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You can also access the Generative AI Syllabus Guide Playlist with this content broken down into the following sections. Table of Contents:

MSU Guidance and [Non]Permitted Uses
Developing and Communicating a Course-level Generative AI Use policy
Example Syllabus Statements for the Use of AI Tools in Your Course

Design For Generative AI (restrict, permit, require)
Design Around Generative AI (ban)


Example Statements from Current USA, Higher Education Educators
Developing your Scholarly and Ethical Approaches to Generative AI
Beyond Syllabi Language
Additional considerations to help you develop your generative AI philosophy (Watkins, 2022)
References

The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.  
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.

Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.  

Non-permissible uses: 

Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information withnon-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).

Developing and Communicating a Course-level Generative AI Use policy 
A well-prepared course should be designed for ("restrict", "permit" or "require") or designed around ("ban") generative AI. Courses designed for AI should detail the ways and degrees to which generative AI use will be incorporated into activities and assessments. Courses designed for AI may incorporate AI for some activities and not others and depending on course AI may be explicitly excluded or included at different stages. Courses designed around AI may discuss impacts of generative AI as a topic but expectations are that students will not use these types of tools, and the course should be intentionally designed such that the use of generative AI would either not be conducive to the completion of assessments and activities, or such that the attempt to do so would prove overly cumbersome. 
Regardless of your approach, communicating your expectations and rationale to learners is imperative.
Set clear expectations. Be clear in your syllabus about your policies for when, where, and how students should be using generative AI tools, and how to appropriately acknowledge (e.g., cite, reference) when they do use generative AI tools. If you are requiring students to use generative AI tools, these expectations should also be communicated in the syllabus and if students are incurring costs, these should be detailed in the course description on the Registrar’s website. 
Regardless of your approach, you might include time for ethics discussions. Add time into your course to discuss the ethical implications of chatGPT and forthcoming AI systems. Talk with students about the ethics of using generative AI tools in your course, at your university, and within your discipline or profession. Don’t be afraid to discuss the gray areas where we do not yet have clear guidance or answers; gray areas are often the places where learning becomes most engaging.
Example Syllabus Statements for the Use of AI Tools in Your Course 
There is no “one size fits all policy” for AI uses in higher education. Much like attendance/participation policies, GenAI course-level rules and statements will be determined by individual instructors, departments, and programs. The following resource is provided to assist you in developing coherent policies on the use of generative AI tools in your course, within MSU's guideline. Please adjust these examples to fit your particular context. Remember communication of your course generative AI policies should not only be listed in your syllabus, but also explicitly included  in assignment descriptions where AI use is allowed or disallowed. 
It is your responsibility as instructor to note and explain your individual course-level rule. A conversation with your department is highly recommended so that generative AI use in the classroom reflects broader use in the unit and  discipline. If you have specific questions about writing your course rules, please reach out to the Center for Teaching and Learning Innovation. 
Design For Generative AI
Restrict [This syllabus statement is useful when you are allowing the use of AI tools for certain purposes, but not for others. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example1:  

The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

[insert permitted your course activities here*]


The use of generative AI tools is not permitted in this course for the following activities:

[insert not permitted your course activities here*]


You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.

Example2: Taken, with slight modification, from Temple University’s Center for the Advancement of Teaching  to demonstrate the kinds of permitted/restricted activity an instructor could denote.
The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities: 



Brainstorming and refining your ideas; 
Fine tuning your research questions; 
Finding information on your topic; 
Drafting an outline to organize your thoughts; and 
Checking grammar and style. 



The use of generative AI tools is not permitted in this course for the following activities: 



Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat. 
Completing group work that your group has assigned to you, unless it is mutually agreed within your group and in alignment with course policy that you may utilize the tool. 
Writing a draft of a writing assignment. 
Writing entire sentences, paragraphs or papers to complete class assignments. 



You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge. For example, [Insert citation style for your discipline. See these resources for APA guidance, and for other citation formats.]. Any assignment that is found to have used generative AI tools in unauthorized ways [insert the penalty here*]. When in doubt about permitted usage, please ask for clarification. 
 
Use permitted [This syllabus statement is useful when you are allowing, and perhaps encouraging, broad use of generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use in your course. The following is an example.] 
Example:
You are welcome to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
Use required [This syllabus statement is useful when you have certain assignments that will require that students use generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example:
You will be expected to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with]. Our class will make use of the [insert name of tool(s) here*] tool, and you can gain access to it by [insert instructions for accessing tool(s) here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
 
Design Around Generative AI
Ban [This syllabus statement is useful when you are forbidding all use of generative AI tools for any purpose in your class. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
The use of generative AI tools (such as ChatGPT, DALL-E, etc.) is not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Michigan State University’s policy on academic integrity, the Spartan Code of Honor Academic Pledge andStudent Rights and Responsibilities, since the work is not your own. The use of unauthorized AI tools will result in [insert the penalty here*].

