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Posted on: #iteachmsu
ASSESSING LEARNING
Pros & Cons of Video Proctoring
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?
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?
Authored by:
Casey Henley
Posted on: #iteachmsu
Pros & Cons of Video Proctoring
Introduction
A Tale of Two Tests:
Imagine that you are a student an...
A Tale of Two Tests:
Imagine that you are a student an...
Authored by:
ASSESSING LEARNING
Thursday, Nov 5, 2020
Posted on: Educator Stories
PEDAGOGICAL DESIGN
Candace Robertson's Educator Story
This week, we are featuring Candace Robertson, Master of Arts in Educational Technology (MAET) Assistant Director. Candace was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Candace’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Brainstorm.
What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
In practice, this looks like listening to learners and brainstorming with them to maximize their learning experiences and future professional opportunities. This is done with empathy and creative thinking, as I act as a solution-oriented sounding board. It also looks like me brainstorming as a reflective practitioner to improve the content, experience, and my facilitation abilities.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I work for the College of Education’s Master of Arts in Educational Technology (MAET) program, in the Department of Counseling, Educational Psychology, and Special Education (CEPSE). I advise our MAET students and teach courses for our program as well, among my other responsibilities. My interactions with learners and our instructors ranges from in-person, to hybrid, to fully online.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
A current challenge I am facing in my advising and teaching role is the hardships that PK-12 educators (many of our students) are facing in their professional roles and how that is impacting their ability to make the time and cognitive space needed for their graduate coursework. To support this challenge, our program provided training in trauma-informed practice to our instructors. On the student side, we worked with MSU’s CAPS to offer group connection sessions to focus on mental health.
What are practices you utilize that help you feel successful as an educator?
It helps me feel successful as an educator when a learner shares a positive or critical reflection of their experience with me. In working with educators as our learners, I want to be the best that I can be and when I’ve created the setting where the learner feels comfortable enough to reach out and share feedback at any point in the experience, I know that I’ve done well in building a trusting community focused on growth – my own included.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
I would be very interested to learn more about what other educators on campus are doing to support students who are facing challenging work demands and how they are accounting for this in their teaching and learning spaces. This is especially needed at the master’s level, where the majority of students are working full-time and balancing those demands with their graduate experience.
What are you looking forward to (or excited to be a part of) next semester?
We are excited to be able to offer our hybrid and overseas (face-to-face) cohorts this summer, after postponing the last two summers due to COVID-19. I’m excited for the opportunity to bring our students together safely in the same physical space to watch them explore and create together!
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Read more about Candace’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Brainstorm.
What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
In practice, this looks like listening to learners and brainstorming with them to maximize their learning experiences and future professional opportunities. This is done with empathy and creative thinking, as I act as a solution-oriented sounding board. It also looks like me brainstorming as a reflective practitioner to improve the content, experience, and my facilitation abilities.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I work for the College of Education’s Master of Arts in Educational Technology (MAET) program, in the Department of Counseling, Educational Psychology, and Special Education (CEPSE). I advise our MAET students and teach courses for our program as well, among my other responsibilities. My interactions with learners and our instructors ranges from in-person, to hybrid, to fully online.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
A current challenge I am facing in my advising and teaching role is the hardships that PK-12 educators (many of our students) are facing in their professional roles and how that is impacting their ability to make the time and cognitive space needed for their graduate coursework. To support this challenge, our program provided training in trauma-informed practice to our instructors. On the student side, we worked with MSU’s CAPS to offer group connection sessions to focus on mental health.
What are practices you utilize that help you feel successful as an educator?
It helps me feel successful as an educator when a learner shares a positive or critical reflection of their experience with me. In working with educators as our learners, I want to be the best that I can be and when I’ve created the setting where the learner feels comfortable enough to reach out and share feedback at any point in the experience, I know that I’ve done well in building a trusting community focused on growth – my own included.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
I would be very interested to learn more about what other educators on campus are doing to support students who are facing challenging work demands and how they are accounting for this in their teaching and learning spaces. This is especially needed at the master’s level, where the majority of students are working full-time and balancing those demands with their graduate experience.
What are you looking forward to (or excited to be a part of) next semester?
We are excited to be able to offer our hybrid and overseas (face-to-face) cohorts this summer, after postponing the last two summers due to COVID-19. I’m excited for the opportunity to bring our students together safely in the same physical space to watch them explore and create together!
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by:
Makena Neal
Posted on: Educator Stories
Candace Robertson's Educator Story
This week, we are featuring Candace Robertson, Master of Arts in Ed...
Posted by:
PEDAGOGICAL DESIGN
Wednesday, May 4, 2022
Posted on: Center for Teaching and Learning Innovation
NAVIGATING CONTEXT
Classroom Scenarios Sample Responses
This article provides sentence starters for various classroom scenarios, especially for Fall 2024. This post is the final part of the Civil Discourse in Classrooms series and playlist.
The following pages include scenarios with accompanying sentence starters that can help defuse or deflect speech or behavior that distracts or interrupts instruction. As always, these are context-, identity-, and classroom-dependent, and educators should use their discretion when adapting them. These scenarios are provided as a way to pre-reflect before you encounter these or similar scenarios. When the below sentence starters mention resources, you don’t need them immediately, as you can always follow-up with students when you don’t know. As educators, it is acceptable to not know the answer, to ask for time to find the right words, and to follow up after the fact with additional information.
Educator-Student Interactions and Boundaries
Scenario: You (the educator) make a remark that a student strongly reacts to.
Apologizing: “I used language that may have impacted several of you. I want to apologize, and I’ll do better in the future before using that language.”
Acknowledging: “That content of discussion must have been really heavy to deal with. I will follow-up with support resources after class, and if you want to talk more about it, [contact method].”
Acknowledging and Apologizing: “I have observed that I may have made a remark that has made some of you uncomfortable, and I apologize and promise this will be a learning moment for me.”
Scenario: A student directly asks you who you will vote for or your stance on a political issue.
The MSU Faculty Handbook states, “As citizens, the faculty/academic staff members of Michigan State University have the same rights and responsibilities of free speech, thought, and action as all citizens of the United States. Their position, however, imposes special obligations, such as emphasizing that they are not institutional spokespersons, and exercising appropriate restraint.” Some examples of reinforcing boundaries are below.
Reinforcing Boundaries: “Voting is a deeply personal decision for many folks. If you’re wanting to know more about the process to vote, I’m happy to provide those resources for you.”
Reinforcing Boundaries: “Because of my role at MSU, I’m going to keep my political positions to myself.”
Reinforcing Boundaries: “I have many deeply held beliefs that inform my decision to vote, and for whom I vote. In the classroom, I am focused on course content and making sure this is a place where all students can learn.”
