Can/do students ask questions? Is the conversation 2-way/are the students part of the conversation or passive listeners? How are student questions addressed? Is it clear how this material relates to the course? (the field?) What percentage of class time is spent in lecture? What might you say about the instructor-educator’s presentation skills? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Group Activity/Participation:
Are students engaged? How are activities relevant? Are these activities intended to be evaluated? If so, how? What percentage of class time is spent in such activities? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Conclusion:
Did the session seem organized well? Did it end on time? Was there any recap or mention of course goals/objectives? Were diverse examples, resources, perspectives etc. included? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Additional comments/observations:
 
This document was adapted with permission from 2019 document "AAN Peer Observation Protocol" by Patricia Stewart.Photo by Amy Hirschi on Unsplash

The CTLI offered two Instructor Jumpstart workshop sessions for MSU’s New Faculty and Academic Staff Orientation in patnership with the Office for Faculty and Academic Staff Development. These hybrid workshops were led by Ellie Louson and Teaching Center director Jeremy Van Hof. Jumpstart is a two-part introduction to high-level topics related to quality, inclusive teaching at Michigan State University and was part of our Semester Start-Up programming for MSU educators. We covered topics such as:



Setting the Tone from the Start
Syllabus Considerations
Engaging Students in the Classroom
Faculty Rights and Responsibilities
Collaborating w/ GTAs and ULAs
Inclusive Teaching and Pedagogy
Building a (personal) Teaching & Learning Network
MSU’s Early Warning System for Students (EASE)
Available Campus Resources



The takeaways from these sessions were:



There are actions you can take to intentionally build a learning environment & culture in your class.
Think about your syllabus as a learning tool and an agreement within your classroom community.
Actively engaging learners with simple practices can improve course outcomes and help support the tone you’ve set.
MSU educators enjoy both rights and responsibilities in their teaching, research, and outreach/creative activities
Think of your work with GTAs/ULAs as a partnership, be aware of power dynamics, and use the Graduate School for GTA guidance and the CTLI for ULA guidance. 
There are benefits to students and instructors when courses are designed inclusively, and educators have specific responsibilities to create accessible courses and resources for students.
We recommend that educators new to MSU connect with colleagues and build their personal teaching & learning network
EASE reports are an early-warning system to help colleges identify absent or disengaged students for potential interventions and support early in the semester.
MSU has lots of resources available to help support you and your students.



You can access the single slide deck for both sessions of Jumpstart here [requires a MSU login]. The slides include links to many MSU resources for course instructors. We also heard from participants that the CTLI's new Classroom Scenarios Sample Responses could be valuable in the classroom to help respond to and/or de-escalate distracting or disruptive classroom situations.Feel free to reach out to Ellie Louson or Jeremy Van Hof if you have any questions about New Instructor Jumpstart or the topics described above.Photo by Stephanie Klepacki on Unsplash