We found 36 results that contain "practices"

In this workshop GTAs learn about assessment strategies for their courses based on best practices. A strong focus is given to assessment tools and gradebook functions of D2L. We also use a template to create a simple rubric structure for any assignment. 
Upon completing this session, GTAs will be able to: 

Articulate the difference between summative and formative assessment.  
Identify multiple assessment strategies based on best practices. 
Effectively use the gradebook functions on D2L. 
Use a template to develop a simple rubric structure for any assignment.  

Topic Area: DEI
Presented by: Emily Abrams
Abstract:
Dolmage (2017) argued that postsecondary education promotes ableism more than most cultural institutions. Noting that “disability has always been constructed as the inverse or opposite of higher education” (p. 3), Dolmage described how ‘academic ableism” erases disabled students and maintains practices that create and maintain the inferiority of disabled people. The purpose of this information session is to apply crip theory (Kafer, 2013; McRuer, 2006) through the use of personal narrative to expose the academic ableism that shaped postsecondary education’s responses to the Covid-19 pandemic and, more so, to offer accessible practices regarding teaching and learning for disabled college students moving forward. Crip theory presents disability as fluid and challenges dominant discourses that define normalcy. Specifically, crip theory challenges the discourse of compulsory able-bodiedness/mindedness that pushes people toward an unobtainable normalcy, determining who is disabled and therefore less worthy. I will use my own personal experiences as a disabled student and educator to ground my discussion of these topics. I will offer suggestions that go beyond accommodations to discuss access as the practice of solidarity toward liberation in the disabled community that aims to enact disability justice (Mingus, 2011)

This overview from the University of Chicago offers suggestions about how to interact with your committee, with an emphasis on establishing good communication and remembering that you are ultimately the author of your dissertation.

The National Educational Association provides links to a number of different resources for teaching college students effectively.

AUTHORS:
This post was written by Dr. Melissa McDaniels (of the MSU Graduate School), Dr. Patricia Stewart (of the MSU Academic Advancement Network), and Madeline Shellgren (of the MSU Graduate School).
 

 
The student and faculty share the responsibility for maintaining the integrity of scholarship, grades, and professional standards.
Policy Link (s):  
http://splife.studentlife.msu.edu/student-rights-and-responsibilities-at-michigan-state-university/article-2-academic-rights-and-responsibilities
MSU Office(s):
Associate Provost for Undergraduate Education - http://undergrad.msu.edu/academic-integrity
Office of the University Ombudsperson: https://ombud.msu.edu
TIPS FOR FACULTY, ACADEMIC STAFF AND GRADUATE TAs
LEAD - respond, model and engage in ongoing learning  

Clearly outline the policy, as well as acceptable and unacceptable practices for work in your course

Ensure that your syllabus reflects the expectations around academic integrity. Refer to the Spartan Code of Honor, Integrity of Scholarship and Grades and the Student Rights and Responsibilities document.
Discuss the expectations both at the beginning of the course, as well as at key moments throughout the course. Continuous reminders about how students can succeed in the course by following clear instructions and guidelines will let them know that you not only take academic honesty seriously but believe that they are capable of achieving the goals of the course.
Provide guidance and resources on study habits and tips that help students meet the goals of the course.
Share the consequences of violation(s) of the institutional policy with students.
Some colleges/departments require students to agree to/sign a document of understanding about academic integrity. Find out if your unit has such documents or procedures before you encounter an issue.



Model expected behavior

Provide examples of proper citation and attribution in your course materials.
Emphasize the importance of learning over grades and ensure that assessment properly measures student learning whenever possible.



Respond to issues as soon as you become aware of them

Address all infractions of academic integrity directly with the student(s) involved. For assistance with how to have these conversations, the MSU Ombudsperson’s Office is available for confidential consultation.
Document the incident(s) and conversations that result from the incident(s).
Follow university policies and procedures for addressing all infractions of academic integrity.



Learn by reaching out to the resources available that promote student learning and success.

Familiarize yourself with the Code of Teaching Responsibility, Student Rights and Responsibilities, and the Spartan Code of Honor.
Take advantage of opportunities to engage with other educators around student learning and success.


EMPOWER - Help students make their own choices and develop confidence and competence by creating conditions for inclusive teaching and learning

Promote a learning-centered environment – by emphasizing learning and growth over grades, you can reduce the motivation to cheat or take shortcuts. Some ways you can do this include:

Provide assignments that allow students to demonstrate and apply their learning in authentic ways.
Make explicit connections between the course and learning objectives and the curriculum and future career prospects whenever possible.
Give timely feedback on how students are progressing in the course with specific suggestions on how they can improve on the areas they may be struggling in.
Offer appropriate resources that students can access to strengthen their own learning.


