We found 283 results that contain "virtual events"

Maddie and Makena worked throughout the year to continue to build out their more sustainable model for the Leadership Institute. New to this year, they established the Leadership Fellows as a Steering Committee for the following year’s Leadership Summit. This move meant that the academic year’s fellows would plan the next year’s Leadership Summit, resulting in increased graduate student voice in the planning of the Summit and less summer labor needs. Additionally, they worked to further build buy-in across campus, connecting with the Colleges of Human Medicine, Nursing, and VetMed about establishing a fellow in their colleges for the year 2020-2021. Due to a change in Graduate School staff, this particular effort had to be put on hold. They also built additional relationships across campus, welcoming more speakers, professional development leaders, and “resource people” connected to leadership and change-oriented work within our community. Also of note was their work on programmatic assessment. The two worked with Fellows to create a new assessment protocol of fellowship growth and program success. Due again to a change in Graduate School staff, this effort was also put on hold. Finally, the Leadership Summit saw an increase in participation, they were successful in adding an additional 5 fellows to the Leadership Fellowship program this year and had their programming not been impacted by COVID-19, the Leadership Showcase would have seen an increase in attendance as well. Navigating the move to a remote campus, they have shifted their efforts to digitally celebrating and showcasing the work of the 2020 Academy Cohort, as well as the 2019-2020 fellows. 
In their first year as Co-coordinating Fellows, they worked to create a standardized structure for fellows activities. More intentional professional development and peer-to-peer resource sharing were built into group meetings. The competency framework and connected application process were formalized and implemented to increase transparency and equitable access to opportunities. The structure of each component of the Leadership Institute (Summit, Academy, Fellows) was aligned to a common framework- increasing scaffolding across programming- and the Fellows as a steering committee for the next academic year’s Institute was piloted. There was also a shift of the Academy Showcase to a public facing event where all Academy participants plus some of the Fellows presented their work to Deans, Associate Deans, faculty, friends, colleagues, and family.

Step into the CTLI office, and you are immediately enveloped in an atmosphere of collaboration and respect. This welcoming environment is largely attributed to LeChele Parris (she/her), the Project Intake & Event Coordinator whose attention to detail and inclusive leadership ensures that everyone, from seasoned administrators to new student employees, feel part of the team.
LeChele’s role at the Center for Teaching and Learning Innovation [CTLI] is multifaceted and essential to the organization’s smooth operation. With a keen eye for efficiency, she ensures that all team members have the resources and support they need to perform their jobs effectively. Her responsibilities include [but are certainly not limited to] monitoring various CTLI communication channels, such as emails and intake forms, to guarantee that inquires are promptly addressed and directed to the appropriate personnel. LeChele’s expertise in delegating problems to the right team members ensures that issues are solved efficiently and effectively, contributing to the overall productivity of the center. 
Beyond her administrative duties, LeChele plays a crucial role in managing the daily schedules of CTLI administrators. Her meticulous coordination of meetings and appointments optimizes productivity, allowing the center to function seamlessly. Perhaps one of her most impactful contributions is her oversight of student employees. LeChele provides invaluable guidance and mentorship, fostering an environment where young professionals can grow and thrive. Her approach is personalized; she takes time to get to know everyone individually, always offering a friendly face and a listening ear in the workspace.
In 2022, she earned her Bachelor’s degree in Psychology through Central Michigan University’s Global Campus. Her decision to return to school came later in life, after her children had become more independent. However, like many others, her educational plans were impacted by the uncertainty of the COVID-19 pandemic. Despite the challenges of remote learning and the ongoing global crisis, LeChele persevered, completing her degree and subsequently joining CTLI in 2023.
Her personal experience as a non-traditional student has given LeChele a unique perspective on higher education. She openly shares her journey of completing her Bachelor’s degree after establishing a family and career path, making her decision to work in higher education truly motivating. Initially hesitant about entering the field, LeChele found her calling in supporting online education at MSU.
“Coming here [to CTLI] and hearing about how my coworkers administrate the online programs here at MSU, I wanted to support them in that,” LeChele explains. “I want to be a part of making an online program better for MSU students”. This sentiment encapsulates her dedication to improving educational experiences and her commitment to lifelong learning.
LeChele’s presence at CTLI goes beyond her official duties. She brings a wealth of life experience, empathy, and a passion that enriches the center’s culture. Through her work, LeChele continues to make a significant impact on the CTLI team and the broader MSU community, embodying the values of perseverance, inclusivity, and continuous growth.