CONCERN: The ubiquity of generative AI tools, including their integration into Google search results and MS Office products, means that an outright generative AI ban is implausible for any activity that makes use of the Internet or MS Office Suite.

* It is highly recommended that you have conversations in your department about the appropriate penalties for unauthorized use of an AI. It is important to think about the appropriate level of penalty for first-time offenders and those who repeatedly violate your policies on the use of AI. 



Example Statements from Current USA, Higher Education Educators
This collection of example statements are a compilation from a variety of sources including Faculty Learning Community (FLC) at Cleveland State University, Ohio University’s AI, ChatGPT and Teaching and Learning, and some of Michigan State University’s own educators! (If you have an example generative AI policy from your course that you’d be willing to share, please add it to the comments below or e-mail it to MSU Center for Teaching and Learning Innovation at teaching@msu.edu) NOTE: making your own course-level determination of "ban", "restrict", "permit", or "require" and using the sample language is the best, first place to start!
 “AI (artificial intelligence) resources such as ChatGPT can be useful in a number of ways. Because it can also be abused, however, you are required to acknowledge use of AI in any work you submit for class. Text directly copied from AI sites must be treated as any other direct quote and properly cited. Other uses of AI must be clearly described at the end of your assignment.” -Claire Hughes-Lynch
 “While AI tools can be useful for completing assignments and detecting plagiarism, it is important to use them responsibly and ethically. Practice based on these guidelines as a future or current K-12 teacher. The following are some guidelines for what not to do when using AI in your assignments and for plagiarism detection:

Do not rely solely on AI tools to complete assignments. It is important to understand the material and complete assignments on your own, using AI tools as a supplement rather than a replacement for your own work.
Do not use AI tools to plagiarize*. Using AI to generate or modify content to evade plagiarism detection is unethical and violates academic integrity.
Do not assume that AI responses are always correct. It has been noted that AI can generate fake results.* Please see the plagiarism/academic integrity policy in the course syllabus.” -Selma Koc

