We found 64 results that contain "religious observance"

Demystifying [Online] Student Engagement
January 18, 2024, 11 a.m. – 12 p.m., virtual via ZoomPresented by Dr. Ashley Moore
Join CTLI Affiliate and Assistant Professor, Dr. Ashley Moore, in a dialogue about common challenges engaging students in an online course setting. We’ll talk about how to set the stage for a warm classroom environment, different ways to check in with students, and pedagogical strategies to get student buy-in for your course—all grounded in humanizing praxis.Learn more and register here 
Online Program Director Coffee Hour: Best Practices in course design, QM alignment, and D2L templates
January 18, 2024, 1 – 2 p.m., virtual via ZoomCTLI invites you to join us for the Online Program Directors Coffee Hour session for the month of January. We will be focusing this months discussion on best practices in online course design, alignment with Quality Matters, and D2L course templates available at MSU. Please contact Alicia Jenner (jennera1@msu.edu) for event invitation.
Introduction to Peer Dialogues
January 18, 2024, 2 – 3 p.m., virtual via ZoomPresented by Dr. Jay Loftus
Peer dialogue is a structured methodology for observation and feedback. It is intended to be a colleague-to-colleague process to help improve instructional practice, and ultimately student learning experiences and outcomes. Unlike a formal review of instructional practice that may occur as part of tenure and promotion, peer dialogue is a collegial and collaborative practice aimed at improving skills and strategies. In part 1 of peer dialogues participants will learn about the process.Learn more and register here 
Using Collaborative Discussion
January 24, 2024, 10 – 11:30 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here 
"Welcome to My Classroom" Series: Pedagogy of Care Panel
January 25, 2024, 10 – 11 a.m., virtual via ZoomMediated by Dr. Makena Neal | Panelists include Dr. Crystal Eustice (CSUS) & Dustin DuFort Petty (BSP)
We're excited to start the new calendar year with a panel of educators discussing the what a "pedagogy of care" means to them and what it looks like in their learning environments.Learn more and register here 
Advising/Tutoring Appointment Systems Training
January 25, 2024, 2 – 3 p.m., virtual via ZoomPresented by Katie Peterson and Patrick Beatty
Whether you are a new or current user of the Advising/Tutoring Appointment System, this session will provide guidance on different components of this system, including how to manage appointment availability, adding a student to you or another advisor’s schedule, and additional tips and tricks. Learn more and register here 
Book Discussion: “Teaching on days after: educating for equity in the wake of injustice”
January 30, 2024, 1:30 – 3 p.m., virtual via ZoomFacilitated by Drs. Makena Neal and Ashley Moore
For our second discussion, we’ll be reading “Teaching on days after: educating for equity in the wake of injustice" by Alyssa Hadley Dunn (published by Teachers College Press in 2022). This title is available via the MSU Main Library as an eBook (ProQuest EBook Central).Learn more and register here 
Boosting student engagement: Easy tactics and tools to connect in any modality
February 5, 2024, 1 – 2 p.m., virtual via ZoomFacilitated by Drs. Ellie Louson and Makena Neal
Using zoom chat, google docs and slides, word clouds, D2L, and other MSU tech tools, we will focus on low-barrier ways that instructors can connect with students, help students connect with each other, organize whole-class or small-group brainstorms, and translate effective in-person activities for hybrid or online classrooms.Learn more and register here 
Taking Care of Yourself in Times of Uncertainty
February 8, 2024, 9 – 10 a.m., virtual via ZoomPresented by Jaimie Hutshison of the WorkLife Office
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. This presentation will address best practices for self-care. Learn more and register here 
Generative AI Open Office Hours
February 16, 2024, 12 – 1:30 p.m., virtual via ZoomHosted by Dr. Jeremy Van Hof & colleagues from the Enhanced Digitial Learning Initative
This time will be treated like "office hours", where any educator with questions or looking for futher conversation about Generative AI is welcome to join this zoom room whenever suits them!Learn more here
"Welcome to My Classroom" Series: Jessica Sender
February 20, 2024, 1 – 2 p.m., virtual via ZoomPresented by Jessica Sender
This month, we are excited to hear from Jessica Sender, Health Sciences Librarian, Liaison to the College of Nursing, and CTLI Affiliate. Jessica will be showcasing the Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) and the ways it can be incorporated pedagogically to improve learning experiences. Learn more and register here 
Dialogue and Deliberation
February 21, 2024, 10 – 11 a.m., virtual via ZoomPresented by Dr. Shannon Burton
CTLI is happy to host MSU's Office of the University Ombudsperson team as they share their expertise through the "2023-24 Conflict in Groups: Pedagogy, Projects and Possibilities" series. Learn more and register here 

The Derek Bok Center for Teaching and Learning at Harvard University has shared what to do if a difficult (also referred to as "hot") moment has arisen in your classroom.
While there’s often no single “right” response, as the instructor, how you address difficult moments in the classroom has implications for learning. Your response can communicate indifference or even hostility; alternatively, it can show that you’re aware of your classroom’s dynamics, you aim to promote learning even through struggle, and you care about your students’ well-being. Here are some tips for helping you to respond productively.