As the semester comes to an end, advisors and educators can experience emotional exhaustion, compassion fatigue, and times of heightened stress. In this article, explore MSU resources to support mental, emotional, and physical wellbeing, which are provided to employees for free or at a reduced cost. Below are links to these opportunities, as well as guided mindfulness exercise videos.MSU Health Resources and Programs

MSU Employee Assistance Program (EAP): MSU faculty and staff who are interested in personal counseling are directed to MSU EAP, which offers free, confidential short-term counseling and referral services for MSU employees and members of their immediate family. 
Emotional Wellness: The Office of University Physician offers emotional wellness articles, coaching, courses, and additional resources. Learn techniques to successfully navigate a range of human emotions and improve personal well-being. 
MSU WorkLife Office: The WorkLife Office partners with the community to create an inclusive, responsive work environment where all faculty and staff are respected and supported toward well-being in work and personal lives. The WorkLife Office offers free events and workshops on topics ranging from recognizing burnout, grounding strategies, well-being at work, stress management, and more!
SPARTANFit Fitness Assessment:  This comprehensive fitness assessment will help to determine your current level of fitness. A series of resting and exercising assessments will help establish baseline measurements which can then be used to set goals, monitor performance, and assess progress throughout your exercise program.
Health4U Programs:  Health4U is focused on helping the MSU community explore the fundamentals of a health-promoting lifestyle by providing access to high quality, evidence informed, and culturally conscious health education and support. 
CAPS Koru Mindfulness Workshop: MSU Counseling and Psychiatric Services offers 4-week long Koru Mindfulness Meditation groups, teaching participants how to train their minds to work mindfully with thoughts and emotions.  Groups meet weekly for 75 minutes to learn life transformative skills that increase resiliency and flourishing in the face of life's stressors.
Wellbeing in the Garden: Beal Botanical Garden is a favorite place for people from campus and the community to unplug from the chaos of their everyday lives and enjoy the beauty of plants and nature. Wellbeing in the Garden also provides programming that can give you a path to improved wellbeing.

External Resource for Advisors

Compassion Fatigue and Burnout in Academic Advising: NACADA presentation focuses on academic advisor stress and burnout, including theories and models addressing compassion fatigue. Additionally, this PowerPoint provides easy-to-implement self-care interventions for advisors.

Guided Mindfulness Exercises
Regular mindfulness exercises can help you to identify and manage difficult thoughts, feelings, and sensations. The following video and audio guides are available to assist you with developing your mindfulness practice. 
Additional videos and recordings of mindfulness exercises can be found at LivingWell.org. 
Mindfulness Meditation to Help Relieve Anxiety and Stress
Mindfulness Guided Meditation - 5 Minutes

This article is a component of the Resources for Teaching After Crisis playlist.
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom 
Collaborative syllabus by students and faculty in the Department of Curriculum & Instruction at the University of Minnesota [online syllabus] This syllabus includes reading lists (with examples in many formats including from the arts), annotated resources, class responses and activities, and other related collective syllabi. The authors encourage us to be critical, complex, and hopeful as we wrestle with these topics.
Teaching on Days After: Educating for Equity in the Wake of Injustice
by Alyssa Hadley Dunn [book/ebook available at MSU Libraries; preview on Google Books]
Book description: What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas.
Restorative Justice Resources for Schools
Edutopia resource by Matt Davis including links and case studies [website]
Offers examples of and evidence for the benefits of restorative justice frameworks in K-12 schools.
Restorative Justice: What it is and What it is Not 
by the editors of Rethinking Schools magazine [article]
This article explains restorative justice approaches as an improvement over zero-tolerance policies in schools. It advocates for restorative practices that take time, build trust and community, require commitment and resources, and can’t be a band-aid for schools in crisis.
Transformative Justice, Explained 
by Kim Tran for Teen Vogue [article]
Describes the overall framework and examples of transformative justice, an approach aiming to reduce inequitable incarceration and facilitate community-centered healing. 
Transformative Justice: A Brief Description 
Article by Mia Mingus from the TransformHarm.org resource hub [article]
This article describes and introduces transformative justice, an approach aiming to break cycles of generational and state violence and to build resilient, accountable communities. Includes links to examples and case studies.

