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This PowerPoint file contains all slides used in the videos and practices below. You are encouraged to work through the videos and practices in order.
Dos & Don'ts of Question Writing
A comparison table
 










DO
DON'T




Ask a question
Leave a blank


Use short stems
Write an epic paragraph stem


Use "student" language
Use sesquipedalian


Use student ideas
Make stuff up


Use 3-5 response options
Give a list of 22 options


Use simple format
Use a,b,c,1,2,3,i,ii,iii


Simple and possible
Always, never, or (always and never)


Write visually similar response options
Write 3-word, 12-word, no-word responses


Make responses the same length

Make the correct response longer
Make only one incorrect response match the correct response



Check for typos and grammar mismatches

Spend lots of time on correct answers only



Use similar levels of technicality

Make sure a word in the stem matches a word in the correct response
Make sure correct response is super technical







 

The virtual background feature allows you to display an image or video as your background during a Zoom Meeting. This feature works best with a green screen and uniform lighting, to allow Zoom to detect the difference between you and your background. You can also upload your own images or videos as a virtual background. There are no size restrictions when adding your own virtual backgrounds, but we recommend cropping the image to match the aspect ratio of your camera before uploading it.
 

 
For additional instructions visit: https://support.zoom.us/hc/en-us/articles/210707503-Virtual-Background

The Center for Teaching and Learning Innovation (CTLI) announces a new round of Catalyst Innovation Program (CIP) recipients for Spring 2022. This program funds creative and innovative uses of tools, technology, and pedagogical approaches for the purposes of allowing experimentation with the potential to enhance student learning experiences with just-in-time awards. It is with great enthusiasm that I present the Spring 2022 Catalyst Innovation Program recipients:Brad WIlcuts, Daniel TregoTheatreNew Media Performance LaboratoryJon FreyDepartment of Art, Art History, & DesignOpening New WindowsJudy Walgren and Megan KudziaJournalism/Digital Scholarship LabUnlocking 360-degree video production for the MSU Library's 360-degree theaterLinda NubaniSchool of Planning, Design, and ConstructionIntegrating eye-tracking and facial expression technology to evaluate the impact of interior design students’ projects on the well-being of users Quentin Tyler MSU ODEI, MSU School of Planning Construction and Design, and MSU ExtensionA Mile in My Shoes; A Continuation of Virtual Reality Confronting BiasStephen ThomasThe Office of the Associate Provost for Undergraduate Education (APUE)Broadening access and increasing representation among MSU’s Undergraduate Learning Assistants (ULAs) through software management, LA Campus.Sunil Chakrapani and Jenifer SaldanhaElectrical and Computer Engineering and Biological Sciences programQR code-based instruction in engineering and biology laboratoriesSusan McQuistonBiomedical Laboratory DiagnosticsAccess to Flow Cytometry data analysis enhances student learning, preparation, and engagement in diverse medical and research applications in preparation for future careersThis is the first award cycle since the formation of the CTLI. Grantees are already benefiting from the CTLI’s integration with the MSU Library through consultations with talent and expertise found in the OER Team, Makerspace, and Digital Scholarship LabMSU’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 without waiting for the next annual planning cycle.”As the year progresses, we will share 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 educator community. If you missed this application cycle, the next opportunity will be available late Spring 2022. Get your ideas ready!

There are a variety of considerations when it comes to course content. Now, if you’re close to the start of the semester, it is likely that you have already chosen (and submitted to the Registrar Office) your textbook and/or required materials for student purchase. Please consider the following when selecting your supplemental course content (additional materials, case studies, scenarios, etc.)... and for your primary texts next term. 
Diversifying voice - who is represented?
“Does your syllabus demonstrate to students that everyone has a place in your field of study? … Pedagogically, we might find it challenging to create a sense of belonging in a course when some students cannot imagine themselves as part of the community of scholarship and practice” (Marcella Addy et al., 2021, p. 52). Wow, that statement is really powerful, especially considering some recent scholarship. Schucan Bird and Pitman (2020) found, after an analysis of reading lists, that the reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff (dominated by white, male, and Eurocentric authors). Despite challenges across disciplines and settings, educators should make every effort to center students in their course design and make course materials a descriptive representation of the student body itself (Schucan Bird & Pitman, 2020). This shift can include showcasing the contributions of marginalized groups (Blackburn, 2017) with greater representation of perspectives, histories and approaches of scholars (Le Grange, 2016), along with adopting efforts to decolonialize teaching and learning (Phillips & Archer-Lean 2018). 
Looking for ways to get started? Colleagues at Tufts University Libraries (according to this Inside Higher Ed article) have noted that diversifying your course materials to include content about and by marginalized scholars (groups whose characteristics result in the systematic denial of equal rights and opportunities within a community or society including but not limited to race, socioeconomic status, gender identity, sexual orientation)  helps to “foster an environment that includes knowledge that has been systematically excluded from academia.” You might…