Reinforcing Boundaries: “As a teacher, I’m here to teach you how to think, not what to think. As a voter, you should base your voting decision on the candidates’ stance on different issues, not on who others vote for.”
Redirecting to Course: “That political stance has been discussed in our field quite a bit. Would you like some scholarship on those various views in this field?.”
Defusing through Humor (humor is extremely context-dependent and may escalate tensions, so use discretion by choosing that path): “I can't tell you who I'm voting for, but I can tell you that whoever invents automatic sock sorters has my full endorsement!”
Classroom Disruption and Conflict
Scenario: Two students enter into a verbal disagreement that persists and intrudes on the instruction in the class.
Redirecting: “Let’s remember that our classroom norms mention that we respect class instruction time and our peers within the classroom.”
Acknowledging and Redirecting: “I notice y’all have some pretty strong emotions right now and that might be difficult. Right now, we need to turn our attention to the course instruction time, and we can chat after class to discuss more.”
Redirecting: “Is the discussion related to [teaching topic]? If not, I’ll have to ask you two to respect your classmates’ time and discuss this after class.”
Scenario: A student stands up in class and begins to speak loudly with the intent of disrupting or stopping instruction.
Ideally, refer to an existing norm or policy stated in the syllabus that clearly defines acceptable discourse practices in your classroom.
Listening and Redirecting: “I hear you, and your opinion matters. Right now is a time to focus on class content. Let’s continue this after class.”
Listening and Redirecting: “Thank you for your input, but right now, we need to continue with the course content for everyone’s learning.”
Defusing: If comfortable, you may want to use proximity to get closer to the student and calmly ask, “Please take a seat so I can continue instruction. If that’s not possible today, I’d be happy to catch up with you about course materials in office hours.”
Scenario: A student makes a particularly incendiary remark that clearly affects others in the room.
Acknowledging and Defusing: “I just want to take a moment here to recognize that those words may have impacted others in the room. As discussed in our community norms, we don’t use disparaging remarks in class. It’s my goal to keep our discourse focused on course content and to uphold our discourse norms so all are comfortable learning here.”
Acknowledging and Defusing: “Thank you for sharing and it sounds like you’re really feeling strongly about that issue. For now, we want to be cognizant that those words may have negative connotations for others. In order to abide by our classroom norms, we should not use phrases like that. “
Acknowledging and Defusing: “I think that we’ve heard some pretty heavy things, and I know that it can be helpful to take some time to process before we return to course material. Let’s take a brief moment for us all to channel our thoughts in a free write about this. ”
Naming Expectations: “These types of remarks can make students in this classroom uncomfortable. I will have to ask you to stop using this language in order to make this a respectful learning environment.”
Naming Expectations: “You know, that comment was outside the bounds of what’s acceptable in this class. I am going to return to the subject at hand.”
Scenario: A major news event distracts multiple students or otherwise interrupts the normal operations of the class.
Acknowledging and Defusing: “I wanted to acknowledge [event]. This is a heavy and difficult topic, and I want to take a moment to give us all time to process. We’ll try to move back into course content once we take a collective breath.”
Acknowledging and Defusing: “I know many of us may not be able to be fully present today because of [event]. I am going to do my best to move on with class, but I will post today’s core content online as well, for you to navigate when you are in a space to learn. You should review this before our next class on [day].”
Acknowledging and Redirecting: “Today may be hard for us today. We have some stress relief activities on campus for anyone who wants to participate [e.g., direct to therapy dogs on campus, other college/department stress relief or wellness activities happening].”
Political Engagement and Class Participation
Scenario: A student tells you they will miss class to attend a political event or protest.
Acknowledging and Setting Expectations: “Thank you for letting me know ahead of time, and that is your choice. If that is the case, the outcome for that decision in this course is [policy].”
Acknowledging and Setting Expectations: “I appreciate you letting me know and that is your right as a student. In terms of this course, you have [X] excused absences with no questions asked and this can count toward that.”
Acknowledging and Setting Expectations: “Just a reminder that this will overlap with our exam, and the policy on that is [policy].”
Acknowledging: “While I cannot comment on your decision to attend the event, as a teacher, I will ask you to please prioritize your personal safety when attending the event.”
Scenario: A student asks for an extension on an assignment or leniency on a grade due to political or protest activity on campus or more broadly in the world.
Acknowledging: “That sounds like you are trying to balance a lot. Your options in this case are [provide options for your course].”
Acknowledging and Setting Expectations: “You have the absolute right to protest; however, this extension would count toward your one late assignment submission. Is that something you’d like to use in this case?”
Acknowledging and Setting Expectations: “You are definitely free to make that decision, but there are consequences in the class for late assignments, which means [policy].”
Interpersonal Interactions and Political Concerns
Scenario: A student tells you that interactions with their peers on a course project made them uncomfortable or feel unsafe because of its politically-charged tone.
Please note that Mandatory Reporter guidelines apply to all RVSM and Title IX related statements.
Instruct the class on how to work with people who may have different points of view than you, with an emphasis on focusing on completing the group assignment and using respectful language and manners during work time. Also, decide whether allowing students to form their own groups would be a better way to avoid this situation from reoccurring.
Acknowledging and Defusing: “I’m so sorry to hear you did not feel safe in this course, and I appreciate you letting me know. What supports or modifications do you currently need to feel safer in the course?”
Acknowledging and Defusing: “Thank you for telling me. That must have been hard to do. Because this course does overlap with political topics, sometimes this may occur, but in the meantime, what would make you feel safer in these interactions in the future?”
Acknowledging and Defusing: “That sounds really difficult, and I’m so sorry that happened. Let’s discuss how you can still get the most out of this assignment?”
Scenario: A student comments to you about political or social remarks they heard another faculty or staff member make.
Reinforcing Boundaries: “Everyone’s stances are their personal decisions and sometimes we may disagree with others, but they still have the right to that expression.”
Redirecting to the Course: “That sounds like it upset you, and I’m sorry that happened. In this course, we will keep course content focused on the course learning goals.”
Resources
President Guskiewicz’s video on free speech and civil discourse
MSU’s Freedom of Speech
MSU Dialogues
MSU Votes
MSU Student Activism
Tuft’s Free Speech and Inclusion on Campus
Bridging Differences Playbook
Inclusive and Civil Classrooms
Maintaining Campus Community During the 2024 Election
Return to the Civil Discourse in the Classroom playlist.
The following pages include scenarios with accompanying sentence starters that can help defuse or deflect speech or behavior that distracts or interrupts instruction. As always, these are context-, identity-, and classroom-dependent, and educators should use their discretion when adapting them. These scenarios are provided as a way to pre-reflect before you encounter these or similar scenarios. When the below sentence starters mention resources, you don’t need them immediately, as you can always follow-up with students when you don’t know. As educators, it is acceptable to not know the answer, to ask for time to find the right words, and to follow up after the fact with additional information.
