We found 64 results that contain "religious observance"

Want to improve your teaching? Participating in a peer observation process is a great way to create a space for you to reflect upon your own teaching and open up a dialogue related to best practices in teaching. It is very important to note that peer observations are NOT evaluative and are NOT tied to performance review. They are a training and development tool to facilitate reflection and personal growth.A peer observation process can:

create a culture that values best practices in teaching and facilitation; 
provide learning opportunities for employees to reflect upon their own teaching and facilitative leadership skills and learn from their peers; and 
build capacity in teacher training, observation feedback, and general pedagogy within the organization. 

The MSU Extension Peer Observation Process is based on the following premises.
Premise #1: Peer observation is helpful for teachers, especially for the one observing.

Faculty in higher education report that peer observation is useful (83%) and a majority (74%) feel it should be required (Divall, M. et al. 2019).
In peer observation, the true learner is the one who is observing (Richardson, 2000; Hendry & Oliver, 2012). Watching another teach is useful and instructive and allows teachers to discover new resources and ways of teaching, supports career-long learning in teaching, and provides a forum for teachers to discuss what good teaching is (Richardson, 2000).

Premise #2: Evaluative observation can be invalid and potentially destructive.

In evaluative observation, staff doing the observing may lack the motivation or knowledge to make good recommendations. It is also possible that that observer’s critique may damage the self-efficacy of the teacher being observed as a result of feedback that is not delivered in an appropriate way (Hendry & Oliver, 2012).
The validity of evaluative observations for measuring teacher efficacy is troublesome. Strong et al. (2011) looked at observations of teachers who were classified as “effective” or “ineffective” based on student achievement data, and then had observers with different levels of expertise watch recordings of those teachers teach and classify the teachers as “effective” or “ineffective.” Although judges were in high agreement (rater reliability), they demonstrated a low ability to identify effective teachers. Administrators and teacher educators were accurate only about one-third of the time. In other words, observers are unable to identify effective teachers from ineffective teachers.
To explore the conundrum of why evaluative observation isn’t accurate, I recommend reading Dr. Robert Coe’s blog post “Classroom observation: It’s hard than you think” (2014), published by the Centre for Evaluation & Monitoring at Durham University.

Premise 3#: Peer observation processes align to adult learning theory.

Theories of experiential learning, the teaching model used in 4-H, align to our proposed peer observation process. Experiential learning includes doing, reflecting, and applying. In the proposed peer observation process, the educators involved “do” by teaching or observing, “reflect” through post-observation reflection forms and structured conversations, and then “apply” by integrating new ideas and concepts into their own teaching.
The peer observation process aligns with social cognitive theory (Bandura, 1997) which posits that personal, behavioral, and environmental influences interact in learning. Concepts of self-efficacy, the belief that we can take actions to improve performance, is supported through the peer observation process.

Learn more about the MSU Extension Peer Observation Process.
References:
Bandura, A. (1997). Self-efficacy: The exercise of control.  London: W.H. Freeman & Co Ltd.
Coe, R. (2014, January 9). Classroom observation: it’s harder than you think. [Blog post]. Retrieved from https://www.cem.org/blog/414/.
DiVall, M., PharmD., Barr, Judith,M.Ed, ScD., Gonyeau, M., PharmD., Matthews, S. J., Van Amburgh, J., PharmD, Qualters, D., PhD., & Trujillo, J., PharmD. (2012). Follow-up assessment of a faculty peer observation and evaluation program. American Journal of Pharmaceutical Education, 76(4), 1-61. Retrieved from http://ezproxy.msu.edu.proxy1.cl.msu.edu/login?url=https://search-proquest-com.proxy1.cl.msu.edu/docview/1160465084?accountid=12598
J., Van Amburgh, J., PharmD, Qualters, D., PhD., & Trujillo, J., PharmD. (2012). Follow-up assessment of a faculty peer observation and evaluation program. American Journal of Pharmaceutical Education, 76(4), 1-61. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1160465084?accountid=12598
Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching and Learning Practice, 9(1), 1-11. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1037909669?accountid=12598
Richardson, M. O. (2000). Peer observation: Learning from one another. Thought & Action, 16(1), 9-20. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/62336021?accountid=12598
Strong, M., Gargani, J., & Hacifazlioğlu, Ö. (2011). Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers. Journal of Teacher Education, 62(4), 367–382. https://doi.org/10.1177/0022487110390221
Weller, S. (2009). What does "peer" mean in teaching observation for the professional development of higher education lecturers? International Journal of Teaching and Learning in Higher Education, 21(1), 25-35. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/757171496?accountid=12598

