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As we contemplate re-entering the classroom, we are likely still grappling with our own reactions to this tragic event. At the same time, many of us are wondering how best to support students experiencing grief, trauma, and fear in the aftermath of violence. There is no perfect way to teach during a crisis, but it is important to explicitly acknowledge what has happened and adjust your teaching accordingly. How you adjust will depend on your relationships to students, the size and nature of your class, and the types of interventions you feel equipped to make. These might range from a simple moment of silence and a reduced workload to a more structured debrief and discussion. Specific pointers for such debriefs are offered by trauma therapist Carolyn Schuyler (LCSW, UVA Visiting Scholar) below, along with general strategies for signalizing compassion and care that are relevant for all of us.




While it is necessary to acknowledge the tragic gun violence and the devastating loss of classmates and to create space for connecting with the emotions and needs of students, we recognize not everyone feels equipped for this work or is inclined to go there for a variety of reasons. We hope this information provides enough suggestions to help you arrive at an approach that works for you.
To guide your decisions, consider asking for quick feedback from your students. Being prepared to meet students where they are is worth the time and thought. Points to consider:

In times of turmoil, predictability and structure are vitally important. Students will benefit from the structure and predictability you provide.
Sharing feelings and discussing the tragic events may be too overwhelming for some students, so it is important to make clear students have choice in how they participate. Opting out is perfectly acceptable. Welcome and invite direct feedback.
It may be wise to send an email to your students to let them know what to expect when they return to class. This Google Folder contains a "Post-crisis student feedback form" is one way to get a read on your students’ needs before sending a proposed class agenda. You may make clear that the plan is subject to change based on the evolving input and needs of the class.

This document outlines how you can make a copy of the form and customize for your setting. 
please make sure you are logged into your MSU google drive to access.


You may be concerned students will be overwhelmed if every class includes processing, but it is better to err on the side of providing support than to overlook student needs. This is such a significant event. It is important to acknowledge the event at minimum even if others will do the same.

Below you will find a suggestion for the first class back and a list of alternative approaches for acknowledging the tragic event. All suggestions may be adapted for office hour meetings or for classes.
First Class Back: Normalize Feelings
It is natural to experience a wide range of fluctuating emotions in response to the events of the last few days. Some students may present as highly emotional and distressed, while others may appear shut down and numb. Many will question why they are not feeling strong emotion at all. Normalizing all reactions paves the way for open sharing and the healing power of community.
In greeting students when they come back to class, you might begin by naming and honoring those students lost by stating their names slowly with reverence.
"In honor of the beloved students we lost on Monday, I would like to take a moment to say their names. Please join me in honoring them and their loved ones. Brian Fraser, Alexandria Verner, Arielle Anderson" (Read the names slowly or invite a student to do so.)
After allowing for a moment of silence, briefly share how you have been processing the news. This gives permission for the students to reflect on their own experiences and shows that you have their needs in mind.
"I have been holding all of you in my thoughts in the last few days. I notice that I have deep concern about the rise of gun violence and its cost for your generation, and I find myself reflecting on how it may be impacting your worldview."
Secondly, take a moment to validate and normalize feelings. Make explicit your understanding of the wide range of reactions students may be experiencing.
"Whatever you are feeling, you can be sure you are not alone in that experience. There are others who are traveling this path right along with you. We can expect a range of reactions from outrage to anxiety to numbness. You may feel a wide range of feelings at different points and in different contexts. To process this experience, it is vital to connect with others and seek support as needed."
After this introduction, you may give the students the option for a 1) quiet moment of reflection or 2) time to journal for five minutes. Suggest a clear prompt such as: "I am _____."  This sentence stem gives permission to go in any direction while centering the writing on the self.
Following the reflection time or journal writing, ask a few volunteers to read excerpts of their work or to share their thoughts. In large classes, you may invite students to share with a partner. Ask that comments not be made after reading or listening to each other, but rather suggest that gratitude be expressed for the opportunity to connect. 
"Thank you for the gift of your words."
To wrap up the experience, speak to the power of sharing our stories to build strong networks of social support. Mention your hope that students will continue to share deeply with each other.
"Our ability to speak to our experience connects us in meaningful ways. Knowing and caring for each other is what makes healing possible."
Our job is simple but profound. It is to be present with what students are experiencing with genuine openness, concern, and curiosity. To do this, we may take a moment to ground ourselves and set an intention to be relaxed and open in our demeanor. There is deep cultural conditioning to try to move away from distress, but it is the ability to stay with feelings without judgment or agenda that offers the strongest emotional support.
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard?  Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others?
Additional Ways to Support Students
The shared purpose of all the strategies below is to honor the students’ emotional experience, provide a holding space for connecting on a deep level, and invite hope for moving forward. Gestures of connection and care restore a sense of safety and allow for a renewed sense of community to emerge.
Offer nurturance. Often the first step in assisting people in crisis is to offer a blanket, some water, and food to eat. While this is not the response called for in our circumstance, the ability to offer gestures of support and care for one another is essential. You might bring tea or coffee to class, flowers to share with each student, or an invitation for a meal at your home. Once the basic need for nurturance is met, healing truly begins. If none of these concrete suggestions fit, consider taking a moment to directly express you care for the students.
"I want to take a moment to say to you directly that I care deeply about what you have experienced since Monday evening. I have found myself imagining what your days have been like with a hope that you are finding the kindness, gentleness, and care we all need right now.  I am hoping that you can feel this from me even though we don’t have adequate space and time to do all that is truly called for in this circumstance."
Name the feelings. Ask students to call out the feeling words and phrases that match their experience of the last few days. 
“I want to honor each one of you and the experiences you have had in the last few days. To do that, I am going to ask you to share words or short phrases (popcorn style) that capture your feelings. Likely, you have had a wide range of emotional reactions, and I invite you to name them in all their complexity. I will be recording the words without comment on the white board*. I ask that we speak and listen to the words with a spirit of reverence for our shared humanity, recognizing the broad range of histories and experiences that inform our reactions. Once the words and phrases are up, we will take a moment of silence to acknowledge our variety of experience.”*In virtual spaces, a similar outcome can be acheived by using a chat water fall (prompting participants to share their words in the chat at the same time [countt down]) and pulling responses into a word cloud to visualize. 
When the brainstorm is complete, validate the full range of human emotions that arise in times of tragedy. If the words and phrases shared do not capture a full range of emotion, you may mention to students some of the internal experiences that are expected in times of distress.
"I’d like to share with you some of the additional experiences you may notice in yourself and your friends. It is expected that you may have difficulty concentrating. You may experience waves of anger, sadness, fear, and anxiety. Some of you may notice a strong sense of compassion and tenderness and a desire to connect with others to honor the deceased or make your voice heard by lawmakers. At times, you may also notice a sense of disorientation and unease given the violent disruption of life on our campus. You may also notice painful associations from earlier in your life. Some of you may feel a need to 'move on' or a sense of unease with the feeling that violence has become expected and, in some ways, normalized."
To transition the conversation, take a moment to acknowledge their willingness to share.
"I want to thank you for your willingness to share the truth of your experience. I am now inviting all of us to take two minutes in silence to honor one another, the larger community, and those most impacted by the tragic loss on Monday. If you would like to reflect in writing, drawing, or movement, please feel free to do that."
If it feels right, you may move towards brainstorming ways of coping that promote mental wellness. 
"There is wisdom in this room. This is not the first hardship you have faced, although it may feel very different. Many of you have found ways of coping and even thriving through challenging times. I want to invite a period of sharing concrete mindsets and strategies that are in your toolboxes or that you feel the need to create now. I will record the ideas on the white board. You’ll be invited to take a picture of the white board for further reflection. Sometimes we need a chance to reflect on unhelpful approaches that we want to discontinue and space to consider new strategies. I hope this time will give you that opportunity."
Again, thank the students.
Affirm community. Ask students how they want to affirm community at MSU in the days ahead.
"At some point in our processing of the events of the last few days, we may start to wonder what we can actually do that will be meaningful and genuinely helpful. Without a doubt, cultivating a strong sense of community is powerfully important. We are social beings and healing happens together, never alone. I want to invite you to reflect on what you believe builds community in your own life and on campus. Please find two other classmates to spend five minutes discussing what builds connectedness in this time and beyond. For example, you might point to the importance of slowing down to greet people when walking or having longer, leisurely meals with friends to intentionally check in with each other. You may have larger ideas having to do, for example, with how spaces are configured or how information is communicated. Once we have had time to talk in small groups, we will reconvene for idea sharing."
Please note: You may broaden this discussion to suggest reflection on actions on a societal level. This will open discourse on our political climate, on race, and other critical issues that students may have a pressing need to discuss. If you go this direction, it is critical to set ground rules (Agreements for Multicultural Interactions) or review already established expectations for difficult conversations.
Seek connection. Ask students to interview each other about works of art and literature (books, paintings, poems, music, and films) that have helped them in hard times before.
"Artists, musicians, writers, and poets have always been guides and supports in deepening our understanding of what it means to be human, particularly in times of suffering.  As a means of coming together as a class today, I would like to invite you to gather in groups of three to discuss the art and literature that has been most nourishing to you. Please reflect on what it may mean to you now. To set the stage, I would like to briefly share with you (a piece of music, a painting, a short reading) that has been meaningful to me. I hope it will be of support to you as well."
Encourage students to plan times outside of class to share these sources of meaning and inspiration with each other. Remind them of the power of nature on campus to offer solace.
"Thank you for taking the time to share with each other the power of your experiences with art and literature. I encourage you to continue having these discussions and invite you to seek out new sources of beauty, wisdom, and understanding. The natural world on our campus, like a piece of art, may serve as a source of solace and strength as well. I hope you will have time to linger in spaces you enjoy."
Thank you again for your thoughtful work preparing to meet with students. As is often the case, your presence and genuine concern will be what the students remember, rather than the actual words spoken. Gratitude to our colleagues at UVA Center for Teaching Excellence for sharing the foundations of this resource. 