Educator-Student Interactions and Boundaries
Scenario: You (the educator) make a remark that a student strongly reacts to.
Apologizing: “I used language that may have impacted several of you. I want to apologize, and I’ll do better in the future before using that language.”
Acknowledging: “That content of discussion must have been really heavy to deal with. I will follow-up with support resources after class, and if you want to talk more about it, [contact method].”
Acknowledging and Apologizing: “I have observed that I may have made a remark that has made some of you uncomfortable, and I apologize and promise this will be a learning moment for me.”
Scenario: A student directly asks you who you will vote for or your stance on a political issue.
The MSU Faculty Handbook states, “As citizens, the faculty/academic staff members of Michigan State University have the same rights and responsibilities of free speech, thought, and action as all citizens of the United States. Their position, however, imposes special obligations, such as emphasizing that they are not institutional spokespersons, and exercising appropriate restraint.” Some examples of reinforcing boundaries are below.
Reinforcing Boundaries: “Voting is a deeply personal decision for many folks. If you’re wanting to know more about the process to vote, I’m happy to provide those resources for you.”
Reinforcing Boundaries: “Because of my role at MSU, I’m going to keep my political positions to myself.”
Reinforcing Boundaries: “I have many deeply held beliefs that inform my decision to vote, and for whom I vote. In the classroom, I am focused on course content and making sure this is a place where all students can learn.”
Reinforcing Boundaries: “As a teacher, I’m here to teach you how to think, not what to think. As a voter, you should base your voting decision on the candidates’ stance on different issues, not on who others vote for.”
Redirecting to Course: “That political stance has been discussed in our field quite a bit. Would you like some scholarship on those various views in this field?.”
Defusing through Humor (humor is extremely context-dependent and may escalate tensions, so use discretion by choosing that path): “I can't tell you who I'm voting for, but I can tell you that whoever invents automatic sock sorters has my full endorsement!”
Classroom Disruption and Conflict
Scenario: Two students enter into a verbal disagreement that persists and intrudes on the instruction in the class.
Redirecting: “Let’s remember that our classroom norms mention that we respect class instruction time and our peers within the classroom.”
Acknowledging and Redirecting: “I notice y’all have some pretty strong emotions right now and that might be difficult. Right now, we need to turn our attention to the course instruction time, and we can chat after class to discuss more.”
Redirecting: “Is the discussion related to [teaching topic]? If not, I’ll have to ask you two to respect your classmates’ time and discuss this after class.”
Scenario: A student stands up in class and begins to speak loudly with the intent of disrupting or stopping instruction.
Ideally, refer to an existing norm or policy stated in the syllabus that clearly defines acceptable discourse practices in your classroom.
Listening and Redirecting: “I hear you, and your opinion matters. Right now is a time to focus on class content. Let’s continue this after class.”
Listening and Redirecting: “Thank you for your input, but right now, we need to continue with the course content for everyone’s learning.”
Defusing: If comfortable, you may want to use proximity to get closer to the student and calmly ask, “Please take a seat so I can continue instruction. If that’s not possible today, I’d be happy to catch up with you about course materials in office hours.”
Scenario: A student makes a particularly incendiary remark that clearly affects others in the room.
Acknowledging and Defusing: “I just want to take a moment here to recognize that those words may have impacted others in the room. As discussed in our community norms, we don’t use disparaging remarks in class. It’s my goal to keep our discourse focused on course content and to uphold our discourse norms so all are comfortable learning here.”
Acknowledging and Defusing: “Thank you for sharing and it sounds like you’re really feeling strongly about that issue. For now, we want to be cognizant that those words may have negative connotations for others. In order to abide by our classroom norms, we should not use phrases like that. “
Acknowledging and Defusing: “I think that we’ve heard some pretty heavy things, and I know that it can be helpful to take some time to process before we return to course material. Let’s take a brief moment for us all to channel our thoughts in a free write about this. ”
Naming Expectations: “These types of remarks can make students in this classroom uncomfortable. I will have to ask you to stop using this language in order to make this a respectful learning environment.”
Naming Expectations: “You know, that comment was outside the bounds of what’s acceptable in this class. I am going to return to the subject at hand.”
Scenario: A major news event distracts multiple students or otherwise interrupts the normal operations of the class.
Acknowledging and Defusing: “I wanted to acknowledge [event]. This is a heavy and difficult topic, and I want to take a moment to give us all time to process. We’ll try to move back into course content once we take a collective breath.”
Acknowledging and Defusing: “I know many of us may not be able to be fully present today because of [event]. I am going to do my best to move on with class, but I will post today’s core content online as well, for you to navigate when you are in a space to learn. You should review this before our next class on [day].”
Acknowledging and Redirecting: “Today may be hard for us today. We have some stress relief activities on campus for anyone who wants to participate [e.g., direct to therapy dogs on campus, other college/department stress relief or wellness activities happening].”
Political Engagement and Class Participation
Scenario: A student tells you they will miss class to attend a political event or protest.
Acknowledging and Setting Expectations: “Thank you for letting me know ahead of time, and that is your choice. If that is the case, the outcome for that decision in this course is [policy].”
Acknowledging and Setting Expectations: “I appreciate you letting me know and that is your right as a student. In terms of this course, you have [X] excused absences with no questions asked and this can count toward that.”
Acknowledging and Setting Expectations: “Just a reminder that this will overlap with our exam, and the policy on that is [policy].”
Acknowledging: “While I cannot comment on your decision to attend the event, as a teacher, I will ask you to please prioritize your personal safety when attending the event.”
Scenario: A student asks for an extension on an assignment or leniency on a grade due to political or protest activity on campus or more broadly in the world.
Acknowledging: “That sounds like you are trying to balance a lot. Your options in this case are [provide options for your course].”
Acknowledging and Setting Expectations: “You have the absolute right to protest; however, this extension would count toward your one late assignment submission. Is that something you’d like to use in this case?”
Acknowledging and Setting Expectations: “You are definitely free to make that decision, but there are consequences in the class for late assignments, which means [policy].”
Interpersonal Interactions and Political Concerns
Scenario: A student tells you that interactions with their peers on a course project made them uncomfortable or feel unsafe because of its politically-charged tone.
Please note that Mandatory Reporter guidelines apply to all RVSM and Title IX related statements.
Instruct the class on how to work with people who may have different points of view than you, with an emphasis on focusing on completing the group assignment and using respectful language and manners during work time. Also, decide whether allowing students to form their own groups would be a better way to avoid this situation from reoccurring.
Acknowledging and Defusing: “I’m so sorry to hear you did not feel safe in this course, and I appreciate you letting me know. What supports or modifications do you currently need to feel safer in the course?”