Attend to your own reactions. Take a moment to steady yourself. A couple deep breaths can be helpful here. Though it may be challenging, holding steady while navigating a difficult moment can help others feel safe, less reactive, and better able to slow down and explore the dynamics at work in the situation. There are likely many different, complicated responses playing out in the room. What are you feeling? Allow yourself a pause; you can even invite everyone in the room to pause along with you. How are others reacting to what is happening? You can offer everyone some time to think, write, or even leave the room for a bit. Observe your own reactions to what is happening. Try to distinguish between what you are experiencing, what is actually being said or done, and the various possible interpretations of what is happening. There’s a lot going on in this moment! Attending to your reactions is a skill to be practiced.
Understand the situation. It’s possible that, in the heat and complexity of the moment, there has been some misunderstanding. Maybe someone has misspoken or you’ve mistaken their meaning. Others in the room may be in the same situation, wondering whether they've heard and understood a comment correctly, for instance. It's important to make sure that your understanding of the situation is as accurate as possible and sensitive to the different perspectives present in the room. It may be fitting to ask the person or people involved for further explanation or clarification. If the difficult moment was sparked by a comment, you could try repeating back the comment or its logical implications – not as an accusation, but to allow the speaker to clarify their meaning. You might ask: “What makes you say that?” or “Can you say more about what you mean?” Try to discern if there is a learning opportunity here, or perhaps a need for articulating boundaries.
Deepen and nuance your short-term response. You’ve slowed down the situation, attended to your reactions, and asked for further explanation or clarification as needed. As noted above, the dynamics at play in this moment are complex! How can you deepen and nuance your response in the short-term? For one, try and separate the utterance, idea, or action from the person who articulated or performed it. Hold people accountable for what they say and do; also recognize that a single offensive or even harmful act doesn’t reveal the entirety of someone’s character and motives. You can make it clear that a comment or act is unwelcome in the classroom, even while admitting you’re not sure precisely why or how it came about. For another, you might acknowledge the various emotional responses in the room as material that can contribute meaningfully to class discussion. Can these responses reveal something interesting about a concept that is being studied or a method being practiced? This move can both validate the different kinds of responses unfolding for individuals in the room and communicate that lived experience is relevant for classroom learning.
Consider your long-term response. Your short-term response to a difficult moment need not be your only response. Do you think the moment requires follow-up action so that future classes aren’t negatively affected? Would it be helpful to check-in with the class or certain individuals either via email or during the next class meeting? If you perceived harm being done or unease being instigated, you may offer to talk with a student or students after class, over email or in-person. You may also consider how chances for feedback and communication of personal experience might be incorporated in the ongoing class structure. Perhaps invite everyone to write or share exit notes at the end of every class, or maybe you collect feedback at several points throughout the semester. Regular opportunities to articulate one’s experience in a course can do much toward alleviating the pressure placed on any one emotionally intense moment; they also help cultivate a practice of reflection and self-awareness.

Five Strategies to Interrupt Hot Moments from MSU IDI:

CURIOSITY: Ask powerful questions and listen generously to answers. Lead a dialogue balancing all voices in the class. Make sure to surface historically marginalized perspectives.
WRITING EXERCISE: Have students write responses to: 

“What I know about this topic…”
“What I want to learn…” 
“What I want to say….” 

You may ask them to respond anonymously, collect and review to determine how to proceed next time.


SMALL GROUPS: Divide students into groups of 2 or 3 and give them prompts (from above or others); debrief or have them write.
CONTENT/DATA SHARE: Create a graph and ask students what they already know about this topic, what they need to find out. What do we know about this issue historically?
NAMING AND FRAMING: Sometimes it is useful to actually stop the conversation and ask the group to name and explore something that just happened during the conversation. Move away from the specifics of the issue and ask class “what happened here?” Solicit ideas about what, why, how to move forward.