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. 

Greetings everyone! My name is Rashad Muhammad. I am a Learning Experience Designer in the Hub for Innovation in Learning and Technology. As we begin the new year, I am excited to step into the role of the project manager for the Catalyst Innovation Program. Catalyst Innovation Program was designed to incentivize the MSU community to develop creative and innovative student learning experiences by funding projects that encourage discovery and experimentation. 
In this spirit, it is with great enthusiasm that I present this year’s 2019-2020 Catalyst Innovation Program recipients:

Alice Lynn McMichaelHistoryExperiential Environments: Modeling the Past for Embodied Learning
Allison EdenDepartment of CommunicationScreen-based versus immersive virtual training platforms for improving public speaking
Andrea BieremaCenter for Integrative Studies in General ScienceCreating Open-Sourced H5P Adaptive Learning Modules
Ashley HewlettAsc Provost For Undergraduate EducationNew Student Orientation Online Experience
Brad WIlcuts, Daniel TregoDepartment of Theatre/ Al Academic And Information Tech SupportSocial Dancing and Culture meets Extended Reality
Dean AslamElectrical And Computer EngineeringFlipped STEM Learning Using Smartphones and Hands-On FBEI (Functionalized Bricks with Embedded Intelligence) Modules
Jennifer DunnDepartment of ManagementPilot Use of Qualtrics 360 Tool to Provide Multi-Rater Feedback to Students
Jeno RiveraCollege of Agriculture and Natural Resources Office of Academic Student Affairs and Institute of Agricultural TechnologyJamming together: Educational technologies to enhance collaborative learning
John PaskusMI Natural Features InventoryIncreasing Student Engagement via Teamwork, Collaboration, and Real World Connections 
Judy WalgrenSchool of JournalismHarnessing the Power of Immersive Media With MSU’s School of Journalism Students
Michelle GrimmMechanical EngineeringInteractive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis 
Nick Lepeschkin-NoelIT Services – Advanced Academic and Research TechnologyRemaking the Future – An Education Focused Simulation Framework  
Quentin TylerSchool of Planning, Construction and Design and Office of Diversity, Equity and Inclusion in the College of Agriculture and Natural Resources collaboration.Bridging Student Learning in Diversity, Equity and Inclusion Through Virtual Reality
Rachel Morris and Michelle RussellBiomedical Laboratory Diagnostics ProgramUtilizing Genome Mutation Analysis Software to Enhance Student Learning, Preparation, and Engagement in Molecular Diagnostics 
Saul Beceiro-NovoBiomedical-Physical SciencesCurriculum reform for ISP209L
Zachary NealPsychologyBuilding a Social Simulation Makerspace

This year we increased the total number of winners from 10 to 16. Each proposal was double-blind peer-reviewed. Thirty-five applications were received, each seeking to improve the learning experience at MSU for and with students. 
Jeff Grabill, Associate Provost for Teaching, Learning, and Technology said “As we iterate toward a more explicit story about MSU’s digital learning future, it seems necessary to provide as many opportunities as possible for faculty and students to experiment, invent, make, and learn. This program is one of our small bets to create space for faculty and to see what happens.”
MSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt – “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen.”
As the year progresses, we will share out stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU community. If you missed this application cycle, the next opportunity will be available in the Fall of 2020. Get your ideas ready!

With the transition to remote learning we have all faced some difficulties, but how has this affected our students? Based on posts and stories that we have seen on the internet, we compiled this resource for students to help support their transition to remote learning.
Remote Learning for Students
Dear students,
We have been learning more about some of your fears, frustrations, anxiety, loneliness, uncertainty, and challenges that you are facing with the evolving situation of COVID-19, and how that is affecting your lives as well as your relationship with your college or university. We have read some of your stories and posts, and those have helped us start to understand the hardships and uncertainty some of you are facing during this unprecedented time. With the continually evolving updates, changes, and restrictions being communicated daily, your institution’s choice to move to remote learning might seem trivial given everything else happening around you. We hope that this guide can provide you with useful information, resources, and tools to make remote learning approachable and valuable to your education.
For as many different styles of teaching that exist among instructors, whether it’s reading content from slides, assigning multiple chapters of reading, or allowing a space for collaboration between peers, there are a far greater number of diverse ways that students absorb and learn information. We understand that being tossed into an online learning environment may not be the way that many of you prefer to learn, but there are some tools and strategies that you can implement to make it work for you.
One of the strengths of online learning is the diverse set of tools that you can individually use to support your learning. Our institutions want to support you through these times. If you have questions, please consult with your college or university to learn more about the support they offer. Students with minoritized identities may be impacted differently in this situation, and we encourage you to communicate with each other, and advocate for yourselves and your peers.
Student Support
Let’s get real about education, we all learn differently and we all respond differently to changes in our learning environments. Remote learning probably would not have been most students’ first choice. Some of us may thrive with remote learning and some of us may struggle. It is important to be honest with yourself and recognize that this is an unprecedented time and that we may experience struggles we have never encountered before. However, through difficult times comes new opportunities.
Why did my institution move to an online environment?
In this section, we’re not necessarily sharing the specific reasons why our two institutions may have moved to remote, but rather sharing various reasons that institutions have provided. There are a lot of reasons why colleges and institutions of higher education are moving to fully remote instruction. In this time of change, it is important to consider why your institution may have moved to remote instruction. Although it may seem like the obvious answer would have been to cancel classes the following are the reasons why classes may be continuing:

Some students may have already accepted a job contingent upon their graduation and by canceling classes and pushing them to a later time students would not be able to honor these commitments.
If classes were to extend through the summer, some students would have to deal with the unexpected costs of summer housing.
There are accreditation programs that the universities must meet and with those come specific responsibilities and assessment criteria that could not be honored if classes were canceled.
Institutions of higher education and students need to move forward. Putting students behind an entire semester will set back every subsequent class, both incoming and graduating.

Concerns with Remote Learning
Whether you have worked in an online environment before or not, you might be concerned about your level of readiness to succeed in your course. In order for our institutions to best support students, some questions have been gathered, and answers generated to address potential concerns among the student population.
I’m worried that transitioning to remote learning is going to impact my success.
Having an open line of communication with your instructor is important now more than ever. Instructors are trying to make sure that they are meeting their students’ needs and providing a successful learning environment for their students. However, this shift has not been easy for the instructors nor the learners. As everyone continues figuring out this change together, we need to be mindful of the challenges. If you have concerns about your performance or have other concerns, do not hesitate to reach out to your instructor. This is an important first step to take.
Does moving online impact the assessments and expectations set at the beginning of the semester?
Moving to an online environment has also caused disruption to initial course objectives, goals, and how to meet them. Many adjustments to syllabi have been made to reflect the possible limitations posed in new learning environments. Focus on the big picture for your course: what is the central idea being taught, what are the main takeaways, and what do you need to know to be successful moving forward? Assessments should reflect the central concepts to your course, so focus your time and energy there and not on the miniscule details. If you are still feeling uncertain or overwhelmed, then reach out to your instructor and ask about their new expectations for you moving forward. If you are concerned with how quizzes or exams may be provided and/or proctored, be sure to communicate with your instructor.
How can I continue collaborating with my classmates?
Communication with classmates can be essential to your success in a course. In a face to face environment, these conversations happen naturally and not much thought goes into it. However, this is something we now have to actively think about and problem solve. If your instructor has not created an environment for student interactions to take place yet, it might be beneficial to request them to do so. This can be an open discussion forum in your Learning Management System (such as Blackboard, Canvas, D2L, etc.), a virtual meeting session especially for students to collaborate, or an outside channel (such as Microsoft Teams) for students to chat. Exchanging phone numbers, emails, or even social media information (to those who have it) can also be beneficial to keep conversations fluid and accessible.
Can I still meet with my instructor in a one on one setting?
Open communication with your instructor is vital. Remote learning can be challenging and we want to make sure we are able to support you in any way necessary. If your instructor held office hours before, they are likely still willing to hold office hours in a virtual setting. Reach out to ask how to schedule a meeting with them.
What impact will remote learning have on my future courses?
The uncertainty or newness in an online learning environment might leave you overwhelmed and concerned about what  impact this may have on your future courses. This can be especially impactful if you are currently in a prerequisite course or in a course that is core to your degree program. Ask yourself the following questions to gauge the potential impact of these courses on future courses:

How does this course affect my future learning?
Is it a requirement for my future courses?
Will I need this information to be successful in my degree program?
Have I thought about which information is the most important for my future success?