Acknowledging and Defusing: “Thank you for telling me. That must have been hard to do. Because this course does overlap with political topics, sometimes this may occur, but in the meantime, what would make you feel safer in these interactions in the future?”
Acknowledging and Defusing: “That sounds really difficult, and I’m so sorry that happened. Let’s discuss how you can still get the most out of this assignment?”
Scenario: A student comments to you about political or social remarks they heard another faculty or staff member make.
Reinforcing Boundaries: “Everyone’s stances are their personal decisions and sometimes we may disagree with others, but they still have the right to that expression.”
Redirecting to the Course: “That sounds like it upset you, and I’m sorry that happened. In this course, we will keep course content focused on the course learning goals.”
Resources
President Guskiewicz’s video on free speech and civil discourse
MSU’s Freedom of Speech
MSU Dialogues
MSU Votes
MSU Student Activism
Tuft’s Free Speech and Inclusion on Campus
Bridging Differences Playbook
Inclusive and Civil Classrooms
Maintaining Campus Community During the 2024 Election
Return to the Civil Discourse in the Classroom playlist.
Posted by:
Bethany Meadows
Posted on: Center for Teaching and Learning Innovation
Classroom Scenarios Sample Responses
This article provides sentence starters for various classroom scena...
Posted by:
NAVIGATING CONTEXT
Tuesday, Aug 13, 2024
Posted on: #iteachmsu
NAVIGATING CONTEXT
THATCamp - Friday, January 22, 2022
At Digital Humanities at MSU THATCamp, we create space for meeting fellow members of the community in informal networking sessions, and we encourage people to share their work in impromptu discussions and workshops. THATCamp ("The Humanities and Technology Camp") is a gathering where the agenda is set by attendees on the day of the event based on what people want to learn and/or share. It is an event where students, staff, and faculty from any discipline and from all skill levels learn and build together in sessions proposed, led, and voted upon by the community.
This January, we are holding THATCamp as a virtual event from 9:30 am - 3:00 pm EST on Friday, January 28th, 2022. Register to attend!
Who is THATCamp for?This is an opportunity for people, whether formally a part of the DH@MSU community or not, to gather, learn from each other, and make connections to carry forward into the academic year. We welcome:
Members of the DH community, old and new
Students in the MSU Digital Humanities undergraduate minor or graduate certificate, and students interested in the minor/certificate
Humanists who are engaged in digital and computer-assisted research, teaching, and creation
Anyone interested in exploring digital topics especially (but not exclusively) in the areas of arts, humanities, and social sciences
Register by Monday, January 24th. Please direct any questions to Max Evjen evjendav@msu.edu.
This January, we are holding THATCamp as a virtual event from 9:30 am - 3:00 pm EST on Friday, January 28th, 2022. Register to attend!
Who is THATCamp for?This is an opportunity for people, whether formally a part of the DH@MSU community or not, to gather, learn from each other, and make connections to carry forward into the academic year. We welcome:
Members of the DH community, old and new
Students in the MSU Digital Humanities undergraduate minor or graduate certificate, and students interested in the minor/certificate
Humanists who are engaged in digital and computer-assisted research, teaching, and creation
Anyone interested in exploring digital topics especially (but not exclusively) in the areas of arts, humanities, and social sciences
Register by Monday, January 24th. Please direct any questions to Max Evjen evjendav@msu.edu.
Authored by:
Summer Issawi
Posted on: #iteachmsu
THATCamp - Friday, January 22, 2022
At Digital Humanities at MSU THATCamp, we create space for meeting ...
Authored by:
NAVIGATING CONTEXT
Friday, Nov 19, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Teaching after Tragedy-- Managing Academics
Although there is no simple solution to responding to a tragedy, the ways that we interact with our students in the next few weeks will be essential to rebuilding our community and moving forward. Below is a compilation of resources to employ as you return to the classroom. It is important to attend to the social and emotional needs of both you and your students after this campus tragedy. Once classes resume, it is important to recognize that while some students will be relieved for the return to a schedule, others may struggle to get back into the academic routine. Some students are not sleeping, some are experiencing extreme grief and anxiety, and many will have a hard time focusing on academics. Everyone will experience the campus tragedy differently, and it will be important to be flexible as the university moves forward. Below are recommendations for how to engage in “better” practices during this time.
Move slowly
You will need to acknowledge that learning will be more challenging since students and instructors have experienced a traumatic event:
Adjust your weekly in-class activities to be a quarter to a half of what they were.
Make more space for processing and reflecting on course content both in class and in the time between assignments, readings, etc.
Consider ending class early each week if students are tired mentally and emotionally.
Give more short breaks in long classes (consider two short breaks on the hour, vs. one longer break in the middle).
Resource for Course Policy Modifications After a Crisis Practical Strategies for Returning to Class. This resource contains examples of policies and adaptations you may consider. These are not meant to be read as recommendations that every instructor should adopt, but rather as possibilities that instructors can individually assess and adapt to their own teaching context.
Focus on Mastery Learning
A focus on mastery learning can help with an academic disruption. It is important to be mindful of the cognitive load. The goal of mastery learning is to ensure students learn content, not just perform on assessments. Mastery learning offers students multiple opportunities to demonstrate what they know. This is especially helpful when students’ cognition is overwhelmed by trauma. Ideas for implementation include:
Offer re-takes, re-writes and general revision of work
Offer a variety of formative and summative assessments including performance-based, written response, or oral communication
Offer students the opportunity to review
Organize student review sessions throughout the rest of the semester
Scaffold prior learning and continue to explicitly build content—any review is helpful
Resources for mastery learning (K12 resources are relevant)
What is Mastery Learning. https://research.com/education/what-is-mastery-learning A brief overview of the key elements of mastery learning.
Mastery Learning. https://tea.dtei.uci.edu/resources/mastery-learning/ A brief overview of mastery learning in the STEM field.
Grade Expectations. https://www.gse.harvard.edu/news/ed/19/05/grade-expectations. A brief overview of alternatives to high stakes grading.
Less is more
Adjust your activities and assignments to potentially be a quarter to a half of what they were. This requires that you focus on the absolute core content of the course. While it is interesting to extend learning around a topic, this is a time to get down to the basics of the content. These prompts might be able to help you make revisions to your syllabus and teaching practices:
Are there plans that no longer seem realistic?
Are there activities that you as an instructor do not have the capacity to assess?
Are there assignments you can take out all together?
Are there readings that can be on a “to-read” list after the semester rather than required for each week?
Can students meet in synchronous discussion groups in lieu of writing a discussion board?
If you’ve responded yes to any of these questions, adjust your syllabus and notify your students.
Managing evaluation
After an academic disruption due to a crisis, it can be challenging to adapt your semester plan. Students (and you) will likely have limited cognitive capacity and will need flexibility in learning and assessments. While you should still have high expectations for students, you may need to revise your pedagogy and curriculum. It will be important to consider your curriculum and ask yourself:
Can some units be combined?
