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The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Social Science. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Amanda Kreuze: Amanda is appointed as the instructor of the online version of ISS310: People & the Environment for the Spring Semester 2020. As the course administrator and coordinator, I could not do my job without a highly motivated and knowledgeable person like Amanda in that role. She truly cares for her students and does her best to make sure that they are not only successful, but also that their online experience in People & the Environment is positive. The situation that students (and instructors) now find themselves in is unfathomable in many regards, but Amanda continues to do all that she can to provide a safe and positive online environment for students to learn. Thank you Amanda for all that you do for onGEO and your students!
 
Ida Djenontin: In addition to maintaining high performance on her own work, Ida has been a great support to both me and students in her role as TA for two of my classes this Spring! She has done a yeoman job with grading, but more importantly, has taken many other steps to get to know the undergrad students and to help with management. These have been crucial in helping us all successfully navigate the transition to 'remote' instruction. I deeply appreciate her work ethic and positive demeanor.
 
Rajiv Paudel: We would like to recognize Rajiv Paudel, graduate student in the Department of Geography, Environment, and Spatial Sciences, for his unwavering understanding and compassion through an unprecedented semester. Rajiv is teaching GEO325 (Geographic Information Systems) for the Department this spring and found himself responsible for transitioning 42 students through a swift transition to remote learning. Throughout this transition, Rajiv has been concerned for his students and their situations, in and out of the virtual classroom. Rajiv has been willing to work individually with students to remedy technical challenges with the fully online labs and repeatedly put his students first. The onGEO group is grateful for all that you do, Rajiv!
 
Aaron Luedtke: Aaron is one of those exceptional graduate students who devotes a tremendous amount of energy on being one of the best teachers in our department. Aaron received the Harry Brown Graduate Fellowship for Academic Excellence from our department in 2019 and had previously received the Fred Williams Graduate Award for teaching in 2018. This year, he was again nominated for the Somers teaching Award in IAH. Academically and intellectually, Aaron is an outstanding student with numerous fellowships and awards. He received a short-term dissertation fellowship from the D'Arcy McNickle Center at Chicago's Newberry Library and the Everett Helm Visiting Fellowship from the Lily Library at Indiana University. His article on Indigenous communities in the Great Lakes will be published in the forthcoming collection, The Northern Midwest and the US-Canada Borderlands: Essays on a Lost Region, in 2020.
 
Steve Anderson: Steve has been a teaching assistant for one of our department's largest courses--Introduction to Comparative Politics--for several semesters. Given the number of students and the nature of the assignments, this is not an easy job, and Steve always performs beyond expectations. He provides quick, careful, and helpful feedback to students on their work, and he is careful and reliable. Our students are lucky to have him as a teacher, and I'm lucky to have him as an assistant!
 
Kesicia Dickinson: Kesicia is so smart, kind, and respectful. She is inclusive and strong and serves as a mentor to our newest students of color. She is constantly empowering other students who feel out of place in the academy and creating space for them to shine. When some students -- especially her more junior peers of color – feel isolated and feel imposter syndrome, she goes out of her way to remind them that they have earned their space in the discipline and reminds them that they have so much to contribute. Our department is trying so hard to build a minority politics initiative, and without Kesicia and her persistence, encouragement, and participation, we would be a much worse group and department. She kills people with kindness, is genuine, constructive, and empowering. I am so proud to have her as a student in the discipline. I have yet to meet someone as inclusive and encouraging as Kesicia.
 
Natasha Fowler: I’d like to give a huge shout out to Natasha for being an amazing mentor this year! She’s been helping me with my UURAF poster, and I have learned so much from her. From the background science to the research process as a whole, Natasha has played a crucial part in my learning. The process of researching, making, and presenting this poster to the lab has been an amazing experience overall and I couldn’t have done it without Natasha. Thank you so much for your help, patience, and enthusiasm Natasha!
 
Megan Mikhail: Megan, I'm so happy you are in our lab! I so enjoy when you present and teach in our lab meetings, you make the science so easy to understand and also so engaging. You are clearly passionate about your work and it is so awesome to see. I always appreciate your insights as well, you offer such constructive and thoughtful input into research discussions. You're a joy to work with!
 