Your answers to the above questions should help you in prioritizing your current courses. Also, do not forget to reach out to your instructors if you are feeling overwhelmed, anxious, or concerned during this time.
Where else can I look for more support if these tips and tools aren’t enough?
Your college or university likely has additional resources. For example, if you are a student with physical and/or cognitive disabilities, and you think you may need an accommodation, we really encourage you to contact your Disability Services office. Moving to remote learning may change your needs and these offices are designed to aid students with disabilities in pursuit of their educational goals. Accommodations can be granted based on need, and the requirements for receiving accommodations will vary by institution. A diverse range of disabilities both physical and cognitive may make you eligible for accommodations.
Communication with Instructors
Transitioning to an online learning environment can pose new challenges compared to face to face discussions. Below you can find some templates for communicating with your instructors if you have questions, or are having difficulty in the new environment.
Ask your instructor to host open office hours through a virtual meeting platform for the whole class:
Option One
“Hi (insert name),
I am concerned about my ability to continue to meet with you during your office hours due to the recent shift to online learning. I was curious if you will continue to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? Could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you set up a protocol for how we should sign up for these sessions? All help would be appreciated!
Best,
(insert name)”
Option Two
“Hi (insert name),
With the recent shift to online learning, I am having some difficulty grasping the new concepts being taught. I am worried that without more one on one support I will not be successful for the remainder of the semester. I was curious if you are able to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? If so, could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you had set up protocol for how we should sign up for these sessions. All help would be appreciated!
Best,
(insert name)”
Ask your instructor if you can schedule a one on one meeting with them for support:
“Hi (insert name),
I just wanted to reach out to inquire about the possibility of one on one meetings. Remote learning is new to me and something I have struggled with in the past. I feel like I would perform better through weekly/bi-weekly check ups for clarity and understanding. I typically respond better to one on one interaction. Is this something we could set up? I think 15 minutes would be sufficient for me to ask questions or review content. Let me know if this is something we could set up! I appreciate all your support during this time.
Best,
(insert name)”
Ask the instructor if they can create a space for you and your classmates to have open discussions:
“Hi (insert name),
With the recent change to online learning, I have realized that my classmates and I are no longer able to ask each other questions as easily as before since we no longer have face to face interaction. These conversations helped me a lot throughout this course and it would be very beneficial for us to continue to have these conversations during this time. Below are some options that I think would be helpful to support our conversations in an online environment:



Virtual meeting sessions specially for students
(Class Chat Channel: Microsoft Teams, Slack, Facebook, etc.) channel for our course
Q&A thread in (Course website: Blackboard, Canvas, D2L, etc.)



I am also open to suggestions you may have as well to help in this area. Please let me know what you think of the above options.
Best,
(insert name)”
Communication with Classmates
We’ve been monitoring ways that students around the United States are choosing to keep in touch with each other. Below are popular options to support your continued engagement with your classmates.
Virtual Meeting Sessions (e.g., Bluejeans/Hangouts Meet/Zoom, etc.)
With the shift to remote learning, natural conversations that may have occurred before or after class can become more difficult to continue. These times are often a space to talk through questions or concerns with fellow classmates. If these conversations were something you found useful, we encourage you to reach out to your instructor to see if they would be willing to start a virtual meeting session early or keep it open after the class has ended as a space for students to collaborate. If you want a private space to talk with you and your classmates, then ask the instructor if they would be willing to share a virtual space where students can join at certain times to talk through content, concerns, or frustrations.
Teams Channel
Teams is a great resource for communicating with your classmates. It imitates direct messaging and you are able to download the application onto your phone allowing you to receive instant notifications from chat responses. If your instructor was able to create a Teams channel for you class you might benefit from asking them to create separate channels within the course channel so that you can communicate more directly with classmates on group projects and more. Once a separate channel has been created for your group only members of that group would be able to see your messages (including your instructor if they so choose).
Facebook Groups
Facebook groups are an easy way to stay in touch with your classmates. If you are looking for a space to converse more naturally than on a university platform then Facebook would be a great option. Keep in mind that not all of your classmates may have a Facebook or have access to continuous wireless support and may prefer exchanging phone numbers instead. It is best to have an open conversation with your groupmates or classmates to see which platform they may prefer.
WhatAapp
WhatsApp is a great platform for instant messaging, sharing content, voice messages, and video calls. Given the current situation, many students have returned to their permanent places of residence across the United States and abroad. WhatsApp allows users to communicate via Wi-Fi without a phone plan and without long distance rates. It can be an inclusive option for students who are not located on or near campus. It can be downloaded on Android and Apple devices as well as Mac or PC.
GroupMe
GroupMe is a free instant messaging app that works across iOS, Android, and Windows Phones, but you can send messages from your laptop as well. Users don't need to have the app to text, just add anyone from your contacts and they can chat within the group through SMS.
Slack Channel
Slack is a messaging platform that is used all around the world, throughout industry, and higher education. Within Slack users have the ability to create public and private groups, and send direct messages. Group work can be divided into “channels” for greater organization, and clarity. Slack even has integrations for apps like Google Drive and Box, if you’d prefer to avoid such integrations, then you’re able to share files through Slack as well. Calls can be made via Slack as well if you’ve integrated a video-conferencing solution like Bluejeans, or Zoom; however, on the free version of Slack, only 1:1 voice or video calls can be made, so you may consider using a video-conferencing software for that purpose specifically. Slack can be downloaded on MacOs or PC, and is mobile friendly for Android, and iPhone users.
Discord Channel
Discord is a free voice, video, and text chat service that is available to download on your PC, mobile device, or directly within your browser. This app was originally designed for online gaming, however over the past few years more instructors have been incorporating this tool into their courses to promote ongoing conversations among classmates.
Participation
If your instructor has enabled the “chat” feature in your virtual meeting sessions, try to participate and ask questions as they arise. On some platforms, you have the ability to submit questions anonymously. It is encouraged to use this feature if you are concerned about singling yourself out. Remember, if you need clarification or have a question, it is likely that others in class do as well. Don’t hesitate to join discussions if your instructor allows you the ability to collaborate. You can also share your contact information with others to provide support for them or vice versa. It is encouraged to find a platform where you can share information and questions with classmates. Try to regularly check the platform(s) and answer questions to support your classmates when you can help provide guidance.
Discussion Forums
Ask your instructor when new discussion forums will be opened, as well as when initial posts and responses are due. This will make it easier for you to keep track of your tasks as well as to keep you on top of checking the forums. Make sure you have a clear understanding of how many posts you need to contribute as well as the expectations for quality and quantity in your posts. Often, instructors will ask you to disperse your responses to prevent you from responding to the same post more than once. It is key that you understand what is being expected of you. Try to respond to topics that are of interest to you to provide more meaningful interactions even when tempted by others that only require a quick response. You will learn more from topics that draw your attention.
Assessments such as Quizzes and Exams
Your instructors may not know how their syllabus is going to be affected or how they expect to deliver quizzes or exams or other ways of checking your learning. You should ask your instructor if previously established quizzes and exams have been rescheduled. Update these assessment dates in your notes and begin to organize study materials accordingly. Remember, quizzes and exams may now be delivered through an online platform. Ask your instructor how they intend to offer their exams and how this might impact you.
Technical Support and Resources
Please note, that none of these links are endorsements towards any product or company, but rather are here as potential resources which you can look into on your own.
Wifi Access
Nationwide (United States) Connectivity Resources
With a note of thanks to Richard Saouma, Michigan State University, for compiling the original list. This was last reviewed 03/18/2020.
With the shift to remote learning, the need for reliable Internet connection has become vital. Below is a list from major internet providers and the services they are offering in response to COVID-19:

Comcast

Free essential internet for two-months and no data caps (60 days).