Are there extended learning elements that can be taken out to focus on core concepts?
Can assessments (quizzes, tests) be revised slightly to focus on core concepts?
Instead of a lecture, can you create student focused, small group activities
What are other ways students can demonstrate knowledge: voice memos and voice to text, mind map, projects (Zines, podcasts, artwork, presentations, etc.)?
If you’ve responded yes to any of these questions, adjust your syllabus and notify your students.
Student Autonomy
One way to support students who experience trauma is to ensure that students have choices about how to manage their own behavior. While there are tasks students need to accomplish to earn a grade, to learn content, and move forward, they do need some cognitive flexibility. At the same time, some students will need direction with firm deadlines. Here are some recommendations for supporting student success:
Give students an option for when they take exams (day, time, etc.)
Offer options for the order of the work when able
Offer deadline flexibility/negotiation for those who need it, and firm deadlines for those who need the structure
Offer written and verbal options
Responding to Student Experience
When classes resume, it is important to acknowledge the campus tragedy with students. You do not need to be a licensed counselor to pause and explicitly state that you recognize the community has been harmed and that you are able to direct students to university resources meant to help them. It is also imperative to recognize our BIPOC, LGBTQIA2S+ , and international student population may experience this trauma differently, as the threat of violence connects directly to their social identity experiences. You can say:
I recognize that we have been through a tragedy as a campus
This is a hard time for everyone, and I am happy to listen, and there will be no easy fix
Please know that there are many resources available to you
I am happy to refer you to resources that support you during this time
We will all get through this challenging time together
Resources with ideas of how you can respond
https://cft.vanderbilt.edu/guides-sub-pages/crisis/
https://ctl.wustl.edu/resources/strategies-for-supporting-students-through-tragedy/
Students’ Perceptions of Helpful Faculty Actions Following a Collective Tragedy. This article investigates the most common instructor responses following a tragedy and which of those responses students find most helpful.
What to say
Leading Class Discussions
Acknowledging the collective experience after a campus tragedy is essential. This is why it is important for everyone to respond to the student experience, as described on the first day back resource. You do not have to lead a classroom discussion about the events. For some students, having conversations about the crisis makes them feel less safe. If you do choose to have a discussion, it will be important to inform the class ahead of time that you will be giving time in class to discuss and give students the option to arrive late to class. This is also true with “check-ins”. If you plan to give space each class period to discuss the crisis, be sure to inform students ahead of time and give them the option to arrive 10 minutes late to class.
Resources for leading a class discussion
https://www.niu.edu/citl/_pdf/leadingclassdiscussions.pdf
After A Campus Incident: General Talking Points and Conversation Guide
Taking Care of Yourself
Faculty and staff from other universities who experienced a campus crisis have said the most important factor in university recovery was ensuring their own rest and wellness. Examples:
Talk about it with people in your family and work network
Strive for balance in perspective
Turn off media and take a break, even briefly
Honor your feelings
Help others or do something productive
Take care of your physical health
Resources for caring for yourself after a tragedy
How to Respond in the Classroom: Moving Forward after Tragedy and Trauma
https://www.counseling.org/knowledge-center/coping-in-the-aftermath-of-a-shooting
Tips for College and University Students: Managing Your Distress in the Aftermath
These resources have been shared by a wide range of MSU faculty and staff, as well as colleagues from other institutions.
Move slowly
You will need to acknowledge that learning will be more challenging since students and instructors have experienced a traumatic event:
Adjust your weekly in-class activities to be a quarter to a half of what they were.
Make more space for processing and reflecting on course content both in class and in the time between assignments, readings, etc.
Consider ending class early each week if students are tired mentally and emotionally.
Give more short breaks in long classes (consider two short breaks on the hour, vs. one longer break in the middle).
Resource for Course Policy Modifications After a Crisis Practical Strategies for Returning to Class. This resource contains examples of policies and adaptations you may consider. These are not meant to be read as recommendations that every instructor should adopt, but rather as possibilities that instructors can individually assess and adapt to their own teaching context.
Focus on Mastery Learning
A focus on mastery learning can help with an academic disruption. It is important to be mindful of the cognitive load. The goal of mastery learning is to ensure students learn content, not just perform on assessments. Mastery learning offers students multiple opportunities to demonstrate what they know. This is especially helpful when students’ cognition is overwhelmed by trauma. Ideas for implementation include:
Offer re-takes, re-writes and general revision of work
Offer a variety of formative and summative assessments including performance-based, written response, or oral communication
Offer students the opportunity to review
Organize student review sessions throughout the rest of the semester
Scaffold prior learning and continue to explicitly build content—any review is helpful
Resources for mastery learning (K12 resources are relevant)
What is Mastery Learning. https://research.com/education/what-is-mastery-learning A brief overview of the key elements of mastery learning.
Mastery Learning. https://tea.dtei.uci.edu/resources/mastery-learning/ A brief overview of mastery learning in the STEM field.
Grade Expectations. https://www.gse.harvard.edu/news/ed/19/05/grade-expectations. A brief overview of alternatives to high stakes grading.
Less is more
Adjust your activities and assignments to potentially be a quarter to a half of what they were. This requires that you focus on the absolute core content of the course. While it is interesting to extend learning around a topic, this is a time to get down to the basics of the content. These prompts might be able to help you make revisions to your syllabus and teaching practices:
Are there plans that no longer seem realistic?
Are there activities that you as an instructor do not have the capacity to assess?
Are there assignments you can take out all together?
Are there readings that can be on a “to-read” list after the semester rather than required for each week?
Can students meet in synchronous discussion groups in lieu of writing a discussion board?
If you’ve responded yes to any of these questions, adjust your syllabus and notify your students.
Managing evaluation
After an academic disruption due to a crisis, it can be challenging to adapt your semester plan. Students (and you) will likely have limited cognitive capacity and will need flexibility in learning and assessments. While you should still have high expectations for students, you may need to revise your pedagogy and curriculum. It will be important to consider your curriculum and ask yourself:
Can some units be combined?
Are there extended learning elements that can be taken out to focus on core concepts?
Can assessments (quizzes, tests) be revised slightly to focus on core concepts?
Instead of a lecture, can you create student focused, small group activities
What are other ways students can demonstrate knowledge: voice memos and voice to text, mind map, projects (Zines, podcasts, artwork, presentations, etc.)?
If you’ve responded yes to any of these questions, adjust your syllabus and notify your students.
Student Autonomy
One way to support students who experience trauma is to ensure that students have choices about how to manage their own behavior. While there are tasks students need to accomplish to earn a grade, to learn content, and move forward, they do need some cognitive flexibility. At the same time, some students will need direction with firm deadlines. Here are some recommendations for supporting student success:
Give students an option for when they take exams (day, time, etc.)
