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An article in Harvard Health Publishing, a digital publication from Harvard Medical School, states “With gratitude, people acknowledge the goodness in their lives. In the process, people usually recognize that the source of that goodness lies at least partially outside themselves. As a result, being grateful also helps people connect to something larger than themselves as individuals — whether to other people, nature, or a higher power” (2021, para. 2). According to positive psychology research, gratitude is associated with:

greater happiness and increased positive emotions
improved health
reduced stress
better sleep
coping with adversity 
emotional resilience
strong relationship building
harder working employees

Julie Welch, MD, and Kari Lemme, MD 's shared, in Indiana University's School of Medicine blog Emergency Medicine LeadER, "Taking time to acknowledge the goodness in life is important during times of crisis as it allows a person to shift their perspective, calm fear and anxiety, and maintain a positive outlook in an uncertain situation". Combined with Chester Elton's- co-author of Leading with Gratitude- interview with Forbes, where he states, "When there is so much disruption it is easy to focus constantly on the negative...The issue can be that with the focus always on the negative you wear people out. There is a need to continue to focus on a lot of good things going on as well, to give your people hope and encouragement. Nothing does that better than simple acts of gratitude" make a compelling case for practicing gratitude during times of crisis. All this isn't to say, we should buck-up and move on. Toxic positivity is real, and that's not what we want to promote. Robert Emmons, PhD, psychology professor at UC Davis and author of Gratitude Works!- shared with Berkeley's Greater Good Magazine, "In the face of demoralization, gratitude has the power to energize. In the face of brokenness, gratitude has the power to heal. In the face of despair, gratitude has the power to bring hope. In other words, gratitude can help us cope with hard times." Emmons points out that there is a critical difference between feeling grateful and being grateful... that we cannot force ourselves to feel any specific way, but that being grateful as a practice is a choice. "When disaster strikes, gratitude provides a perspective from which we can view life in its entirety and not be overwhelmed by temporary circumstances." The research Emmons conducted for his book, shows the effort that is required to achieve a perspective of gratitude (especially in the face of crisis or tragedy) is worth it. "Trials and suffering can actually refine and deepen gratefulness if we allow them to show us not to take things for granted... Consciously cultivating an attitude of gratitude builds up a sort of psychological immune system that can cushion us when we fall." says Emmons. Two key considerations for working towards a perspective of gratitude during and in the aftermath of difficult times that Emmons highlights are "Remember the bad" and "Reframing disaster".MSU and our global Spartan community, have been faced with shocking and unsettling challenges over the past handful of years. Throughout these moments in our collective history, there have been Spartans who stepped up, showed great care, and contributed to our ecosystem in ways that allowed MSU to continue meeting it's mission "to advance knowledge and transform lives by providing outstanding undergraduate, graduate and professional education; conducting research of the highest caliber; and advancing outreach, engagement and economic activities."  Join us in the simple act of saying thank you to individuals in MSU's wide educator community (anyone who contributes to the teaching and learning, student success, and/or outreach components of MSU's mission) for the impacts they've had durring these difficult times. Sharing gratitude through #iteachmsu's Thank an Educator initiative only takes a few minutes, but can make a huge impact.  Research also shows that a recipient of gratitude and thankfulness will be more generous and helpful to others. By sharing gratitude with your colleagues and peers, you create a ripple of acknowledgement and appreciation that permeates Michigan State University.Cover image adaped from a photo from Jessica Lewis on Unsplash.