T-Mobile & Sprint

Unlimited smartphone data to existing customers (60 days), 20GB/month wi-fi hotspot for smartphone customers (60 days), free international calls to Level 3 impacted countries.


ATT

Free hotspot access to anyone, $10 home unlimited internet for qualifying households, no late fees and no disconnects.


Verizon

No late fees.


CenturyLink

No late fees, no disconnects, and no data caps (60 days).


EduROAM

Your institution may be part of this network, and you can login to your institution’s domain on multiple campuses throughout the United States.



Free Resources for Students
Please note that your institution may use or not use some of these tools. This list is not designed to indicate endorsement of any individual tool, but rather to help provide some starting points for students looking to adapt their learning style to the shift to remote instruction. These technologies may be potential useful tools for personal use. We did not test the accessibility of each of these technologies, but recommend you check out these and other technologies that support your learning or your peer group’s learning. The authors of this document do not imply endorsement, but rather want to link to Assistive Technology and studying tools. Please be sure to read the Terms & Conditions and End User License Agreements, and consider asking your instructors what tools they recommend. Be sure to read and make informed decisions when making agreements with companies.

Note Taking Tools

Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.




Study Tools

Quizlet

Quizlet allows you to either build your own custom digital notecards or import your notes which can be converted into notecards. Once your note cards have been created you can easily share them with fellow classmates. If you have a particular card you are struggling with, Quizlet allows you to “star” certain cards and only review those cards at a particular time.


Kahoot!

You can create a Kahoot (quiz) for yourself off of items you think will be asked on an assessment. You can then make Kahoot live and share it with friends to see how everyone does.




Screen Recording Tools

Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


Techsmith Snagit

Snagit is a screen capture and screen recording tool. It makes screen recording and screen capturing an easy and seamless process for users. TechSmith is currently offering Snagit for free through the end of June 2020.




Speech to Text, Text to Speech, and Captioning Tools

Otter.ai

Otter ai is a free captioning tool for real time video content that allows users up to 600 free minutes a month. It can also be used as a speech to text tool for creation of notes.


Kurzweil 3000

Kurzweil 3000 is a text to speech software that allows a user to have electronic text aloud. It can help with concentration and focus and is beneficial for those who learn through auditory means. For MSU students: before downloading a free trial reach out to your campus’ Resource Center for Persons with Disabilities since they often have free licenses.


Read&Write

Read&Write is an additional text to speech software that allows a user to have text read aloud and that can also be useful for writing and note-taking. For University of Michigan students, faculty, and staff: please visit the accessible computing webpage at ITS for details on how to download this free of charge.


NonVisual Desktop Access (NVDA)

NVDA is a free, open-source screen reader technology which can be used to read webpages, documents, or applications. NVDA is a commonly used assistive technology by folks who are blind and low vision.


Google Docs

Google Docs has many useful built-in features to support students. One to highlight is the speech to text feature. This tool can be used to support the creation of notes, papers, discussion responses, etc.




Time Management Tools

Be Focused Timer

This app has a built-in timer that provides users with a way to stay focused, manage tasks, and track progress over time. You can set timers for work durations as well as short and long breaks to help maximize productivity.


Remember the Milk

This app allows users to create to do lists and set up reminders that link can be linked to other apps such as Gmail, Outlook, and Google Calendar. The user even has the ability to attach documents to tasks to stay organized.




Focus Tools

Freedom

This app allows the user to take control of distractions. Freedom can limit websites, desktop apps, or the internet as a whole and can sync these blocks across all devices.


Reader View Chrome Extension

Reader View strips away unnecessary clutter on a webpage and allows you to focus only on the content. It removes all advertisements to help prevent distraction. It also allows you to change the text size, font, contrast and layout for easier reading.




Additional Tools

Grammarly

Grammarly is a browser plugin that runs a grammar check on your content and offers suggestions on how you can improve your wording or punctuation. This can prove especially useful for email correspondence.


EquatiO

EquatiO is a tool designed to support students in mathematics and STEM courses. With this tool the user has the availability to type, write, and dictate expressions and equations. It also has the ability to predict expressions and transform your handwritten expressions into text. It also allows the user to grab an equation and transform it into digital text. Users can take a picture of a written equation and upload it into a digital format.


WordToEPUB

WordToEPUB is a tool that allows for the converting of Word documents to accessible EPUB files. The EPUB format makes for easier reading on laptops, smartphones, and other devices.





Note Taking Support
How you take notes might be a new obstacle with changing to an online environment. There are many tools available to help support the note taking process and to ease the burden on the student. Below are some tools to assist in the process as well as some organizational recommendations in platforms you might already be using (such as Microsoft Word documents). None of these are endorsements and please make informed decisions and review user agreements when choosing a tool that works for you. or You may also consider asking your instructor or classmates if they would like to create a shared note document. Make sure to choose a platform that works for all students in your class or group, regardless of any disability. Sometimes technologies may not be as accessible as we like.

Tools:

Evernote

Evernote is a note taking tool that allows you to take and organize notes, as well as include files, photos, and voice memos in the same area. The basic version of Evernote is free and can be downloaded and synced across multiple devices.


Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information over notes. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.


Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


OneNote

OneNote is a note taking tool that allows users to take and organize notes in one place. You can sort your notes into different tabs, sections, and pages. Flag important information with to-do tags, insert files and record audio files within your notes. OneNote also allows you to draw and annotate on a touchscreen that will save within your notes.




Tips

Microsoft Word

Making use of the following features while taking notes in a Word document will make it easier to organize your content and easily navigate your content when revisiting notes for studying.

Make use of headings in your document. Main content areas can be marked with headings. This will make navigating your document more seamless because with the use of headings an outline will be available in the navigation view.
Make use of comments throughout your document to place emphasis on important topics and details.
Organize your notes with the built-in list styles. This will help you to create a natural hierarchy of information throughout your notes.
Through Office365, you have the ability to share your documents with others to collaborate on a document in one place at the same time.







Accessible Note Taking
When it comes to sharing notes or sharing content it is important to keep in mind that accessible content is better content. Accessible content is content that can be accessed by any individual regardless of disability. This is important when it comes to sharing content with fellow classmates or professors. Here are a few quick tips for accessible content:

Make use of heading styles.
Make use of built in list styles.
Consider your color contrast (text vs. background color).
Try to avoid using color alone to denote meaning.
Make use of descriptive link text.
Add alternative text to images that are non-decorative.
Make use of header rows and columns when building tables.

For more detailed information on how to produce accessible content please visit Michigan State University's Webaccess website where detailed tutorials can guide you through accessibility of various document types.
Organization
You probably have heard several different strategies for doing this from your instructors. We wanted to provide an additional strategy for when you run out of all of those other ones. Here’s some things that we’ve heard have worked for others. Maybe they’ll help you, too. We also just wanted to quickly note that all of us are different. We each have different responsibilities, strategies, and spaces to work from in this time. Some of us have families to care for or are balancing other work responsibilities. Take from these what you will. An important tip: you learn how you learn. This is not a one-size-fit-all solution.
Managing your Calendar
There are a variety of ways to keep a calendar, or manage a calendar. Many of us have calendars on our phones, and laptops that make it easy to save events, schedule appointments, and access a high-level overview of our week. Additionally, many Learning Management Systems (LMS’s) like D2L and Canvas, have built-in calendars and calendar integrations to things like Google Calendar, which allow you to automatically schedule assignments and receive reminders. You may find it helpful to set recurring reminders for study time and homework time.
Managing your Email

Keeping emails organized and unifying information streams from instructors is important. Advocate for a single source of information that links to other areas.
Create a separate folder for each of your classes within your email so you can more easily navigate back to content. You can also set up rules so that information is funneled appropriately as it comes in.
Compile resources as you go in one single document. With all the information that is being shared it can be easy to lose information or track down that information once you leave it. By copying information into one single document you will have an easier time referring back.

Managing your Files/Documents

If you are downloading content from a course and adding notes try to save those files with descriptive file names (e.g., Biology_Lecture_001) in a specific folder designated to that course on your Laptop.
If your computer has limited storage you can make use of OneDrive which is a free tool to all students.

Managing your Time
If you’re new to online learning it can be easy to become overwhelmed with the lack of structure, and subsequently fall behind in all your classes. The following strategies may help you to more efficiently manage your time:

Try to avoid working in bed.
Get ready as though you were leaving your home.
Eat breakfast, just coffee does not count.
Whether your classes are synchronous or asynchronous, follow your class schedule to keep structure to your days.
Take a 15 minute break for every hour of work or study time. Your eyes will strain from looking at screens for too long.
Minimize distractions by working with the TV off, and away from your Xbox, PS2, Atari, GameCube, etc.
Schedule online co-working sessions with your classmates to increase accountability and productivity.
Put your phone on “Do not disturb.”
Make a to do list for each class and pick which items you will work on each particular day.