Offer options for the order of the work when able
Offer deadline flexibility/negotiation for those who need it, and firm deadlines for those who need the structure
Offer written and verbal options
Responding to Student Experience
When classes resume, it is important to acknowledge the campus tragedy with students. You do not need to be a licensed counselor to pause and explicitly state that you recognize the community has been harmed and that you are able to direct students to university resources meant to help them. It is also imperative to recognize our BIPOC, LGBTQIA2S+ , and international student population may experience this trauma differently, as the threat of violence connects directly to their social identity experiences. You can say:
I recognize that we have been through a tragedy as a campus
This is a hard time for everyone, and I am happy to listen, and there will be no easy fix
Please know that there are many resources available to you
I am happy to refer you to resources that support you during this time
We will all get through this challenging time together
Resources with ideas of how you can respond
https://cft.vanderbilt.edu/guides-sub-pages/crisis/
https://ctl.wustl.edu/resources/strategies-for-supporting-students-through-tragedy/
Students’ Perceptions of Helpful Faculty Actions Following a Collective Tragedy. This article investigates the most common instructor responses following a tragedy and which of those responses students find most helpful.
What to say
Leading Class Discussions
Acknowledging the collective experience after a campus tragedy is essential. This is why it is important for everyone to respond to the student experience, as described on the first day back resource. You do not have to lead a classroom discussion about the events. For some students, having conversations about the crisis makes them feel less safe. If you do choose to have a discussion, it will be important to inform the class ahead of time that you will be giving time in class to discuss and give students the option to arrive late to class. This is also true with “check-ins”. If you plan to give space each class period to discuss the crisis, be sure to inform students ahead of time and give them the option to arrive 10 minutes late to class.
Resources for leading a class discussion
https://www.niu.edu/citl/_pdf/leadingclassdiscussions.pdf
After A Campus Incident: General Talking Points and Conversation Guide
Taking Care of Yourself
Faculty and staff from other universities who experienced a campus crisis have said the most important factor in university recovery was ensuring their own rest and wellness. Examples:
Talk about it with people in your family and work network
Strive for balance in perspective
Turn off media and take a break, even briefly
Honor your feelings
Help others or do something productive
Take care of your physical health
Resources for caring for yourself after a tragedy
How to Respond in the Classroom: Moving Forward after Tragedy and Trauma
https://www.counseling.org/knowledge-center/coping-in-the-aftermath-of-a-shooting
Tips for College and University Students: Managing Your Distress in the Aftermath
These resources have been shared by a wide range of MSU faculty and staff, as well as colleagues from other institutions.
Posted by:
Makena Neal
Posted on: #iteachmsu
Teaching after Tragedy-- Managing Academics
Although there is no simple solution to responding to a tragedy, th...
Posted by:
PEDAGOGICAL DESIGN
Friday, Feb 17, 2023
Posted on: #iteachmsu
NAVIGATING CONTEXT
Making Something Out of Nothing: Experiential Learning, Digital Publishing, and Budget Cuts
The Cube (publishing - process - praxis) is a publishing nexus housed in Michigan State University's Department of Writing, Rhetoric, and American Cultures (WRAC). The Cube supports, promotes, and produces open-access works created by diverse members of the mid-Michigan and Michigan State communities. Our publishing focuses on messages of social justice, accessibility, diversity, and inclusion. We provide a space for diverse voices to publish and advocate for their work and engage with audiences they would otherwise have difficulty reaching. This Poster, featuring The Cube's director, its graduate assistant, and its lead undergraduate web developer, will provide an overview of the work the Cube does, from brainstorming to final product, and show how we faced adversity and thought creatively in the wake of massive budget cuts to the humanities.
To access a PDF of the "We Are The Cube" poster, click here.
Description of the Poster
This poster is made using something similar to a mind map, with bubbles named “high-impact experiential learning,” “people,” “mentorship and community,” “projects,” “process,” and “skills.” Surrounding those bubbles are smaller bubbles with descriptions (described below).
We are The Cube.
Publishing - Process - Praxis
We are a publishing nexus that supports, promotes, and produces open-access work created by diverse members of the mid-Michigan community, focusing on messages of social justice, accessibility, diversity, and inclusion through high-impact experiential learning. We provide a space for diverse ranges of persons, places, and communities to publish and advocate for their work and to engage with audiences they would otherwise be unable to reach.
High-Impact Experiential Learning Circle:
Mentorship is key. Project proposals come to The Cube via our website; from there, we review projects and hire paid undergraduate and graduate interns to complete the work. At any given time, The Cube has between twelve and twenty interns, and our entire budget is dedicated to labor.
Throughout our processes, students are mentored by faculty members, encouraged to take risks and make mistakes, praised for their good work, and given credit for that work. For a full list of our mentors and interns, see our website: https://thecubemsu.com/.
Experiential learning programs allow students to take risks, make mistakes, and learn from those mistakes in a safe and supportive environment.
There are two goals. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process.
Experiential learning works in four stages:
concrete learning,
reflective observation,
abstract conceptualization, and
active experimentation.
All of these are key for developing both hard and soft skills, which students will need to be ethical pioneers in their fields and in their communities.
Representative People Circle:
Catherine Davis, User Experience and Design Intern
Shelby Smith, Writing and Editing Intern
Grace Houdek, Graphic Design Intern
Jaclyn Krizanic, Social Media Intern
Jeanetta Mohlke-Hill, Editorial Assistant
Emily Lin, Lead UX Designer
Mitch Carr, Graduate Assistant and Project Coordinator
Kara Headly, Former Social Media Intern
Community & Mentorship Circle:
Dr. Kate Birdsall, Director
Dr. Alexandra Hidalgo, Editor-in-Chief
Dr. Marohang Lumbu, Editor-in-Chief
The Writing Center at MSU
Writing, Rhetoric, and American Cultures (WRAC) at MSU
Projects Circle:
The Current, digital and print magazine
JOGLTEP, academic journal
Constellations, academic journal
Agnes Films, feminist film collective
The Red Cedar review, literary journal
REO Town Reading Series Anthology, digital book
Superheroes Die in the Summer, digital book
Process Circle:
Brainstorming
Collaboration
Client Relations
Consistent Voice and Branding
UX Design and Engineering
Skills Circle:
Confidence
Editing and Writing Style Guides
Professional Development
Risk Analysis
Develop Professional Portfolio
Human Centered Design
Developmental and Copy Editing
Poster by: Dr. Kate Birdsall, Mitch Carr, and Emily Lin (Writing, Rhetoric, and American Cultures (WRAC) Department))
To access a PDF of the "We Are The Cube" poster, click here.
Description of the Poster
This poster is made using something similar to a mind map, with bubbles named “high-impact experiential learning,” “people,” “mentorship and community,” “projects,” “process,” and “skills.” Surrounding those bubbles are smaller bubbles with descriptions (described below).