ADVOCATE - Refer students to campus and community resources and follow through and check-in with students.

Respond from the perspective that students are motivated to learn.

Do not take infractions as a personal insult.
Listen to the student’s position carefully and without judgment.
Address misperceptions directly.
Offer reasonable options for the student to correct the issue, if possible.
Provide appropriate resources and refer to support offices.  


DESIGN - Use learner-centered approach to make decisions about your curriculum, how you engage students, and how you assess learning and get student feedback.

Establish a rapport with students.

Clearly articulate their responsibility to do their best to learn and your responsibility as the educator to guide them.
Encourage open (one on one) discussion about challenges the students may be facing in their learning and provide reasonable opportunities to support them in working toward progress.

Establish expectations, communicate the process for achievement and the penalties for academic dishonesty.
Create a classroom experience that aligns with the goals and objectives of the course and program (if relevant).
Develop evaluations that assess student understanding and application of knowledge.
Remember, a violation of stated classroom policy does not necessarily equate to a violation of the Integrity of Scholarship and Grades policy.
Outlining expectations for collaboration is helpful.  Students are not always certain what is acceptable from course to course.

RESOURCES

MSU Policy

Integrity of Scholarship and Grades: https://ombud.msu.edu/academic-integrity/index.html#integrity
Student Rights and Responsibilities: http://splife.studentlife.msu.edu/student-rights-and-responsibilities-at-michigan-state-university
Spartan Code of Honor: https://honorcode.msu.edu/
Code of Teaching Responsibility: https://reg.msu.edu/AcademicPrograms/Text.aspx?Section=112#s514
Academic Integrity Video: https://www.youtube.com/watch?v=L7H6u6b6ue8&feature=youtu.be

MSU and Community Resources

Academic Advancement Network: https://aan.msu.edu/
The Graduate School: https://grad.msu.edu/




Teaching

International Center for Academic Integrity: https://academicintegrity.org

Title: Exploring Inclusive Practices Across the Curriculum: Results from the Inclusive Pedagogy Fellows Program in the College of Arts & Letters at MSUPresenters: Kathryn McEwenCo-Presenters: Denise Acevedo (WRAC); Catalina Bartlett (WRAC); Cheryl Caesar (WRAC); Jonathan Choti (LiLaC); Rebecca Cifaldi (AAHD); Caitlin Cornell (CeLTA); Sonja Fritzsche (CAL); Ural Grant (Theatre); Joyce Meier (WRAC); Ayman Mohamed (LiLaC), Karen Moroski-Rigney (CAL), Shannon Quinn (LiLaC)Date: May 11th, 2023Time: 2:45 pm - 3:45 pmClick here to viewDescription: We propose a workshop to share and discuss the activities of the College of Arts & Letters Inclusive Pedagogy Fellows Program from AY 2022-2023. The CAL Inclusive Pedagogy Fellows (IPF) Program provides a proactive collaborative space for a cohort of educators seeking to design, establish, and maintain intersectional and inclusive learning environments in their teaching and curriculum development activities. Ten Fellows from 3 units across CAL came together to explore and engage with inclusive pedagogies from a variety of perspectives and disciplinary approaches, and to focus on different ways of knowing, trauma-informed, translingual, and transcultural pedagogies, and intersectionality. Aligning with the conference focus on community, conversation and classroom experiences, we propose a roundtable session for Fellows to reflect on their experience in the program, share their take-aways on facilitating inclusive practices in the classroom, and discuss concrete strategies for creating more inclusive learning environments. We envision this workshop as an interactive conversation about what the Fellows learned, how they applied new knowledge and skills, and where they want to go next in their inclusive pedagogy practices. Participants are invited to engage with the workshop participants and enhance the strategies Fellows plan to implement. The roundtable will consist of Fellows from the program. Post-presentation outcomes for participants include leaving the session with some initial first steps and strategies for implementing inclusive practices. Using the roundtable format, we aim to facilitate interactive discussion across disciplines.