This article provides an overview of preparing for classroom norms, especially for Fall 2024. This post is the fourth part of the Civil Discourse in Classrooms series and playlist.
Norms can help set expectations for students that will lessen any confusion that arises when students are not sure of what is appropriate. It is recommended that you set classroom norms through collaborating with students on norms and/or setting norms yourself from the beginning. Some example lesson plans for collaboratively setting norms are detailed on Carleton’s website, Stanford’s Teaching Center, and on MSU’s iTeach article on setting ground rules.
In addition, if an educator wants to set their own norms for students, some common norms may include:

Respect for All Voices: Listen actively, avoid interrupting, and ensure everyone has a chance to contribute.
Inclusivity and Equity: Encourage diverse perspectives and make space for quieter voices.
Open-Mindedness: Approach discussions with an open mind, considering different viewpoints.
Empathy and Compassion: Show empathy and support classmates in a non-judgmental way.
Confidentiality and Trust: Respect the confidentiality of personal stories and sensitive information.
Constructive Feedback: Offer respectful and constructive feedback, focusing on ideas and behaviors.
Accountability and Responsibility: Hold yourself and peers accountable to the agreed-upon norms.
Active Participation: Engage actively in class activities, coming prepared and contributing meaningfully.
Punctuality and Preparation: Arrive on time, be prepared, and complete assignments in advance.
Inclusive Language and Distraction-Free Environment: Use inclusive language, minimize distractions, and respect the learning environment.

Classroom Management Strategies
In addition to the tips provided on iTeach playlist on managing difficult classrooms, classroom management strategies can be extremely effective at establishing rapport, trust, and transparency with students. Managing disruption in a classroom is challenging, and having clear plans in place proactively is often helpful. Some classroom management strategies, as shared in the inclusive classroom activities article, include: 

Build rapport with learners, as it is one of the most effective ways to increase learners’ belonging and decrease problematic behavior. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester. Another way to build rapport is to learn learners' names and pronouns (if they share) and how to pronounce their names correctly.
Anticipate subject matter that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively. You may also want to reflect and think about bringing up “controversial” issues into the classroom. 
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (Oral Roberts University).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with student resources if they want further support.
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have. 


Continue to read more about in the next article, “Preparing Before a ‘Hot Moment’ Occurs,” or return to the Civil Discourse in the Classroom playlist.

This article provides some resources for faculty resuming courses in February 2023 and is a cross-post from the original post on the Enhanced Digital Learning Initiative (EDLI) website.
Per guidance from the Provost's office, faculty are encouraged to be flexible and accommodating with themselves and their students. Some courses may resume as planned, and others may need to make pedagogical changes in order to accommodate faculty and student needs. These changes may be very different depending on your specific course and will require some flexibility in thinking through options. As you assess the needs of your students and courses we encourage you to adopt a flexible and student-centered approach.

During the first week of returning to classes, you may wish to hold conversations or conduct activities that allow you and your students to understand where you are at and what your needs are for the remainder of the semester. You may wish to provide a survey to your students to allow those who may not be attending classes in person to contribute and to allow for anonymous contributions as you plan for any changes you wish to make.

Ideas for what you might do during this first week back include:


Reflect on where you are.  Reflect on where your students are.
It is ok to not require any academic work this next week. Students may not want to, or be able to, work on academic material in the first days/weeks.
Don’t make any large adjustments. Don’t rewrite the syllabus now but do take notes on what you are hearing or thinking in terms of longer-term changes.
Provide opportunities that allow students to come together, but without the necessity to speak. You could show a film or do some other activity that allows students to engage as they wish.
If you are feeling a particular way, talk about it, and be open about it.


As you consider what changes you may need to make in your courses remember that you may need to reset expectations, but do keep in mind the following:


Keep your course goals and learning objectives at the forefront of any redesigned assignments or activities.
Communicate your plan to your students. (link includes template and email language that may be useful to copy/paste)
Discuss needs with your students and try to be flexible with accommodations.
Adopt practices and approaches that enable students to engage with you and other classmates as much as they are comfortable and able, and in ways that work for you and for them.