Nafiseh Haghtalab: Nafiseh is appointed as the instructor of the online version of GEO204: World Regional Geography for Spring Semester 2020. These are unparalleled times for our world, students and the University alike and Nafiseh has done all that she can to help students continue to be successful in the course amidst a new, and often more complicated, set of circumstances. I sincerely appreciate Nafiseh for her dedication to teaching the online course and supporting her students; having Nafiseh as an instructor has made my job as the course’s administrator and coordinator that much easier and more enjoyable. Thank you Nafiseh for all that you do for onGEO and your students!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll be directed to a form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

Guidance for educators for Spring 2024
As we look to the Spring 2024 semester, we are also approaching the one-year mark of the violence of Feb 13, 2023. The university’s commemoration events are being designed to provide opportunities for all members of our community to come together and take the time and space they need for ongoing healing. 
Following is guidance from the Office for Resource and Support Coordination (ORSC) to help educators throughout the Spring 2024 semester.
Educator guidance related to the one-year mark of Feb 13:

As most classes are canceled on Feb. 13, it will be important to commemorate that day prior to the date.
Educators are encouraged to acknowledge the upcoming date and its significance via a one-time statement but avoid constant, regular, or frequent reminders of the impending one-year mark.
Validate and respect that students, as well as everyone in our community, will have various reactions to the anniversary, as each person remains on their own individual journeys.
There is no “typical” reaction, even to the same event, so a wide range of reactions and emotions to the commemoration, from intense grief to indifference, are to be expected.
Bear in mind that not everyone in the class may have been part of the community last year (such as freshman, graduate or transfer students), and thus may not share the experience or memories in the same way.
Making space for learners who do not share the same cultural touchstones can be difficult but acknowledging that not everyone will have the same reaction to the one-year mark can be helpful in making it safe for those who were not present to feel like they are a part of the community now.
Trust and believe your students who express the need for additional time, space, and support during this period.

General educator guidance post-mass violence:

Educators should refrain from references, language, humor, and “off-topic” examples related to mass violence, unless directly relevant to course work.
Educators should avoid open-ended, classroom-wide discussions on the topic and not invite students to share their experiences, thoughts or feelings related to Feb 13 or other mass violence events, unless directly relevant to coursework.
Providing narratives or listening to others’ stories can be quite activating for those who have experienced trauma.
Without the support and direction of mental health professionals, this type of exercise can create additional distress, often unexpectedly.
Educators are encouraged to review course material ahead of time for potentially disturbing images or references to gun violence, except in instances where that is directly warranted by the course subject matter.
If these topics are relevant to course material and assignments, educators are encouraged to provide statements and content descriptors that prepare students and consider options for student engagement where possible.
Remember and acknowledge that cultural differences in response to mass violence exist.
Share resources and information about the anniversary of a traumatic event.

Trauma Reminders: Anniversaries (National Center for PTSD)


Provide links to on-campus MSU supportive offices and safety information:

Counseling & Psychiatric Services
Office for Resource and Support Coordination
MSU DPPS Safety Tips


Provide educational links related to coping with trauma:

APA: Managing Distress in the Aftermath of a Shooting
SAMHSA: Coping with Grief After a Disaster or Traumatic Event
NCTSN: College Students: Coping After the Recent Shooting


Consult teaching and educator wellness resources for yourself as an educator to build comfort and confidence in supporting your students and your own journey following Feb. 13. 
Do not neglect your own emotional health and wellbeing. All these resources are intended to support you and others within our community, as well.
Lean into your existing processes and experience in classroom management to help resolve matters as they arise.
This situation is unique, but the resolutions do not have to be. Your department, school, college, and university have existing resources, policies, practices, and procedures for handling classroom needs, use them as needed.

As there is limited research on the effects of commemorations of traumatic events, the information provided here is intended to serve as a guide. The research that does exist points to the complicated nature of commemorating mass trauma and acknowledges how different responses to commemorations are influenced by individual and social factors. For those who do experience an increase in negative trauma symptoms, it is completely expected and they typically resolve within two weeks of the anniversary.
 