According to Brickman, Gormally, and Marchand Martella (2017), student evaluations at the end of each semester along with peer evaluations are the two sources through which faculty can receive feedback. That being said, faculty largely reported being dissatisfied with the information they received from student feedback. Specifically because student evaluations, “do not provide constructive information; have poor response rates; design do not align with instructors’ objectives; the evaluations only measure student satisfaction; and the process is not set up to truly engage students to attain useful and insightful feedback” (Brickman, Gormally & Marchand Martella, 2017, p4).These three authors advocate for structured, intentional, peer observations as one answer to the gap in feedback faced by faculty. “When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations.”
So what is peer observation?
Peer observation “involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching” (Sullivan et al. 2012). Basically, when educators observe each others’ practice with the goal of learning with and from one another. Benefits of peer observation for the practicing educator also include: sharing best practices, building awareness of your own teaching practice, identifying areas to improve or try something new, enhancing student learning by connecting the dots between learning design and student feedback, and engaging in a community of educators within your setting.
​Effective peer observation includes both feedback and reflection, and focuses on individual educators’ needs (Sullivan et al., 2012). Participating in peer observation provides opportunities to both get and give feedback. Benefits of peer observation for the observer include: seeing practice to emulate, gain student perspective, connect with and support colleagues within and beyond your unit, learn about different teaching technologies, and set aside time to reflect on teaching. All educators have strengths and opportunities for growth, peer observation can help you identify both! Seeking out peer feedback, and providing feedback through observations can contribute to the ongoing construction of a professional community of educators at Michigan State!
The study conducted by Sullivan et al. (2012) found the practice of peer observation of teaching to be a constructive way to improve courses and learning design, to support and encourage educators, and to reinforce good practice. All that said, participating in peer observation is highly encouraged as a part of your educator practice at MSU. And remember: “It is very important to note that peer observations are NOT evaluative and are NOT tied to your annual review process (regardless of role). They are a training and development tool to facilitate reflection and personal growth regarding teaching” (Baker, 2021). Peer observation of teaching is essentially confidential between you and your observer/the observed. It’s up to the observed educator if they want to share their takeaways and/or action plans with their administrators. 
 
Thanks to colleagues at The University of Queensland Institute for Teaching and Learning Innovation, Leeds Metropolitan University, Cambridge Assessment International Education Teaching and Learning Team, University of Toronto Center for Teaching Support & Innovation, University of Texas at Austin Faculty Innovation Center, University of South Carolina Center for Teaching Excellence, and the Northeastern Center for Advancing Teaching and Learning Through Research.  
ADDITIONAL SOURCES:Brickman, P., Gormally, C. & Marchand Martella, A. (2016) Making the grade: Using instructional feedback and evaluation to inspire evidence-based teaching, CBE—Life Sciences Education, 15,4.https://doi.org/10.1187/cbe.15-12-0249Sullivan, P.B., Buckle, A., Nicky, G. & Atkinson, S.H. (2012) Peer observation of teaching as a faculty development tool. BMC Medical Education, 12, 26. https://doi.org/10.1186/1472-6920-12-26 Baker, A. (2021) Peer Observations, #iteachmsu Commons. https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2106 Race, P. et al. (2009) Using peer observation to enhance teaching. Leeds Met Press. ISBN 978-0-9560099-7-5 Photo by Sincerely Media on Unsplash

