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Instructors linked to a course will have access to:

Academic dishonesty report
Academic progress reports
Grade submission and changes
Grade upload feature
Class list information including “email the class” and “exam cover sheet” functionality
Textbook and course material entry

Even if you are not assigning any materials, please go into the system and indicate that there are no assigned materials.
To submit textbook information, go to the Instructor Systems menu  on the Office of the Registrar website, and select ‘Textbook and Material Entry/Update.’  If you do not see your class(es) listed, please contact the department offering the course.



Other Resources are also available at the Registrar's Office: 

Enrollment reports and other data
Academic Programs Catalog
Academic calendars and final exam schedules
University Curriculum and Catalog

Photo by Erol Ahmed on Unsplash

Understanding Pronouns for Educators
On Friday, June 21, I was invited to give a talk on "Understanding Pronouns for Educators" to the College of Agriculture and Natural Resources. 
The Slides
Below, you'll find some modified slides based on that presentation. You may also access the presentation slides via Google Docs.

Further Resources
This collated list of further resources includes resources for many realms, including:

Current Context
Impact of Using Correct Pronouns
Pronouns Overview
Gender-Inclusive Environments
MSU's Policies and Processes
Teaching and Classroom Resources


Understanding Pronouns for Educators © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. “Pronoun Stickers” by Harald Groven is licensed under CC BY-SA 2.0

This Photo by Unknown Author is licensed under CC BY-SA
In How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
"Synchronous communication provides a sense of immediateness and cultivates the feeling of responsiveness among participants. It also results in quick problem-solving. Real-time chat is probably the most exhausting and intensive activity you will ever encounter in online teaching.
Your attention must be attuned to rapid-fire comments and questions from several learners.
It is best to plan a live collaboration chat with your learners early on.
That can be achieved with a live class or webinar."
 
 
Putting it into practice:
These days it easy to hear word synchronous and automatically think about Zoom Meetings. However, there are a variety of tools that are available to students for synchronous class experiences without relying solely on Zoom. Below you will find some resources and ideas with how they can be used in the classroom.

Synchronous versus Asynchronous - Short video on what type of activities lend themselves to synchronous or asynchronous activities.
Google apps: MSU provides access to free google apps suite with unlimited storage. You may be familiar with Google Drive, but if you use the following URL and login with your MSU credentials you can create files and storage that is automatically available to the MSU Community. Most of the Google apps suite allows for real-time collaboration and commenting. Another benefit is that all Google files have their own web address which makes it extremely easy to share in D2L or a website.

Note: Google applications are not always available in other countries. Due to the unpredictable nature of national firewalls, there aren't guarantees regarding what applications will work or which ones won't. Therefore it is good to provide alternative options.


Microsoft Teams - Provides a balance of asynchronous and synchronous activity. You can use the following link to provision a Microsoft Team to supplement your D2L course. Your students will automatically be added to your course.

D2L to Microsoft Teams Integration 

The Setting the Tone from the Start workshop and its associated resources are meant to support course instructors to intentionally design the start of their courses, including practices for before and during the first class session that help connect you to your students and build community. In August 2024, it was held as part of the CTLI's Semester Start-Up programming for MSU educators. We shared actionable strategies that lay the groundwork for an engaging and inclusive course experience from day one including items related to:

syllabi, expectation setting, and pedagogical transparency
checking in on learner needs throughout the term
building classroom community

We ended the workshop by completing individualized Action Plans where instructors listed their next steps (immediate, during the semester, and before next semester) framed as S.M.A.R.T. goals. You can adapt this Action Plan for a mid-semester context, as well as prepare for the next term.You can access the slide deck for this workshop here including links to many MSU resources for course instructors.A recording of the Fall 2023 version of this workshop, facilitated by Makena Neal and Ellie Louson, is available below.Feel free to reach out to CTLI Educational Developers Ellie Louson and/or Bethany Meadows (Inclusive Pedagogy Specialist), if you have any questions about Setting the Tone from the Start or these resources.Photo by Brooke Cagle on Unsplash

Ban [This syllabus statement is useful when you are forbidding all use of generative AI tools for any purpose in your class. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
The use of generative AI tools (such as ChatGPT, DALL-E, etc.) is not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Michigan State University’s policy on academic integrity, the Spartan Code of Honor Academic Pledge andStudent Rights and Responsibilities, since the work is not your own. The use of unauthorized AI tools will result in [insert the penalty here*].

CONCERN: The ubiquity of generative AI tools, including their integration into Google search results and MS Office products, means that an outright generative AI ban is implausible for any activity that makes use of the Internet or MS Office Suite.

* It is highly recommended that you have conversations in your department about the appropriate penalties for unauthorized use of an AI. It is important to think about the appropriate level of penalty for first-time offenders and those who repeatedly violate your policies on the use of AI. 