There has been a lot happening in the world- in addition to my world- and navigating these happenings has felt heavy at times. From institutional changes to caregiving responsibilities, I feel like I’ve been spinning a lot of plates (and each plate is full). Wanting to do and give my best to my work, my family, and my community, while the impacts of invisible disability knock regularly at my door… this has been an exceptionally tough “season”.
Throughout it all, I’ve found that thinking of my life and all the ways I engage in/with it as tied to a collection core guiding principles and values. Starting by identifying what these were for me, and moving to what they look like in practice personally and professionally, has helped me scope my expectations for myself, how I decide to (or not to) take on new projects, and how to measure success. I’m trying hard to move away from thinking about my “performance” and productivity (grounded in capitalism) towards a day-to-day where I’m bringing my whole authentic personhood to the spaces in which I’m invited or have access. This is a snapshot of three of the ideas guiding me in this effort… centering these are what “help me sleep at night” (as my therapist says).
Trust:
I know from my doctoral research, that trust is a key characteristic of groups coming to a place of shared communal wisdom. I also know that my perspectives on trust have shifted as I’ve faced relational trauma and toxic environments, while coming into my own as a parent of two kiddos. I don’t give trust as freely as I used to, and don’t expect others to either… instead I’ve moved toward relational reciprocity. I now understand trust as something to be cultivated and maintained. It takes work, just like most aspects of relationships, but the work is worthwhile.
According to the Center for Creative Leadership research (2017), all components of trust constitute a core need we have as humans; trusting in ourselves, being trusted, and trusting those around us.  When present in a team, trust stiches together buy-in around group purpose, goals, and objectives, creating a fabric of collaboration and empowerment. To build (and sustain) this kind of trust, it is crucial to provide meaningful opportunities for folx to connect with one another on a human level. Just as crucial is the understanding that there will be times when trust is compromised, and rebuilding is necessary (after all we’re all human).
Care:
Depending on who I’m talking to, “care” can look very different. To my kids, care looks like “keeping us safe and healthy” (what they know is my “#1 job”) where to my colleagues and collaborators, care is very different. Regardless of who – acting with care requires one to actively listen (listening to understand rather that just respond). Care often requires time and definitely establishment of welcoming spaces. Care is community. Care is compassion + action, letting humanity drive the way we exist and operate with and amongst one another. We should consider approaching all with a commitment to caring; ourselves and others.
Dr. Catherine Denial, author of “A Pedagogy of Kindness” (2024), very eloquently captures what I’ve come to know and experience (if only I had read her book first). “Our access to care—even self-care—is knowingly limited by people who understand their privileges to be dependent upon denying others the material, emotional, social, and spiritual space they need. In the academy this is reflected in matters like the move to contingency; in the loss of lines in departments and programs that ask hard questions about equity and inclusion (like gender and women’s studies, Latinx studies, and African American studies); and in tolerance of sexual harassment, abuse, and assault” (p17).
Congruence:
Growing up, I heard relatives regularly pick up the phrase “they talk the talk but do they walk the walk” to point out the way what a person says aligns with how they act. Now whether they picked the phrase up from casual conversation or the movie Apocalypse Now, I came to understand that “walking the walk” was the most important part of the phrase from an onlooker (or impacted persons’) perspective. Congruence in my practice means that I am doing what I say I’ll do, that my actions are in alignment with what I say is important to me, that (going back to my opening of this piece) I can sleep at night knowing that I showed up in ways I’ve promised to my community.
Congruence is one of the seven “C’s” of the Social Change Model for Leadership Development. In “Leadership for a Better World” authors Komives and Wagner, with associate Shalka (2017), note that “The ability for individuals to live their lives from places of personal truth [congruence] can bring comfort and strength” (p69) and that “To be a person of Congruence requires dedication and courage. Congruence demands that leaders commit to a process of frequent evaluation and refinement of their intentions, actions, and motives” (p79).     
All in all, as you may have gathered, these three guiding principles are interconnected in a way that is quite challenging to parse out in my daily life. Despite that, the work of self-reflection, of naming these things and how they influence the way I keep the plates spinning and my heart beating, has proven to be an extremely valuable practice in my life as an educator, as a colleague, and as a human.
Photo by Charlie Firth on Unsplash