Community engagement can be a powerful tool for both connecting classroom learning to real life experiences and supporting community change efforts. In this our last post on community engagement in teaching, we want to address two questions: : 1) How can teachers attend to ethical concerns that may arise throughout community engagement projects?; and 2) How can teachers integrate routine reflection as a strategy to assess student learning throughout community engagement projects? Reflective activities create a critical space for us to capture the ethical issues arising with students and to reflect on our own ethical practice as instructors for community engaged courses. And we could not discuss ethical concerns without students being able to reflect about specific issues. For this last post in our community engagement series, we will focus on the ways we made sure to support student learning by exploring potential ethical issues and creating regular reflective opportunities.
Ethical Considerations When Engaging Communities
The ethical issues you must attend to are both community- and student-focused. Returning to  the community engagement spectrum from our previous two posts (Preparation and Implementation), the ethical considerations broaden as students become more immersed in communities. For example, we both had concerns about communities being exploited for the sake of students’ learning. To address this concern, Jenny (service learning) spent time with community partners prior to her course to gain an understanding about what would make the project meaningful to them and built mechanisms into the course to attend to those needs. Katie (photovoice) built guidelines for students’ photos into her photovoice rubric, spent time in class talking to students about ethical photography, and encouraged  students to ask questions they may have about their photos.
We both felt it would be unethical for students to engage with communities without first considering the impact their own identities and expectations on their work. We made sure students thought about privileged and oppressed identities, assumptions they hold  about communities that they might engage with, and how they might manage or interpret challenging experiences. Overall, we focused students on reflecting as an ethical imperative to ensure the experience worked well for community members and for students, but also as an assessment process to enhance student learning.
Reflection for Learning in Community Engagement
Reflection can be a useful tool for both students and instructors to more fully understand learning during community engagement activities. We both used multiple tools for reflection based in course objectives, both formal and informal, and creatively responding to the unexpected elements of this work. Below, we highlight how you can prepare to incorporate reflection into your community engagement efforts, along with some helpful tips for doing so that we derived from our own work
A) Reflect Flexibly Toward Course Objectives
If you’ve already elected to use community engagement as part of your course, you should consider how it will match up with course objectives. This can be very direct if you’re reading an article or bringing in a speaker about a particular topic, but may require more scaffolding if you’re integrating an experience like photovoice, service learning, or study abroad. Here, it’s essential to anticipate multiple student experiences of community engagement work. Make sure that reflection prompts are broad enough so that all students can participate, but still focused enough they are reflecting back toward the overall project and course objectives. For example, in Katie’s course, she had a full class dedicated to reflection incorporating definitions, examples and an assignment using a reflection tool called the “Ladder of Inference.” These activities taught students how to identify their own learning and thinking changed about particular issues, preparing to do deeper reflection in their photovoice project, and further connecting back to the overall course objectives of examining how concepts of power and oppression relate to social issues.
B) Reflect Informally and Formally
It’s essential to provide a spectrum of ways students can reflect on their learning. This spectrum builds a comprehensive culture of reflection in your course and provides multiple windows into student learning during community engagement and beyond. Providing informal reflection spaces help students build up to more formal, graded reflections on their work. These informal reflections could include short discussions, posing quick questions to students after explaining something, and/or having students keep a journal of their thoughts during community engagement work. And eventually building formal reflection into the course provides a culminating space for student to think about their learning across community engagement experiences. Final papers or projects can  provide a powerful picture of what students experienced and continue to validate both the community engagement work and the importance of regular reflection in connection to it. Whatever mixture of formal and informal reflection you decide on, make sure to integrate the results of the student reflection into your instruction moving forward. Through lectures and learning activities, demonstrate you’ve heard and are thinking about what students said.
C) Reflect Creatively
Reflective activities and assignments don’t have to fit within the bounds of traditional assessment strategies. There is plenty of room for creativity in setting up these activities.For example, Katie hosted a photovoice gallery in her classroom where students could explore their peers’ interpretations of the activity. Then, students had the opportunity to engage in discussion to reflect on what they’ve learned as a group from participating in the process. Doing this in both a big group and individually can speak to multiple learning styles. It also provides a space for students to generate new understandings of their experiences.
D) Reflect on the Unexpected
Realize that reflections may go beyond the scope of your course objectives and be prepared to facilitate learning that departs from expected directions. Community engagement can be both messy and beautiful. Leave space for unpacking the complexities.
We hope this series of blog posts helped remove some of the mystique regarding community engagement in the classroom. Getting students to connect course topics to what is going on around them can be rewarding and exciting! As you continue to consider incorporating community engagement into your own work, what ethical concerns do you need to consider? How important is reflection in your course? What reflective activities could you do to prepare your students for engagement and to assess their learning? We are always looking for new ideas so please share with us in the comments below!
 