MSU’s religious observance policy is in place to ensure that students and their instructors are free to observe cultural and religious traditions without academic penalty. This year, with Finals Week falling at a time when many religious observances are likely to be happening, it is worth reflecting on how we as educators can best build a culture of flexibility and accommodation into our teaching. Each class and each scenario will require a unique response, so blanket policy statements can only provide broad guidance; our responses when accommodation requests come in must be bounded by that guidance, but must also be responsive to the specific demands of our class and the individual needs of the students making the requests. 
MSU's religious observance policy underscores the importance of believing students' needs for accommodations without requiring them to prove their religious commitments. It's crucial for instructors to be open and encouraging towards such self-advocacy, creating a classroom atmosphere that is both welcoming and safe, while providing clear mechanisms for students to communicate with the instructor any accommodation requests that they may have.
It’s also essential to acknowledge that accommodations need to be flexible and tailored to the specific context of each class, considering factors such as course size, modality, type, timing, structure, and many others.  Instructors should be responsive to the needs of their individual students, adapting as necessary while keeping the educational objectives in focus. The goal is always to ensure an equitable learning experience, which is more easily accomplished when a class employs the principles of Universal Design for Learning. 
By being open to modifying our approaches based on the unique needs and circumstances of our students, we can create a more inclusive and supportive learning environment. This not only benefits students who require accommodations but enriches the educational experience for the entire class.

On March 22, 2024, MSU's Religious Observance Policy Implementation Committee, the College of Arts and Letters, the Office for Institutional Diversity and Inclusion, James Madison College, the College of Social Science, the Residential College of Arts and Humanities, International Studies and Programs, and the Asian Studies Center sponsored the "Webinar for MSU Faculty: Accommodations During Passover and Ramadan"The virtual discussion included insights on how students can/should be accommodated during Ramadan and Passover (including final exams on the first two days of Passover). The group also shared key information about the practices and significance of Passover and Ramadan more broadly. Associate Dean Sonja Fritzsche, Professor Yael Aronoff, Professor Mohammad Khalil, Professor Morgan Shipley, and Professor Laura Yares lead the discussion (the full recording is below). 



Here are some "quick facts" from the presentation:

The [Gregorian Calendar] dates that both Ramadan and Passover fall on, shift from year to year. Their occurrences are instead based on the Lunar Calendar (with Solar adjustments for Judaism).
Ramadan Kareem is a common greeting during Ramadan that means "may you have a generous Ramadan". You may also hear "Ramadan Mubarak" which means "may you have a blessed Ramadan". 
 Eid al-Fitr (festival of breaking the fast) is a special day Muslims, celebrated this year on April 10 (+/- one day).
Different demoninations of Judiasim celebrate Passover in different ways - one person's observance is one person's observance. never assume, let them tell you how they observe. 
The first observences of Passover start at Sundown on Monday April 22. The first two days and last two days (Chag/Yom Tov) have special rules related to doing labor or work... This includes things like checking email and utilizing public transportation, SO if you have important information for student, please be sure to communicate prior to sundown on April 22 or after sundown on April 24 AND prior to sundown on April 28 or after sundown on April 30

Be proactive to let students know you won't be emailing during this period so they don't feel conflicted between their MSU responsibilities and their religious observances.


Student may have to travel farther to access kosher foods during this time.
Large community and family celebrations are inherently times of heightened stress, without the added pressure of academic finals.

