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Undergraduate Learning Assistants (ULAs) are an important part of MSU’s educational approach, creating instructional teams by working alongside instructors, course coordinators, and graduate students. To better prepare ULAs for the classroom, the following trainings have been developed. Ideally, ULAs should have completed these at the beginning of their employment. If you are a faculty/staff member with an Undergraduate Learning Assistant (ULA), please forward the following training opportunities to your student assistants. 


Asynchronous Online ULA Training
Students can self-enroll here for a ULA training course covering how the ULA role intersects with the following concepts :

Code of Teaching Responsibility
Student records and privacy
Disability and Accommodation
Creating Inclusive environments
Navigating relationships and the institution

In addition to this asynchronous training, ULAs should have a special RVSM training (details below), and possibly a laboratory safety training if assigned by their course instructor/coordinator (also below).
Relationship Violence Sexual Misconduct (RVSM) for ULAs
In addition to the above course, ULAs should attend one of the following RVSM trainings.
ULA RVSM Training AMonday, Jan 8th, 20242pm-3pmRegister Here
ULA RVSM Training BWednesday, Jan 10th, 202410am-11amRegister Here
Laboratory Safety Training (only required for ULAs in laboratory settings)
If you are a learning assistant in a laboratory, you may need to attend a 1-hour training with Colin Phillipo from Environment Health & Safety. Check with your course instructor/coordinator to see if you need to attend.
The training is 

Friday, January 5th from 10-11am – Register Here

If you are not able to make this training, you can contact Colin Phillippo at phill394@msu.edu to see what accommodations can be made.Photo by fran innocenti on Unsplash

Inside Higher Ed debunks two major writing myths - needing large blocks of time and needing to write only when highly motivated - to discuss how to set up successful habits of writing in grad school.

“I want to learn. I want to help.” We regularly hear this from students. How do we design environments that empower positive failures and spark innovation? We created Street Teams, student-run collaborations. We partner with nonprofits to solve challenges in media communication. Students have real-world learning experiences while giving back to the community.To access a PDF of the "Street Teams: Team Resilience on the Street" poster, click here.Description of the Poster 
STREET TEAMS: TEAM  RESILIENCE ON THE STREET 
solution-based learning and resilience 
Street Teams are student-run, creative collaborations. They partner with nonprofits and assist them with media projects. Teams learn while giving back to the community. 

COLLABORATION 

We are stronger together  

Teams consist of students from various majors, backgrounds and skillsets. Their collective diversity amplifies the work of the whole team.  


Strategic focus on group culture and dynamics  

First semester = team building 
Second semester = content creation 
In 2020-21, we did this all through Zoom!  


Holistic approach to solving challenges  

Projects are based on a combination of non-profit requests and student-driven assessment Together, they create sustainable solutions  




MULTI-LAYERED MENTORING 

Faculty mentor students 
Alumni give feedback on student work  
Nonprofit partner-related professional development opportunities 
Student leaders (Producers) mentor teammates 
Street Team Coordinator hosts weekly Producer meetings and trainings  
Teammates mentor each other 


 IMPACT 

Throughout our history: 

131 students involved*  
20 majors represented**  
37 nonprofits served  
550+ products delivered  *At least 1/3 of students return for more than one year **Some are dual majors  




QUOTE FROM A PARTICIPANT

"(Street Teams) make me feel like I belong to a place. Thank you ... for the opportunity you give all of us to connect with the community." - Manuel Pérez Salas 

Title: Points of Feedback: Creating Feedback-Driven Learning ExperiencesPresenters: Casey McArdle (CAL/WRAC); Kate Fedewa (CAL/WRAC); Sarah Gibbons (CAL/WRAC); Jeff Kuure (CAL/WRAC); Kristin Pratt (CAL/WRAC); Mike Ristich (CAL/WRAC); Kate Birdsall (CAL/WRAC)Format: WTMCDate: May 10th, 2023Time: 10:15 am - 11:15 am Room: 3202Description:As academic and professional spaces become more collaborative, feedback–informative and immediate–plays a larger role in how relationships and learning are fostered and supported between student and teacher, and between supervisors and employees. Establishing a solid framework for feedback that is sustainable in-person and online can limit communication issues and support spaces for growth. SUNY-Albany Professor Emeritus Peter Johnston notes: “If students can provide productive feedback, then collectively they will tend to get more feedback. And it will be more immediate feedback, because, rather than waiting for the teacher, their peers can provide it. More feedback improves learning, and immediate feedback is more effective than delayed feedback.” Johnston’s model for feedback allows students to take the initiative and seek out feedback from one another, and perhaps even develop their own parameters for the feedback they would like to receive. Frequent and immediate feedback, then, gives students opportunities to address small and large concerns regarding texts, processes, or systems. Fluidity and frequency of feedback, as well as the foundational principle of feedback as a multi-directional process, rather than only delivered unto students from professors, allows students of all backgrounds to invest in the development not only of their own work, but also the classroom community. This panel will explore how feedback plays a crucial role across all learning experiences. We will provide examples from faculty development, writing courses, leadership courses, project management scenarios, coding courses, and upper level user experience courses. We will also discuss how these examples might be applied in other disciplines.