Title: Compassionate Teaching Practices: Cultivating Appreciation, Care, and KindnessPresenters: Stefanie T. Baier; Samara Chamoun (Department of Mathematics); Hima Rawal (Second Language Studies)Format: WorkshopDate: May 10th, 2023Time: 10:00 am - 11:15 am Room: 2201Description:As Parker Palmer says, “The connections made by good teachers are held not in their methods, but in their hearts – meaning hearts in its ancient sense, as the place where intellect and emotion and sprit will converge in the human self,” this workshop focuses on compassionate teaching practices. These practices, which encourage positive interactions and create a learning environment reducing stress and anxiety, are generally not taught in any pedagogy seminar but are cultivated by the instructor. These practices can be embedded in our day-to-day teaching irrespective of any subject or content we teach, can take on various forms, including check-ins about feeling states and stress-levels, contemplative practices, and small acts of appreciation, care and kindness. Reinhard Haller (2019) established the “Seven Steps of Appreciation”, recognizing that humans need to be attended to first and then treated with mindfulness, respect, and acknowledgement in order to feel valued. Only when all these steps are in place, trust can be built which fosters mutual appreciation and creates a space of connection and belonging, both of which are important for student learning and engagement. In the spirit of many holistic educators like Parker Palmer, bell hooks, Nell Noddings, Peter Kaufman and Janine Schipper, participants are invited to share in a space that looks at the whole learner who can be present in the body, mind and spirit (hooks, 1994). The participants of this workshop will have the opportunity to practice care, kindness, gratitude, and take a number of compassionate practices back to their instructional spaces for immediate implementation. 

Title: Incorporating Reflective Practices in Classrooms: Our Learning Assessment ModelPresenters: Salomon Rodezno, Dustin Petty (Bailey Scholars Academic Advisor, College of Agriculture and Natural Resources); Sarah Prior (Bailey Scholars Program Director, College of Agriculture and Natural Resources; Sociology Department, College of Social Science); Eric Abaidoo (Agricultural, Food, and Resource Economics, College of Agriculture and Natural Resources); Salomón Rodezno (Educational Administration, College of Education) A.L. McMichael (Director, LEADR; History and Anthropology, College of Social Science); Harlow Loch (Accounting Department, Eli Broad College of Business); Reva Durr (Educational Administration, College of Education); Guanglong Pang (Educational Administration, College of Education); Brandy Ellison (Center for Integrative Studies in Social Science, College of Social Science)Format: WorkshopDate: May 11th, 2023Time: 2:45pm - 3:45pmClick here to viewDescription:Reflective practices emotionally connect learners to their classroom experiences. This connection increases self-efficacy, retention, and integration of content. Incorporating reflective practices meaningfully into learning spaces and syllabi can be elusive given the substantive demands of the curriculum and the temporal limits of the semester. This workshop will address the benefits and challenges of using reflective practices as a central component of the assessment and/or grading processes. Bailey Scholars Graduate and Faculty Fellows will share their experiences using reflective practices in their classes within and beyond the Bailey Scholars Program.

In addition to caring for your own well-being and openly acknowledging a tragic event with your students, there are a number of tangible ways instructors might consider modifying their syllabus or lesson plans immediately after a crisis. This resource contains examples of policies and adaptations you may consider. These are not meant to be read as recommendations that every instructor should adopt, but rather as possibilities that instructors can individually assess and adapt to their own teaching context.
When modifying your course policies or syllabus after a crisis, it is helpful to keep a few basic principles of trauma-aware pedagogy in mind. The overarching aim of these principles is to cultivate a sense of safety in the classroom, especially when this sense has been disrupted by traumatic events. Some key principles of trauma-informed teaching include:

Empathy - take time to understand what students are experiencing, and allow them to process those experiences together
Flexibility - be patient, and forgiving with students if they aren’t able to progress through the course as you initially imagined they would.
Autonomy - give students choices that can help them feel in control
Clarity - reduce unknowns by over-communicating about what will stay the same and what will change as a result of the event
Transparency - be transparent about why you chose to respond to the event in the way that you did
Consistency - be as predictable and reliable as possible, perhaps leaning on existing classroom habits or routines to create a sense of familiarity

Next, you will find concrete examples of ways you might consider embedding these principles into your class.
Modifying the Course Content/Timeline

If classes are canceled due to a crisis, communicate to students where you plan to pick up after classes resume.
Consider pushing the course plan back a week rather than asking students to prepare for two weeks at once (e.g., the week that was missed and the current week). Then identify a week’s content to skip later on, if possible.

Explain to students why you chose to cut that section and provide a few resources for them to study on their own if they’re interested.
Revise assessments accordingly so that students aren’t evaluated on material not covered.


Review your course learning goals and think about what is truly necessary and what can be left out this time. Students’ cognitive load will be reduced after a crisis and class time might be better spent focusing on a few key topics rather than trying to get everything covered.
Reduce the quantity of readings and other work required for students to prepare for class where possible.