Topic Area: DEI
Presented by: Sharon Combs, James Brinkmann, Erika Knapp, Liza Calisesi-Maidens, Lin Li, Hima Rawal, McKayla Sluga, Jonny Thurston-Torres, Joanna Bosse
Abstract:
With a focus on the scholarship of teaching and learning in the arts and humanities, the panelists (the 2020-21 RCAH Fellows) will explore the cultivation of community in the classroom. They will present the results from their ongoing original research projects on trauma-informed pedagogy, creating safe classroom spaces and cultures of care in the classroom, and generating students’ sense of belonging in both in-person and virtual learning environments. Furthermore, panelists will address the challenges of conducting research on teaching and learning in a pandemic, the value of interdisciplinarity in such research, and considerations for bringing the research back into the classroom to enhance student learning.
Session Resources:
Cultivating Community and Belonging (PDF)

Michigan State University is a big place. Literally. The campus itself is 5,192 acres (just over 8 square miles). Over 900 registered student organizations exist, along with over 60 greek organizations, 275+ study abroad opportunities, and a student-run organic farm; and that’s just co-curriculars! MSU offers more than 200 programs of undergraduate, graduate and professional study across 17 degree-granting colleges. It takes A LOT of human capacity to support Spartans. MSU has over 13,000 employees - many of whom are educators of some kind!
In such a large organization, it can be difficult to find others with common interests, share ideas and reflections, and ultimately elevate small successful approaches to larger audiences. Here on the #iteachmsu Commons, you can join or create an informal learning community through the site’s Group function! Groups can be public where anyone with a MSU netID can op-in to joining, or private where members have to be invited to join. Already there are groups related to topics like online and remote teaching, accessible course design, and new technologies. Were you looking for a group but didn’t find one that matched your interests? Any logged in user can start their own group; the only required information is a group name, brief description, image, and which category most represents the group. In a group, the feed can be used for group-specific dialogue, where users can post and respond to one another. Additionally, once a public group is created, any member can share content (articles, posts, playlists) specifically to that group! For step-by-step instructions on building a group, visit the Creating a Group article in the Getting Started resources.
If you’re looking for a more structured Learning Community experience look no further than our colleagues at the Office of Faculty and Academic Staff Development (formerly Academic Advancement Network)! According to their website, “Learning Communities provide safe and supportive spaces for complicated conversations about curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Office of Faculty and Academic Staff Development. All communities, however, share three things in common: they meet monthly across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline.” To access a current list of the Learning Communities supported by the Office of Faculty and Academic Staff Development, check out this Learning Community webpage! (Some of the 2021-2022 Learning Communities have even created #iteachmsu Groups! Check out the "Reading Group for Student Engagement and Success" as one example.)

 




Introducing New MSU-Provided Software Options for Creating Course Videos, Images, Tutorials, and More
 
Learning experiences that can be flexible across virtual and face-to-face environments are key to creating safe and student-centered spaces as we prepare for a mix of hybrid and online teaching and learning this fall. To support this, MSU IT will now provides Camtasia and Snagit at no cost to faculty, staff, and students.
TechSmith’s popular Camtasia and Snagit tools will be provided to faculty, staff, and students wishing to quickly create and edit professional quality course videos, images, and infographics.
What are Camtasia and Snagit?

TechSmith Camtasia provides faculty with the ability to create, edit, and upload their screen recordings or presentations. This helps students navigate their online courses, provide assignment feedback, and more.

Kaltura Mediaspace is available to host these videos, where they can be linked to D2L courses.

TechSmith Snagit allows faculty, staff and students to create beautiful documentation, images, screen captures, diagrams, and other media that can be used along with D2L.

Where can I learn more?

Camtasia and Snagit can be downloaded by clicking this link which will bring you to the download page for MSU faculty, staff, and students, or by self-enrolling in the following D2L course and completing the course.

To learn more about Camtasia and Snagit, including demos and helpful tutorials, visit https://www.techsmith.com/video-editor.html
For a Camtasia guide on how to create instructional videos, visit https://www.techsmith.com/blog/instructional-videos/ 


See how you can use Camtasia and Snagit in your online teaching by visiting this repository of online resources provided by TechSmith!