Considering diverse authorship of readings (ethnicity, gender, geographic location)
Inviting guest speakers who bring different perspectives
Using diverse audio and visual materials, such as films, interviews and TED talks
Incorporating readings that challenge standard approaches
Using primary research with authorship that reflects local collaborators
Offering multiple perspectives in assigned readings and letting students choose what to read or discuss at times.

Faculty members “can identify resources that highlight historically underrepresented researchers and activists in our fields,” she suggests. “We can include statements and topics in syllabi to decode our courses, structures and expectations. We can work to decolonize the power dynamics of our classrooms so what students already know and experience is also seen as a valuable contribution to the learning environment,” said Bridget Trogden (presently serving as Dean of Undergraduate Education at American University). Improving diversity and inclusion of voices in educational materials isn’t necessarily difficult, educators just need to be intentional. Fuentes et al. (2021) go beyond centering authors of mariginalized backgrounds, and recommend educators transparently acknowledge their intentional material selections. The example they provide in their article Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion is, "The following text/articles for the course have been chosen in efforts to highlight the important work of historically underrepresented and marginalized scholars in the field" (Fuentes et al., 2021, p.75).
“The proof is in the data: children are more likely to have a more productive learning experience and thrive in the classroom, throughout the school and in their communities when they see themselves represented in curriculum and library materials,” said Lessa Kanani'opua Pelayo-Lozada, President of the American Library Association. If data supports diversifying reading may boost a student’s development and well-being, WHILE ALSO increasing a sense of belonging and breaking down barriers to collegiate success… what reasons do we have not to reimagine our course materials?
Accessibility of digital content
The experts at MSU IT who manage the Digital Accessibility page recommend that educators ask the following questions before adopting digital content (adapted with permission from UC-Boulder’s Digital Accessibility Program):

Ask for Publisher Information: Contact the publisher to ask them for details about the accessibility of your particular textbook and/or digital content. This should include all known accessibility issues, any workarounds that the student can use, a named point of contact, and any guidance on how to ensure any content you create within the platform is accessible.
Review your Assessments: If you use digital online quizzes, ask the publisher for a list of quiz question types that are accessible. Review your own quiz content to ensure that none of your questions rely on drag-and-drop actions, images without alt text, or other inaccessible mechanisms.
Consult with Digital Accessibility Specialists: Contact your local Accessibility Policy Liaison for support and reach out to the MSU IT Digital Experience (DigitalX) team for help evaluating your digital content at webaccess@msu.edu or call the IT Help Desk at 517-432-6200.
Notify your Students: If the digital content (including texts, assignments, tests, or online homework systems) used in your course are not fully accessible, please notify your students in your syllabus with the following statement: “This course requires the use of [name of software or service], which is currently not accessible. Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities, with documentation from the MSU Resource Center for Persons with Disabilities, may be requested by contacting [insert Professor name or "me"] at the start of the term and/or two weeks prior to the accommodation date (test, project, etc). Requests received after this date will be honored whenever possible. For questions, contact the Resource Center for Persons with Disabilities at 517.884.7273”

For more information on Digital Accessibility check out the “Course Accessibility: Commitments, Support, and Resources” article, visit the Accessibility Evaluation Questions for Digital Content page, or contact your college/department’s Web Accessibility Policy Liaison. 
Cost as a barrier to access
Buying school materials can cost a lot, creating a barrier for students and impacting their collegiate success. Taking measures to curtail expenses on mandatory learning resources is not only a stride towards rendering college more cost-effective and attainable but also promotes equity. Embedding no-cost course materials into a syllabus provides the avenue to diminish financial burdens on students, foster more inclusive access to education, and enables the repurposing, blending, and creation of course content specifically tailored to each class. According to MSU Libraries Open Educational Resources (OER) Program, OER are “teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. Examples of OER include open textbooks, videos, images, course modules, lectures, homework assignments, quizzes, lab and classroom activities, games, simulations, and other resources contained in digital media collections from around the world.” 
Diversifying Course Materials: A How-To Guide on Inside Higher Ed (previously linked) shared four additional considerations for instructors when considering their course materials.

