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Enhancing Academic Success Early, or EASE, was developed by MSU as a tool for faculty to report early signs of academic trouble – low grades, missing classes or failing to participate actively in courses. If signs of academic trouble are identified early, advisers and other Student Success Team members can swiftly take action to help the student get back on the path to success.According to Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education & Associate Dean of Undergraduate Studies for Student Success Research), the EASE Reports:

Confidential report on grade, attendance, or engagement
Uses Registrar’s course grade system
Alert goes to academic advisor and student
Fall 2017: over 75,000 reports on over 18,000 unique students

Advisors followed up on 80% of reports of <2.5 



The Instructor System provides instructors and academic administrators a secure interface with the Office of the Registrar and other administrative units. The system includes: Academic Dishonesty Reports, Class Lists and Graded Class Lists, Class Lists with Student Images, Email Students in a Class, Grade Reporting Form, Grade Upload, Grade Submission Summary, Enhancing Academic Success Early (EASE) Reports and Archive, and Textbook and Material Entry/Update.

As an Instructor, how do I get access?
How is one identified as an Instructor of a specific course?
Can Teaching Assistants (TA) have access?
Can Office Assistants gain access?
Can Undergraduate Assistants have access?

Photo by Andre Hunter on Unsplash

The CTLI offers a workshop about the potential benefits and suggested tactics for strengthening partnerships between academic advisors and course instructors, designed by educational developers Katie Peterson and Ellie Louson. This version is designed for a mixed audience of advisors and course instructors. Prior versions are available for specific audiences of advisors and instructors. A recording of the 1-hour workshop is below.Our goals for this workshop:

Understand how to develop stronger partnerships between course instructors and advisors.
Recognize key calendar milestones for impactful interactions between course instructors and advisors.
Learn how advisors and instructors can work together towards student success.
Identify actionable first steps for initiating collaboration.

Access our presentation slides by clicking here.Photo by Christina @ wocintechchat.com on Unsplash

You may have students in your class who require specific accommodations related to a disability in order to fully participate and reach their academic goals. The Resource Center for Persons with Disabilities (RCPD) is the unit at MSU which supports students and employees who require reasonable accommodations.
Students who have registered with the RCPD go through a process of providing disability documentation and participating in a needs assessment with an Ability Access Specialist, resulting in a determination of individualized reasonable accommodations for that student which are listed in an Accommodation Letter. Instructors and TAs will usually receive Accommodation Letters at the beginning of the semester. Once you receive an Accommodation Letter from a student, you have specific responsibilities: you must make the requested individualized accommodations or adjustments to your course and keep the student’s disability status confidential. You are encouraged to meet with the student 1 on 1 to discuss implementing the accommodations, to only discuss accommodations with colleagues on a need-to-know basis while protecting students’ identities, and to contact the RCPD with any questions or concerns.
Here is a video from the RCPD showing an MSU educator’s point of view about student accommodations. (Please note: until recently, Accommodation Letters were called VISA forms, for Verified Individualized Services and Accommodations forms, and some MSU resources like the video linked above still refer to the older name for this document.)Photo by Daniel Ali on Unsplash

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

Project Title: Opening New WindowsProject Leads: Jon Frey, Daniel Trego





College/ Unit:



Arts and Letters








 











Elevator Pitch:Transparent projection offers the opportunity for students and educators to turn nearly any large glass surface into a space for dynamic communication and learning. In the classroom, this technology allows for the creation of convincing holographic displays of objects and monuments that are typically seen in three dimensions. In other settings, displays of student generated research and design content and faculty research are possible as well. This allows for better dissemination of creative and scholarly content in a novel and eye-catching way.Team Bios: The team currently consists of Jon Frey and Daniel Trego. Jon is a classical archaeologist who teaches in the Department of Art, Art History and Design. He is also director of the MSU Excavations at Isthmia. Daniel Trego is an Educational Media Design Specialist in the College of Arts and Letters and a director of the MSU iOS Design Lab. What are some of the successes?We have not yet been able to implement this technology. The funding arrived later in the term than anticipated, so we remain in the fabrication stage with implementation in the classroom scheduled for Fall 22 / Spring 23.What are some of the challenges that you have experienced on this project?Mostly timing.
Image Attribution:
"MOMA's hot video" by sahadeva is licensed under CC BY-NC-ND 2.0.

