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When considering anti-oppressive classrooms (learning environments where all forms of oppression are actively and intentionally challenged) it is important to consider instructor identity (specifically that how you employ your identity can empower and/or oppress students). We use the word anti-oppression because it specifically targets unjust treatment in learning environments. We may often think of an example of oppression in the classroom as a blatant act, such as a student using overtly racist language. However, when you think of oppression in the classroom we want you to include subtle forms of oppression in your definition – such as students interrupting one another. We introduced a 4-step process of self-reflection on your identity, which we put forth as necessary to create and maintain anti-oppressive learning environments. In this card, we want to continue the journey on inclusive, anti-oppressive learning environments, but with a focus on student identities.
 
Four Questions to Begin the Journey

Are you aware of all student identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?

Answering this question is the first step toward a non-oppressive classroom in that you become aware of the student identity statuses so that you can begin to understand their meaning and how they intersect.
 
Suggestions:
Administer a survey before the start of the term (where you could, for instance, allow students the opportunity to share about their cultural background, make you aware of preferred nicknames or pronouns, etc.). Have students record how they pronounce their names for a pre-semester D2L assignment
 

Have you acknowledged/do you understand what student identities mean to students?

Answering this question allows you to understand who students are, so that you can begin to address the privileges (or lack thereof) associated with student identity statuses.
 
Suggestions:
Establish discussion guidelines with communication norms and expectations. Facilitate discussions and assignments    that allow students to relate course material to their experiences.
 

Have you accepted the privileges (or lack thereof) that comes with student identities?

Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting student identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that students can embody their identities in a true and authentic way.
 
Suggestions:
Recognize unfair treatment when it surfaces. Have open and honest dialogue with the students regarding privilege and oppression
 

Do you actively engage student identities within your teaching?

How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted all student identity statuses, you must critically consider what actions you can take to address privilege (or lack thereof) in the classroom.
 
Suggestions:
Provide a variety of course material, references, and examples that reflects all of the student identities. Use Identity-specific or targeted activities, like the “Class Race.”

Topic Area: DEI
Presented by: Juli Uhl, Megan Shiroda, Jenifer Saldanha, Lenora Kaldaras, Kevin Haudek
Abstract:
Moving to an online format, which can decrease student-teacher interactions, makes formative assessment of and responding to student written explanations difficult. It is especially challenging to assess authentic practices of STEM disciplines, including constructing explanations, as they are best assessed in an open format rather than multiple choice. To assess large numbers of student open responses, our group developed a set of assessment items and a Constructed Response Classifier (CRC) tool capable of rapidly analyzing student text responses. The CRC tool produces reports about student thinking in various STEM disciplines with high agreement to human scores. Our items span the disciplines of chemistry, biology, statistics, and physiology and levels from introductory to upper level courses. CRC automated reports identify common ideas in students' short explanations and provide several representations of class level performance as well as individual classifications. CRC reports also reveal that students often mix misconceptions and expert-like ideas, which is captured by association diagrams. By using the tool as part of formative assessment, instructors can examine student ideas and help guide students toward building connections between concepts as they learn to use expert-like reasoning. Instructors have successfully used this tool to refine teaching practice, develop instructional materials, and improve student learning. This session will present an interactive demonstration of the CRC tool and reports. Attendees will explore reports to examine student thinking, and interact to discuss methods they can use in the classroom to address misconceptions and improve learning.
Session Resources:
Explore two example CRC Reports (PDF)
Beyond Multiple Choices

Student to student interactions are a very important part in any classroom and the online setting is no exception. There are many ways students can engage with each other online - but here a few tips and suggestions you can structure in your course that can offer this connection between students.
Methods

Discussions
Group Work

Group Projects
Group Discussion
Study Groups
Group Case Studies

Peer Review
Peer Instruction
Collaborative Brainstorming

Tools

D2L Discussion Threads. Students need to be able to connect with classmates around your teaching. Provide them with discussion threads for both the entire class "i.e. General Course Conversation" and module-specific. Some students can and will use this tool. Others will only use it if it's required. But it still is a great way to be able to provide students opportunity to connect.
Microsoft Teams. Every student at MSU can use Teams for realtime group chat, individual chat, voice and video and file sharing. 
Zoom. Every student by default is able to use Zoom for voice/video/meetings. 
Google Apps: Docs, Slides, Sheets. Students can work together to create and work on files in real time.