Modifying Assessments

Consider emphasizing low-stakes formative assessments like in-class activities and discussion posts over high-stakes summative assessments like quizzes and exams. This could be done by allowing students to choose to weight their formative assessments more heavily or by making certain summative assessments optional.

Reduce anxiety of high-stakes tests by making them take-home, or allowing students to choose a certain number of questions or problems on an existing exam to respond to as opposed to taking the entire thing.


Consider grading certain assessments pass/fail.
Make sure to revise assessments to ensure they don’t evaluate students on material that may have been skipped or not covered in detail due to an altered schedule.
Consider giving students options about how and when to complete existing assessments.

For example, allowing them to work individually or in groups. Or allowing them to submit in various formats (written, video, audio, creative, etc.)
Create new deadlines for existing assessments in conversation with students.


If using grading rubrics, consider how to adjust expectations in light of the situation, and communicate any changes to students.

Modifying Late Work Policies

Consider removing late work penalties, where possible. Ask students to stay in touch with you if they need an extension.
Give students the option to throw out a certain number of assessments, or for certain assessments to be graded pass/fail.

Modifying Attendance and Participation Policies

Consider dropping or loosening any required attendance policies. For example, increase the number of days that can be missed before incurring a penalty. You may decide to ask students to email you or their TA, when possible, if they need to miss class. Make explicit that they do not need to provide a reason for missing class.
Clearly explain to students what they need to do to make up for any classes they may miss. Try to be respectful of students’ cognitive load as you create this policy so that work doesn’t pile up when they miss class.
Consider giving everyone full credit for the “participation” score of their grade, or provide students with a variety of options about what will count as participation, especially for those who do not feel like speaking in class.


 
This resource was created by Michael McCreary. It is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.

Here is the recording of our 80-minute Blended and Hybrid Learning webinar presented by the CTLI.Here is a link to the Blended and Hybrid Learning slide deck which includes further links to resources on slides 27-30. The main external resources we recommend are:

Multimodal Instructor Guide https://hcommons.org/deposits/item/hc:46633/  
List of Big Class Discussion Strategies https://www.cultofpedagogy.com/speaking-listening-techniques/ 
Educause (7 Things You Should Know About the HyFlex Course Model) https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model 
Online Learning Consortium (The Blended Institutions of Higher Education) https://www.everylearnereverywhere.org/wp-content/uploads/The-Blended-Institution-for-Higher-Education.pdf  
Blended Learning Guidebook https://www.blpmooc.org/guidebook 

Please feel free to follow up with Jay Loftus or Ellie Louson from the CTLI with any questions or to request a consultation.Image from Pexels by Kampus Production.

Topic Area: Pandemic Pivot
Presented by: Stefanie Baier, Hima Rawal, Seth Hunt and Rosanne Renauer
Abstract:
When the pandemic hit unexpectedly, it disrupted some of our personal and professional connections, and the unexpected transition to remote teaching and learning changed some of our learning environments. However, not having to convene in certain physical locations offered new opportunities to establish and cultivate connections on an expansive level through a myriad of virtual spaces.
In this presentation, we share one such virtual community, the GTA TLC (Teaching Learning Community), which has afforded GTAs the opportunity to connect across disciplines and physical distance to share best practices, tools, technologies, methods, and ways of effective teaching. The GTA TLC has formed a community that meets bi-weekly and opens the door to whoever wants to connect with their fellow GTAs and any teaching enthusiasts to share, discuss, and reflect on innovative ideas around instruction. Not only has this space leveraged knowledge building but also created friendships across time zones, spaces, disciplines, and diverse backgrounds. The emphasis has been placed on the co-construction of knowledge while enhancing student engagement and student success in different settings from the lens of multiple GTA roles
In this information session, we will showcase excerpts of the best attended sessions including culturally responsive pedagogy, accessibility and technology tools for student engagement, feedback data from participants, and testimonials about the impact and growth of this community. All of these goals have been nested within our overarching theme of well-being that nurtures our GTA TLC, thereby elevating their awareness of students’ needs and holistic well-being.
Session Resources:
TLC During a Pandemic_Stefanie Baier.pdf

AUTHORS:
This post was written by Dr. Melissa McDaniels (of the MSU Graduate School), Dr. Patricia Stewart (of the MSU Academic Advancement Network), and Madeline Shellgren (of the MSU Graduate School).
 