Wellness Strategies

Plan a healthy lunch to the best of your ability.
If it’s an option, work in different locations within your permanent residence. You can get stagnant being in one place for too long.
If you’re able: do some stretches, go for a walk, or exercise in some way that works for you in order to keep your energy up and your mind sharp.
If you’re in isolation, call, email, Facetime, or video chat a friend. We’re primarily social beings, and even the most introverted among us require human contact.
Reach out to your campus Mental Health Professionals (MHP’s) if you’re feeling isolated, anxious, or depressed. These services are free on most campuses.

Applications to Support Health and Wellness

What’s Up (Free; What's Up for iOS and What's Up for Android)

What’s up uses Cognitive Behavior Therapy and Acceptance Commitment Therapy approaches to help users cope with depression, anxiety, and stress. The app contains over 100 different questions to help pinpoint what you are feeling and offers thinking patterns to teach you how to stop negative internal thoughts.


Mind Shift (Free; Mind Shift for iOS and Mind Shift for Android)

Mind Shift is an app designed specifically for young adults with anxiety. Mind Shift helps users change their focus from avoiding anxious feelings to being mindful about how you think about anxiety and process through anxious situations and feelings.


Self-Help for Anxiety Management (SAM) (Free; SAM for iOS and SAM for Android)

SAM supports users in creating a build your own 24 hour anxiety toolkit. This toolkit supports users in tracking anxious thoughts and behavior and then pulls from 25 different self-help techniques and tailors the recommendations to the user. SAM also allows users to connect to an online community for additional support.



Phone and Hotline Resources

The National Suicide Prevention Lifeline provides free and confidential emotional support to people in a suicidal crisis or emotional distress. By calling 1.800.273.TALK (8255) you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7. Hearing-impaired TTY users may dial (800) 799-4889. 
The Trevor Lifeline is the nation’s only around-the-clock crisis intervention and suicide prevention lifeline for lesbian, gay, bisexual, transgender, and questioning youth. Call 1.866.488.7386. [Note: the lifeline will talk with any individual regardless of sexuality or gender.]

For University of Michigan and Michigan State students: for further information about available resources, please visit Michigan State University’s Emergency Resources for Students or University of Michigan’s CAPS Services Regarding Covid 19 Update.
Productive Ways to Fill Your Time

Join a Facebook group that is of interest for you.
Schedule FaceTime/Snapchat/Facebook video sessions with your friends and family to keep up with social interactions.
Refresh your resume.
Apply for jobs.
Apply for scholarships.
Take a free online course through the libraries if you are interested in a specific topic.
Look into graduate school programs that might be of interest in the future.
Take a YouTube crash course and build your own website.
Develop a daily schedule.

What should I do if I have unresolved concerns?
It is a difficult time and we are all doing the best we can. However, if you feel frustrated or have a concern that warrants attention and you have not received a response in a timely fashion, then it is important to know with whom to speak. Ensure you have accurately and succinctly voiced your concerns to your instructor. Instructors have struggles and time constraints just like you, and they might just need a few days to circle back. If your instructor is not responsive, or you believe they've requested something of you that is inappropriate, e.g., such as attending midterms in person, the next step would be to escalate those concerns to the chair of your department, or find an associate dean or dean of your college. If you have a course coordinator or are aware of a program coordinator they would also be a good person to reach out to as well. Do not be afraid to follow up as many times as are necessary, it is the responsibility of these offices and persons to support you. If you feel as though you need to escalate even further, you can bring the issue to your University’s Ombudsperson office. Their charge is to assist students in resolving conflicts.
Keep Learning
Remember, higher education institutions are here to help you learn. What is important right now (for us, and we’re hoping for you, too) is that you are safe and that you have good opportunities to learn. We’ve heard from some students that the reason we call this remote teaching is because we have “no remote idea” what we’re doing, and you may be onto something there... So help us help you, and communicate openly with your instructor about your needs! We know that these times have not been kind or fair to many of you, and that many of you face significant personal challenges or uncertainty at this time. We hope that you can get to where home is or needs to be right now. Things can be ambiguous and scary right now. We hope that you can focus on learning the things that move you forward and keep you safe, and that you will share in the joy in learning that all of us in higher education have. We thank you for your patience and grace in this process. And for keeping us going, too. #KeepLearning
Sincerely,
Brooke Knapp (Michigan State University), Darrell Williams (University of Michigan), Gabrielle King (Michigan State University), and Phillip Deaton (University of Michigan)
References

Create A Work From Home Workplace Wellness Program
How to Work From Home & Still Be Productive
EMERGENCY Resources for Students | Counseling & Psychiatric Services | Michigan State University
Tips for Excelling in an Online Learning Environment
Purdue Online Student Toolkit
A Brief Letter to an Institution that Believes Extensions are the Accommodations We Need Right Now

Instructional Guidance Is Key to Promoting Active Learning in Online and Blended Courses Written by: Jay Loftus Ed.D. (MSU / CTLI) & Michele Jacobsen, Ph.D. (Werklund School of Education - University of Calgary)
Abstract - Active learning strategies tend to originate from one of two dominant philosophical perspectives. The first position is active learning as an instructional philosophy, whereby inquiry-based and discovery learning are primary modalities for acquiring new information. The second perspective considers active learning a strategy to supplement the use of more structured forms of instruction, such as direct instruction. From the latter perspective, active learning is employed to reinforce conceptual learning following the presentation of factual or foundational knowledge. This review focuses on the second perspective and uses of active learning as a strategy. We highlight the need and often overlooked requirement for including instructional guidance to ensure active learning, which can be effective and efficient for learning and learners.
Keywords - Active learning, instructional guidance, design strategy, cognitive load, efficiency, online and blended courses
 
Introduction
Learner engagement in online courses has been a central theme in educational research for several years (Martin, Sun and Westing, 2020). As we consider the academic experiences during the COVID-19 pandemic, which began in 2020 and started to subside in 2022, it is essential to reflect on the importance of course quality (Cavanaugh, Jacquemin and Junker, 2023) and learner experience in online courses (Gherghel, Yasuda and Kita, 2023). Rebounding from our collected experience, learner engagement continues to be an important element of course design and delivery. This fact was highlighted in 2021, when the United States Department of Education (DOE) set forth new standards for institutions offering online courses. To be eligible for Title IV funding, new standards require non-correspondence courses to ensure regular and substantive interactions (RSI) between instructors and students (Downs, 2021). This requirement necessitates the need to find ways to engage students allowing instructors the ability to maximize their interactions. One possible solution is to use active learning techniques that have been shown to increase student engagement and learning outcomes (Ashiabi & O’ Neal, 2008; Cavanaugh et al., 2023).
Active learning is an important instructional strategy and pedagogical philosophy used to design quality learning experiences and foster engaging and interactive learning environments. However, this is not a novel perspective. Many years ago in their seminal work, Chickering and Gamson (1987) discussed the issue of interaction between instructors and students, suggesting that this was an essential practice for quality undergraduate education. The newfound focus on active learning strategies has become more pronounced following an examination of instructional practices from 2020 to 2022. For example, Tan, Chng, Chonardo, Ng  and Fung (2020) examined how chemistry instructors incorporated active learning into their instruction to achieve equivalent learning experiences in pre-pandemic classrooms. Similarly, Misra and Mazelfi (2021) described the need to incorporate group work or active learning activities into remote courses to: ‘increase students’ learning motivation, enforce mutual respect for friends’ opinions, foster excitement’ (p. 228). Rincon-Flores & Santos-Guevara (2021) found that gamification as a form of active learning, ‘helped to motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online’ (p.43). Further, the implementation of active learning, particularly gamification, was found to be helpful for promoting a more humanizing learning experience (Rincon-Flores & Santos-Guevara, 2021).
This review examines the use of active learning and presents instructional guidance as an often-overlooked element that must be included to make active learning useful and effective. The omission of explicit and direct instructional guidance when using active learning can be inefficient, resulting in an extraneous cognitive burden on learners (Lange, Gorbunova, Shcheglova and Costley, 2022). We hope to outline our justification through a review of active learning and offer strategies to ensure that the implementation of active learning is effective.
Active Learning as an Instructional Philosophy
Active learning is inherently a ‘student-centered’ instructional paradigm that is derived from a constructivist epistemological perspective (Krahenbuhl, 2016; Schunk, 2012). Constructivism theorizes that individuals construct their understanding through interactions and engagements, whereby the refinement of skills and knowledge results over time (Cobb & Bowers, 1999). Through inquiry, students produce experiences and make connections that lead to logical and conceptual growth (Bada & Olusegun, 2015). Engaging learners in activities, tasks, and planned experiences is an overarching premise of active learning as an instructional philosophy. As an overarching instructional philosophy, the role of instructional guidance can be minimized. As Hammer (1997) pointed out many years ago, the role of the instructor in these environments is to provide content and materials, and students are left make ‘discoveries’ through inquiry.
Inquiry-based learning (IBL) is an instructional practice that falls under the general category of ‘active learning’. The tenets of IBL adhere to a constructivist learning philosophy (de Jong et al., 2023) and can be characterized by the following six elements (Duncan & Chinn, 2021). Students will:

Generate knowledge through investigation of a novel issue or problem.
Work ‘actively’ to discover new findings.
Use of evidence to derive conclusions.
Take responsibility for their own learning through ‘epistemological agency’ (Chinn & Iordanou, 2023) and share their learning with a community of learners.
Use problem-solving and reasoning for complex tasks.
Collaborate, share ideas, and derive solutions with peers.