 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

This article is a component of the Resources for Teaching After Crisis playlist.
Teaching on the Day After a Crisis by Alex Shevrin Venet, Unconditional Learning [blog] This morning, thousands of teachers are walking into classrooms across the country, trying to show up for their students after a national crisis. A crisis within a crisis, really, as that “walk into the classroom” might look like logging onto Zoom. How do we show up for our kids when we feel shattered, too? How can we help others feel safe when we feel unsafe?
Navigating Discussions Following a School Shooting A special The Moment section from Learning for Justice magazine, by Southern Poverty Law Center [online magazine section]This edition of The Moment shares resources to help educators support students after a school shooting. Its 3 articles are “When Bad Things are Happening” “Showing up strong for yourself—and your students—in the aftermath of violence” and “A love letter to teachers after yet another school shooting.”
On Days Like These, Write. Just Write. by Tricia Ebarvia on Moving Writers website [blog post]This article for writing instructors recommends giving students time and space to write to help reflect and process their experiences. Written in the aftermath of the Parkland school shooting.
Resources for Talking and Teaching About the School Shooting in FloridaNew York Times article by Natalie Proulx and Katherine Schulten [article]Features suggestions from teachers, recommendations, and conversation topics for students (13+) about school shootings. Also has age-appropriate reading suggestions and class activity prompts, offers some history and political context around school shootings and gun control debates, and discusses feeling “numb” to violence.
PERSPECTIVE: Teaching Through Traumaby Dave Stieber for TRiiBE, a digital media platform for Black Chicago [perspective]This article is from the point of view of a public school teacher reflecting on what educators do when a student dies.
Support Students Who Experience Trauma Edutopia article by Alex Shevrin Venet [blog post]Brief list of classroom tips and strategies to support students who are or have gone through traumatic experiences. Communicate with counselors or social workers; Provide structure and consistency; Ease transitions; Provide choice; Develop strengths and interests; Be there; Make an “out” plan; Take care of yourself.
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu

The following is a list of educator professional development tools, resources, and supports at MSU. This collection is just that, a sampling of offerings aimed at providing anyone who supports student success by contributing to the teaching and learning mission with a place to start when they're looking for ongoing opportunities for growth outside of the #iteachmsu Commons. 
 