“Intellectual honesty is vital to an academic community and for my fair evaluation of your work. All work submitted in this course must be your own, completed in accordance with the University’s academic regulations. Use of AI tools, including ChatGPT, is permitted in this course. Nevertheless, you are only encouraged to use AI tools to help brainstorm assignments or projects or to revise existing work you have written. It is solely your responsibility to make all submitted work your own, maintain academic integrity, and avoid any type of plagiarism. Be aware that the accuracy or quality of AI generated content may not meet the standards of this course, even if you only incorporate such content partially and after substantial paraphrasing, modification and/or editing. Also keep in mind that AI generated content may not provide appropriate or clear attribution to the author(s) of the original sources, while most written assignments in this course require you to find and incorporate highly relevant peer-reviewed scholarly publications following guidelines in the latest publication manual of the APA. Lastly, as your instructor, I reserve the right to use various plagiarism checking tools in evaluating your work, including those screening for AI-generated content, and impose consequences accordingly.” -Xiongyi Liu
“If you are ever unsure about whether collaboration with others, including using artificial intelligence, is allowed or not, please ask me right away. For the labs, although you may discuss them in groups (and try using AI), you must all create your own code, output and answers. Quizzes will be done in class and must be solely your own work. You alone are always responsible for the correctness of the final answers and assignments you submit.” - Emily Rauschert on AI as collaboration partner
“Chat GPT: The use of Chat GTP is neither encouraged nor prohibited from use on assignments for GAD 250. Chat GPT is quickly becoming a communication tool in most business settings. Therefore, if you choose to use Chat GPT for assignments, please be sure to revise the content for clarity, conciseness, and audience awareness. Chat GPT is simply a tool and should not be used as a way to produce first and only drafts. Every assignment submission will be graded using the rubric provided in the syllabus. Be aware that Chat GPT may not develop high-quality work that earns a passing grade. It is your responsibility to review and revise all work before submitting to the instructor.” -Leah Schell-Barber for a Business Communications Course
“Use of Generative AI, such as ChatGPT and Microsoft Bing-Chat, must maintain the highest standards of academic integrity and adhere to the OU Code of Student Conduct.  The use of Generative AI should be seen as a tool to enhance academic research, not as a replacement for critical thinking and originality in assignments. Students are not permitted to submit assignments that have been fully or partially generated by AI unless explicitly stated in the assignment instructions. All work submitted must be the original work of the student. Any ideas garnered from Generative AI research must be acknowledged with proper in-text citation and reference. Students may be asked to save the AI chat as a PDF file for verification.” -Ohio University College of Business Generative AI Use for Academic Work Policy
“‘The policy of this class is that you must be the creator of all work you submit for a grade. The use of others’ work, or the use of intelligent agents, chat bots, or a.i. engines to create your work is a violation of this policy and will be addressed as per MSU and Broad College codes of conduct.’ - Jeremy Van Hof… Or, you might consider this, which I asked ChatGPT to write for me: ‘Sample Policy Language: Students should not use ChatGPT to complete course assignments or for any other academic activities. ChatGPT should be used as a supplemental resource and should not replace traditional academic activities.’ (ChatGPT per Jeremy Van Hof’s prompting) 
Or this much longer version, also written by ChatGPT: ‘The following course policy statement prohibits the use of Artificial Intelligence (AI) for the’ completion of assignments and activities during the duration of the course. At the Broad College, we strive to create an academic environment where learning is the foremost priority. We strongly believe that learning is best achieved through the hard work and dedication of our students. As such, we prohibit the use of Artificial Intelligence (AI) for the completion of assignments and activities during the course.  Our policy is in line with our commitment to providing a fair and equitable learning environment for all students. We believe that AI should not be used to substitute human effort, as it defeats the purpose of our educational goals, which are to encourage critical thinking and problem-solving.  We understand that AI can be a useful tool in many contexts, and we do not discourage its use in other courses. However, in this course, we will not accept assignments or activities that have been completed through the use of AI. We expect our students to be honest and to complete their work independently.  We will be monitoring student work closely to ensure compliance with this policy. Violations of this policy will be met with disciplinary sanctions. All students are expected to adhere to this policy and to abide by the standards of the University.’ (ChatGPT per Jeremy Van Hof’s prompting)” -Jeremy Van Hof, Broad College of Business
“I study AI. I research it in my role as faculty in the Experience Architecture and Professional & Public Writing majors. And I don’t think it’s inherently bad or scary, in the same way that a calculator isn’t bad/scary for math. Artificial intelligence technologies such as ChatGPT can be an excellent starting point and a place to begin inquiry. But they are not a replacement for human thinking and learning. Robots lack empathy and nuance. As such, here is my policy:
You may use AI as a tool, but you may not use AI to replace your own beautiful brain. That means that you may ask ChatGPT, for example, to give you a list of bands similar to one that you hear and appreciate in this course. You may ask ChatGPT to give you an overview of a punk scene in a geographic location at a particular time. You may ask it for the history of punk rock and punk cultures. You may ask it what happened to Sid Vicious. 
But you may not ask it to write on your behalf, and you must not turn in anything that has been written by ChatGPT and pass it off as your own for any assignment in this class, including discussion responses, papers, and exams. If you do so, I will know, and that will lead to an uncomfortable moment–and to you failing the assignment.
This is not meant to be punitive. It’s meant to reinforce how much I value you and your ideas and your intellect. In a face-to-face environment, we would have a lengthy conversation about AI, ethics, and human learning. If you want to have that conversation, I’m happy to do so via Zoom–email me!” -Kate Birdsall, asynchronous US23 course on punk-rock politics
Developing your Scholarly and Ethical Approaches to Generative AI 
Taken, with slight modification, from “Update Your Course Syllabus for chatGPT” by Ryan Watkins, Professor of Educational Technology Leadership, and Human-Technology Collaboration at George Washington University in Washington DC (2022), via Medium. 
Beyond Syllabi Language 
Communicate your perspective about AI use. In addition to syllabus statements, consider talking with your students about AI tools like ChatGPT. Regardless of your orientation to generative AI use, it is important that you clearly communicate your expectations with the introduction of each assignment/assessment.   
Different levels of familiarity: As an emerging technology, students will have differing levels of familiarity with these tools. For instance, while ChatGPT can write a grammatically correct paper or appear to solve a math problem, it may be unreliable and limited in scope. Discuss with students the uses and limitations of AI tools more broadly in addition to your perspective on their use in your class. 
Connect to critical thinking skills: AI tools have many implications beyond the classroom. Consider talking with students about how to be engaged-consumers of AI content (e.g., how to identify trusted sources, reading critically, privacy concerns). Discuss how you and colleagues use AI in your own work.
Adapt assessments. AI tools are emerging and it can be incredibly difficult to make any assessment completely free from AI interference. Beyond a syllabus statement, you may also consider adapting your assessments to help reduce the usefulness of AI products. However before revising any assignment, it’s helpful to reflect on what exactly you want students to get out of the experience and share your expectations with your students. Is it just the end product, or does the process of creating the product play a significant role? 