Looking for more resources? Check out the amazing work done by educator development team at the University of Michigan's Center for Research on Teaching and Learning. They provide strategies for anticipating and responding to difficult discussions as well as classroom incivility:

Guidelines for planning and facilitating discussions on difficult or controversial topics
Responding to incidents of hate speech
Teaching and learning in a tense election season
Strategies for making productive use of tense or difficult moments
Facilitating Challenging Conversations in your Classes (blog post)
Sample guidelines for class participation
Guidelines for responding to particular topics and tragedies
Responding to Incivility in the College Classroom

Thank you to colleagues in university educator development at the Derek Bok Center for Teaching and Learning at Harvard University, the Center for Research on Teaching and Learning at the University of Michigan, Institutional Diversity and Inclusion at Michigan State University, and others for their materials that informed or were adapted into this resource. Photo by Patrick Hendry on Unsplash

Introduction
In an age where technology can help to remove barriers and foster inclusivity, it is still quite common for users to encounter accessibility challenges in the digital space. The ChatGPT platform, while revolutionary in its capabilities, is not exempt from such hurdles. In this article we will discuss some known accessibility issues associated with the ChatGPT tool and its associated support site, and provide suggestions for making the platform more accessible for users with disabilities.
Current Issues and Potential Workarounds
In general, both the ChatGPT tool (chatbot) and associated documentation are accessible to most users, however, the platform does present barriers to users who access digital content using a screen reader, those who navigate using only a keyboard or alternative navigation tools, and users with color related vision issues or low vision.Note: This review lists issues observed as of December 2023. Please comment if you believe specific issues have been addressed and we will update the article as needed.
Both the Chat GPT tool and associated support website were tested against the W3C WCAG 2.0 AA standard in Windows and MacOS using NVDA and Voiceover screen readers and common browsers. The following information details which accessibility barriers were identified, how they may affect users, and some potential workarounds for helping to provide equitable access to the desired functionality.
Login Process
During the login process users are presented with the option to create an account or login using an existing Google, Microsoft, or Apple accounts. There are multiple issues with this process that may present barriers for users.


Issue:
Several elements associated with the login process do not meet minimum contrast requirements which will make the associated text difficult or impossible to read (e.g., elements using light green text on a white background and white text on a light green background).

Who this may affect:
Users with low vision or color related vision issues who rely on high contrast between text and the associated background may find the associated text difficult or even impossible to read.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.


Issue:
  Focus indication for the login and account creation buttons is not sufficient. Some users may not be able to move past the account creation and login area without assistance.

Who this may affect:
Keyboard users who rely on clear and obvious visual indicators to track which element is currently selected when navigating a webpage.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.


Issue:
During the account creation process, password requirements appear after the password creation field. Instructions and requirements for a form field should be presented prior to the user accessing that field. Also, there is no error indication for assistive technology users who enter a password that does not meet minimum requirements. The cursor simply remains in the password field with no feedback for the user. This also occurs if an incorrect password is entered during login.

Who this may affect:
Screen reader users may not be able to move past the account creation and/or login area without assistance.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the account creation and login process. Include password requirements and an explanation of the application’s behavior when the password either does not meet the minimum requirements or is entered incorrectly.
Chatbot User Interface
Some elements within the ChatGPT chatbot user interface make the tool difficult to use and potentially confusing for assistive technology users. Issues we experienced include portions of the screen that cannot be accessed by keyboard-only users and numerous interactive elements that do not include descriptive names/labels causing them to be unusable by screen reader users.


Issue:
Not all buttons contain descriptive labels or information about their purpose or function (e.g., send message button, clipboard, and up/down vote icons).

Who this may affect:
Screen reader users who rely on clearly labelled buttons and interactive elements for navigating and interacting with an application. If a label is not provided or does not describe the purpose of the button or element, that button or element is essentially useless to screen reader users and will block their ability to effectively use the associated application. Example: the “Send Message” button is simply read as “button, group” by screen readers, giving users no indication of its purpose or functionality.

Workaround:
Screen reader users may require assistance navigating the user interface to help learn the functionality of interactive elements when initially using the tool. Consider not requiring the use of unlabeled elements such as the voting buttons.


Issue:
Elements of the main message and reply functionality are not presented in a logical order, a typical workflow would not have replies appearing above the message input box. This layout requires users to navigate back up the page to interact with chatbot replies/answers. There is no indication to assistive technology users that replies/answers have been generated or that they appear above the message input field.

Who this may affect:
Screen reader users require notification when information on a page is changed, when that change is complete, and where the new information is located. Lack of notification about when reply generation is complete and how to access the replies will make the tool difficult to use without assistance.