Accessibility, affordability and adaptation
Relatability and reflection
Clarity and intentionality
Alternative perspectives

Read more about each of these four considerations at the link above and check out the resources below for more in depth from authors cited throughout this article. 
Resources

Marcella Addy, Dube, Mitchell & SoRelle (2021) What Inclusive Instructors Do. Stylus Publishing. https://doi.org/10.4324/9781003448655
Schucan Bird, K. & Pitman, L. (2020) How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79, 903–920. https://doi.org/10.1007/s10734-019-00446-9. 
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education. https://doi.org/10.20853/30-2-709.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries. https://doi.org/10.1080/0194262X.2017.1371658.
Phillips, S. R., & Archer-Lean, C. (2018). Decolonising the reading of Aboriginal and Torres Strait Islander writing: reflection as transformative practice. Higher Education Research & Development, 38(1), 24–37. https://doi.org/10.1080/07294360.2018.1539956.
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79. https://doi.org/10.1177/0098628320959979


Photo by Paul Hanaoka on Unsplash

Gradescope is integrated with D2L and allows for remote delivery of assignments and exams.
Delivering Remote Assessment with Gradescope
Gradescope supports fully online assignments where no paper is required, paper-based assignments, assignments combining online and paper-based approaches, and programming assignments. You can find more information about the support Gradescope offers in this blog post and in this FAQ Guide for delivering remote assessments.
D2L Brightspace integration
You can link D2L Brightspace courses and assignments to Gradescope and sync your roster and grades. Learn more on how to leverage the D2L Brightspace integration by watching this video.
Getting Started with Gradescope
If you don't yet have a Gradescope account, you can create one on their homepage.
For more help
The team at Gradescope is available and happy to help with anything, so please email them at help@gradescope.com with any questions you may have.
 
If you'd like to talk about how to incorporate Gradescope into your teaching, request a consultation with an expert instructional technologist by clicking this link to open our appointment request form in a new window (login required).

MSU's public commitments include a commitment to providing accessible, usable, and aesthetically pleasing websites. “The MSU Web Accessibility Policy defines the accessibility requirements for university web pages and web content. The current Technical Guidelines require that pages meet Web Content Accessibility Guidelines (WCAG) 2.0 at Conformance Level AA.”
For all things digital accessibility at Michigan State, webaccess.msu.edu is the place to go! On the Course Accessibility page, educators can find a series of tutorials for “ensuring your content is usable to the greatest extent possible by all users” including this Basic Accessibility Checklist. If you’re looking for a place to start this is it. You can also learn how to create accessible Microsoft Word Documents, PowerPoint presentations, and PDFs. The webaccess.msu.edu Course Accessibility page, can walk you through key components of audio and video accessibility (namely captioning) and point you to “how to’s” on creating stable links to Library Resources (more accessible than scanned PDFs), setting special access in D2L, creating accessible equations, and more! Check out the Course Accessibility page!
Do you use D2L/Brightspace as the learning management system in your course? (If you need a reason to start using D2L, this is a good one!) Spartan Ally is a D2L/Brightspace integration that automatically scans course content for common accessibility issues and provides feedback to help faculty gauge the overall accessibility of their course, along with step-by-step guidance for fixing issues that may affect student access to content. The Spartan Ally page will lead you through all the things you need to know to optimize your use of this integrated service to promote accessibility and student success by improving course content. “Ally helps make your course experiences more accessible by providing:

On-demand alternative formats of common file types for all learners.
Instructor-specific reporting and feedback to help improve content accessibility and usability.
Institution-wide reporting to help gauge ADA-compliance and to provide metrics for identifying training and support opportunities.

If you can’t find what you need on webaccess.msu.edu, another place for digital accessibility support is the MSU IT team themselves. While webaccess.msu.edu is maintained through IT, they can also provide Information about getting connected to your local Web Accessibility Policy Liaison within your college or department. They offer consultations on Spartan Ally, can review crouse materials for accessibility with an instructional designer, and have published a new Digital Accessibility Support Cookbook! If you can’t find what you need at the MSU IT Accessibility page, you can always email them at webaccess@msu.edu. 
A final note… Accessibility isn’t only about digital accessibility. Michigan State University is committed to providing equal opportunity for full participation in programs, services, and activities. The MSU Resource Center for Persons with Disabilities (RCPD) has compiled resources that promote and advance accessibility across campus including items related to mobility aids & equipment, assistive listening devices, all gender and accessible restrooms, MSU transportation and parking, and snow removal. RCPD also maintains an online suggestion box for architectural accessibility suggestions and universal design improvements.Photo by Elizabeth Woolner on Unsplash