Create assessments that allow students to develop ideas over time. Depending on your class size, consider scaffolding assessments to be completed in small components (e.g., proposal, annotated bibliography, outline, first draft, revised drafts). 
Ask students to connect their writing to specific course materials or current events. Students can draw from the course textbook, additional readings on Moodle or Blackboard, and even class discussion boards or in-class discussions.  
Incorporate personal experiences and reflections. Provide students with opportunities to connect what they are learning to their own lives and experiences—stories unique to each individual. 
Incorporate Multimedia Assessments. Consider developing or adapting assessments to include multimedia submissions (e.g., audio or video components). Also, consider peer-review and social annotation tools like Eli Review or Google Docs for students to use when responding to assigned readings or other materials.  
Use class time. Ask students to complete writing assignments during class time (e.g. complete reading reflections at the beginning of class, or use exit tickets). Asking students to organize their ideas by writing during class may also support student engagement in other class activities such as discussions and group work.  

Get Creative With Your Assignments: Visit “Update Your Course Syllabus for chatGPT” by Ryan Watkins (Medium article) for 10 ideas for creative assignments adapted for a classroom with chatGPT. You can mitigate the risk of students using chatGPT to cheat, and at the same time improve their knowledge and skills for appropriately using new AI technologies inside and outside the classroom.
Additional considerations to help you develop your generative AI philosophy (Watkins, 2022)
Expand your options. Consider your repertoire of instructional strategies. Atsusi Hirumi offers a guide to research-grounded strategies for any classroom. These are not, however, “a la carte” menus; you must use all of the steps of any strategy to gain the evidence-based benefits.
Reflect on your values. As Tyler Cowen pointed out, there will be those who gain and those that lose with the emergence of chatGPT and other generative AI tools. This is as true for students as it is for faculty and instructors. Be ready to openly discuss the ethical implications of generative AI tools with your students, along with the value of what you are teaching and why learning these are important to their futures.
Consider time. As discussed during Bryan Alexander’s webinar, chatGPT and other generative AI tools offer a short-cut to individuals who are short on time. Examine your course schedule to determine if you are unknowingly pushing students to take short-cuts. Some instructors try to cover too much content in their courses already.
Remember, AI is not human. Be careful not to anthropomorphize chatGPT and other generative AI tools. ChatGPT is a language model, and if we anthropomorphize these technologies, then it will be much harder to understand their promise and perils. Murray Shanahan suggests that we avoid statements such as, “chatGPT knows…”, or “ChatGPT thinks…”; instead, use “According to chatGPT…” or “ChatGPT’s output…”.
Again, AI is likely to be a part of your students’ life to some extent this semester, so plan accordingly. Critically considering your course design in the context of generative AI is an important educator practice. Following the Provost’s call, MSU instructors are encouraged to 1) develop a course-level generative AI use policy and actively discuss with students about expectations for generative AI use in the work for your class, 2) promote equitable and inclusive use of the technology, and 3) work with colleagues across campus to determine ethical and scholarly applications of generative AI for preparing students to succeed in an evolving digital landscape. MSU does not currently have a university-wide policy on AI in the classroom, so  it is your responsibility as instructor to note and explain your individual course policy. A conversation with your department is highly recommended so that generative AI use in the classroom reflects that in the discipline. 
References
This resource is collated from multiple sites, publications, and authors with some modification for MSU context and links to MSU specific resources. Educators should always defer to University policy and guidelines. 

MSU Office of Student Support & Accountability Faculty Resources, including Academic Dishonesty Report form. 
Watkins, R. (2022) Update Your Course Syllabus for chatGPT. Educational Technology Leadership, The George Washington University via Medium: https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003 
Center for the Advancement of Teaching (2023). Sample Syllabus Statements for the Use of AI Tools in Your Course. Temple University 
Center for Teaching & Learning (2023) How Do I Consider the Impact of AI Tools like ChatGPT in My Courses?. University of Massachusetts Amherst. https://www.umass.edu/ctl/how-do-i-consider-impact-ai-tools-chatgpt-my-courses 
Center for Teaching, Learning and Assessment (2023). AI, ChatGPT and Teaching and Learning. Ohio University. https://www.ohio.edu/center-teaching-learning/instructor-resources/chat-gpt
Office of Teaching, Learning, and Technology. (2023). Artificial Intelligence Tools and Teaching. Iowa University. https://teach.its.uiowa.edu/artificial-intelligence-tools-and-teaching 
Center for New Designs in Learning and Scholarship (2023). Chat GPT and Artificial Intelligence Tools. Georgetown University. https://cndls.georgetown.edu/ai-composition-tools/#privacy-and-data-collection 
Office for Faculty Excellence (2023). Practical Responses to ChatGPT. Montclair State University. https://www.montclair.edu/faculty-excellence/practical-responses-to-chat-gpt/ 
Teaching and Learning at Cleveland State University by Center for Faculty Excellence is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
 

Edit a Question During its Availability
Occasionally, a test question will need to be edited while an exam is in progress.
 