Workaround:
Screen reader users may require assistance navigating the user interface to help learn the main workflow and how to navigate the message and reply when initially using the tool. Consider providing documentation detailing the chatbot message and reply window to help assistive technology users more effectively use the tool.


Issue:
Under user account Settings and Custom Instructions some of the associated pop-up windows are not read in a meaning sequence (e.g., the Custom Instructions pop-up opens with focus on the “Ok” button and no indication that there is text/information above that button). These windows also contain unlabeled buttons (e.g., buttons used to close the pop-up windows).

Who this may affect:
Screen reader users rely on information being presented in a logical order. When a new window is opened the screen reader software should be told to start reading from the top of the new content, not set to a button or element at the bottom of the window. Also, lack of descriptive labels on buttons used to close the pop-up windows may prevent users from exiting the Settings windows.

Workaround:
Screen reader users may require assistance navigating the account related tool windows. Consider providing documentation detailing the Settings and Custom Instructions windows.
 
The Impact on Users
Barriers to access limit a platform’s usability for a wide variety of users. All students deserve equal access to information and opportunities, inaccessible technology widens the digital divide and hinders the ability of users to fully participate in online conversations and access valuable resources. 
The Importance of Accessibility
Addressing accessibility concerns is not just a matter of compliance; it is a moral and ethical imperative. Inclusivity should be at the core of technological advancements. As we work to provide the best possible learning experience for our students, we must ensure that no one is excluded or left behind. By acknowledging and actively working to overcome accessibility challenges we can create a more equitable and inclusive online space and experience for all users.

Introduction
A Tale of Two Tests:
Imagine that you are a student and you have to take two tests for different classes.
Test 1: For this test, you will be given a typical multiple choice question exam.  You can take the test home, fill it out, and give it back to your instructor the next day. The exam will determine your entire grade for the course, so the instructor tells you not to look at other materials.
Test 2: For this test you are asked to name the seven dwarfs of Snow White, but to do this, you have to install special software, show your id to prove your identity, document your environment to show you have no outside help, find a specific location for your computer that is level, quiet, and where you will not be interrupted. You will only have 2 minutes to answer this question, and this will determine 1% of your grade in this course.
From these examples, hopefully you can see that neither one makes sense in that there is a mismatch among factors such as the importance of the exam, its integrity, and burden placed on the learner.  
To create better testing experiences than these examples, we hope that in this lesson, you will be able 


to weigh multiple considerations to decide whether or not to have your digital assessment proctored and 


to identify some approaches you might use to better prepare your students.  


It should be noted from the onset, that no practical system of assessment prevents 100% of academic dishonesty.  The goal for this document is to make recommendations that will help you to choose reasonable options for your context.  As these will differ from course to course, you should explain to students what is allowed during exams with regards to collaboration and the use of information sources.  It is not necessarily intuitive especially given new modalities of course delivery.


Be clear about the expectations of what students can and cannot do for exams based on the technology and pedagogy you are implementing.


Background information 
At MSU, we have 3 main methods that faculty are using to increase the academic integrity of their multiple choice question (MCQ) exams:

using features that are built into D2L (without video proctoring) vs.

Click this link to see considerations for D2L Quiz settings


implementing Respondus Lockdown Browser and Monitor (video proctoring) or

Click here for a short overview video of Respondus


using Zoom and student’s iphones (video proctoring)

Click here for a panel discussion of Texas A&M faculty about how to use Zoom for proctoring



In making a determination of what to use, there are four main considerations that you might take into account before choosing an approach:


The anxiety induced by the testing environment you create


The importance of the exam


The technology available to students, and resources available to instructors


The privacy of your students


Test Anxiety
Increases in anxiety affect student performance on exams.  At lower levels anxiety can increase student performance, but at higher levels it can impact both cognitive and academic performance.  Anxiety can be caused by the actual exam and course content, but if we look at just the components of a test environment there are factors that can increase anxiety, they can include:


Finding and maintaining a quiet, uninterrupted space, with adequate internet bandwidth


Increased technology complexity needed to complete tasks


Being observed 


Students feeling they must limit normal physical behaviors that might be seen as academically dishonest (e.g. looking off screen) when in reality it may be a behavior used for processing information or to reduce stress.






Allow students to take the test at times that they are able to find that best meets their lifestyle and context (e.g. after kids are put to bed or when there are not multiple people using the internet),

Offer students the opportunity to try out proctoring technology to make sure it works on their system and to familiarize them with the software interface, and
Work with students to accommodate their test taking behaviors and not jumping to conclusions about observed behaviors representing academic dishonest.