Learning Objectives

Define a transparent Purpose
Describe the importance of the “purpose” section and its relation to motivation and engagement.
Identify whether the transparency of a purpose statement is weak or strong

Introduction
This is part 2 of a 5 part series of articles on Transparent Assignment Design (Part 1: TAD). The first component of the Transparent Assignment Design (TAD) framework has to do with the Purpose. The purpose explains “the why” to the learner. 
The Significance of Transparency in Purpose
"Why am I learning this?" "What is the point of this?" "How is this going to help me in the long run?" "Is this just busy work?" "How am I going to use this in the future?"
These are common questions learners ask themselves, their peers, and even instructors when they don't understand why they are being asked to complete a course assignment or activity. The purpose of an assignment may be crystal clear to an instructor, but students who are new to the content and skills need a direct connection to its relevance clearly stated in order to see its importance. As a former Instructional Designer and current Engagement and Assessment Consultant, I have reviewed hundreds of assignments and the purpose of an assignment is often the key element that is missing. But why is it so important? 
As a former Psychology instructor and attention researcher, I can attest that people are more engaged in activities (stay on task longer, less distractible, and demonstrate more grit when working through difficult exercises) when they understand the relevance of the activity to their personal goals. Engagement and motivation are enhanced when learners grasp what will be gained by completing the assignment.
Psychology research classifies motivation into two main types: "Extrinsic Motivation" and "Intrinsic Motivation."

Extrinsic Motivation involves tangible rewards for engaging with the activity, such as points, prizes, money, and grades. While it is fast-acting, it tends to burn out quickly.
Intrinsic Motivation relates to how people personally feel about the activity, such as social engagement, enjoyment, meaningfulness, and relevance to long-term goals. It is harder to generate artificially but has a longer, more sustained effect when it is achieved.

Though many students will be initially extrinsically motivated to complete an assignment (for its grade), learners are more likely to demonstrate more effort and submit a higher caliber deliverable when the assignment can tap into their intrinsic motivation. A well-written Purpose statement can assist in fostering intrinsic motivation.
When we explain the purpose of an assignment to learners, it is essential to address both the short-term benefits (e.g., practicing applying specific knowledge and skills) and the long-term benefits (e.g., preparing for future professions). By doing so, we help students see the immediate value and future relevance of their efforts, fostering both extrinsic and intrinsic motivation.

Watch:


Examples:
Weak Purpose Statement:
Assignment: Analyze a data set and write a report on your findings.
Purpose Statement: This assignment will help you understand data analysis.
Explanation: This purpose statement is too vague and does not explain why understanding data analysis is important or how it will benefit the students in the short or long term. It lacks specificity and fails to connect the assignment to the students' broader goals or interests.
Strong Purpose Statement:
Assignment: Analyze a data set and write a report on your findings.
Purpose Statement: This assignment aims to enhance your ability to analyze real-world data using commonly used statistical methods. By completing this task, you will develop critical skills in data interpretation, statistical software proficiency, and report writing. These skills are essential for advanced coursework in statistics and highly valued in various professional fields, including business analytics, public health, and social sciences.
Explanation: This purpose statement clearly articulates the benefits of the assignment, both in the short term (developing data interpretation and statistical software skills) and in the long term (preparing for advanced coursework and professional fields). It connects the task to the students' academic and professional goals, making the relevance of the assignment explicit.

Resources: 
Note: This is article 2 of a 5-part series on Transparent Assignments.

 Quick Guide to Transparent Assignments (CTLI:MSU)