My Spartan Story and the Spartan Experience Record, MSU's new co-curricular record, will be launching campus-wide Fall 2020. Join us in recognizing the out-of-class learning and engagement of students. 

The My Spartan Story Team looks forward to working with you to support continued growth of My Spartan Story, MSU’s co-curricular record. Below, you will find helpful information and links to register for our Spring 2022 workshops.
What qualifies as an out-of-classroom or co-curricular learning experience for My Spartan Story?
My Spartan Story defines co-curricular as “an intentional learning activity not bearing academic credit, where the experience has learning goals measured by an assessment strategy.”
Experiences can include but are not limited to:

Community engagement
Committee service
Internships
Leadership roles
On-campus jobs
Student organizations
Undergraduate research

 I advise and/or supervise a co-curricular experience listed above. How can it be added to the co-curricular record?
Experiences are submitted for inclusion in the record by MSU faculty and staff (we do welcome and encourage students to be a part of the process with you).
 When should experiences be submitted by for the Spring 2022 term?
The preferred deadline is April 1, 2022. (This allows the Advisory Committee time to review and to ensure experiences will display on a student’s Spartan Experience Record by commencement).
 I would like to learn more about My Spartan Story. What are ways I can do so?
We have two workshop types this semester for faculty and staff:
My Spartan Story Introductory Workshop
If you are looking to learn about My Spartan Story, our Introductory Workshop is a great place to start. Our workshop will help familiarize you to the record, benefits for students, your college/division and MSU, as well as to the submission and approval process to add your co-curricular experience(s). Register HERE.

Friday, January 21, 2 - 3 p.m.
Friday, January 28, 11 a.m. - noon
Thursday, February 10, 3 - 4 p.m.
Tuesday, February 22, 4 - 5 p.m.
Monday, March 14, 2 - 3 p.m.
Wednesday, March 30, 12:30 - 1:30 p.m.

My Spartan Story Sprint Workshop
If you are familiar with the record and are ready to submit an experience, register for our Sprint Workshop. This session walks you through the submission process and will help you draft at least one submission during the session. Our team will discuss key elements including learning outcomes and learning outcomes assessment. Register HERE.

Wednesday, February 16, 3 - 4 p.m. (virtual)
Tuesday, March 8, 11 a.m. - noon (virtual)
Wednesday, March 9, 1 - 2 p.m. (in person - tentative)

We look forward to connecting with you this semester and welcome you to share these opportunities with your colleagues. If you have any questions, please visit the My Spartan Story site or contact Sarah Schultz, Director of My Spartan Story.

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who need help planning for their careers. Thank you for helping our students achieve their goals.
My Spartan Story Student engagement and learning beyond-the-classroom is formally recognized by MSU through My Spartan Story and the Spartan Experience Record, complementing the student’s academic transcript.

What is Labster? 
Labster is a simulation library that provides over 150 virtual science labs. Instructors can choose specific simulations to download and install within their D2L course free of charge. Simulations consist of an interactive lab activity in which students learn and apply their understanding of important STEM topics within the context of a virtual lab. Quiz questions are interspersed throughout many of the simulations to help students link their understanding of theory to the lab activity they are performing. 
 
Who might consider using Labster? 
If you are a STEM instructor, Labster could be a useful tool to enhance teaching and learning within your science course. These virtual labs can be used as standalone units, or they can be used as supplemental activities to reinforce important concepts or lab techniques. The Labster simulation catalog includes lab experiences for 21 course packages such as Chemistry, Physics, Food Science and nutrition, Engineering, Biology, Safety, Biotechnology, and others. If you would like to try out Labster, please contact the MSU IT Service Desk at ithelp@msu.edu to get access to the Labster simulations.  
 
Why use Labster? 
Well-designed lab experiences are a key part of student learning within STEM fields. While virtual labs can never replicate real-world lab experiences, simulation-based labs can enhance student learning because they provide students important opportunities for them to put their knowledge to use and engage in important scientific practices (e.g. developing models, constructing explanations, and arguing using data and evidence). For example, simulation-based learning environments have been shown to improve student learning, motivation and, self-efficacy within medical education (Makransky et. al., 2016).  
 
How to use Labster? 
Simulations are uploaded onto D2L and students can access virtual labs directly through the simulation link within D2L. Instructors can impersonate the Demo Student within their D2L course and complete the simulation to get the same experience that their students would have when engaging in the virtual lab. To promote student exploration and engagement with the simulation (as opposed to students focusing their attention on the correctness of their answers to quiz questions), we recommend using the simulation quizzes as a low-stakes formative assessment. 
 
Where to find out more information on Labster? 
If you would like to find out more information about Labster, please see the links below: 

General information about Labster
List of available Labster simulations 
Labster resources page 
Labster help page 

Stories/Feedback 
We would love to hear from you about your experiences with Labster. How was the installation process? How are you using the Labster quizzes in your class? What are your students’ perceptions of Labster and their experiences with the simulations? If you would like to share some of your Labster stories (frustrations, joys, surprises) or need more information about Labster, contact the MSU IT Service Desk at ithelp@msu.edu. 
 
References 
Makransky, G., Bonde, M.T., Wulff, J.S. et al. Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC Med Educ 16, 98 (2016). https://doi.org/10.1186/s12909-016-0620-6