For more on this read
Kolski, Tammi, and Jennifer Weible. "Examining the relationship between student test anxiety and webcam based exam proctoring." Online Journal of Distance Learning Administration 21.3 (2018).
Exam Stakes
The test itself can generate anxiety, again at low levels increasing student preparedness for an exam, but at higher levels it can be demotivating as well impacting cognitive ability.  As a test has higher stakes (i.e. becomes more important for the student as a gatekeeper to success either in the class or future career) the more likely you will see academic dishonesty.  
Similarly, the more a test is not an authentic task to what is being trained, the more likely you will have academic dishonesty.  For example, MCQ exams rarely match performance expectations in a job (i.e. you rarely take quizzes or MCQ exams to get hired or a raise, although exceptions to this exist).  To improve authenticity of exams, please review the other section of this site: Approach 1: Assessment Options Beyond the Exam: High-impact Assessment Design.



Offer multiple lower stakes exams that are delivered in less stringent environments.  It can reduce the stress and prepare students for larger stakes exams where proctoring might be used.



Technology and Resources Available
Technology available to students is one potential barrier to plans for using video proctors. Even though proctoring is free for faculty to implement, students may lack the needed equipment or environment. In a recent survey asking about students household environment, 


43% said they did not have a quiet, safe space to study


And 7% said they lived in a different time zone than East Lansing.


 
In looking at students’ technology capabilities


14% lacked a reliable internet connection


6% lacked a reliable smartphone


11% lacked a webcam for their computer 


All of these factors could impact a students’ ability to participate effectively in an online proctored exam. Click here to see the full report.


Have an alternative approach for your assessment delivery and 
Use a practice exam and have students test their hardware, this can lower students anxiety of the technology and help you identify students who may need to take advantage of your alternate approach. 


Privacy
There are many reasons for why students may not want to turn on their webcam to participate in classroom discussions.  Some of those reasons may revolve around showing their home environments to others or giving over control of their computer's recording devices and some information to an entity not of their choosing. 
These concerns may impact their ability and willingness to take exams.  Even though the University is providing options for proctoring, you should consider whether or not the benefits outweigh a student's concern for privacy. Of our three methods, D2L quiz settings do not impact privacy, Respondus Monitor only reveals student environments to course staff but collects data on students, and Zoom proctoring does not collect student data but may reveal student environments to both course staff as well as other students.
The recordings that are captured by Respondus and/or Zoom are considered academic records and will need to handled according to FERPA requirements.  Be transparent with students about who will see these recordings and how those records will be handled.  Sample syllabus language and additional points can be found in the Overview of FERPA concerns link below.


Click here to see an overview of FERPA concerns with video recordings at MSU
Click here to see Respondus' data privacy policy


Technology Comparison





Approach


Description


Pros


Cons




D2L Quiz features


Use D2L settings such as limit number of questions per page, randomize questions/answers, use pool of questions, etc.



Can be done asynchronously.
Does not impact privacy.
Lower environment anxiety.




Hard to limit collaboration on exams or referencing outside material





Respondus Lockdown Browser and Monitor

Used in conjunction with D2L Quizzes the system uses students' webcams and video analytics to record student identities and "flag" potential cheating incidents.


Can be done asynchronously.
Does not reveal student environment to other students.
Automatically records student ID, environment, and flags potential incidents of academic dishonesty.




Higher environment anxiety
Some student data is collected by company.
You need review flagged videos and student ID which may increase time





Zoom Proctoring

Using Zoom on student phones or other devices,  instructors and/or TAs will monitor a group of students.  May be used in conjunction with a students computer.


Can be used with a myriad of software, not just D2L.
Students and faculty are familiar with the software.
No data collected on students.




Higher environment anxiety.
Students have to share their environment with others.
Requires students have both computer and cell phone or other device
Has to be done synchronously.






Weighing these concerns, what proctoring method will you choose?  How can you prepare students to succeed on your assessments?