Remember, "Observences are always going to be somewhat idiosyncratic due to the customs of individuals, communities, and families." For more information on these holidays and MSU's Religious Observances guidance check out the items below:

MSU Religious Observance Policy
MSU general Religious Observance resources
Religious Observance FAQs
Fostering Inclusive Learning: MSU's Approach to Religious Accommodations
Ramadan at MSU: A Brief Guide for 2024
MSU Hillel Passover 2024
Eat at State: Passover Dining Options

Photo by Mohamed Nohassi on Unsplash

An Overview of the Syllabus and its Role at MSU
In this resource, we describe the purpose and history of the syllabus and describe the required and recommended elements of syllabi at Michigan State. We end with links to MSU’s many existing syllabus guidelines and resources. While what to include in your syllabus is flexible, we encourage educators to keep students’ needs in mind and think about how your syllabus can contribute to their learning. 
What a syllabus is
A syllabus is a synecdoche for a course of study—a part of the curricular experience that represents the whole. They are often the very first course texts our students encounter and, accordingly, they frame and preface learning in powerful ways. On one hand, they communicate practical and structural details—where and when a course meets, what to read, and how to contact an instructor. But they also express intellectual and discipline-specific expectations. 
As a special genre of educational texts, syllabi have taken various forms and played various roles over many centuries. In the 17th century ‘syllabus’ was synonymous with ‘table’ or ‘index.’ They served as a structural preview for manuscripts or a list of speakers and topics for a lecture series—they were a means of organizing texts, ideas, and experience. Although that core function remains, post-secondary syllabi have expanded significantly in volume and purview over the past forty years. 
What a syllabus needs at MSU
There is no universal definition or template for contemporary syllabi. There are, however, some critical things that effective syllabi share. At Michigan State University, our Code of Teaching Responsibility states  “Instructors [are] responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester [that] minimally includes:

instructional objectives;
instructor contact information and office hours;
grading criteria and methods used to determine final course grades;
date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable; 
attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;
required and recommended course materials to be purchased, including textbooks and supplies; and any required proctoring arrangements to which students must adhere.”

If you are creating a new course or new to teaching at MSU, it can be helpful to request sample syllabi from your Departmental Chair, from past versions of the course you're teaching or even adjacent courses. These samples can help you learn more about general and discipline-specific expectations within your department. Syllabus templates are also available from different colleges; for example, CANR has a downloadable template.
Additional considerations
Beyond the fundamental requirements listed above, contemporary syllabi often include additional information or passages. We encourage MSU educators to consider including the following policies, keeping empathy and flexibility in mind: 

notify students about MSU’s religious observance policy
describe available mental health resources 
include equal opportunity/affirmative action and inclusion statements
include statements on civil discourse and the civil discourse policy
consider including your attendance policy
acknowledge the indigenous land(s) on which their teaching will occur
provide an accessibility statement, link to the Resource Center for Persons with Disabilities
list institutional resources to support students
describe policies for student athletes
explain the technologies students will be required or asked to use
describe the instructor’s communication preferences or instructions for scheduling office hour appointments
describe COVID-specific health and wellness guidelines or emergency measures
provide information about academic dishonesty
provide study or writing tips and link to the Writing Center
include other course- or college-relevant policies 

Some instructors include these and other statements in a ‘policies’ section, while others prefer to write a shorter syllabus that refers students to other course documents containing these and other course and university resources. 
Flexibility for students
It's best to communicate expectations in the syllabus for students that need to miss class or discuss adjustments to due dates with you for excusable reasons, such as religious observance, bereavement, health, or athletic competition. We strongly recommend that educators consult the university’s academic calendar and a current interfaith calendar when planning your course and make accommodations for students’ religious observance, or when courses directly conflict (e.g. final examination conflicts). Educators should make every effort to avoid scheduling exams and oral presentations during days of religious observance. It's best to remember that if the absence is excusable, and you'd do it for one student, you should apply your method consistently for all students. Your syllabus should include when and how to contact you to make arrangements for excusable absences. Instructors should provide a university expectation/deadline by which students need to inform instructors of an accommodation (i.e., 2 weeks after the start of the semester) in the syllabus, and this expectation be iterated during the first day of class. We encourage you to be flexible and empathic with students, and to act consistently and equitably. 
Innovative models for syllabi
Many educators, especially over the past few decades, have experimented with syllabi and created texts that reach far beyond basic documentation. For instance, some instructors use a fill-in-the-blank syllabus whereby students are asked to expand a set of learning objectives or required texts in order to customize their learning. The ‘annotated syllabus’ model gives students the opportunity to make suggestions for the syllabus at the beginning of the course, making it more of a living document.  Others have reconfigured the syllabus as a course textbook and used it throughout the semester to support learning (instead of just the first week). Other models reimagine the aesthetic potential of the document, approaching it as a graphic novel (Barry, 2017), mixtape, or chapbook (Lockett and Wong, 2018). Although their approaches differ, these educators have questioned the role and conventions of syllabi and found creative ways to expand the educational potential of these ubiquitous texts. 
Additional MSU syllabus resources 