Project Title: Early Career Access to Flow CytometryProject Leads: Dr. Susan McQuistonElevator Pitch: Flow Cytometry is an important tool used in medicine and research to analyze specific features of individual cells as they flow past a laser. These features allow scientists to understand how different cells grow and function, leading to new medical and scientific discoveries. Flow Cytometry is used to analyze the specific category and treatment for leukemias and lymphomas.This cell analysis technique is also used to develop new drugs and treatments for cancer, autoimmune diseases, dementia and many other diseases.Team Bios:Dr. McQuiston graduated from Michigan State University with a Bachelor of Science in Medical Technology and earned a Master of Science in Clinical Science with a focus in Immunology from San Francisco State University. After 15 years in medicine and scientific research, she earned a Juris Doctor from the University of San Francisco with an emphasis in Intellectual Property. She is ASCP certified and a member of the California Bar and the United States Patent Bar. Dr. McQuiston has experience in clinical laboratories, academic research laboratories, and at biotechnology companies, and in patent law. Dr. Susan McQuiston has been with the Biomedical Laboratory Diagnostics Program since May 2009. She was the first laboratory skills instructor in BLD and served in that role for ten years, in addition to serving as Faculty Mentor and Co-Mentor for the BLD Student Association. Dr. McQuiston currently teaches Hematology and Hemostasis lectures, in addition to Flow Cytometry classes for undergraduate and graduate students. She is also an Academic Advisor. Dr. McQuiston currently serves as the BLD Scholarship Committee Chair and BLD representative to the CNS DEIAC. She is a 2013 graduate of the Walter and Pauline Adams Academy for Instructional Excellence and Innovation. Dr. McQuiston also serves on the board of directors for the Medical Technology Internship Match Program of Michigan (MTIMPM). She awarded the Outstanding Academic Advisor for 2013 and received a CNS Faculty Teaching Prize in 2014.What are some of the successes?
In my original budget, I requested 5 computers and analysis software. When we received our flow cytometer instrument with the help of TLE money, software came with it. This software can be used for analysis and installed on numerous computers. To quote the installation technician, "No one has reached the limit on the number of computers it can be used on". I've decided to use this software as it will be easier for students to use software for analysis that is similar to what is used for data collection on the instrument. Instead, I would like to purchase a 6th computer to use as an analysis station in the teaching lab (Room 160 GH). The computer display is fed to multiple HDTVs. While students will perform analysis in groups in the computer lab, we can also discuss analysis as a class in the teaching lab. What are some of the challenges that you have experienced on this project?The current computer in that room is more than 10 years old and cannot run the software. Due to the expense of the reagents in this field, we have used expired, donated reagents in the past. These are no longer suitable for the new lab exercises. Recently we purchased some reagents to start with that totaled about $1560.00.Image attribution:"Flow Cytometry" by Pacific Northwest National Laboratory - PNNL is licensed under CC BY-NC-SA 2.0.

Here is a model of an emergency statement to be included in your syllabus:“In the event of an emergency arising within the classroom setting, the professor/instructor will notify the students of actions that may be required to ensure their safety. It is the responsibility of each student to understand the evacuation or “shelter-in-place” guidelines posted in each facility and to act in a safe manner.
If an evacuation is ordered, please ensure that you do it in a safe manner and facilitate those around you that may not otherwise be able to safely leave. You are allowed to maintain cellular devices in a silent mode during this course, in order to receive emergency messages distributed by the university. When a student receives such a notification or observes an emergency situation, they should immediately bring it to the attention of the professor/instructor in a way that least alarms your fellow students." Check out this article for more information on syllabus basics. 
Also note:The Michigan State University Police Department is responsible for developing and distributing Timely Warning and Emergency Notification messages. These messages are intended to warn the community about certain crimes and notify it of potentially dangerous situations on or near campus. These messages inform community members about incidents that may pose an ongoing threat and provide information to promote safety and prevent similar crimes. The decision to issue a Timely Warning or Emergency Notification is based on a variety of factors.The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (or Clery Act) is intended to provide students and their families, as higher education consumers, with accurate, complete and timely information about safety on campus. One of the mandates of the Act is to provide these Timely Warnings and Emergency Notifications to the campus community. These warnings and notifications can be delivered via three main platforms: voice messages to phones, e-mail and SMS text messaging.Students and families can learn more, and access the ALERT portal at alert.msu.edu. Photo by DDP on Unsplash

ResearchThis is the eighth article in our iTeach.MSU playlist for the Spartan Studios Playkit.
There are many potential approaches to research connected to teaching a Spartan Studios course. These include:

Disciplinary research inspired by the course

Novel methods, insights, theories, applications, or results inspired by activity in the course that fall within one instructor’s discipline. For example, a student team comes up with a new approach to solving a packaging problem. The packaging faculty member works with those students to write up and publish this innovation.

Studying institutional or student success outcomes
Education research on your pedagogical methods and processes
Scholarship of Teaching and Learning (SoTL) or Disciplinary‐Based  Education Research (DBER) about student learning outcomes.
Research into student teamwork (for example, by analyzing student communication networks)
Research on partner or community impacts and outcomes
See our Appendix for examples of research about Studios and other similar experiential courses 

▶️Plan ahead with your team for the kinds of research you’re interested in pursuing. There may be relevant data to collect during the semester, including classroom observations, student interviews/surveys, or specific assignment designs. You will also need to obtain institutional approval as well as consent from students and/or external partners to include their data in your research. 
🔧MSU’s Office of Research and Innovation has resources for faculty members to get started on a research project, involving undergraduate students in research projects, and more.  
🔧The Hub for Innovation in Learning and Technology has been conducting research on several Studios courses and can share our experiences in that area.
Next Steps
For more information about any of this material or to find out how you can teach your own Spartan Studios course, contact the Hub for Innovation in Learning and Technology (hub@msu.edu). We offer yearly workshops on planning and pedagogy for Studios courses and can consult with any interested units or faculty members. You are welcome to watch our workshop from the Spring Conference on Teaching, Learning, and Student Success (May 7, 2021) where faculty heard more about teaching Spartan Studios courses, got feedback on ideas for course designs, and heard from instructors who have already taught a Studio course.Photo by hannah grace on Unsplash