 
The policy, administered by the Office of Institutional Equity (OIE), prohibits discrimination on the basis of sex and sexual harassment, including gender-based harassment, sexual assault/misconduct, relationship violence, and stalking.
Policy Link:
https://oie.msu.edu/policies/rvsm.html
MSU Office(s):
Office for Civil Rights and Title IX Education and Compliance

Office for Institutional Equity (oie.msu.edu)
Office of Prevention, Outreach and Education (poe.msu.edu)

TIPS FOR FACULTY, ACADEMIC STAFF AND GRADUATE TAs
LEAD - respond, model and engage in ongoing learning   

Respond to disclosure using a trauma-informed interpersonal approach

Address and establish safety - find a private space to talk; be open and listen - avoid asking directive or leading questions; follow the lead of the survivor and go at their pace; avoid physical touch; maintain an open body language and use non-verbal skills to show you are listening
Believe the survivor and offer support  - “I believe you”; “I am glad you are telling me”
Provide support for overwhelming emotion - normalize the emotions; provide an opportunity for grounding (deep breathing); brainstorm other coping methods (relaxation, meditation, etc).

Respond to disclosure by carrying out your responsibilities as a university employee

To report sexual violence or relationship violence

Option 1 (preferred method) - complete the university’s online Public Incident Report Form available on the Office of Institutional Equity (OIE) website: www.oie.msu.edu. This will fulfill your obligation to notify both OIE and MSU Police. Please note:  A Public Incident Report Form is NOT a police report. To file a police report directly please contact the MSU Police at (517) 355-2221
Option 2  - Call OIE and MSUPD. Employees must call both offices. Call OIE at 517-353-3922. Call MSUPD at 517-355-2221.


To report sexual harassment

Complete MSU’s online Public Incident Report Form available on the Office of Institutional Equity (OIE) website: www.oie.msu.edu or call OIE at (517) 353-3922.




 
 

Model by being a partner in the MSU community’s effort to reduce sexual violence and misconduct. See the new website from the Prevention, Outreach and Engagement Office (PO&E) of the Office for Civil Rights and Title IX Education and Compliance (poe.msu.edu) for ways you can become involved. Some examples include:

Place language in your syllabus about resources and your responsibilities
Participate in events connected to MSU’s It’s On Us campaign
Follow MSU’s It’s On Us campaign on Facebook @ItsOnUsMSU
Publicize MSU’s It’s On Us events and offer extra credit to students who attend
Consider service on a committee
Check out volunteer and support opportunities for campus service providers


 
 
 
 

Learn by reading about trauma-informed approaches to teaching across disciplines; practicing active listening; talking to peers about strategies for supporting students. Learn by completing the required online training.

 
EMPOWER - Help students make their own choices and develop confidence and competence by creating conditions for inclusive teaching and learning.
 

Provide disclaimers - give students advance warning of a discussion so survivors are not caught off guard.; Structure the discussion so students opt in, which allows survivors who are concerned; about their ability to participate without being triggered to opt out of the discussion without drawing attention to themselves (as they might if they had to get up and leave class); offer opportunities for students to debrief with you after the classroom discussion; notify students up front about faculty duty to be a mandatory reporter so that students understand what will happen if they disclose an experience.

 
ADVOCATE - Refer students to campus and community resources and follow-through and check-in with students.

Connect students to resources including resources for reporting; confidential and private resources, additional campus resources; health care and mental health resources; other resources; community resources; national resources.

DESIGN - You use a trauma-informed approach to make decisions about your curriculum, how you engage students, and how you assess learning and get student feedback.

Questions to ask yourself:

Do I have content in my class that could be triggering to survivors of sexual assault, relationship violence, or sexual harassment?  If so, how will I empower (see above) students to make decisions about how they engage with the content?
How am I going to engage my students from Day 1 in class? How upfront am I going to be about my approach to LEADING, EMPOWERING, and ADVOCATING around issues of sexual assault, relationship violence and sexual harassment?
How might I be responsive in my course design and implementation to issues of diversity and oppression? Will I ask my students for their preferred names and/or pronouns? Will I make transparent bias’ in terms of gender identity and/or sexual orientation in the content of my field? How will I do that?


RESOURCES

Resource Guide (distributed at Quick Start and New TA Institute)
Disclosure & Services Providers Document (distributed at Quick Start and New TA Institute)
Syllabus Language:  http://titleix.msu.edu/policy-info/mandatory-reporting.html
Trauma-Informed Approach to Teaching:  https://socialwork.msu.edu/sites/default/files/newsletters/Social-Work-News-Special-Edition-Spring-2018.pdf