 
Originally posted at “Inside Teaching MSU” (site no longer live): Gregory K. and Lawlor, J. Building Community Engagement into Your Course: Ethics and Reflections. inside teaching.grad.msu.edu

The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications. note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input). Big Tech was moving cautiously on AI. Then came ChatGPT.
Google, Facebook and Microsoft helped build the scaffolding of AI. Smaller companies are taking it to the masses, forcing Big Tech to react.
[URL] Abstract: "ChatGPT, the Large Language Model developed by OpenAI, has been acquired by Google for an undisclosed sum. The acquisition has been widely seen as a move to improve Google's AI capabilities and stay ahead of competitors in the field. The ChatGPT model will be integrated into various Google services and products, including search, voice assistants, and translation services. This acquisition highlights the growing importance of AI technology and the increasing demand for advanced language models like ChatGPT."
[text] Abstract: Meta's Blenderbot, a chatbot released by Facebook's parent company three months before OpenAI's ChatGPT, was deemed a failure due to its over-cautious content moderation. In contrast, ChatGPT's conversational style, which allows for discussion on controversial topics, has made it a mainstream success. As ChatGPT continues to grow in popularity, tech giants such as Meta and Google are feeling pressure to speed up their own AI processes, potentially disregarding safety concerns. This has sparked concerns among AI ethicists, who fear that big tech's rush to market may expose billions of people to potential harms before they have been fully studied. Despite these concerns, companies like OpenAI continue to release their AI tools to the public, viewing it as the only way to assess real-world harm. The fast pace of AI progress requires companies to prioritize making the right decisions and releasing AI models that best serve the community, while considering the broader societal impacts of these innovations.ChatGPT Is Dumber Than You Think
Treat it like a toy, not a tool.
Abstract: "The deployment of AI language models like ChatGPT, developed by OpenAI, in writing and journalism raises questions about the ethics of AI-generated content. ChatGPT is capable of producing human-like text, making it difficult to distinguish between AI-generated content and content written by a human. The ethical concerns include issues of accuracy, accountability, and bias in AI-generated writing, as well as the potential for AI systems to manipulate public opinion. The article highlights the need for transparent and responsible deployment of AI language models in journalism and writing, and the importance of considering the ethical implications of AI-generated content."
ChatGPT could be used for good, but like many other AI models, it's rife with racist and discriminatory bias
[URL] abstract: ChatGPT, a large language model developed by OpenAI, is prone to biases like many other AI models. Despite its impressive performance in generating human-like text, the model has been found to have biases based on the training data it was exposed to. These biases can be a result of various factors such as the demographic representation in the training data, cultural norms and values, and other systemic biases present in society. It is crucial for developers and users to be aware of these biases and take steps to mitigate them.
[text] abstract: ChatGPT, an advanced artificial intelligence chatbot developed by OpenAI, is at the forefront of the debate on the potential and dangers of AI. Although the chatbot can assist with writing and speaking tasks and provide entertainment, it has also been used to cheat, plagiarize, spread misinformation, and enable unethical business practices. Furthermore, like many chatbots, it has a history of being biased. OpenAI added guardrails to prevent problematic responses, but these were easily bypassed by users. As AI is increasingly used to make important decisions in various industries, such as healthcare and law enforcement, the issue of bias must be addressed to prevent amplifying existing inequalities. This problem is not unique to ChatGPT and is well-documented, with studies showing the negative effects of biased algorithms. The AI industry is divided on who should be held responsible for these biases and whether harmful models should be released. Despite these concerns, AI models are becoming more prevalent in our lives and researchers are urging caution on the potential for harm due to AI biases.
The US Copyright Office says an AI can’t copyright its art[text] abstract: The US Copyright Office has rejected a request to copyright a work of art created by an AI algorithm named Creativity Machine. A three-person board determined that the AI-generated image lacked the necessary "human authorship" required for protection under copyright law. The board emphasized the vital role of the human mind in creative expression, citing past court decisions which have consistently found that non-human expression is ineligible for copyright protection. This decision highlights the importance of human agency in machine-produced works and raises questions about the limits of AI in the realm of art and copyright.[Google] An important next step on our AI journey[URL] abstract: This blog post provides an overview of BARD (Bidirectional Attention Representation for Documents), a new AI-powered search system developed by Google. BARD leverages the latest advances in natural language processing and machine learning to deliver more relevant and accurate search results, even for complex queries. The system utilizes a bidirectional attention mechanism to better understand the context of each word in a document and make connections between words, which helps to improve the relevance of search results. With BARD, Google aims to provide users with a more intuitive and seamless search experience, enabling them to find what they're looking for more quickly and easily.[text] abstract: Google has opened up its experimental conversational AI service, Bard, to trusted testers ahead of wider availability. Bard aims to combine the world's knowledge with the power, intelligence and creativity of large language models, drawing on information from the web to provide high-quality responses. Bard will initially be released with a lightweight version of LaMDA, the company's language model for dialogue applications. The release will be used to gather feedback and improve quality and speed. AI-powered features in Google Search, which will distill complex information and multiple perspectives, will soon be rolled out. Google also plans to onboard individual developers and enterprises to build on top of its best AI models.
last updated on 02/06/2023