Historically, inquiry-based learning as a form of active learning was adopted as an overall instructional paradigm in disciplines such as medicine and was closely aligned with problem-based learning (PBL) (Barrows, 1996). Proponents of PBL advocate its use because of its emphasis on the development of skills such as communication, collaboration, and critical thinking (Dring, 2019). Critics of these constructivist approaches to instruction highlight the absence of a structure and any form of instructional guidance (Zhang & Cobern, 2021). Instead, they advocate a more explicit form of instruction such as direct instruction (Zhang, Kirschner, Corben and Sweller, 2022).
The view that a hybrid of IBL coupled with direct instruction is the optimal approach to implementing active learning has been highlighted in the recent academic literature (de Jong et al., 2023). The authors suggest that the selection of direct instruction or active learning strategies, such as IBL, should be guided by the desired outcomes of instruction. If the goal of instruction is the acquisition of more foundational or factual information, direct instruction is the preferred strategy. Conversely, IBL strategies are more appropriate ‘for the promotion of deep understanding and transferrable conceptual understanding of topics that are open-ended or susceptible to misconceptions’ (de Jong et al., 2023 p. 7).
The recommendation to use both direct instruction and approaches like IBL has reframed active learning as an instructional strategy rather than an overarching pedagogical philosophy. Active learning should be viewed as a technique or strategy coupled with direct instructional approaches (de Jong et al., 2023).
Active Learning as an Instructional Strategy
Approaching active learning as an instructional strategy rather than an overarching instructional philosophy helps clarify and address the varying perspectives found in the literature. Zhang et al. (2022) suggested that there is a push to emphasize exploration-based pedagogy. This includes instructional approaches deemed to be predicated on inquiry, discovery, or problem-based approaches. This emphasis has resulted in changes to curricular policies that mandate the incorporation of these instructional philosophies. Zhang et al. (2022) discussed how active learning approaches can be incorporated into science education policy to emphasize ‘inquiry’ approaches, despite adequate evidence for effectiveness.  Zhang et al. (2022) stated that the ‘disjoint between policy documents and research evidence is exacerbated by the tendency to ignore categories of research that do not provide the favored research outcomes that support teaching science through inquiry and investigations’ (p. 1162). Instead, Zhang et al. (2022) advocate for direct instruction as the primary mode of instruction in science education with active learning or ‘inquiry’ learning incorporated as a strategy, arguing that conceptual or foundational understanding ‘should not be ‘traded off’ by prioritizing other learning outcomes’ (p. 1172).
In response to Zhang et al. ’s (2022) critique, de Jong et al. (2023) argued that research evidence supports the use of inquiry-based instruction for the acquisition of conceptual understanding in science education. They asserted that both inquiry-based (or active learning approaches) and direct instruction serve specific learning needs. Direct instruction may be superior for foundational or factual learning, while inquiry-based or active learning may be better for conceptual understanding and reinforcement. The conclusion of de Jong et al. ’s (2023) argument suggests the use of a hybrid of direct instruction and active learning techniques, such as inquiry-based designs, depending on the stated learning objectives of the course or the desired outcomes.
This hybrid approach to instructional practice can help ensure that intended learning outcomes are matched with effective instructional strategies. Furthermore, a hybrid approach can help maintain efficiency in learning rather than leaving the acquisition of stated learning outcomes to discovery or happenstance (Slocum & Rolf, 2021).  This notion was supported by Nerantzi's (2020) suggestion that ‘students learn best when they are active and immersed in the learning process, when their curiosity is stimulated, when they can ask questions and debate in and outside the classroom, when they are supported in this process and feel part of a learning community’ (p. 187). Emphasis on learner engagement may support the belief that active learning strategies combined with direct instruction may provide an optimal environment for learning. Active learning strategies can be used to reinforce the direct or explicit presentation of concepts and principles (Lapitan Jr, Tiangco, Sumalinog, Sabarillo and  Diaz, 2021).
Recently, Zhang (2022) examined the importance of integrating direct instruction with hands-on investigation as an instructional model in high school physics classes. Zhang (2022) determined that ‘students benefit more when they develop a thorough theoretical foundation about science ideas before hands-on investigations’ (p. 111). This supports the earlier research in post-secondary STEM disciplines as reported by Freeman, Eddy, McDonough and Wenderoth (2014), where the authors suggested that active learning strategies help to improve student performance. The authors further predicted that active learning interventions would show more significant learning gains when combined with ‘required exercises that are completed outside of formal class sessions’ (p. 8413).
Active Learning Strategies
Active learning is characterized by activities, tasks, and learner interactions. Several characteristics of active learning have been identified, including interaction, peer learning, and instructor presence (Nerantzi, 2020). Technology affords students learning opportunities to connect pre-, during-, and post-formal learning sessions (Zou & Xie, 2019; Nerantzi, 2020). The interactions or techniques that instructors use help determine the types of interactions and outcomes that will result. Instructors may be ‘present’ or active in the process but may not provide adequate instructional guidance for techniques to be efficient or effective (Cooper, Schinske and Tanner, 2021; Kalyuga, Chandler and Sweller. 2001). To highlight this gap, we first consider the widely used technique of think-pair-share, an active learning strategy first introduced by Lyman (1981). This active learning strategy was introduced to provide all students equitable opportunities to think and discuss ideas with their peers. The steps involved in this technique were recently summarized (Cooper et al., 2021): i) provide a prompt or question to students, (ii) give students a chance to think about the question or prompt independently, (iii) have students share their initial answers/responses with a neighbor in a pair or a small group, and (iv) invite a few groups a chance to share their responses with the whole class.
Instructional guidance outlines the structure and actions associated with a task. This includes identifying the goals and subgoals, and suggesting strategies or algorithms to complete the task (Kalyuga et al., 2001). Employing the strategy of think-pair-sharing requires more instructional guidance than instructors may consider. The title of the strategy foreshadows what students will ‘do’ to complete the activity. However, instructional guidance is essential to help students focus on the outcome, rather than merely enacting the process of the activity. Furthermore, instructional guidance or instructions given to students when employing think-pair-sharing can help make this activity more equitable. Cooper et al. (2021) point out that equity is an important consideration when employing think-pair-share. Often, think-pair-share activities are not equitable during the pair or share portion of the exercise, and can be dominated by more vocal or boisterous students. Instructional guidance can help ensure that the activity is more equitable by providing more explicit instructions on expectations for sharing. For example, the instructions for a think-pair-share activity may include those that require each student to compose and then share ideas on a digital whiteboard or on a slide within a larger shared slide deck. The opportunity for equitable learning must be built into the instructions given to students. Otherwise, the learning experience could be meaningless or lack the contribution of students who are timid or find comfort in a passive role during group learning.
Further considerations for instructional guidance are necessary since we now use various forms of Information and Communications Technology (ICT) to promote active learning strategies. Web conferencing tools, such as Zoom, Microsoft Teams, and Google Meet, were used frequently during the height of required remote or hybrid teaching (Ahshan, 2021). Activities that separated students into smaller work groups via breakout rooms or unique discussion threads often included instructions on what students were to accomplish in these smaller collaborative groups. However, the communication of expectations or explicit guidance to help direct students in these groups were often not explicit or were not accessible once the students had been arranged into their isolated workspaces. These active learning exercises would have benefited from clear guidance and instructions on how to ‘call for help’ once separated from the larger group meetings. For example, Li, Xu, He, He, Pribesh, Watson and Major, (2021) described an activity for pair programming that uses zoom breakout rooms. In their description, the authors outlined the steps learners were expected to follow to successfully complete the active learning activity, as well as the mechanisms students used to ask for assistance once isolated from the larger Zoom session that contained the entire class. The description by Li et al. (2021) provided an effective approach to instructional guidance for active learning using Zoom.  Often, instructions are verbalized or difficult to refer to once individuals are removed from the general or common room. The lack of explicit instructional guidance in these activities can result in inefficiency (Kalyuga et al., 2001) and often inequity (Cooper et al., 2021).
The final active learning approach considered here was a case study analysis of asynchronous discussion forums. To extend engagement with course content, students were assigned a case study to discuss in a group discussion forum. The group is invited to apply course concepts and respond to questions as they analyze the case and prepare recommendations and a solution (Hartwell et al., 2021). Findings indicate that case study analysis in discussion forums as an active learning strategy “encouraged collaborative learning and contributed to improvement in cognitive learning” (Seethamraju, 2014, p. 9). While this active learning strategy can engage students with course materials to apply these concepts in new situations, it can also result in a high-volume-low-yield set of responses and posts without sufficient instructional guidance and clear expectations for engagement and deliverables. Hartwell, Anderson, Hanlon, and Brown (2021) offer guidance on the effective use of online discussion forums for case study analysis, such as clear expectations for student work in teams (e.g., a team contract), ongoing teamwork support through regular check-ins and assessment criteria, clear timelines and tasks for individual analysis, combined group discussion and cross-case comparison, review of posted solutions, and requirements for clear connections between case analysis and course concepts.
Active Learning & Cognitive Load Theory
In a recent review of current policy and educational standards within STEM disciplines, Zhang et al. (2022) argued that structured instructional approaches such as direct instruction align more closely with cognitive-based learning theories. These theories are better at predicting learning gains and identifying how learning occurs. Cognitive load theory is one such theory based on three main assumptions. First, humans have the capacity to obtain novel information through problem-solving or from other people. Obtaining information from other individuals is more efficient than generating solutions themselves. Second, acquired information is confronted by an individual’s limited capacity to first store information in working memory and then transfer it to unlimited long-term memory for later use. Problem-solving imposes a heavy burden on limited working memory. Thus, learners often rely on the information obtained from others. Finally, information stored in long-term memory can be transferred back to working memory to deal with familiar situations (Sweller, 2020). The recall of information from long-term memory to working memory is not bound by the limits of the initial acquisition of information in working memory (Zhang et al., 2022).
Zhang et al. (2022) state that ‘there never is a justification for engaging in inquiry-based learning or any other pedagogically identical approaches when students need to acquire complex, novel information’ (p. 1170). This is clearly a one-sided argument that focuses on the acquisition of information rather than the application of acquired information. This also presents an obvious issue related to the efficiency of acquiring novel information. However, Zhang et al. (2022) did not argue against the use of active learning or inquiry learning strategies to help reinforce concepts, or the use of the same to support direct instruction.
The combination of active learning strategies with direct instruction can be modified using assumptions of cognitive load, which highlights the need to include instructional guidance with active learning strategies. The inclusion of clear and precise instructions or instructional guidance is critical for effective active learning strategies (Murphy, 2023). As de Jong et al. (2023) suggest, ‘guidance is (initially) needed to make inquiry learning successful' (p.9). We cannot assume that instructional guidance is implied through the name of the activity or can be determined from the previous learning experiences of students. Assumptions lead to ambiguous learning environments that lack instructional guidance, force learners to infer expectations, and rely on prior and/or potentially limited active learning experiences. In the following section, we offer suggestions for improving the use of active learning strategies in online and blended learning environments by adding instructional guidance.
Suggestions for Improving the Use of Active Learning in Online and Blended Courses
The successful implementation of active learning depends on several factors. One of the most critical barriers to the adoption of active learning is student participation. As Finelli et al. (2018) highlighted, students may be reluctant to participate demonstrating behaviors such as, ‘not participating when asked to engage in an in-class activity, distracting other students, performing the required task with minimal effort, complaining, or giving lower course evaluations’ (p. 81). These behaviors are reminiscent of petulant adolescents, often discouraging instructors from implementing active learning in the future. To overcome this, the authors suggested that providing a clear explanation of the purpose of the active learning exercise would help curb resistance to participation. More recently, de Jong et al. (2023) stated a similar perspective that ‘a key issue in interpreting the impact of inquiry-based instruction is the role of guidance’ (p. 5). The inclusion of clear and explicit steps for completing an active learning exercise is a necessary design strategy. This aspect of instructional guidance is relatively easy to achieve with the arrival of generative artificial intelligence (AI) tools used to support instructors. As Crompton and Burke (2024) pointed out in their recent review, ‘ChatGPT can assist teachers in the creation of content, lesson plans, and learning activities’ (p.384). More specifically, Crompton and Burke (2024) suggested that generative AI could be used to provide step-by-step instructions for students. To illustrate this point, we entered the following prompt into the generative AI tool, goblin.tools (https://goblin.tools/) ‘Provide instructions given to students for a carousel activity in a college class.’ The output is shown in Fig. 1. This tool is used to break down tasks into steps, and if needed, it can further break down each step into a more discrete sequence of steps.