Quizzes – Manually Grade a Quiz - Instructor
Short answer questions, although auto-graded by D2L, should be double-checked for grading accuracy.
 

D2L Assessment Analytics
Examining quiz question statistics can help instructors determine if a question is too easy, too challenging, or needs editing for clarification.
The following is a quick guide for D2L Quiz and Grade Item statistics to help you monitor and improve your assessment questions and results.
D2L Quiz Statistics
To see how students performed overall on each of the quizzes, in your own course go to Assessments > Quizzes > Statistics (click on Statistics from the tab view across the top).

This list displays all of your course quiz averages.
Click on a quiz to see more details including User Stats, Question Stats, and Question Details.

Question Stats
The Question Stats list the Standard Deviation, Discrimination Index, and Point Biserial value for each question. 

You can click on the link, "What do the statistics on this page mean?" above the table in your course to learn more. The information is also copied below.
What do the statistics on this page mean?
All statistics are calculated based on each user’s first attempt on the quiz. If a question is changed after attempts have been made, only the attempts on the newest version of the question are included in the statistics (ie. First attempts made before a question was changed are not included in the statistics for that question).
STANDARD DEVIATION
The standard deviation indicates how much scores vary from the average, ranging from 0% to 100%. A high standard deviation indicates that scores are spread out from the average, whereas a low standard deviation indicates that scores are close to the average.
DISCRIMINATION INDEX
The discrimination index indicates how well a question differentiates between high and low performers. It can range from -100% to 100%, with high values indicating a “good” question, and low values indicating a “bad” question.
POINT BISERIAL CORRELATION COEFFICIENT
The point biserial correlation coefficient is an analysis only applied to multiple choice and true/false question types that have only one answer with weight 100%, and all others with weight 0%.
Similarly to the discrimination index, the point biserial correlation coefficient relates individuals’ quiz scores to whether or not they got a question correct. It ranges from -1.00 to 1.00, with high values indicating a “good” question, and low values indicating a “bad” question.
*Note that only first attempts are included in that question's statistics.
Question Details
This tab will show you the summary of student responses for each question. If you notice a low or negative value for the Point Biserial or Discrimination Index, you may want to investigate the question. It could indicate a badly worded question or improperly keyed question answer.


 

For more, view the video tutorial on Generating Reports in D2L Learning Environment opens in new window. Currently, the statistics do not display for random "pool item" question types. Contact the MSU Service Desk to check on obtaining reports through the Data Hub.


Grade Item Statistics
To view grade item stats, in your own course go to, Assessments > Grades > (Grade Item) View Statistics – Use the pull down menu by a grade item title and select Statistics to display Class and User Statistics. If you have a grade scheme setup to display, you will also see the grade distribution chart on the page.

Working with student data

Keep the MSU Institutional Data Policy opens in new window in mind when storing data and making reports public in order to protect the security and confidentiality of student data.
Read more about best practices for handling data at secureit.msu.edu/data opens in new window from MSU IT Services – Academic Technology.

Addressing Issues of Academic Misconduct
What should you do if you discover cheating in your course? Follow the link to find out more. 
What is an Academic Dishonesty Report
If you give a penalty grade as a result of academic misconduct, you must submit an Academic Dishonesty Report (ADR) to the university. See the link above as an example. 

If you are looking to blog or share your detailed thoughts on a topic, creating an article is the best way to do that. 
How do I write an article in the #iteachmsu Commons? 
To create an article, you can either select the add button at the top of the page or select "Write an Article on #iteachmsu" from the feed.
An article is larger than a post, similar to a blog entry, detailed opinion piece, research report, or maybe a news article. You will be given an option to provide a title, the author, and you may choose to include a featured image.

You can publish an article to specific groups, set the visibility of the article as public or private, add your category that the article falls into, and create tags for better searchability on the site.

The description field is where you can create the body of your post.

When finished creating your article draft or if it is ready to publish, you can select the publish button to post it, or the draft button to complete it at another time. 

Click here to watch a video tutorial:

 

Check out December’s courses about collaborative tools training, available at no cost to all students, faculty, and staff. Visit SpartansLearn for more information and to register.

Outlook – Calendar Basics
December 8, 1:30 p.m. (Virtual)
Discover the full potential of Outlook calendar with our comprehensive training. From setting up to managing your schedule like a pro, this course covers it all. You'll learn how to set your email for "Out of Office" and share your calendar with ease. Plus, our hands-on experience with the Scheduling Assistant and other tools will help you streamline your scheduling process like never before. Join us now and take your productivity to the next level!
 What participants are saying...
“This course explained how to do simple tasks that will help me streamline my workflows."
 

To register for the following virtual and in-person instructor-led training courses go to SpartansLearn.
 