We are The Cube.
Publishing - Process - Praxis
We are a publishing nexus that supports, promotes, and produces open-access work created by diverse members of the mid-Michigan community, focusing on messages of social justice, accessibility, diversity, and inclusion through high-impact experiential learning. We provide a space for diverse ranges of persons, places, and communities to publish and advocate for their work and to engage with audiences they would otherwise be unable to reach.
High-Impact Experiential Learning Circle:
Mentorship is key. Project proposals come to The Cube via our website; from there, we review projects and hire paid undergraduate and graduate interns to complete the work. At any given time, The Cube has between twelve and twenty interns, and our entire budget is dedicated to labor.
Throughout our processes, students are mentored by faculty members, encouraged to take risks and make mistakes, praised for their good work, and given credit for that work. For a full list of our mentors and interns, see our website: https://thecubemsu.com/.
Experiential learning programs allow students to take risks, make mistakes, and learn from those mistakes in a safe and supportive environment.
There are two goals. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process.
Experiential learning works in four stages:
concrete learning,
reflective observation,
abstract conceptualization, and
active experimentation.
All of these are key for developing both hard and soft skills, which students will need to be ethical pioneers in their fields and in their communities.
Representative People Circle:
Catherine Davis, User Experience and Design Intern
Shelby Smith, Writing and Editing Intern
Grace Houdek, Graphic Design Intern
Jaclyn Krizanic, Social Media Intern
Jeanetta Mohlke-Hill, Editorial Assistant
Emily Lin, Lead UX Designer
Mitch Carr, Graduate Assistant and Project Coordinator
Kara Headly, Former Social Media Intern
Community & Mentorship Circle:
Dr. Kate Birdsall, Director
Dr. Alexandra Hidalgo, Editor-in-Chief
Dr. Marohang Lumbu, Editor-in-Chief
The Writing Center at MSU
Writing, Rhetoric, and American Cultures (WRAC) at MSU
Projects Circle:
The Current, digital and print magazine
JOGLTEP, academic journal
Constellations, academic journal
Agnes Films, feminist film collective
The Red Cedar review, literary journal
REO Town Reading Series Anthology, digital book
Superheroes Die in the Summer, digital book
Process Circle:
Brainstorming
Collaboration
Client Relations
Consistent Voice and Branding
UX Design and Engineering
Skills Circle:
Confidence
Editing and Writing Style Guides
Professional Development
Risk Analysis
Develop Professional Portfolio
Human Centered Design
Developmental and Copy Editing
Poster by: Dr. Kate Birdsall, Mitch Carr, and Emily Lin (Writing, Rhetoric, and American Cultures (WRAC) Department))
Authored by:
Kate Birdsall, Mitch Carr, Emily Lin
Posted on: #iteachmsu
Making Something Out of Nothing: Experiential Learning, Digital Publishing, and Budget Cuts
The Cube (publishing - process - praxis) is a publishing nexus hous...
Authored by:
NAVIGATING CONTEXT
Monday, Apr 26, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Hui-Ling Malone's Educator Story
This week, we are featuring Hui-Ling Malone, Assistant Professor of English Education. Dr. Malone was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Hui-Ling’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Connection.
Share with me what this word/quality looks like in your practice?
At the end of the day teaching is about sharing with each other, learning from one another and seeing ourselves in others. It is about creating a community willing to engage in content that helps us think deeply about the world around us. It is the willingness to be vulnerable, which as Brene Brown helped us understand, creates connection.
Have your ideas on this changed over time? if so how?
I’ve taught in several communities that ranged in different age groups, racial backgrounds, socio economic status, religion, language, etc. I’ve learned that teaching is deeply relational, and one does not learn and grow in an environment where they don’t feel safe enough to take risks and thrive.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am a Visiting English Education professor in the English Department. Most of my students plan on being secondary English teachers. It’s exciting and a great privilege to teach the next generation that will teach the next generation! :) I also include community members such as activists, artists, and young leaders to visit and co-teach my class. As a teacher educator, I want my students to know that they are not alone in their pursuit of educational equity and encourage them to build with others outside of their classrooms.
What is a challenge you experience in your educator role?
Throughout this pandemic many of my students have encountered personal challenges, such as loss, illness and maintaining their emotional and mental wellness.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I encourage my students to communicate with me when they need additional support. I also allow students to zoom in, as some are immunocompromised or want to protect the elderly and vulnerable who are in their close circle. I think this pandemic has taught me to be flexible and to remain as inclusive as possible for all my students.
What are practices you utilize that help you feel successful as an educator?
As much as possible, I try to maintain my own personal health and wellness. I practice self care so that I am in a place to show up for my students. I value communication, transparency and make an effort to create a classroom environment where everyone feels valued, safe and excited to participate! Also, I don’t lecture. It’s never been my style. As much as possible, I provide opportunities for students to teach each other and activities that are experiential and prime for reflection and connection.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
I’m relatively new to MSU (I started as faculty in Fall 2020) and understand that there are so many incredible educators who are doing great work. Unfortunately, due to the nature of our work and the pandemic, I’ve been a bit isolated. I’d love for this page to showcase the work educators are doing to learn and connect with others across campus.
I also know that there is so much going on in the world and see that it is important for us to engage in difficult but necessary conversations around race, identity, the political climate, etc. Perhaps there can be a space to showcase what conversations our classrooms are having and how they can be productive.
What are you looking forward to (or excited to be a part of) next semester?
I’m excited to keep learning from and building with my colleagues and students!
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Read more about Hui-Ling’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Connection.
Share with me what this word/quality looks like in your practice?
At the end of the day teaching is about sharing with each other, learning from one another and seeing ourselves in others. It is about creating a community willing to engage in content that helps us think deeply about the world around us. It is the willingness to be vulnerable, which as Brene Brown helped us understand, creates connection.
Have your ideas on this changed over time? if so how?
I’ve taught in several communities that ranged in different age groups, racial backgrounds, socio economic status, religion, language, etc. I’ve learned that teaching is deeply relational, and one does not learn and grow in an environment where they don’t feel safe enough to take risks and thrive.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am a Visiting English Education professor in the English Department. Most of my students plan on being secondary English teachers. It’s exciting and a great privilege to teach the next generation that will teach the next generation! :) I also include community members such as activists, artists, and young leaders to visit and co-teach my class. As a teacher educator, I want my students to know that they are not alone in their pursuit of educational equity and encourage them to build with others outside of their classrooms.
What is a challenge you experience in your educator role?
Throughout this pandemic many of my students have encountered personal challenges, such as loss, illness and maintaining their emotional and mental wellness.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I encourage my students to communicate with me when they need additional support. I also allow students to zoom in, as some are immunocompromised or want to protect the elderly and vulnerable who are in their close circle. I think this pandemic has taught me to be flexible and to remain as inclusive as possible for all my students.