Figure 1 . Goblin.tools instructions for carousel active learning exercises.
The omission of explicit steps or direct instructional guidance in an active learning exercise can potentially increase extraneous cognitive load (Klepsch & Seufert, 2020; Sweller, 2020). This pernicious impact on cognitive load is the result of the diversion of one’s limited capacity to reconcile problems (Zhang, 2022). Furthermore, the complexity of active learning within an online or blended course is exacerbated by the inclusion of technologies used for instructional purposes. Instructional guidance should include requisite guidance for tools used in active learning. Again, generative AI tools, such as goblin.tools, may help mitigate the potential burden on cognitive load. For example, the use of webconferencing tools, such as Zoom or Microsoft Teams, has been pervasive in higher education. Anyone who uses these tools can relate to situations in which larger groups are segmented into smaller groups in isolated breakout rooms. Once participant relocation has occurred, there is often confusion regarding the intended purpose or goals of the breakout room. Newer features, such as collaborative whiteboards, exacerbate confusion and the potential for excessive extraneous load. Generative AI instructions (see Figure 2) could be created and offered to mitigate confusion and cognitive load burden.

Figure 2. Zoom collaborative whiteboard instructions produced by goblin.tools
 
Generative AI has the potential to help outline the steps in active learning exercises. This can be used to minimize confusion and serve as a reference for students. However, instruction alone is often insufficient to make active learning effective. As Finelli et al. (2018) suggest, the inclusion of a rationale for implementing active learning is an effective mechanism to encourage student participation. To this end, we suggest the adoption of what  Bereiter (2014) called Principled Practical Knowledge (PPK) which consists of the combination of ‘know-how’ with ‘know why’ (Bereiter, 2014). This perspective develops out of learners’ efforts to solve practical problems. It is a combination of knowledge that extends beyond simply addressing the task at hand. There is an investment of effort to provide a rationale or justification to address the ‘know why’ portion of PPK (Bereiter, 2014). Creating conditions for learners to develop ‘know-how’ is critical when incorporating active learning strategies in online and blended courses. Instructional guidance can reduce ambiguity and extraneous load and can also increase efficiency and potentially equity.
What is typically not included in the instructional guidance offered to students is comprehensive knowledge that outlines the requirements for technology that is often employed in active learning strategies. Ahshan (2021) suggests that technology skill competency is essential for the instructors and learners to implement the activities smoothly. Therefore, knowledge should include the tools employed in active learning. Instructors cannot assume that learners have a universal baseline of technological competency and thus need to be aware of this diversity when providing instructional guidance.
An often-overlooked element of instructional guidance connected to PPK is the ‘know-why’ component. Learners are often prescribed learning tasks without a rationale or justification for their utility. The underlying assumption for implementing active learning strategies is the benefits of collaboration, communication, and collective problem-solving are clear to learners (Dring, 2019; Hartikainen et al., 2019). However, these perceived benefits or rationales are often not provided explicitly to learners; instead, they are implied through use.
When implementing active learning techniques or strategies in a blended or online course one needs to consider not only the ‘know-how,’ but also the ‘know-why.’ Table 1 helps to identify the scope of instructional guidance that should be provided to students.
 