Photo by Mathew Schwartz on Unsplash

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who are interested in exploring/changing majors. Thank you for helping our students achieve their goals.
Major Change 
Locations to change majors




First-year and Sophomores


Juniors and Seniors




Major Exploration
Career Services Network [Connecting Majors to Careers]
The Above Photo by Unknown Author is licensed under CC BY

Dear MSU Faculty and Academic Staff,
Thank you for all you are doing to support our students and our community. On Friday evening, you were sent a letter from Interim Provost Jeitschko highlighting resources to help you in your teaching as we move into the coming week. These resources are available on #iteachmsu’s playlist and include: a recording of Friday’s webinar on Rebuilding Hope: Teaching in the Aftermath; curated written resources; a recording focused on resilience; and information about accessing additional opportunities in the coming week for consultation, discussion, and support for your teaching. 
We send this message today as an expression of support. Included is a succinct reminder of practical steps you may want to integrate into your teaching practice this week.
These suggestions are endorsed by both Dr. Jason Moore and Dr. Alyssa Dunn, who talked with us in Friday’s webinar, and they are aligned with widely recommended practices. Note also that step 5 includes links to MSU CAPS (which provides counseling services for students) and MSU EAP (which provides support services to faculty, staff, and graduate students). We want to be sure you have these resource links readily at hand.
You may want to print off this message for quick reference as we move into the first days of class.
6-step approach to starting class

Consider sending a brief email ahead of your class time indicating how you plan to run class on Monday/this coming week, which may include:

An acknowledgement of the “violent events experienced by our community,” which is the trauma-informed way of addressing the shootings
A review of available resources
Discussion on plans for the class and potential adjustments to the syllabus that you are considering
Emphasis on flexibility and choice (consider modifying assignments, tests, and due dates to support students)
A move to continuing instructional content


At the start of your first class back, begin by thanking students for coming together as a community.

Approach the beginning with grace, humanity, and humility


Acknowledge the tragedy in plain, direct terms, the loss of fellow classmates/Spartans, and that this loss will be with us in this class and on campus.
Acknowledge and validate that there are various reactions to trauma with different trajectories over time for different people.
Provide links to MSU resources, and SAMHSA, APA, NCTSN trauma information (listed below):

MSU CAPS, MSU EAP
These links describe common reactions and healthy habits to do/keep doing, leaning on ways one typically copes in positive ways (e.g., being with friends and loved-ones, social engagement, exercise, regular meals, prayer):

APA: Managing Distress in the Aftermath of a Shooting: Managing your distress in the aftermath of a shooting (apa.org)
SAMHSA: Coping with Grief After a Disaster or Traumatic Event: Tips for Survivors: Grief After Disaster or Trauma (samhsa.gov)
NCTSN: College Students: Coping After the Recent Shooting: College Students: Coping After the Recent Shooting | The National Child Traumatic Stress Network (nctsn.org)






If you do not have trauma-informed training or do not feel prepared to invite discussion of trauma reactions in the classroom for any number of reasons (e.g., size of the class) …

Invite/ask permission to shift to the educational/discovery content planned for the day:

Now that we are all here in this learning space together, if you are ready, we will shift to the learning content for the day
It might be hard to learn right now because of distraction by stress or other trauma-related symptoms and that’s OK
Students can feel free to take a break if they want to or leave at any time
Demonstrate grace, humanity, humility, and flexibility with class attendance, coursework, etc. in line with university guidance 





If instructors have trauma-informed training or otherwise feel prepared to invite conversation about trauma reactions in the classroom

Consult available resources (https://iteach.msu.edu/pathways/346/playlist).
Consider incorporating aspects of the 6-step approach outlined above.
Send a message to your class ahead of time informing students that part or the whole of the class will be used to discuss trauma reactions.

It is critical to be clear in your message before class that the class discussion of trauma reactions is completely optional and students can opt in if they so choose and can otherwise choose to not to go to class without any justification or notification.
Be clear in your message what you plan to do in the coming class sessions so that students who do not wish to participate in the discussion of their trauma reactions can choose when to return to class.

Some students may have not received your message before class, so be sure to review the purpose of your class session before beginning to allow another chance for students to leave if they do not wish to discuss their trauma reactions and/or hear others’ trauma reactions.

Finally, just as a reminder, Interim Provost Jeitschko reported Friday that students have a Credit/No Credit grade reporting option for all undergraduate courses for the entire semester. Undergraduates will be able to use it to report the grade in any 100- to 400-level course. Students will have until the end of the semester to make that selection. Further details on this process will be made available shortly.
Thank you for your dedication, care, and compassion as you support our students. Your work is central to the well-being of our learners. And please also find ways to care for yourself as you carry on this important work.
With appreciation,
Ann Austin
Interim Associate Provost for Faculty and Academic Staff Affairs
Prabu David
Associate Provost for Faculty and Academic Staff Development
Marilyn Amey
Assistant Provost for Faculty and Academic Staff DevelopmentPhoto by Rubén Rodriguez on Unsplash

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who need technology assistance. Thank you for helping our students achieve their goals.
Technology Help

Net ID and Password
D2L Help
Wifi Help
Loaner Laptop
Other

[MSU] Tech StoreOnline Learning Resources 
Image attribution:Geek Field Trip - WKAR at Michigan State University by Betsy Weber is licensed under CC-BY 2.0