MSU Syllabus Checklist with in-depth descriptions of potential sections of the syllabus.

Syllabus Checklist (2-page version)


Revised MSU Syllabus Checklist for [Fall 2020] online and hybrid courses
Inclusive Pedagogy Syllabus & Template
Civil Discourse Syllabus
Discourse Policy on Syllabus
Attendance Policy on Syllabus
Syllabus Resources from the Office of the University Ombudsperson
Generative AI Syllabus Guide  (with examples and sample language)
Calendar of Religious Observances from MSU's Office of the Provost
Guidelines for Online Camera Policies
Advice for MSU students about using a syllabus

Additional readings

Rocha et al. (2022) The syllabus as curriculum: A reconceptualist approach.  
Hsu (2020). A celebration of the syllabus.
Germano and Nicholls (2020) Syllabus: The remarkable, unremarkable document that changes everything.
Lockett and Wong (2018). Reframing syllabi as aesthetic encounters.
Barry (2017). Syllabus: Notes from an accidental professor.

The following are a optional Inclusion Statements to include on your syllabus:

Michigan State University is committed to providing access and promoting/protecting freedom of speech in an inclusive learning environment. Discrimination and harassment based on a protected identity are prohibited. Please review MSU’s Notice of Non-Discrimination, Anti-Harassment, and Non-Retaliation.  
In this class, we will work together to create and maintain a respectful teaching and learning environment where we engage in conversations that challenge our perspectives and understanding.  
Please let me know if you would like me to use a name for you that is not reflected in the University system or if there is anything else I can do to support your access to this class. 

 
Language that should NOT be included in a syllabus 

Language that appears to promote protected identity-based preferences or otherwise violates federal or state civil rights laws  
Language that appears to restrict First Amendment rights  
References to any “policy” that is not a University or unit-level policy 


Also, for your reference:Religious Observances & Holidays: Michigan State University has long had a policy to permit students, faculty/academic staff, and support staff to observe those holidays set aside by their chosen religious faith.
Links to the policies can be found below:

Religious Observance Policy (students, faculty, academic staff)
Support Staff Policy for Observance of Religious Holidays (support staff)

More information about religious holidays and traditions can be found online.

Interfaith Calendar
Center for Spiritual and Ethical Education
Ramadan at MSU

Provisional Land Acknowledgement: (This paragraph is intended to be read at the beginning of formal events or published in printed material.)
We collectively acknowledge that Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg – Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. In particular, the University resides on Land ceded in the 1819 Treaty of Saginaw. We recognize, support, and advocate for the sovereignty of Michigan’s twelve federally-recognized Indian nations, for historic Indigenous communities in Michigan, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty and will work to hold Michigan State University more accountable to the needs of American Indian and Indigenous peoples.Visit MSU's American Indian and Indigenous Studies page for more information on Land Acknowledgements. 

This article provides an overview of example syllabus language for discourse, especially for Fall 2024. This post is the third part of the Civil Discourse in Classrooms series and playlist.
Attendance policies can vary widely for various factors, such as educator values, classroom size, and discipline. MSU does not have a specific attendance policy, but does state: 
There is no university-wide regulation requiring class attendance. However, attendance is an essential and intrinsic element of the educational process. In any course in which attendance is necessary to the achievement of a clearly defined set of course objectives, it may be a valid consideration in determining the student's grade. It is the responsibility of the instructor to define the policy for attendance at the beginning of the course.
This statement makes it clear that while attendance is important to learning, there is not a specific policy from the university. However, if an educator wants to have a policy, then they must communicate this at the beginning of the course being sure to be clear how it will factor into grades, if applicable. Below, we will provide various pathway examples of attendance policies that can be adapted to individual educational contexts.
Attendance Policy Unrelated to Grades Example