Some examples of changes you may wish to make either temporarily or in the long-term best interest of your course and students:


Modify attendance policies to allow students to attend remotely or to take the time they need to process the events. 
Consider changing assignment due dates or the number/length of assignments. If you need to drop an exam or assignment, just do so.
Recording or streaming class sessions to allow students who may need opportunities to revisit course content to do so or to allow students who were not able to be present on campus to access course sessions. 
Accommodating students who are not able to be on campus can be as simple as opening a Zoom session and/or recording your class. Most MSU classrooms are equipped with cameras and software capable of facilitating this style of teaching. 


Some Additional Resources that may be helpful are listed below. 

Making changes to your class


Adapting a Syllabus During the Semester (provided by Ellen Moll, Director of Integrative Studies in Arts and Humanities)
Guide to Modifying Your Course Mid-Semester
Multimodal instructor guide - Contains recommendations for classroom set-up in a multimodal or hyflex-style course.
EDLI Online and Hybrid Course Development Process - Considerations and guidelines for creating online or hybrid courses.


Capturing and Streaming Your Class


MSU Hybrid Classroom Support & Tips - Guide to using MSU Classroom equipment to capture or stream your class.
Live streaming in-person classes Guide - a short guide to learning the process of live streaming in-person classes.
Zoom Meeting Top Ten - A reminder of the top ten most important settings on Zoom.
Preferred Zoom Settings - Recommended Zoom settings for teaching.
Recording Videos in Zoom and Uploading to MediaSpace - Learn how to record your Zoom Meetings to the cloud and then upload them to MediaSpace


Communicating With Your Students


Template & Considerations for Student Notification in Temporary Course Modality Change - A guide to communicating with your students in the event of a temporary course modality change.
Whole Spartan Framework


Further information and resources can be found on the #iteachMSU website. These resources will continue to be updated in the coming days so please check back if you do not find what you are looking for at first.

This post was co-authored by Makena Neal, Scott Schopieray, Jessica Sender, and Jeremy Van Hof.

Resources for Moving Forward after Tragedy and Trauma 
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
How to Respond in the Classroom

Teaching on the Day After a Crisis 
Navigating Discussions Following a School Shooting 

When Bad Things are Happening
Showing up strong for yourself—and your students—in the aftermath of violence 
A love letter to teachers after yet another school shooting

On Days Like These, Write. Just Write. 
Resources for Talking and Teaching About the School Shooting in Florida
PERSPECTIVE: Teaching Through Trauma
Support Students Who Experience Trauma 

Online Learning

Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet 

Self-Care for Educators and Students

College Students: Coping After the Recent Shooting
Slowing Down For Ourselves and Our Students 
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educators
Coping in the Aftermath of a Shooting 
Coping after Mass Violence
Tips for Survivors: Coping With Grief After Community Violence
Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress

Resources for Parents and/or Focusing on Children

Helping Your Children Manage Distress in the Aftermath of a Shooting 
Resiliency After Violence: After Uvalde 
Responding to Tragedy: Resources for Educators and Parents 
Managing Fear After Mass Violence 
When Bad Things Happen: Help kids navigate our sometimes-violent world 
Childhood Traumatic Grief: Youth Information 

Further Reading: Trauma-Informed Resources

#EnoughisEnough Syllabus: Responding to School Violence in the Classroom 
Teaching on Days After: Educating for Equity in the Wake of Injustice

[book/ebook available at MSU Libraries; preview on Google Books]

Restorative Justice Resources for Schools
Restorative Justice: What it is and What it is Not 
Transformative Justice, Explained 
Transformative Justice: A Brief Description 

[External] Mental Health Resources

American Psychological Association
American School Counselor Association 
African American Therapist Database 
School Crisis Recovery and Renewal 
The National Child Traumatic Stress Network 

The NCTSN has prepared resources in response to the MSU incident here


GLSEN

Links for Taking Action (Particularly Related to Days After Gun Violence) 

March For Our Lives 
Everytown 
Sandy Hook Promise 
Moms Demand Action 
Mothers of the Movement 

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 for Developing your Scholarly and Ethical Approaches to Generative AI