The following is a list of the educators receiving the #iteachmsu Educator Award from College of Arts & Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Scott Schopieray: The Center for Teaching & Learning Innovation Kick-off Summit, held on January 14, 2022, wouldn't have been possible without participation from educators like you. I know that ongoing uncertainty and stress at work and at home mean many folx are spread thin, and your willingness to share your time with us demonstrates your commitment to not only educator development at MSU, but the university's teaching and learning mission as a whole. The insights you provided (and continue to provide through asynchronous feedback opportunities) are invaluable as we continue to listen, learn, and ultimately shape what role the Center for TLI plays for Spartans. Witnessing the level of engagement, passion, and constructively critical questioning - makes me all the more excited to be a part of the Center staff moving forward. I'm looking forward to continued opportunities to work with you in the near future. Thank you again for the service you provided to MSU by participating in the Center for Teaching and Learning Innovation Kick-off Summit!
Kaelyn Muiru: Thank you for introducing your WRA 101 students to the library this semester! By emphasizing the importance of a student-library relationship, you helped promote information literacy and research skills, and hopefully initiated a positive association that the students will carry through their college careers. I want to also thank you for being in tune with and aware of your students' needs, and allowing them to opt into asynchronous instruction. Treating students with care means valuing their emotional and mental well-being, and trusting them as adults to help determine the course of their instruction. It was a pleasure to create and compile videos to introduce the library and specific resources to help them find success on their WRA 101 assignments. The analytics show me the resources were utilized, so I also thank you for promoting them! 
Alexis Black: For her empathy for all students. For her concern to make all feel heard and involved. For her terrible puns. Alexis is an amazing educator who cares deeply about her students' success. She is constantly checking in with students to see how they are doing and her innovative practices in intimacy coordination have helped out students navigate difficult times. 
Brad Willcuts: Brad is innovative and uses cutting edge technology to teach dance and musical theatre. He is constantly evolving as an educator and blends old and new techniques to reach students. 
Cheryl Caesar: I've worked with Cheryl for over ten years now and I wanted to thank her for teaching me a lot about being a compassionate and caring teacher. The learning environment that Cheryl creates with her classes allows students to feel safe and comfortable being honest and open with their thoughts, feelings and views. I have seen the amazing progress and benefits her students have gained from being a student in her class and I am honored to call her a colleague and friend.
Elizabeth Spence: Dr. Spence demonstrates the teaching method I personally endorse above all others - a pedagogy of care for her students. Dr. Spence clearly cares for each student as an individual, recognizing the unique values and experiences they bring to the classroom. She knows them not just by name, but knows about their work and personal lives too. She takes time to meet with them in individual consultations throughout the semester, and when visiting her classroom, it is evident that she takes time and thoughtfulness with each student and their appreciation and engagement is exceptional for a virtual setting. I especially appreciate that she gives time for library instruction, setting an example to her students that information literacy has high value. Newer to educating myself, I have learned so much from her, and wish to follow in her caring footsteps. 
Kathy Hadley: Thank you, Dr. Hadley, for dedicating a class each semester to bring your students to the library! Your commitment to library instruction encourages students to find value in information literacy and because of you, they begin a relationship with the library that will  help them be successful throughout their MSU careers. 
Jill McKay-Chrobak: Dr. McKay-Chrobak, thank you for dedicating a class each semester to bring your students to the library. Your commitment to information literacy helps ensure students place a high value on it. Thank you for showing your enthusiasm for the library's resources and services; it is contagious! Your students clearly enjoy your friendly and engaging style of teaching and your example has encouraged me to prioritize fun and camaraderie in my own teaching. 
Ilse Schweitzer: Dr. Schweitzer, thank you for dedicating a class to bring your students to the library! Your commitment to information literacy encourages students to value it highly, and by introducing them to the library, you begin a relationship between library and student that fosters success. Your students clearly enjoy and respect your leadership; I was continually impressed with their level of engagement. Thank you for encouraging, mentoring, and caring for these first-year students - I have learned from you and intend to follow your example!
Floyd Pouncil: Thank you so much for bringing your students to the library for an introductory session! By doing so, you impress upon them the importance of information literacy and research skills, and give us a chance to situate the library and its resources as an important asset for their college careers. 
I want to also thank you for your very thoughtful scaffolding of the WRA 101 assignments, and attention to detail and modification of the standard. Your students were clearly connecting the dots between rhetorical analysis of the culture of an artifact and the culture of their disciplines and the writing found therein. Also, by emphasizing the importance of a personal interview, you recognize the value in alternate ways of knowing (as opposed to relying on "peer-reviewed literature"). 
Your students were my most engaged of the semester - you did an excellent job of cultivating a safe classroom culture in which students felt encouraged and motivated to participate. That makes such a big difference in how I am able to impact them in our short time together, so for that I am grateful. 
Sharieka Botex: Thank you for bringing your WRA 101 students to the library this semester! In doing so, you emphasized the value of information literacy and research skills and encouraged a relationship with the library that hopefully will serve your students well throughout their college careers.
Your students were some of my most engaged of the semester - you clearly have nurtured a safe space for students to be themselves and participate openly in discussion, which makes my job much easier and way more rewarding, and speaks highly of your classroom culture.
Also, it was very clear from the assignment modifications you made and the relatively calm and collected demeanor of your students that you have taken a pedagogy of care approach, putting their mental and emotional well-being right up at the forefront alongside their academic experience. This is so important in this time and place, especially with our vulnerable first-year students, and I appreciate your approach so much. 
It was a pleasure getting to know you and your students, and I am grateful for your leadership in encouraging a positive and lasting library-student relationship!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.