Dip Deeper
If you would like to further explore this topic, here are some resources you could check out:

10 Tips for Effective Online Discussions 
Mastering Online Discussion Board Facilitation Resource Guide 
Zoom Breakout Room Information Sheet

SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick

How to Connect Online
 
Access to high-speed internet is critical for remote instruction and online classes. Because of varied locations of learners- some students may be on-campus and in the East Lansing area where others might be at their primary residences where internet capabilities are outside of the university’s control- it is important that educators understand how to get connected to the internet. If you or any of your students are unable to access the internet at any time, refer to the information below.
Last Modified: March 27, 2020
Accessing Internet On-Campus or in the Surrounding Area
There are two locations on campus open to students to use for internet access.

The MSU Union located at 49 Abbot Road from 8 a.m. to 8 p.m. daily
Brody Square is open from 8 a.m. to 8 p.m.

If you are staying on-campus or in the Lansing/East Lansing area and have any internet problems, contact:
MSU campus

MSU IT Service Desk: 517-432-6200 or 1-844-678-6200

Lansing/East Lansing area

Spartan-Net: 1-866-386-7778
Xfinity: 1-800-934-6489
AT&T: 1-833-732-2243

 
Accessing Internet Away from Campus
If you don't have access to internet at your primary residence, consider these tips:
1) Use Your Internet Service Provider's Hotspots
One simple way to find Wi-Fi away from home is to use your home provider. For example, if you’re a Comcast user, you will have access to Xfinity Wi-Fi networks when traveling. For most ISP networks, check their Wi-Fi page on the main site or download their hotspot app. Find a hotspot by entering an address or form of location. Then connect to your ISP’s available hotspots.
Helpful ISP hotspot pages:

AT&T
Xfinity
T-Mobile
Spectrum
Frontier WiFi

2) Use Your Phone as a Hotspot
This is also known as tethering. Some carriers have restrictions on how much data can be used for tethering or charged for using the feature, so be sure to check with your provider.
Common wireless service providers:

Verizon: 1-800-922-0204
AT&T: 1-800-288-2020
Sprint: 1-844-764-8359
T-Mobile: 1-800-937-8997

 
Discounted Internet Packages
Below are resources for learning more about discounted internet packages from some of the major providers. These links are provided for informational use when deciding on an appropriate solution for you.
EveryoneOn: EveryoneOn is a national nonprofit that creates social and economic opportunities by connecting everyone to the internet. Visit their website to learn more.
Comcast: Comcast runs programs that bring the cost of the Internet down for students depending on their eligibility. Learn more by visitng the Comcast/Xfinity student page and their Internet Essentials website.
Charter/Spectrum: Spectrum provides free Internet access to qualifying homes with students. Learn more about their programs and find out if Spectrum is available in your area. Visit their website to learn more.
AT&T: Through their Access program, AT&T makes Internet access available to qualifying homes. Learn more about this program on their website.
WOW: WOW is one of the providers participating in Lifeline, an income or government assistance based program that provides low-cost Internet service. Learn how to apply.
 
Public Wi-Fi: How to Stay Safe
If you choose to use public Wi-Fi, consider taking these appropriate steps to protect yourself:

Keep antivirus installed and up to date
Use a VPN
Be skeptical if it’s too easy to connect (ex. no agreement page)
Only browse on HTTPS websites
Refrain from accessing confidential data (ex. bank account)
Avoid performing online transactions
Verify popular Wi-Fi networks are correct (ex. Starbucks WiFi vs. Free Starbucks WiFi)
Always make sure paid Wi-Fi is legitimate and use a third-party payment system
Cover your keyboard when entering any passwords or credentials
If the connection is slow, it could be due to the device rerouting to the hacker’s access point

Eduroam
If you are near a college campus that is not MSU, you may be able to use your MSU credentials to access Wi-Fi via eduroam, which is a world-wide roaming access service developed for the international research and education community. Visit https://www.eduroam.org/where/ to find a map of global locations and learn how to use this resource. If you choose to use this resource and visit a location where eduroam may be available to you, it is important that you ensure that this location is safe and you are able to maintain social distancing.
Eduroam is a wireless network access service that allows global Wi-Fi compatibility between academic institutions and organizations. Students, researchers, staff, and faculty from a participating institution can access the wireless networks of any other participating institution by using their home institution’s credentials.
This means that visitors to MSU have easy access to Wi-Fi while on campus, and the MSU community has easy access when visiting other institutions across the world!
The process for connecting to Eduroam varies between devices. See below to learn how to connect yours:

Connecting to Eduroam for Windows: https://go.msu.edu/EduWin
Connecting to Eduroam for Mac: https://go.msu.edu/EduMac
Connecting to Eduroam for Android: https://go.msu.edu/EduAnd
Connection to Eduroam for iOS: https://go.msu.edu/EduiOS

 
Campus VPN
A virtual private network allows remote devices to connect to MSU's network as if they were located on campus. MSU's VPN is called F5 BIG-IP Edge. Most students will not need to use the VPN to access the MSU network and systems.
Here are some popular sites and applications that do not require the VPN:

D2L Zoom
Spartan 365 (Microsoft) Suite

OneDrive
Outlook
Word
Excel
PowerPoint
Teams


Google Suite
Qualtrics
EBS
All MSU sites, including:

Student Info (stuinfo.msu.edu)
Office of the Registrar (reg.msu.edu)



VPN Access for Students
If you use an application that requires the Campus VPN, also known as F5 BIG-IP Edge, log into new.vpn.msu.edu using your MSU NetID. Some colleges may have their own VPN for specific applications (e.g. Engineering).
If you need help, refer to the these instructions or contact the IT Service Desk at ithelp@msu.edu, 517-432-6200, or chat.
Note: Some internet service providers, personal networks, and countries may restrict or block VPN access. If you are located outside of the US, please be sure your government permits VPN use.

Final Report: https://iteach.msu.edu/posts/preview_attachments?post_id=1503 

The Dean of Students Office supports student success by ensuring a civil and inclusive learning environment based on academic and personal integrity. The Dean of Students Office supports personal and community accountability and addresses conduct inconsistent with the Spartan Code of Honor with honesty, respect, and fairness. The Dean of Students Office responds to issues related to academic integrity, conflict resolution, student conduct, and medical leave. 
You can also find resources to support:

Dealing with disruptive students
Conflict Resolution

 

Neighborhood Engagement Centers Services: The Engagement Centers, located in each Neighborhood, are also home to the Math Learning Center, the Writing Center, the Social Science Help Room, and other academic support services to assist students with math coursework, writing papers, and other academic subjects. The NSSC provides academic and wellness support through midterm and finals preparation events. Peer Educators are another academic service that works with students on various academic skills like “learning how to learn,” time management skills, study skills, goal setting, test preparation, and provide tutoring in chemistry, physics, computer science, and more. In addition to academic support, the Neighborhoods offers Career and Major Exploration resources and various health and wellness resources through Recreation and Fitness Programs, the Health Clinic, and Counseling and Psychiatric services. Intercultural Dialogues and Identity Consciousness programs are resources to support the inclusion and equity of students.
Visit and Connect with an Engagement Center: For more information about NSSC programs or resources, visit https://nssc.msu.edu and follow the NSSC on Instagram at @nsscmsu. To schedule an appointment, email nssc@msu.edu.

Basic Needs Syllabus Statement
Including a basic needs statement on your statement can help your students identify resources and support that can help make their time at MSU more productive and caring. As well, it identifies you are someone who cares about the wellbeing of students in your classes.
 
Sample Syllabus Statement
Any student in this class who experiences difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in our course, is urged to contact their academic advisor for support. You may also contact the MSU Student Food Bank (http://foodbank.msu.edu) for help getting access to healthy foods. Furthermore, if you are experiencing any other challenges with basic needs, you may also notify me, and I will work to connect you with any resources that I have access to.
 
Using this Statement 
This statement can be used on the syllabus for undergraduate courses. To prepare you for student inquiries, familiarize yourself with the basic needs resources available in your department and college. Also, see Sara Goldrick-Rab’s Medium article on this topic: https://bit.ly/2vzzIwi
 
How Can I Help?

Be intentional. Check-in early. Student missing class? Student sleeping in class? Ask your student what there needs might be-encourage them to talk with their advisor.
Get to know your department’s advisors and the work they do to support student success.
Familiarize yourself with existing services on campus. You do not have to know everything!  Check out:

http://studentaffairs.msu.edu/
https://www.rcpd.msu.edu/
https://finaid.msu.edu/
http://studentparents.msu.edu/
 
For more information and links to research and additional resources contact:
 
Benjamin Lauren, PhD, Assistant Professor of Experience Architecture Assistant Director of MA in Digital Rhetoric and Professional Writing
blauren@msu.edu
 
Kim Steed-Page, MSW, Director Student Parent Resource Center
steedkim@msu.edu