Microsoft Teams – Getting Started
December 5, 10:00 a.m. (In-person, Anthony Hall, Rm 1210)
Teams is one of the best tools at MSU for effective communication and collaboration. Join us as we dive into the basics and share how to chat and host meetings with individuals, groups, and entire teams.
 
Zoom – Getting Started
December 5, 1:30 p.m. (In-person, Anthony Hall, Rm 1210)
A great tool for scheduling and hosting virtual meetings, learn how to access Zoom at MSU and explore its settings.
 
Microsoft Teams – Meetings
December 7, 10:00 a.m. (Virtual)
Explore the settings, tools, and interactive options within a Teams video call meeting. Learn how to schedule and join a meeting, use backgrounds, utilize breakout rooms, and record meetings.
 
Microsoft OneDrive – Getting Started
December 11, 10:00 a.m. (Virtual)
OneDrive is a great place to store files in the cloud, share documents, and ensure document security. Learn about the basics in this entry level course.
 
Microsoft Forms – Creating Forms and Surveys
December 15, 10:00 a.m. (Virtual)
December 19, 1:30 p.m. (In-person, Anthony Hall, Rm 1210)
Forms can help survey classmates, students, coworkers, or any group where feedback is needed. Learn how to create forms and surveys, format, branch, collect data, and share with others.
 
Microsoft OneDrive- Working with OneDrive
December 19, 10:00 a.m. (In-person, Anthony Hall, Rm 1210)
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage accessibility of files and folders, and more.
 
Can’t attend a live course? Each is available on-demand to watch anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
For any other questions about technology training, please contact train@msu.edu. 

We are excited to announce the app for the MSU Spring Conference on Teaching and Learning, powered by Guidebook, is now available. With this resource, you have access to the most up-to-date information as well as networking tools. The Center for Teaching and Learning Innovation is excited to be piloting this platform to make engagement in this year’s Spring Conference on Teaching & Learning easy, interactive, and accessible. 
Conference Registration: Please note the two non-consecutive days of the Spring Conference on Teaching and Learning require two separate registrations.  
Day 1: April 19, 2024: Synchronous, Virtual via Guidebook App/Site
Register for Day 2: May 1, 2024: In-Person, Kellogg Hotel & Conference Center 
After you’ve registered, you’ll receive an email with instructions on accessing the Conference’s Guidebook app, where you can build a personalized schedule, connect with others, add linked materials to your session’s discussion board and more! 
If you have not yet downloaded the App, instructions are included here: 1) On your mobile device get guidebook here. Tap “Download the app” to access the guide on your iOS and Android device.AND /OR2) On your computer, access the conference schedule via guidebook online. 

In-Guide Navigation
Tap on the icon in the top-left corner of the screen to access the navigation menu.
Once the menu bar is open, there are three icons on the right-hand side. You can search for content within the guide using the magnifying glass. The share icon will allow you to share the cover page URL if this is enabled for the guide. Tapping on the arrow circles will download the latest available updates to the guide. 
Learn more about creating an account, signing in and managing your profile in Guidebook’s User Accounts support article.
Navigation
From the menu, you can access the various components of your guide. Guidebook provides a few different tools to help you get the most out of your event experience.
The guide builder may have named the menu items differently or used different icons for your guide than what you see in these examples. Tap on the menu items to explore everything in the guide.
Day 1 Info - Virtual
Here users will find information about accessing zoom and zoom best practices.
Day 2 Info - In Person
Here users will find information about parking at the Kellogg Hotel and Conference Center as well as the floorplan (map). Now that you know what’s happening and when you need to know where to go. You can tap on a location on the floor plan to see what sessions are happening there. 
Schedule and Speaker Info
You can find everything you need to know about sessions in the Schedule. Tap on the dates at the top of the screen to navigate through the schedule. Tap on a session name to get more details. NOTE: you'll need to swipe (on mobile) or advance through the calendar to see the two dates of MSU's Spring Conference-- April 19, 2024 and May 1, 2024.Accessing virtual zoom presentations for the April 19th, Day 1, of the conference, please use the Guidebook App. 

use the public Guidebook Link (shared via email) 
go to the conference schedule in the left menu
click on the session you're interested in attending
when the session opens, you'll see a Blue zoom logo box with a "play icon"
if you want to add a reminder to your outlook calendar you can click the download button and an .ics file will be added to your computer's downloads
at the time of your event, click the play icon - write your name and MSU email, and click log in 

you can choose to open zoom within Guidebook or "launch zoom"