Reflect: In this example, this educator, who has smaller class sizes without exams, values students’ agency to make their own decisions about attendance to place flexibility with life events. This educator believes that there is a natural consequence built in already if students don’t attend class, which is that they miss content.
Frame: An example framing could be, “Active learning and discussion needs everyone to participate and be present to their capacity. I understand that absences may occur and no excuse notes are needed.”
Set Expectations: An example of setting expectations could be, “Regularly missing class makes it difficult for your own and others’ learning processes.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “If there’s a regular pattern of absence, we will have a conversation about ways we can better support your learning.”

Attendance Policy Linked to Participation Grade Example

Reflect: In this example, this educator, who has discussion-based classes, values regular attendance because it is integral to everyone’s learning. They also want to build in some flexibility to life events. 
Frame: An example framing could be, “Discussion and participation is an integral part of this class. Attendance is recorded for each class session and contributes to the participation component of the final grade.”
Set Expectations: An example of setting expectations could be, “Students may miss 3 class periods without question, and additional absences must be documented and communicated with the instructor as soon as possible. Excused absences with documentation include medical emergencies, family emergencies, religious observances, and university-sanctioned events.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Unexcused absences beyond 3 missed class periods will result in no participation points for that day’s class (see grading scheme for more details on final grade calculation).”

Attendance Policy Linked to Final Grades Example

Reflect: In this example, this educator, who has hundreds of students in each class, values regular attendance to ensure students are engaging with the content. They want to make it transparent that they use a systematic attendance recording method. 
Frame: An example framing could be, “Attendance is an essential and intrinsic element of the educational process.”
Set Expectations: An example of setting expectations could be, “Students must sit in their assigned seats for each class period. Attendance is recorded within the first five minutes of each class period based on presence in one’s assigned seat. Students must attend at least 90% of class sessions.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “For students that go below 90% of missed class sessions, there will be a 1% drop to the final grade for each class period below the 90%.”


Continue to read more about in the next article, “Classroom Norms & Disruptions,” or return to the Civil Discourse in the Classroom playlist.

The purpose of a syllabus is NOT a contract, but instead:

A marketing document
An introduction to a course and its instructor
A ‘map’ to the course including:

expectations
requirements 
conditions of engagement
how to be successful


Key elements of a syllabus include:

Instructional objectives
Instructor contact information
Evaluation criteria
Expectations of students
Important due dates
Required and recommended materials
Required proctoring arrangements

Important syllabus statements and reminders:

Spartan Code of Honor
Academic integrity
OIE Information for Mandatory Reporters
Attendance policy
Model Statements for Disability Inclusion (from RCPD)
Emergency issues
Inclusion in the classroom
Religious Observance Policy
Mental Health Support (Developed by CAPS)
Participation guidelines

Include Course Objectives:

Must be consistent with University-approved course description found in MSU Descriptions of Courses catalog
Make them clear
Focus on a product/outcome, not a process
State each as single outcome
Personal learning goals

And of course, you need to cover how grading and evaluation will be approached:

Be explicit about how students will be evaluated
Share rubrics or grading criteria
Remind students of approaching deadlines frequently
Participation expectations
Include resources that may help
Primer on effective study skills
Reading critically/effectively
Writing tips

Remember, your syllabus is your opportunity to set the tone for your course. Make sure to include:

Office hours, offer other options to meet student needs
Set reasonable boundaries
Can be friendly/conversational and also set high expectations
Convey your passion about the subject


Accessible Document Templates
Templates for commonly used documents and content management systems.  Keep in mind that templates may only help in structuring your content, the main content still needs to be formatted with accessibility in mind.

Syllabus template
PowerPoint template

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