Table 1. Recommended Type of Instructional Guidance for Active Learning




 


Know How


Know Why




Activity


Steps


Purpose / Rationale




Technology


Steps


Purpose / Rationale




Outcomes / Products


Completion


Goals




 
The purpose of providing clear and explicit instructional guidance to learners is to ensure efficiency, equity, and value in incorporating active learning strategies into online and blended learning environments. Along with our argument for “know-why” (Bereiter, 2012), we draw upon Murphy (2023) who highlights the importance of “know-how’ by stating, ‘if students do not understand how a particular learning design helps them arrive at a particular outcome, they tend to be less invested in a course’ (n.p.).
Clear instructional guidance does not diminish the authenticity of various active learning strategies such as problem-based or inquiry-based techniques. In contrast, guidance serves to scaffold the activity and clearly outline learner expectations. Design standards organizations, such as Quality Matters, suggest the inclusion of statements that indicate a plan for how instructors will engage with learners, as well as the requirements for learner engagement in active learning. These statements regarding instructor engagement could be extended to include more transparency in the selection of instructional strategies. Murphy (2023) suggested that instructors should ‘pull back the curtain’ and take a few minutes to share the rationale and research that informs their decision to use strategies such as active learning. Opening a dialogue about the design process with students helps to manage expectations and anxieties that students might have in relation to the ‘What?’, ‘Why?’ and ‘How?’ for the active learning exercises.
Implications for Future Research
We contend that a blend of direct instruction and active learning strategies is optimized by instructional guidance, which provides explicit know-how and know-why for students to engage in learning tasks and activities. The present discussion does not intend to evaluate the utility of active learning as an instructional strategy. The efficacy of active learning is a recurring theme in the academic literature, and the justification for efficacy is largely anecdotal or based on self-reporting data from students (Hartikainen, Rintala, Pylväs and Nokelainen, 2019). Regardless, the process of incorporating active learning strategies with direct instruction appears to be beneficial for learning (Ahshan, 2021; Christie & De Graaff, 2017; Mintzes, 2020), and more likely, the learning experience can be harder to quantify. Our argument relates to the necessary inclusion of instructions and guidance that make the goals of active learning more efficient and effective (de Jong et al., 2023). Scardamalia and Bereiter (2006) stated earlier that knowledge about dominates traditional educational practice. It is the stuff of textbooks, curriculum guidelines, subject-matter tests, and typical school “projects” and “research” papers. Knowledge would be the product of active learning. In contrast, knowledge of, ‘suffers massive neglect’ (p. 101).  Knowledge enables learners to do something and allows them to actively participate in an activity. Knowledge comprises both procedural and declarative knowledge.  It is activated when the need for it is encountered in the action. Instructional guidance can help facilitate knowledge of, making the use of active learning techniques more efficient and effective.
Research is needed on the impact of instructional guidance on active learning strategies, especially when considering the incorporation of more sophisticated technologies and authentic problems (Rapanta, Botturi, Goodyear, Guardia and Koole 2021; Varvara, Bernardi, Bianchi, Sinjari and Piattelli, 2021). Recently, Lee (2020) examined the impact of instructor engagement on learning outcomes in an online course and determined that increased instructor engagement correlated with enhanced discussion board posts and student performance. A similar examination of the relationship between the instructional guidance provided and student learning outcomes would be a valuable next step. It could offer more explicit guidance and recommendations for the design and use of active learning strategies in online or blended courses.
Conclusion
Education was disrupted out of necessity for at least two years. This experience forced us to examine our practices in online and blended learning, as our sample size for evaluation grew dramatically. The outcome of our analysis is that effective design and inclusion of student engagement and interactions with instructors are critical for quality learning experiences (Rapanta et al., 2021; Sutarto, Sari and Fathurrochman, 2020; Varvara et al., 2021). Active learning appeals to many students (Christie & De Graaff, 2017) and instructors as it can help achieve many of the desired and required outcomes of our courses and programs. Our review and discussion highlighted the need to provide clear and explicit guidance to help minimize cognitive load and guide students through an invaluable learning experience. Further, instructors and designers who include explicit guidance participate in a metacognitive process, while they outline the purpose and sequence of steps required for the completion of active learning exercises. Creating instructions and providing a rationale for the use of active learning in a course gives instructors and designers an opportunity to reflect on the process and ensure that it aligns with the intended purpose or stated goals of the course. This reflective act makes active learning more intentional in use rather than employing it to ensure that students are present within the learning space.
 
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This week, we are featuring Dr. Eleanor (Ellie) Louson, one of the Center for Teaching and Learning Innovation's educational developers! Ellie earned her bachelor’s degrees from Bishop’s University, her master’s degree in the History and Philosophy of Science from the University of Toronto, and her Ph.D. in Science & Technology Studies at York University. She has a joint-appointment as an educator in Lyman Briggs College, MSU, where she teaches courses in the History, Philosophy, and Sociology of Science. Her research interests include wildlife films’ representation of animal behavior and interdisciplinary, experiential teaching and learning. Her teaching, research, and learning design backgrounds have taught her the value of interdisciplinarity, storytelling, and engagement for higher education. Ellie is originally from the Montreal area and plays in a rock band. Ellie has also been a recipient of the #iteachmsu Educator Award!
Read more about Dr. Louson’s perspectives below. #iteachmsu's questions are bolded below, followed by her responses! 


In one word, what does being an educator mean to you?  
My one word is “care” but it’s more care-as-doing than the emotional dimension of caring. As a teacher, I want to support my students being able to thrive in our class and in their broader lives. I do many things before and during class to support them, including a pre-course survey to learn about their tech and accessibility needs, as well as anything relevant to their situation during the pandemic. I design my classes with lots of flexibility and many assignments are open format. I use an Annotated Syllabus activity so that students can ask questions and make suggestions before I finalize it.
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
I check in with students in lots of ways. At certain points in the semester, I check in to make sure they understand their progress towards the learning goals and flag any missing assignments. I also start each class with a check-in to give them a mindful moment to reflect on how they’re doing in 3 words, and I turn those check-ins into a word cloud to visualize patterns and to help me be responsive to the class’ energy levels. [Here’s an example word cloud. I use www.wordclouds.com to generate them]
 

I don’t have late penalties, but weekly assignments are spread throughout the syllabus as a marker of the expected pace of work. Students have full lives beyond the course and sometimes it’s reasonable for them to focus on other things. But I also care about their learning. I build in tutorials and extra office hours leading up to major assignments to make sure they can get the help they need. Those assignments also have a draft stage where I give feedback on their in-progress work. And they can revise assignments to improve their grades. I hope this contributes to a climate where it’s ok to try things and fail.
Tell us 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 as an educational developer in the Center for Teaching and Learning Innovation, MSU’s new teaching center, which launched this fall. My colleagues and I work to support and connect MSU’s educators. Before that, I was part of the Hub for Innovation in Learning and Technology. I’m also one of the teaching faculty in Lyman Briggs College, where I teach courses in the History, Philosophy, and Sociology of Science to mainly STEM undergrads. I’m also fortunate to be a director of the CTLI Grad Fellowship, alongside my colleague Makena Neal.
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? 
One challenge for me is that I’m too eager to say “yes” to opportunities that improve academic communities. I like to help, and I know the value of academic service work, so I’m glad to be able to contribute my design or communications skills to a project. But if I take on too many commitments, I am less able to be useful to those efforts. Another downside is that I get overwhelmed! By having stronger boundaries around my downtime and waiting 24 hours before taking on any new commitments, I can better protect my time and energy and make more of a positive difference for the things I deliberately take on..
What are practices you utilize that help you feel successful as an educator?
I learned a lot during the pivot to online teaching about building effective and engaging online courses, and many of those things translate to hybrid and in-person courses as well. I try to give students clarity about expectations, assignments, and the cadence of the class. I think I feel most successful when I share practices that work for me and then fellow educators tell me that they tried them in their own courses and that it helped. I write (and co-author) pedagogy articles for my HPS disciplinary newsletter that I hope help people in my discipline improve their teaching or meet the challenge of online learning. My favorite so far is called “You Can Teach Online! Designing effective and engaging online courses.”
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 love iteach.msu as a space for educators to connect and share our ideas and teaching practices. I like learning about new tools and teaching tips on the platform. And I’ve had great experiences sharing resources on iteach.msu. I’ve had MSU educators connect with me after they discovered our playlist for the Spartan Studios Playkit, which is a set of resources for interdisciplinary, experiential teaching based on a pilot project of courses. It’s also really useful that #iteachmsu articles can have audiences beyond MSU. For example, when I present the Spartan Studios project at external conferences, I can share links with the audience and the content is accessible.
I’m interested in learning more about ungrading, both because I think ungrading practices give students more ownership into their own learning and metacognitive reflection, and (probably more selfishly) because I want less grading to do.
What are you looking forward to (or excited to be a part of) this semester?
I’m teaching a Science and the Environment course for Lyman Briggs, and one of the major assignments has students researching conservation initiatives. They also vote (as well as decide on a voting process) to make a real donation to one of the initiatives. It can be a conservation charity, awareness campaign, research institute; any organization that is focused on conservation research or practice. In the past this activity really engaged the students because they end up advocating for the groups, they think are the most impactful or need our donation the most. Since it’s “real” in a way that many academic assignments aren’t, they seem to care about how we make the decision. They also learn about the economics of conservation, and last year a few students got really interested in ranked-choice voting processes. I’m looking forward to improving the assignment based on feedback from last year and learning more about how to teach students to build effective presentations, because communicating in a variety of formats is a key learning objective for the course.
 
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