What are practices you utilize that help you feel successful as an educator?
As much as possible, I try to maintain my own personal health and wellness. I practice self care so that I am in a place to show up for my students. I value communication, transparency and make an effort to create a classroom environment where everyone feels valued, safe and excited to participate! Also, I don’t lecture. It’s never been my style. As much as possible, I provide opportunities for students to teach each other and activities that are experiential and prime for reflection and connection.
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at msu?
I’m relatively new to MSU (I started as faculty in Fall 2020) and understand that there are so many incredible educators who are doing great work. Unfortunately, due to the nature of our work and the pandemic, I’ve been a bit isolated. I’d love for this page to showcase the work educators are doing to learn and connect with others across campus.
I also know that there is so much going on in the world and see that it is important for us to engage in difficult but necessary conversations around race, identity, the political climate, etc. Perhaps there can be a space to showcase what conversations our classrooms are having and how they can be productive.
What are you looking forward to (or excited to be a part of) next semester?
I’m excited to keep learning from and building with my colleagues and students!
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by:
Makena Neal
Posted on: #iteachmsu
Hui-Ling Malone's Educator Story
This week, we are featuring Hui-Ling Malone, Assistant Professor of...
Posted by:
PEDAGOGICAL DESIGN
Monday, Mar 14, 2022
Posted on: Teaching Toolkit Tailgate
NAVIGATING CONTEXT
Preventing Relationship Violence & Sexual Misconduct @ MSU
About the Prevention, Outreach & Education Department:
The mission of the Prevention, Outreach & Education (POE) Department is to educate and empower students, faculty and staff to become advocates for a violent-free community.
What We Do:
Prevention involves all of us. Our department approaches violence prevention by calling on everyone to be a part of changing the culture. We educate the campus community and provide educational resources, see the back for a sneak peek!
We do a variety of outreach events. The It’s On Us campaign is in October & April to raise awareness about relationship violence & sexual assault. The annual POE summit held every March on the last Friday brings together the campus community.
Our department is passionate about educating the campus community.
Request an educational training today on our website: poe.msu.edu
POE Tips for TA’s:
Ask your department to have the POE Department come in to present, train, or facilitate.
Be proactive rather than reactive and let students know that you are a mandatory reporter.
Remember to utilize reflective listening and be clear about your role: you are not an investigator and you are not a counselor for the students you teach.
Supporting as a Mandatory Reporter
ALL University employees, other than confidential employees, have reporting obligation when the employee becomes aware of relationship violence, stalking, or sexual misconduct. Read more about mandatory reporting here: https://oie.msu.edu/resources/mandatory-reporters.html
Disclosure Strategies
Be open and listen - only ask open ended questions; follow the lead of the survivor and go at their pace; Believe the survivor and offer support & resources - “How can I support you?”
Support
Wait for a pause: “Thank you for trusting me. I am a mandatory reporter; can I tell you more about what this means?”
Inform
Complete the university’s online Public Incident Report Form http://www.oie.msu.edu.
Report
Example Syllabi Language:
Michigan State University is committed to advancing a culture of respect, awareness, and compassion. Title IX and the MSU RVSM Policy prohibits relationship violence and sexual misconduct - including sexual assault, sexual harassment, sexual exploitation, and stalking. I understand that gender-based violence can undermine a students' academic success and I am committed to supporting survivors. According to university policy, I am a mandatory reporter, and therefore required to report information shared with me about incidences of relationship violence and sexual misconduct.
If you would like to be connected with confidential and free resources, please see below:
MSU Center For Suvivors - https://centerforsurvivors.msu.edu/
MSU Safe Place - https://centerforsurvivors.msu.edu/resources-and-coping/msu-safe-place/
EVE - https://www.eveinc.org/
Contact us to request a training or resource!
Olds Hall
408 W. Circle Dr. Suite 101
East Lansing, MI 48824
poe.msu.edu
empower@msu.edu
facebook.com/POEmsu
The mission of the Prevention, Outreach & Education (POE) Department is to educate and empower students, faculty and staff to become advocates for a violent-free community.
What We Do:
Prevention involves all of us. Our department approaches violence prevention by calling on everyone to be a part of changing the culture. We educate the campus community and provide educational resources, see the back for a sneak peek!
We do a variety of outreach events. The It’s On Us campaign is in October & April to raise awareness about relationship violence & sexual assault. The annual POE summit held every March on the last Friday brings together the campus community.
Our department is passionate about educating the campus community.
Request an educational training today on our website: poe.msu.edu
POE Tips for TA’s:
Ask your department to have the POE Department come in to present, train, or facilitate.
Be proactive rather than reactive and let students know that you are a mandatory reporter.
Remember to utilize reflective listening and be clear about your role: you are not an investigator and you are not a counselor for the students you teach.
Supporting as a Mandatory Reporter
ALL University employees, other than confidential employees, have reporting obligation when the employee becomes aware of relationship violence, stalking, or sexual misconduct. Read more about mandatory reporting here: https://oie.msu.edu/resources/mandatory-reporters.html
Disclosure Strategies
Be open and listen - only ask open ended questions; follow the lead of the survivor and go at their pace; Believe the survivor and offer support & resources - “How can I support you?”
Support
Wait for a pause: “Thank you for trusting me. I am a mandatory reporter; can I tell you more about what this means?”
Inform
Complete the university’s online Public Incident Report Form http://www.oie.msu.edu.
Report
Example Syllabi Language:
Michigan State University is committed to advancing a culture of respect, awareness, and compassion. Title IX and the MSU RVSM Policy prohibits relationship violence and sexual misconduct - including sexual assault, sexual harassment, sexual exploitation, and stalking. I understand that gender-based violence can undermine a students' academic success and I am committed to supporting survivors. According to university policy, I am a mandatory reporter, and therefore required to report information shared with me about incidences of relationship violence and sexual misconduct.
If you would like to be connected with confidential and free resources, please see below:
MSU Center For Suvivors - https://centerforsurvivors.msu.edu/
MSU Safe Place - https://centerforsurvivors.msu.edu/resources-and-coping/msu-safe-place/
EVE - https://www.eveinc.org/
Contact us to request a training or resource!
Olds Hall
408 W. Circle Dr. Suite 101
East Lansing, MI 48824
poe.msu.edu
empower@msu.edu
facebook.com/POEmsu
Authored by:
MSU Prevention Outreach and Education (POE)
Posted on: Teaching Toolkit Tailgate
Preventing Relationship Violence & Sexual Misconduct @ MSU
About the Prevention, Outreach & Education Department:
The miss...
The miss...
Authored by:
NAVIGATING CONTEXT
Thursday, Jul 30, 2020