 
Twitter Ed Chats provide opportunities to share resources, crowdsource ideas, and strategize ways to further improve teaching and learning. #iteachmsu was born on Twitter as graduate student educators sought out a platform to elevate their voices and expertise in the landscape of MSU teaching and learning. Thus, the #iteachmsu Commons is committed to continuing engagement in Twitter Ed Chats as a part of our mission to foster conversation around teaching and learning at MSU. You can flexibly join the chat anywhere you would like by engaging virtually, please know that there are a plethora of articles, posts, and groups on the #iteachmsu Commons where you can also engage in dialogue. (note: you will have to log in to iteach.msu.edu using your MSU netID to access engagement functions like sharing content, joining groups, and commenting)
To join the chat virtually, search for the hashtag “#iteachmsu” on Twitter. The prompts for this Ed Chat will be posted by the Hub for Innovation in Learning and Technology (@MSUHUB). Each question will begin with the letter “Q” followed by a number (representing the question under discussion). If responding to a given question, please begin your response with the letter “A” followed immediately by the number of the question under discussion to help others place your response in the larger chat. Also, don’t forget to add “#iteachmsu” in your tweet! Responses will come from people all over Twitter and you can reply to their answers as well! 
Never participated in a Twitter Ed Chat? Don't worry! You can also take a look at the following blog post on Twitter chats for a brief orientation to Twitter chats: https://hub.msu.edu/introducing-the-iteachmsu-edchat/.
We recommend using a tool like TweetDeck to help you participate. Please do your best to provide descriptive alternative text on images if you’re posting live or using a platform like TweetDeck, so our chat can be as accessible as possible. For more tips on making your tweets accessible, check out this resource from AbilityNet. According to their website, "AbilityNet supports anyone living with any disability or impairment to use technology to achieve their goals at home, at work and in education."

Have you ever reviewed someone’s instructional materials and wondered how to gently tell them that, well, they are terrible?
One way to go about it is to reference research and theory, so it isn’t personal. A favorite of mine is Richard Mayer’s Principles of Multimedia Learning. These principles provide a nice way to support the following thoughts:

“So many words on that slide! Visuals, please!”
“Too many ideas on that one slide!”
“Ugh, the busy design, the animations, make them stop!”
“Information overload! Break it up, pare it down!“
“You sound like a stuffy academic instead of the awesome person you are! Keep it informal. Ditch the jargon!”
“Yes, you are very photogenic, but can I please see a visual instead of your face?”

