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So you've started to think about diversity, equity, and inclusion. You read DEI & Student Belonging and have reflected on your educator identity. But now you're wondering - how... how do I work to make sure my course is an equitable and inclusive space?

Start with your syllabus

Use the Interfaith Calendar when planning important dates for the course
Syllabus resources: The What and Why of a Syllabus, CELT Checklist Iowa State




Consider your course resources

Be mindful of choosing course materials (language, examples, photos) and whose voices you're highlighting
Older materials can be an opportunity to address DEI awareness over time


Think about your students

Pronunciation, pronouns & consistency
Consider everyone as individuals who are unique & don’t make assumptions about student identities (race, religion, orientation, gender)
Address growth mindset & possible anxiety


Be intentional in how you facilitate discussion

Establish ground rules, guidelines, norms
Use a random system for asking questions
Monitor so that no one dominates
Allow students to finish before responding
Avoid generalizations


Think critically about your communication

Language matters: avoid idioms, “common” figures of speech (CSU Inclusive Language Guide), abbreviations and acronyms should be explained
Use multiple forms of communication (seeing/hearing, and also explain key ideas in different ways)
Gather feedback from students 
Don’t assume quiet students don’t understand – there are numerous reasons why a student may not speak up


[Re]consider your classroom presentation/lecture/facilitation approach

Use gender neutral language and include varied examples
Promote a respectful classroom climate
Encourage participation (eye contact, wait time, talk with students outside of class)
Vary teaching methods to learning styles
Be very cautious of humor in class


Be intentional about setting up teams & group projects

Heterogeneous, but avoid tokenism
Check-in often
Use peer evaluations


Articulate assessment and evaluation expectations

Make sure your expectations are clear
Align your learning goals, content and evaluations



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AI Brief Guide by Jay Loftus
 
Photo by Steve Johnson 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 ill. Thank you for helping our students achieve their goals.
COVID Testing and Reporting
Health Services   

Olin Health Center
Student Health Insurance Please contact Sarah Alklen [SAllen@@bcbsm.com] with questions
Immunizations/Vaccinations Please email olin@msu.edu or click on link and see contact information 

Image attribution:MSU 18Oct2014 Olin Health 2" by Infrogmation is licensed under CC BY 2.0.

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 first of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Choosing a Physical Space
If you're not going to be presenting in a face-to-face modality, you can jump to the next article. Before reserving a physical space for the presentation, consider: 

Food: If food will be provided, consider if there is a way for folks to serve themselves from a table without needing outside assistance. Additionally, avoid snacks and surface contamination from tree nuts, peanuts, gluten and seafood.


Lighting: The lighting in the room should be adequate and flexible. You may want to ask the following questions: 




Are the lights able to be adjusted?






Is there adequate lighting for those that need more to see?






Is there the ability to turn off the glare near projector screens?






Are any of the lights flickering which may affect those with migraine or seizure disorders?




Pathways into Space: The pathways to get to and around the space should be flat (or ramped) and free from obstruction. The doorways should be able to be propped or automatic as well as large enough for mobility devices to enter.


Rest, Lactation, and Health Rooms: The space should be near and able to be navigated to without obstruction to lactation rooms, personal health rooms, restrooms with disability access, and an all-gender restroom.


Seating: The seating in the space is able to be moved for access to the tables. The seating should also have non-arm options to be flexible for different body types. The table heights (for both presenters and participants) should be between 28-34 inches from the floor.


Signage: The signage to the room and its location is easily perceivable and understandable, including the use of Braille. Emergency signage is not above eye height for those in wheelchairs. 


Smells: Avoid a space that may have chemical or deep fragrances. Note that this may also mean that presenters should not wear scented items on days of the presentation.


Travel: The space should be with facilities that allow for disability parking. The elevators should be in working condition, and the path to the room should be unobstructed.


Technology: There is a working microphone and speaker in the room, preferably. If using digital technology, it should be able to be reached and accessible for the presenter as well as have the functionality for assistive devices (e.g., closed caption, Job Access with Speech (JAWS)).

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, Planning for Accessible Presentations.This article, Accessible Presentations Guide: Choosing a Physical Space © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Earth Day Presentation" by NASA Goddard Photo and Video, is licensed under CC BY 2.0.

According to Herman (2010), only 25% of students in an introductory Psychology course retained basic core content. So what does this mean for our courses?1. We cannot always assume pre-requisite knowledge.2. You need to focus your instruction on "Enduring Understanding". What is Enduring Understanding?According to our colleagues at the University of Alaska Fairbanks (based on the works of Wiggins & McTighe, 2005) "Enduring Understandings are the insights that a learner gains by doing the work of understanding, i.e. making connections in our learning that help us make sense of and integrate new knowledge into existing understandings." Visit this post to learn more! 
Sources:Herman, W. E. (2010, March). How much do students remember from an introductory psychology course? Paper presented at the Farmingdale State College Annual Conference on the Teaching of Psychology: Ideas & Innovations, Tarrytown, NYWiggins, G., & McTighe, J. (2005).  Understanding by Design  (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.Photo by Zuzana Ruttkay on Unsplash

There is no “one size fits all policy” for AI uses in higher education. Much like attendance/participation policies, GenAI course-level rules and statements will be determined by individual instructors, departments, and programs. The following resource is provided to assist you in developing coherent policies on the use of generative AI tools in your course, within MSU's guideline. Please adjust these examples to fit your particular context. Remember communication of your course generative AI policies should not only be listed in your syllabus, but also explicitly included  in assignment descriptions where AI use is allowed or disallowed. 
Design For Generative AI: Sample Syllabus LanguageDesign Around Generative AI: Sample Syllabus LanguageIt is your responsibility as instructor to note and explain your individual course-level rule. A conversation with your department is highly recommended so that generative AI use in the classroom reflects broader use in the unit and  discipline. If you have specific questions about writing your course rules, please reach out to the Center for Teaching and Learning Innovation. Photo by Uriel SC on Unsplash