Introduction:
Are you looking to create a course that leads to meaningful learning and feels intentional and cohensive for students? Enter backwards design—a powerful approach that starts with the end in mind. Whether you're designing a new course or revamping an existing one, backwards design can help you focus on what really matters: student learning. Here’s a quick guide to getting started with this approach.
Step 1: Identify Desired Results:
Start by asking yourself, "What do I want my students to walk away with?" This step is all about defining your learning objectives—clear, measurable goals that articulate what students should know, understand, and be able to do by the end of your course. Think of these as the compass that will guide every other decision you make. Use an established taxonomy of verbs (such as Bloom's) to ensure these objectives are actionable and observable.
Step 2: Determing Acceptable Evidence:
Once you know where you’re headed, it’s time to think about how you’ll know if students have arrived. This step is all about assessment. What evidence will you accept as proof that students have met the learning objectives? Whether it’s through exams, projects, or presentations, your assessments should align with the level of learning you’re aiming for. Remember, alignment is key!
Step 3: Plan Instruction:
With your objectives and assessments in place, it’s time to plan the journey. How will you get your students from point A to point B? This step involves designing the learning activities and instruction that will support your objectives. Think about what needs to be taught and how it should be taught to achieve your goals. Your aim should be to create engaging, effective learning experiences that build toward the desired results.
Conclusion:
By following these three steps—identifying desired results, determining acceptable evidence, and planning instruction—you can design a course that’s not only cohesive and purposeful but also deeply impactful. Start with the end in mind, and watch your students thrive! Feel free to use the resources below including the worksheet to assist in desgining your course.

Supporting Resources:

Big List of Bloom’s Verbs
Bloom’s Aligned Assessment Suggestions
Worksheet: Backwards Design
Learning Objectives Assessment Suggestor Tool (Note: this tool must be downloaded and launched in Excel for it to work properly)
Understanding by Design (UdB) videos by Grant Wiggens (Part 1, Part 2)

Authors: Jeremy Van Hof, Stephen Thomas, Becky Matz, Kate Sonka, Sarah Wellman, Daniel Trego, Casey Henley, Jessica Knott, David Howe With our guiding principles for remote teaching as flexibility, generosity, and transparency, we know that there is no one solution for assessment that will meet all faculty and student needs.  From this perspective, the primary concern should be assessing how well students have achieved the key learning objectives and determining what objectives are still unmet. It may be necessary to modify the nature of the exam to allow for the differences of the online environment. This document, written for any instructor who typically administers an end-of-semester high-stakes final exam, addresses how best to make those modifications.  In thinking about online exams we recommend the following approaches (in priority order) for adjusting exams: multiple lower-stakes assessments, open-note exams, and online proctored exams.  When changes to the learning environment occur, creating an inclusive and accessible learning experience for students with disabilities should remain a top priority. This includes providing accessible content and implementing student disability accommodations, as well as considering the ways assessment methods might be affected.  
 
Faculty and students should be prepared to discuss accommodation needs that may arise. The team at MSU Resource Center for Persons with Disabilities (RCPD) will be available to answer questions about implementing accommodations. Contact information for Team RCPD is found at https://www.rcpd.msu.edu/teamrcpd. Below you will find a description of each of the recommendations, tips for their implementation, the benefits of each, and references to pertinent research on each.
There are three primary options*: 

Multiple lower-stakes assessments (most preferred)  
Open note exams  (preferred)  
Online proctored exams (if absolutely necessary)

*Performance-based assessments such as laboratory, presentation, music, or art experiences that show proficiency will be discussed in another document



Multiple lower-stakes assessments
Description: The unique circumstances of this semester make it necessary to carefully consider your priorities when assessing students. Rather than being cumulative, a multiple assessment approach makes assessment an incremental process. Students demonstrate their understanding frequently, and accrue points over time, rather than all at once on one test. Dividing the assessment into smaller pieces can reduce anxiety and give students more practice in taking their exams online.  For instance, you might have a quiz at the end of each week that students have to complete. Each subsequent quiz can (and should) build on the previous one, allowing students to build toward more complex and rigorous applications of the content. Using this approach minimizes your need to change the types of questions that you have been asking to date, which can affect student performance (e.g. if you normally ask multiple-choice questions, you can continue to do so).   For the remainder of the semester, use the D2L quizzes tool to build multiple smaller assessments. Spread out the totality of your typical final exam over the month of April. This can be as simple as dividing a 100 question final exam into eight 12-question “synthesis activities” that students complete bi-weekly.
Benefits as noted from the literature: 

No significant differences were observed in terms of keystroke information, rapid guessing, or aggregated scores between proctoring conditions;
More effective method for incentivizing participation and reading; 
Encourages knowledge retention as each subsequent assessment builds on the last