Instructional materials such as videos or PowerPoints can make or break what you teach. Take the time to do them well.
Check out the article How to use Mayer's 12 Principle of Multimedia, which summarizes Mayer’s principles nicely. If you want to go straight to the source, the MSU library has you covered. Check out Mayer's book Multimedia Learning (2009), Cambridge University Press.

As teachers or students, we each enter the classroom with expectations and norms that have been cultivated by the communities and cultures from which we come. As in many social spaces shared by people with diverse identities and backgrounds, it takes explicit effort to ensure that equity and inclusion are truly guiding principles for interactions in the classroom. These are important considerations for all educators; in your reflections and preparations for classroom instruction, interactions with graduate teaching assistants and advisees, and even in many engagments with other educators.CLASSROOM DYNAMICS

Be aware of power attached to social roles and power attached to social identities. Unequal power manifests in the classroom, for one, due to the differing social roles of instructor and student. Instructors exercise power in designing courses, leading class discussions or activities, deciding grades, and offering mentorship and connection to resources for student support and development. 
Acknowledge and counter bias in the classroom. In the classroom, bias shows up implicitly and explicitly by way of course materials, classroom discussions, grading, evaluations, and more.When critically examining your course or classroom for bias, you may consider explicit and unacknowledge norms and expectations, financial burden of your course, representation in your syllabus (reading materials, cases, scenarios etc.), weight of class participation in grades, and other class policies. 
Recognize and counter stereotype threat and lift. Stereotype threat is a phenomenon in which certain groups’ academic performance is negatively impacted due to increased vigilance about possibly confirming existing stereotypes. It's important to respect each of your students as individual learners and encourage a growth mindset in the classroom. This means normalizing mistakes and failures, emphasizing the value of challenge, and offering students a variety of ways to demonstrate their learning. 

EARLY IN THE TERM

Introduce yourself to your class. Tell them about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Genuinely convey your enthusiasm for the field and the subject; sharing your "why" for teaching in an authentic way. If you are comfortable doing so, introduce yourself so that your students know more than your name and contact information (e.g., outside interests, family, academic history, personal experiences). Centering yourself as a whole-human can set the tone for students doing the same. 
Give students an opportunity to meet each other. Ask students to divide themselves into groups of three to five and introduce themselves. Or go around the room and ask all students to respond to one question, such as “What’s the one thing you really want to learn from this course?” or “What aspect of the course seems most appealing to you?”
Invite students to fill out an introduction card. Suggest that they indicate their name, year in school, major field of study, goals in the course, career plans, and so on.
Learn students’ names. By learning and using your students’ names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students’ names also tells them that you are interested in them as individuals. Did you know 
Divide students into small groups. Give groups a small task, such as a brainstorming exercise, then place responses on the board for discussion and interpretation. These groups can change over time, regardless setting group agreements should be an established practice. CTLI has a student-facing survey library that includes a group agreement form. Learn more on accessing this library here.
Encourage students to actively support one another. Help them connect with at one or two other students in the class whom they can contact about missed classes, homework assignments, study groups and so on. You might also use the learning management system to create an online discussion forum where students can respond to each other's queries.  