MSU's Office of Faculty and Academic Staff Development has a great collection, "Resources for Difficult Dialogues in the Classroom" including but not limited to internal [to MSU] and external links on confrontation, bias, policies, and more. Here are a few of the resources:
The Art of Confrontation – COVID version

Prepared by Rick Shafer, Dean of Students Officehttps://remote.msu.edu/_assets/docs/The_Art_of_Confrontation_faculty_COVID_version.pdf

Bias Busters: Guides to Cultural Competence

Website Project of the MSU School of Journalism, College of Communication Arts and Scienceshttp://news.jrn.msu.edu/culturalcompetence/

IDI Education and Training Opportunities

Office for Institutional Diversity and Inclusionhttp://inclusion.msu.edu/education/index.html

Ideas for Disciplinary Content

Compiled by the MSU Librarieshttps://www.lib.msu.edu/inclusiveteaching/

Office of Institutional Equity Policies

http://oie.msu.edu/

To My Professor: Student Voices for Great College Teaching

Book by MSU School of Journalism students and editor Joe Grimm, College of Communication Arts and Scienceshttps://www.insidehighered.com/news/2016/09/12/new-book-advice-college-instructors-based-thousands-student-comments

Difficult Dialogues Guide

Annotated resources produced by Vanderbilt Universityhttps://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/

Difficult Dialogues Handbook, Strategies and Resources

Resources produced by the University of Alaska Difficult Dialogues Project and the Ford Foundation

http://www.difficultdialoguesuaa.org/handbook
http://www.difficultdialoguesuaa.org/strategies_and_resources



Handbook for Facilitating Difficult Conversations

Resources produced by Queens College, City University of New York (pdf)Link to PDF document

Inclusive Practices for Managing Controversial Issues

Online document produced by Flinders University of Australiahttps://ofasd.msu.edu/wp-content/uploads/2017/08/TIPS_controversial.pdf

Inviting Dialogue

Resource produced by Clark University (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/ClarkUnivInvitingDialogue.pdf

Mindfulness and Discussing “Thorny” Issues in the Classroom (article)

Alexakos, K., Pride, L. D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., … & Smith, T. (2016). Mindfulness and discussing “thorny” issues in the classroom. Cultural Studies of Science Education, 1-29. https://doi.org/10.1007/s11422-015-9718-0 

Toolkit for Inclusive Learning Environments

Project by the Sheridan Libraries of Johns Hopkins Universityhttp://guides.library.jhu.edu/TILE

Books Available from oFASD
To borrow any of the following titles, stop by 2W of the Main Library (across from the Digital Scholarship Lab). Some titles are available electronically on stable links through MSU Libraries.

Brookfield, Stephen D. The Discussion Book: 50 Great Ways to Get People Talking.    

Book via electronic access, courtesy of MSU Libraries


Chickering, Art (Foreword)   Encountering Faith in the Classroom: Turning Difficult Discussions into Constructive Engagement

Book via electronic access, courtesy of MSU Libraries


Landis, Kay (ed.) Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education.  

Book via electronic access


Nash, Robert J. How to Talk About Hot Topics on Campus: From Polarization to Moral Conversation.
Roderick, Libby. Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education.
Wheatley, Margaret J.  Turning to One Another: Simple Conversations to Restore Hope to the Future

Book via electronic access



BIAS AND RACE
#Charlestonsyllabus

Resource produced by the African American Intellectual History Societyhttp://www.aaihs.org/resources/charlestonsyllabus/

#FergusonSyllabus

Resources produced by Sociologists for Justicehttps://sociologistsforjustice.org/ferguson-syllabus

Eight Actions to Reduce Racism in College Classrooms

Article by Shaun R. Harper and Charles H. F. Davis III from Academe  (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/HarperDavis-EightActionsToReduceRacismInCollegeClassrooms.pdf

Learning to Talk about Race in the Classroom

Resource from Inside Higher Ed.’s Gradhacker (blog article)https://www.insidehighered.com/blogs/gradhacker/learning-talkrace-classroom

Project Implicit (Implicit Bias)

Project by Harvard Universityhttps://implicit.harvard.edu/implicit/

Promoting Racial Literacy in Schools: Differences That Make a Difference

Book by Stevenson, H. C. (2013). Teachers College Press.

Responding to Incidents of Hate Speech

Webpage produced by the Center for Research on Teaching and Learning at the University of Michiganhttp://crlt.umich.edu/node/93036

Teaching Tolerance

Program of the Southern Poverty Law Center. Resources for K-12, but many transferrable ideashttp://www.tolerance.org/lets-talk

Photo by Kelly Sikkema on Unsplash

The determination of appropriate uses for generative AI can be facilitated through discussion with colleagues within and among disciplines. Discussions that can help our communities to answer 

What is the ethical use of AI in society, in a given scholarly discipline, and in instruction?  
How does generative AI pose ethical challenges to issues such as data security and privacy?  
What types of information should and should not be inputted into an AI system?  
When does generative AI-assistance become AI-ownership? What are the limits to using generative AI in support of academic work?  
How should a student cite or disclose the use of generative AI relative to their academic work?  
How does the course/instructor define plagiarism and academic dishonesty relate to AI? What are the penalties for not following the policy? Many of philosophies and policies outlined on the OSSA Academic Integrity website already apply, and additional specific guidance is available on FAQs specifically addressing generative AI. 

Photo by Joshua Sortino on Unsplash