zoom will open

You may see colorful dots on some sessions. These indicate schedule tracks, which are tags for sessions according to topic, intended audience, etc.
Below the session description text, you may see links to other items in the guide, surveys, PDFs, and/or website as additional resources.
If YouTube, Vimeo, or Twitch videos have been added to the session, you can play these in the header of the session details page.      My Schedule
When exploring the schedule, you will see plus sign symbols next to session titles when viewing a schedule overview. Tap on the plus sign (+) to add a session to your My Schedule.
If you tap on a schedule session name to learn more about it, you will have the option to Add to My Schedule at the bottom of the screen. Tap this button to add the session to your My Schedule.
If the guide-builder has set space limitations and enabled registration for sessions, you will be required to log in to your account before you can add sessions to your My Schedule.
You can also create your own schedule items by tapping on My Schedule feature in the app and tapping on the plus sign (+) near the top-right corner. Add your personal session details, and click Save.
Personal schedules can be created and shared with others via My Schedule, learn more in Guidebook’s article on meeting booking.  
My Notes
You can access Notes from the Notes menu item in a guide. You can also tap Create note or the note symbol from any schedule session or list item.
All notes are stored locally on your device. Tap on a note to edit, delete, or export/share it. 

The export/share button looks like on Apple devices.
The export/share button looks like on Android devices.

You can also export/share all of your notes from the Notes menu item screen.
To be able to export/share your notes, sharing must be enabled in your guide under Guide Details > Privacy. 
Share, Connect, Grow
The Interact feed is a great place to see what’s going on at your event. Read announcements, post pictures, find popular sessions, and have discussions with fellow attendees all in one place. 
If you choose to log in, your profile will be public and you will show in the Connect list. You’ll be given suggested connections based on the interests you filled in upon onboarding (if the guide creator has set any). You can add a picture and modify your profile (if you would like to share information) and chat with other attendees. When you are checked in to a guide you can be invited to meet other users using Meeting Booking.
Center for Teaching and Learning Innovation (CTLI)
This area links users to more information about the CTLI, hosting organization for the Spring Conference, and the basic web version of conference information.
Notifications
Any notifications that have been sent to this guide will show in the Notifications feature. If you have signed in to the guide, notifications can be sent directly to you by the guide builder. 

Click on the above image to access a PDF file of the Quick Guide. Remote Assessment
This quick guide provides an introduction to assessment as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
When planning to assess for remote teaching, it’s important to reference the objectives in your syllabus and plan your assessments based on those objectives. Then, be realistic about how your objectives can now be met in a remote teaching environment. Consider how you will ask students to now demonstrate their learning and then realign and/or match your assessments to your remote-specific objectives.
Modify
Having thought about your objectives and aligning your assessments to them, the next step is to modify your assessments to best suit remote delivery.
Modify your paper exams - convert to D2L
The primary tool you should use to deliver assessments is D2L. If you normally give paper exams, you’ll need to type them into D2L’s quizzing tool. The tool will allow most question types.
Modify your assessment
Be aware that students may be managing online assessments for the first time, and that may affect their performance. Try to avoid letting external factors (e.g. the use of new technology) factor in to the final grade on the assessments.
Modify your submission strategies
If you have students do presentations, group projects, or other performance-based assessments, then you may need to consider how those will be demonstrated. They can use the same tools to do this as you – Zoom or MediaSpace – but they may need additional support to use these potentially new tools.
Consider adjustments to your posted assessment schedule
Modifying materials and assessments to meet the unique demands of a remote environment is important. Offer exams at the times and dates indicated in your syllabus. If you choose to modify the submission of your assessments, do so with attention toward why you’re doing this and communicate that to students.
Implement
In implementing assessments remotely, remember best practices for assessments should still apply. Consider offering both formative and summative assessments, be conscious of test security and academic integrity, and provide meaningful and timely feedback.
Formative Assessment
Formative assessments check for understanding or evaluation of course effectiveness, are often un-graded, and are low stakes and can be moved into the suggested remote spaces. The following are some digital alternatives to common formative assessment approaches:
 

Strategic questioning (use DL2 discussion forums)
Checks for understanding (use D2L surveys or low-stakes quizzes)
Peer feedback (use D2L discussion forums)
Pausing for reflection (use blogging or portfolio tools)
Formative use of summative assessments (spend time after a test or exam reviewing common errors and collective successes)
Acting upon student input (use D2L surveys to ask students how the course is going, and act upon their feedback)

Summative Assessment 
Summative assessments are used to quantify students’ understanding of course concepts and objectives. Using D2L for objective summative testing is the best option for offering remote assessments. 

Consider an open-note format.

Re-write your questions so they are rigorous even if students have access to their notes and texts.


Consider a timed test

Limiting the time students have can keep the rigor high and reduce over-reliance on notes and the Internet (if your test is open note). If setting a time limit, do so strategically. Test how long the exam should take, and set time from there.


Consider a large test pool

Writing a large pool of questions and having D2L randomly draw questions from them can help increase test integrity.


Consider randomizing answers

D2L can randomize the order of your multiple choice answers. This can help improve test integrity.