THROUGHOUT THE TERM

Let students know that they are not faces in an anonymous audience. In large courses, students often think that their classroom behaviour (eating, talking, sleeping, arriving late, etc.) goes unnoticed. Remind students that you and their classmates are aware of -- and affected by -- their behaviour. 
If your class has extra seating space, ask students to refrain from sitting in certain rows of the classroom. For example, if you teach in a room that has rowed seating, ask students to sit in rows 1, 2, 4, 5, 7, 8 and so on so that you can walk through the audience where there is an empty row.
Recognize students’ extracurricular accomplishments. Read your campus newspaper, scan the dean’s list, pay attention to undergraduate awards and honours, and let students know that you are aware of their achievements.
Listen to students with warmth and respect. Give them your full attention. Be personable and approachable – remember the positive power of a smile.
Validate all comments and questions, even those that might seem irrelevant.
Welcome criticism and receive it with an open mind. Model for your students how you would like them to reflect on the feedback that you will be providing to them. 
When you don’t know something, ask your students for help. For example, during class, ask someone with a laptop to do a Google search for a fact or piece of information that pertains to class discussion. 
Be inclusive. Use gender-inclusive language and when giving examples make them culturally diverse.
Capitalize on outside events or situations, as appropriate. Relate major world events or events on campus both to your class and to the fabric of your students’ lives outside the classroom.
Arrive early and chat with students. Ask how the course is going. Are they enjoying the readings? Is there anything they want you to include in lectures?
Seek out students who are doing poorly in the course. Write “See me during my office hours” on all exams graded C- or below to provide individualized feedback.
Acknowledge students who are doing well in the course. Write “Good job! See me after class” on all exams graded A- or above. Take a moment after class to compliment students who are excelling.
Schedule topics for office hours. If students are reluctant to come, periodically schedule a “help session” on a particular topic rather than a free-form office hour.
Talk about questions students have asked in previous terms. Mention specific questions former students have asked and explain why they were excellent questions. This lets students know that you take their questions seriously and that their questions will contribute to the course in the future.
When feasible, give students a choice in the type of assignments they can do. For example, rather than assigning a traditional essay, give them the option of making a podcast, analysing a case study, giving a poster presentation, and so on. 
Consider providing options for how the final grade will be calculated. For example,  individual students can decide that the midterm will be worth 25% and a major project worth 35% -- or vice versa. 
Listen attentively to all questions and answer them directly. If you will cover the answer during the remainder of the lecture, acknowledge the aptness of the question, ask the student to remember it, and answer the question directly when you arrive at that subject.
Try to empathize with beginners. Remember that not all of your students are as highly motivated and interested in the discipline as you were when you were a student. Slow down when explaining complex ideas, and acknowledge the difficulty and importance of certain concepts or operations. Try to recall your first encounter with a concept – what examples, strategies, or techniques clarified it for you? 
When a student seems disgruntled with some aspect of the course, approach him or her in a supportive way and discuss the feelings, experiences, and perceptions that are contributing to the issue.
Celebrate student or class accomplishments. Instigate a round of applause, give congratulations, share cookies! 

Thank you to colleagues in university educator development at the Derek Bok Center for Teaching and Learning at Harvard University, the Center for Teaching Excellence at the University of Waterloo, and others for their materials that informed or were adapted into this resource. 
Resources

Eble, K. E. (1988). The Craft of Teaching: A Guide to Mastering the Profession and Art. 2nd Edition. San Francisco: Jossey-Bass Publishers.
Forsyth, D. R, & McMillan, J. H. (1991). Practical Proposals for Motivating Students. In Menges, R. J., & Svinicki, M. D., eds. College Teaching: From Theory to Practice. New Directions in Teaching and Learning, No.45. San Francisco: Jossey-Bass Publishers, p.53-65.
Gross Davis, B. (2009). Tools for Teaching, 2nd Edition. San Francisco: Jossey-Bass Publishers.
Ralph, E. G. (1998). Motivating Teaching in Higher Education: A Manual for Faculty Development. Stillwater, Oklahoma: New Forums Press, Inc.
Wlodkowski, R. J. (1978). Motivation and Teaching: A Practical Guide. Washington, D.C.: National Education Association.
Fostering Student Morale and Confidence. Centre for Teaching Excellence, University of Waterloo