SOIREE: The SOIREE (Spartan Online Instructional Readiness Educational Experience) workshop was created to help you better prepare to teach online. You will learn online pedagogical principles and develop proficiency with a variety of technologies. You can check out SOIREE for more information. (Fall programming TBD)
ASPIRE: The ASPIRE (Asynchronous Program for Instructional Readiness) workshop was created to help you better prepare to teach online. ASPIRE is entirely self-paced and will guide you through the processes and issues you'll need to address in order to develop an online version of your course. You can check out ASPIRE for more information, including enrolling in ASPIRE.
The College of Education’s Mini-MOOC on Remote Teaching: The Master of Arts in Educational Technology Program (MAET) at Michigan State University is honored to support the amazing work that educators are doing around the world as they transition to a range of remote teaching contexts. You can check out CED Mini-MOOC for more information, including enrolling in the Mini-MOOC.
#iteachmsu: You teach MSU. A wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find short posts, blog-like articles, curated playlists, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
Teaching and Learning Bootcamp: The Teaching and Learning Boot Camp is offered to bring together educators new to MSU from across campus to explore and exchange ideas about quality and inclusive teaching, as well as find community among the large group of people who are engaged in the important work of creating the best learning environments possible for our students. The focus is to assist educators in developing practical materials that are needed for immediate use in their teaching and to best prepare them for their courses and work with students. For more information, check out Teaching & Learning Bootcamp.
Accessible Learning Conference: For the last five years, the Accessible Learning Conference has provided a forum for students, educators, community members and leaders to connect, share knowledge, and foster innovation in accessibility in higher education. You can check out the Accessible Learning Conference for more information.
MSU Dialogues: MSU Dialogues is an intergroup dialogue program for students, faculty and staff at Michigan State. It is a face-to-face learning experience that brings together people from different identity groups over a sustained period of time to: understand our commonalities and differences; examine the nature and impact of societal inequalities; explore ways of working together toward greater equity and justice; prepare individuals to live, work, and lead in a complex, diverse stratified society. Go to MSU Dialogues on Race, Religion, or Gender for more information.
Course Review Process: Quality Matters (QM) is a nationally recognized, faculty-centered, peer review process designed to certify the quality of online courses and online components. MSU purchased a campus subscription to the QM Rubric to assist faculty and instructors in creating quality courses that will improve online education and student learning. For more information on getting started with peer course review and Quality Matters at MSU, please visit MSU SpartanQM Webpage.
Alternative assessment/Online exam workshops: These workshops ran live in 2020 and provided information and examples of designing online exams and assessing students with alternative assessments beyond exams. Recordings of the workshops can be accessed asynchronously via #iteachmsu Commons. 
Learning Communities: Learning Communities provide safe and supportive spaces for complicated conversations about curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Academic Advancement Network. Learning Communities at MSU are free to select their own topics and determine the structures that best support their inquiries. Accordingly, communities tend to vary greatly in their practices, interests, and agendas. All communities, however, share three things in common: they meet monthly across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline. Please go to Learning Communities (AAN) or Learning Communities (#iteachmsu) for more information.
Cohort programs: Lilly Fellowship - The program is intended to advance the University’s continuing efforts to support excellence in teaching and learning. The program supports a cohort of six faculty or academic specialists at all ranks with at least five years of service to the institution. The Program also provides an opportunity for Fellows to expand relationships and collaborative engagement with peers and colleagues within their own college and across the University. The program is supported by matching grants from AAN and the Fellows’ departments and/or colleges. The goal is to develop academic leaders who will guide the University into the near future with regard to learning, teaching, and educational programming. Participants are expected to focus their work on a project of their choosing that will make a substantial contribution to a unit’s educational efforts. The unit can be a program or a department, but it can also be a college or a University unit or initiative. Using the proposed project as a foundation, participants will also learn leadership concepts and models, build specific skills, learn more about how the University works, and practice what they learn through the activities of their project and small group mentoring and coaching. Adams Academy - The Walter & Pauline Adams Academy of Instructional Excellence and Innovation is named in honor of former MSU President Walter Adams and his wife and MSU faculty member emerita, Pauline Adams, in recognition of their sustained commitments to promote instructional excellence. The program brings together a cross-disciplinary group of faculty and academic staff for a year-long fellowship focused on teaching and learning. Adams Academy Fellows explore the literature on effective university teaching and learning practices and consider how this robust body of research can be used to guide instructional decisions in the courses they teach. Participants learn from and contribute to a community of teacher-scholars committed to excellence in teaching and learning.
Technology and Tools: IT Services offers many different resources to support teaching and learning efforts. For more information, check out Tech and Tools workshops from IT.
MSU Libraries Workshops: MSU Library & Archives provides a series of events, seminars and workshops on a wide variety of topics including but not limited to: Mendeley, data management, 3D models, special collections, distinguished lectures, Zotero, geocoding and more. Go to MSU Library Workshops for more.
The Graduate Teaching Assistant Institute: The New Teaching Assistant Institute is a university-wide orientation for graduate teaching assistants, in partnership with academic and support units on campus. It is up to departments to decide to require or recommend that their students attend this program (*graduate students should ask their graduate program directors if they are unsure about participating). All attendees must register and are expected to attend the entire day. Go to Graduate Teaching Assistant Institute for more information.
Certification in College Teaching: The Michigan State University Certification in College Teaching program is an initiative of The Graduate School, in partnership with departments and colleges. The program is designed to help graduate students organize and develop their teaching experience in a systematic and thoughtful way. Program participants partake in a series of workshops, enroll in a graduate course devoted to teaching in higher education, engage in a mentored teaching experience with a faculty member and develop a teaching portfolio to highlight, organize and reflect upon their teaching experiences. Upon completion of the program, students receive an MSU Certificate in College Teaching and the accomplishment is noted on their transcript. Visit Certification in College Teaching for more information.