Rios, J. A., & Liu, O. L. (2017). Online proctored versus unproctored low-stakes internet test administration: Is there differential test-taking behavior and performance?. American Journal of Distance Education, 31(4), 226-241. https://www.tandfonline.com/doi/abs/10.1080/08923647.2017.1258628  Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. https://journals.sagepub.com/doi/abs/10.1177/0092055X15624745  VanPatten, B., Trego, D., & Hopkins, W. P. (2015). In‐Class vs. Online Testing in University‐Level Language Courses: A Research Report. Foreign Language Annals, 48(4), 659-668. https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12160 
Open note exams 
Description: Open note assessments allow students to refer to the Internet and other materials while completing their assessments. By design, this disincentives academic dishonesty. Often instructors put time parameters around open note exams. These types of exams also lend themselves to collaborative work in which multiple students work together to complete the assessment. With an open note strategy, you can keep your general exam schedule and point structure, but you may need to revise questions so they are less about factual recall and more about the application of concepts.  For instance you might give students a scenario or case study that they have to apply class concepts to as opposed to asking for specific values or definitions. If you plan to make such changes, communicate your intent and rationale to you students prior to the exam.  One effective open note testing technique is to use multiple-true/false questions as a means to measure understanding. These questions (called “multiple selection” questions in D2L) pose a scenario and prompt students to check all the boxes that apply. For example, students may be prompted to read a short case or lab report, then check all statements that are true about that reading. In this way a single question stem can assess multiple levels of complexity and/or comprehension. 
Benefits as noted from the literature: 



Open-book exams and collaborative exams promote development of critical thinking skills. 
Open-book exams are more engaging and require higher-order thinking skills. 
Application of open-book exams simulates the working environment. 
Students prefer open-book exams and report decreased anxiety levels. 
Collaborative exams stimulate brain cell growth and intricate cognitive complexes.  



Johanns, B., Dinkens, A., & Moore, J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills. Nurse education in practice, 27, 89-94. https://www.sciencedirect.com/science/article/abs/pii/S1471595317305486
 
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple–choice format for detecting students with incomplete understandings. BioScience, 68(6), 455-463. https://doi.org/10.1093/biosci/biy037 
Implementation for multiple lower-stakes and open note assessment strategies: 

Timed vs. untimed: On the whole, performance on timed and untimed assessments yields similar scores. Students express greater anxiety over timed assessments, while they view untimed assessments as more amenable to dishonest behavior. 

NOTE: If you typically have a time limit on your face-to-face assessments, increase it by 20% to allow for the added demands a remote (distinct from online) environment places on students.


If the exam is meant to be taken synchronously, remember to stay within your class period. Adjust the length of the exam accordingly.
Reduced scope: Decreasing content covered in the exam may be necessary to create an exam of appropriate length and complexity, given the unique circumstances this semester. 
Question pools: Create a pool of questions, and let D2L randomly populate each student’s quiz. This helps reduce dishonest behavior 

For example, a 10 question quiz might have 18 total questions in the pool, 10 of which are randomly distributed to each student by D2L. 


Randomize answer order: In questions in which it makes sense, have D2L randomize the order in which the answer options appear. 
Individual question per page: This can reduce instances of students taking the assessment together. It is even more effective when question order is randomized and a question pool is used. <//li>
Honor code attestation: Give students an opportunity to affirm their intent to be honest by making question one of every assessment a 0-point question asking students to agree to an honor code.  You can access the MSU Honor Code: https://www.deanofstudents.msu.edu/academic-integrity 
Live Zoom availability: In D2L Quizzes, set a time window during which the assessment will be available to students. 
Hold a live open office hours session in Zoom at some point during that window, so that students who want to can take the assessment while they have direct access to you - this way they can ask questions if any arise. 

Ultimately, our guiding principles for online teaching are flexibility, generosity, and transparency.  Try to give students as much of an opportunity to demonstrate their knowledge as possible.  

Consider allowing multiple attempts on an assessment. 
When conditions allow, consider allowing multiple means of expression. 
Can students choose to demonstrate their knowledge from a menu of options

M/C test
Written response
Video presentation 
Oral Exam (via Zoom) 


Consider giving students choices. Perhaps they can opt out of answering a question or two. Perhaps they can choose which of a series of prompts to respond to. Perhaps students can waive one test score (to help accomodate for their rapidly changing environments) 

Proctored assessments 
Description: Respondus Lockdown Browser and Respondus Monitor are tools for remote proctoring in D2L. More information is available at https://help.d2l.msu.edu/node/4686. Please consider whether your assessments can be designed without the need for Respondus. While Respondus may be helpful in limited circumstances (e.g., when assessments must be proctored for accreditation purposes), introducing a new technology may cause additional stress for both students and instructors, and academic integrity is still not assured.   High-stakes exams (those that are a large percentage of a student’s grade) that use new technologies and approaches can decrease student performance and may not reflect students’ understanding of the material.  Please do not use an online proctored approach unless your assessment needs require its use.   
Benefits: 
Increases the barrier to academic dishonesty. Allows for use of existing exams (assuming they are translated in D2L’s Quizzes tool). 
Implementation:

Any online proctored exam must be created and administered using D2L’s Quizzes tool. 
Prior to offering a graded proctored exam, we strongly recommend that you administer an ungraded (or very low-stakes) practice test using the proctoring tool. 
Clear communication with students about system and hardware requirements and timing considerations is required. 
MSU has gained temporary no-cost access to a pair of online proctoring tools provided by Respondus: https://help.d2l.msu.edu/node/4686 
Respondus Lockdown Browser requires that students download a web browser.
When they click into your exam, the Lockdown Browser opens, and prevents users from accessing anything else on their computer. 
Respondus Monitor requires use of Respondus Lockdown Browser and a webcam.
Students are monitored via the webcam while they complete the exam in Lockdown Browser. 

Additional Resources: 

Remote Assessment Quick Guide 
Remote Assessment Video Conversation 
D2L Quizzes Tool Guide
Self-training on D2L Quizzes (login to MSU’s D2L is required; self-enroll into the training course) 

 References: Alessio, H.M.; Malay, N.; Mauere, K.; Bailer, A.J.; & Rubin, B.(2017) Examining the effect of proctoring on online test scores, Online Learning 21 (1)  Altınay, Z. (2017) Evaluating peer learning and assessment in online collaborative learning environments, Behaviour & Information Technology, 36:3, 312-320, DOI: 10.1080/0144929X.2016.1232752 
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple–choice format for detecting students with incomplete understandings. BioScience, 68(6), 455-463. https://doi.org/10.1093/biosci/biy037  Cramp, J.; Medlin, J. F.; Lake, P.; & Sharp, C. (2019) Lessons learned from implementing remotely invigilated online exams, Journal of University Teaching & Learning Practice, 16(1).  Guerrero-Roldán, A., & Noguera, I.(2018) A Model for Aligning Assessment with Competences and Learning Activities in Online Courses, The Internet and Higher Education, vol. 38, pp. 36–46., doi:10.1016/j.iheduc.2018.04.005. 
Johanns, B., Dinkens, A., & Moore, J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills. Nurse education in practice, 27, 89-94. https://www.sciencedirect.com/science/article/abs/pii/S1471595317305486  Joseph A. Rios, J.A. & Lydia Liu, O.L. (2017) Online Proctored Versus Unproctored Low-Stakes Internet Test Administration: Is There Differential Test-Taking Behavior and Performance?, American Journal of Distance Education, 31:4, 226-241, DOI: 10.1080/08923647.2017.1258628 Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. https://journals.sagepub.com/doi/abs/10.1177/0092055X15624745  Soffer, Tal, et al. “(2017) Assessment of Online Academic Courses via Students' Activities and Perceptions, Studies in Educational Evaluation, vol. 54, pp. 83–93., doi:10.1016/j.stueduc.2016.10.001. 
Tan, C.(2020) Beyond high-stakes exam: A neo-Confucian educational programme and its contemporary implications, Educational Philosophy and Theory, 52:2, 137-148, DOI: 10.1080/00131857.2019.1605901 
VanPatten, B., Trego, D., & Hopkins, W. P. (2015). In‐Class vs. Online Testing in University‐Level Language Courses: A Research Report. Foreign Language Annals, 48(4), 659-668. https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12160 

The Catalyst Innovation Program funds creative and innovative uses of tools, technology, and pedagogical approaches for the purposes of allowing experimentation with the potential to enhance student learning experiences with just-in-time awards. This has helped to nurture a spirit of collaboration and creativity that is laying the groundwork for adoption of new technologies. So in true Catalyst fashion, we expect 2023 will be no different.So without any further adieu, it my pleasure to announce the first cohort for 2023:



Denice Blair and Amanda Tickner



MSU Museum and MSU LibraryHandheld 3D Scanner for Instruction and Use by MSU Students, Faculty, and StaffJada Phelps and Julie HelberEducational AdministrationClosing the Real-World Experience Gap for Future K-12 School & District Leaders: Innovating Pedagogical Opportunities through Branch Simulations.Keeleer SteelePhysiologyPilot Use of XR Devices to Expand Application of Hands-On Technology in Human Physiology Laboratory CourseKris DeAngeloCANR-FSHNBright Flexible Spaces: Piloting a H5P/D2L integrationKristy Cooper SteinEducational AdministrationUsing Immersive Observation Experiences to Support Future Principal Learning

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