Photo by Towfiqu barbhuiya on Unsplash

In the beginning, there was a graduate-student-led effort called Inside Teaching MSU (ITMSU) that originated out of the MSU Graduate School. ITMSU was an effort dedicated to promoting teaching excellence through conversation and sharing practices for graduate teaching assistants. The goal also was to create a platform for individuals to share their experience and best practices across disciplinary and institutional silos. 
ITMSU used three primary social software platforms to build digital community around teaching and learning: microblogs (Twitter), Facebook, and a university hosted blog. Through its user-generated blog, ITMSU also aimed to challenge the conventional ideas of who is an educator and where learning takes place. Any member of the institutional community was encouraged to submit an idea related to teaching and learning for the blog and educators across levels and roles took up this opportunity. This is also where the hashtag “#iteachmsu” was born and continues to this day to be not only a way to digitally tag post and build community, but also serves as a rally cry of sorts. Users who post with the hashtag are stating “I teach MSU”. 
On such a large campus, it can be difficult to fully recognize and leverage the MSU community’s teaching and learning contributions, especially when so much of our institution is decentralized - leaving colleges, departments, and units to manage their own educator development. After seeing the success of the ITMSU effort, other institutional partners joined in collaboration to strategize how an initiative like ITMSU could be launched institutionally to better align educator professional development across roles on campus, create a space to amplify the great work already happening to support student success on campus, and help individuals connect with one another. The result is the #iteachmsu Commons at iteach.msu.edu. 
The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. The site has been in development led by a team of administrators, staff, graduate students, and undergraduate students with regular feedback and insights provided by a similarly diverse Advisory Group of staff, students, and faculty. This is congruent with ITMSU’s original aim to challenge traditional conceptions around who teaches. The founding partners of the #iteachmsu Commons, Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, Teaching Assistants, Undergraduate Learning Assistants, instructional designers, academic advisors, librarians, coaches, et al.) helps learning happen at MSU. 
The site is now live, so if you contribute to the teaching and learning, and thus student success, mission of Michigan State University we hope you consider joining the community at iteach.msu.edu. To do so, visit iteach.msu.edu and click the “Log in” button in the upper right-hand corner. Use your MSU netID to log on with Single Sign-On. Now you have full access to contribute to the Commons! Build your bio. Share updates, questions, and celebrations via posts. Add to articles with your practical insights or scholarly work. Connect with others! Right now, anyone can visit the Commons and consume content, but only members of the MSU community with a netID can log in and contribute at this time.

Topic Area: DEI
Presented By: Nicole McCleese
Abstract:
In 2020 feminists have theorized the pandemic in two public feminism examples of note. First, in an MLA webinar, “Medicine, Narrative, Pandemic, Power,” where Paula Krebs facilitated a discussion between Rita Charon and Aakritii Pandita about narrative medicine as an anti-racist praxis for recalibrating the power relationship between minority patient and doctor. They discussed current impediments to health disparities, and Charon stressed the importance in graduate school humanities education and medical students training in Narrative Medicine and Social Medicine for interdisciplinary events to changing health disparities. Similarly, the feminist theory journal, Signs, responded with “COVID-19 and the Language of Racism.” As an Adams Academy Fellow and NICE Fellow in 2020, I responded to health disparities concerns through the lens of black feminist scholarship on health studies to develop an upper-level feminist theory course in literary studies using crip methods for literary and cultural analysis, “Crip Narrative Medicine.” Course modules include: “Revisiting Charon’s Narrative Medicine with Crip Theory in COVID-19,” “Bodies in Short Fiction Crip Theory,” “Dementia and Supercip Narratives,” “Embodying NYC and Detroit” and “Crip Indigeneity.” This informative panel, positioned at the intersections of anti-ableist and anti-racist pedagogy, features inclusive English undergraduate student presentations as part of an interdisciplinary public feminism course project on “Black, Feminist, Queer, Crip Narrative Medicine.” By bringing together black feminist scholarship on medicine and disability, through the course learning objective on crip methodologies, students will share research on new media, film, literature, and critical theory.