For written work, consider using rubrics

D2L’s rubric tool can make grading more efficient and can serve to help students prepare better written products



 
 
Provide Meaningful Feedback

Consider using D2L and MediaSpace to provide feedback.
For written work, use D2L’s rubric tool and/or the review features in MS Word to provide written commentary
Consider using D2L’s item analysis tool to review objective tests. Consider creating a screen capture video using MediaSpace to verbally review the test, discussing common errors and collective successes
Use the D2L discussion forum to generate student contributions and reply to comments. In large classes, replying to everyone is not feasible, but selective commenting or general comments that address multiple perspectives can solidify teacher presence.

Additional Help
For additional help and support, please check out the other remote teaching articles here, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
 
  Attribution 4.0 International (CC BY 4.0)

The Collaborative Learning Center supports student success in a variety of ways. Some examples are through our academic success skills workshops, where we teach students how to use the "six strategies of effective learning" in their studies, and through our peer educator training program, where we help peer educators develop more comprehensive techniques to support students both in and out of the classroom. This poster describes the various CLC programs that support student success.

To access a PDF of the "How the Collaborative Learning Center Supports Student Success" poster, click here.
Description of the Poster
HOW THE COLLABORATIVE LEARNING CENTER SUPPORTS STUDENT SUCCESS 
Sam Drake, Jessica Deforest, Sara Morales, Ariel Arnold 
Academic Success Skills Workshops 
Through a variety of workshops and structured study sessions, the CLC can help you get on the path to academic success. Students will learn to set goals, use their time more efficiently, and become better learners. Additionally, students will expand their range of study strategies and learn to analyze course content and assessments in order not just to improve grades, but also to heighten understanding, intellectual development, and long term retention. 
Comments From Students 
“I would recommend this resource to a fellow colleague because I personally came back with a lot of helpful tips that I feel will help me succeed and why wouldn’t I want that for a friend.” – UGS 110 Student 
“I would recommend this resource to a friend because it helped me realize the actual extent of my procrastination, and how that is affecting me. Even now I am getting this worksheet done very quickly after the session and not waiting until later, having to struggle to figure out what was said in the presentation.” – UGS 110 Student 
I would recommend this resource to anyone who is struggling in note taking strategies and processing information in lectures. This was extremely helpful for me, and I think that it would be great for anyone to take! I do not think that there is an instance where I would not recommend this to a friend, because even if you like the note taking strategies that you use, this workshop 
Peer Educator Training  
The CLC provides training and professional development opportunities that are developed to enhance Peer Educators’ skills in supporting their fellow students. Training and professional development opportunities are grounded in research and best practices. Sessions include pedagogy, socio-emotional skills, and university policy and procedures. 
Comments from Students 
I thought this was a great session that should be presented to a wider audience! I think empathy is something that everyone could use a little practice with from time to time – Peer Educator Training Participant 
I really liked the chat back feature. It seems more effective in articulating a response than being asked the same question in person. I liked that the presentation included engaging videos. The polls really helped to express our opinions. The content of the presentation was clear, and I learned a lot. – Peer Educator Training Participant 
Student Interests and Support Survey (SISS) 
The Spartan Interests and Support Survey (SISS) is a university-wide initiative designed to assess how we can best support incoming students. This assessment measures several "non-academic" factors that have been proven to connect to college success. Scores from the assessment will be used to proactively refer students to campus resources and to help us as a university understand what we can do in the future to best support our students. Variables measured are .Positive Self-Concept – Realistic Self-Appraisal, Long Range Goals, Availability Of A Strong Support Person, Non-Traditional Learning, Demonstrated Community Service, Strong Leadership Experience, Navigating the System of Racism (or other “isms”) 
1 in 4: The number of students who indicated that they would most like a job that involves working with people 
15%  The percentage of incoming students who indicated that they did not have a clear plan for their future. 
 
 
This diagram shows the 3 areas in which the CLC supports student success: Academic Success Skills workshops, Students Success Assessment, and Peer Educator Training.  

After you have created an article, you may find that there is information that you want to update or maybe you want to delete the article altogether. By default, you will not see an edit or delete icon on your post once it is published. This article describes and provides a demonstration of how to edit or delete an article on the #iteachmsu commons.
How do I edit or delete an article?
There are a few different ways you can navigate to either edit or delete an article that you've posted.

Go to "My Profile" and select "Articles." This limits your view to only articles that you have created. 
Go to the "Browse" area to select articles, but there you will see all articles and not only the ones that you have created. 
Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in, and click on the Article tab for that group.


Once you have navigated to the article that you want to delete or edit, you should see the following buttons:

Here you will see a pencil where you can edit the post and a delete button where you can delete it permanently.
Click here to watch a video tutorial: