We found 283 results that contain "virtual events"

Topic Area: Online Teaching & Learning
Presented By: Angela Wholehan, Michelle Markstrom
Abstract:
Laboratory classes are arguably one of the most difficult courses to transfer online - key hands-on experiences are inevitably lost in the process. However, all is not necessarily lost! With some creative thinking, a meaningful instructional experience can still be provided! This presentation will focus on how a core introductory laboratory course in the Biomedical Laboratory Diagnostics program was adapted into an online course during the pandemic while managing to maintain student learning and engagement. This course is an essential component of our program, as it connects students with key skills and disciplines of laboratory medicine, allowing them to begin to plan their future career paths. Strategies discussed will include the use of online simulations, such as Labster, images for laboratory result interpretation, recorded videos of instructors performing laboratory activities, allowing for students to collect and evaluate real data, and opportunities to connect concepts and methods to real-world applications. The last point was achieved through inviting weekly visitors from our robust pool of alumni to discuss how they applied their BLD degree (including key concepts introduced in this course) to their career paths or advanced education. We will also discuss student feedback that we received from these experiences.

Topic Area: Online Teaching & Learning
Presented By: Neil Kane
Abstract:
Microsoft Teams has specific educator features built into it that are not well known. While it is far from perfect, but getting better all the time, in this author's opinion it is superior to D2L in many respects. This semester the author went all-in on MS Teams and stopped using D2L. In this workshop, he will share his experience and give a mini-tutorial on some of the features of MS Teams that he found useful--as well as share tips and tricks.

ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.

What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?

Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue. 
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education. 
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students. 
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.

Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators

Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus. 
MSU policies and resources related to academic integrity:

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity

Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools,  what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:

Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School

Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)

Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist

EDLI (Enhanced Digital Learning Initiative) and Broad College

Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023

OSSA (Office of Student Support & Accountability) and MSU Policy

When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity



Spartan Newsroom and MSU Today

Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement

Additional Resources:

Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington

Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023

The following are a optional Inclusion Statements to include on your syllabus:

Michigan State University is committed to providing access and promoting/protecting freedom of speech in an inclusive learning environment. Discrimination and harassment based on a protected identity are prohibited. Please review MSU’s Notice of Non-Discrimination, Anti-Harassment, and Non-Retaliation.  
In this class, we will work together to create and maintain a respectful teaching and learning environment where we engage in conversations that challenge our perspectives and understanding.  
Please let me know if you would like me to use a name for you that is not reflected in the University system or if there is anything else I can do to support your access to this class. 

 
Language that should NOT be included in a syllabus 

Language that appears to promote protected identity-based preferences or otherwise violates federal or state civil rights laws  
Language that appears to restrict First Amendment rights  
References to any “policy” that is not a University or unit-level policy 


Also, for your reference:Religious Observances & Holidays: Michigan State University has long had a policy to permit students, faculty/academic staff, and support staff to observe those holidays set aside by their chosen religious faith.
Links to the policies can be found below:

Religious Observance Policy (students, faculty, academic staff)
Support Staff Policy for Observance of Religious Holidays (support staff)

More information about religious holidays and traditions can be found online.

Interfaith Calendar
Center for Spiritual and Ethical Education
Ramadan at MSU

Provisional Land Acknowledgement: (This paragraph is intended to be read at the beginning of formal events or published in printed material.)
We collectively acknowledge that Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg – Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. In particular, the University resides on Land ceded in the 1819 Treaty of Saginaw. We recognize, support, and advocate for the sovereignty of Michigan’s twelve federally-recognized Indian nations, for historic Indigenous communities in Michigan, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty and will work to hold Michigan State University more accountable to the needs of American Indian and Indigenous peoples.Visit MSU's American Indian and Indigenous Studies page for more information on Land Acknowledgements. 

The general sample questions provided in the "process" section of the mid-semster feedback playlist are centered around three themes. Here you can find quick tips for interpreting the data related to those themes, as well as links to other #iteachmsu articles. Remember the sample questions were written generally and with the audience, students, in mind. If you see (or don't see) jargon that would(n't) be typical in your field or discipline, keep in mind we attempted framing items in ways that would make sense for survey participants. 
Thanks to our colleagues from the Enhanced Digital Learning Initiative at MSU who provided the information adapted to this article: Scott Schopieray (CAL), Stephen Thomas (Nat. Sci.) Sarah Wellman (CAL & Broad), Jeremy Van Hof (Broad)!
Theme 1: Perceptions on purpose and alignment
This theme encompasses the sample questions where students indicate if they feel that they are prepared for class and understand expectations. Ideally, answers would trend toward “4. always” If that is true and students voice needs that they have in later answers, then you can explore relationships between, say, students who generally understand what is expected of them but (might be) confused about what assignments are asking of them (this is a curious relationship worth exploring with students).Theme 1 example questions: I am prepared for class. I understand what is expected of me in preparation for class.
If responses raise concerns, consider: 

Clearly re-stating your course’s learning outcomes verbally and in writing 
Clearly indicating how an activity fits into the broader course structure, prepares students for the working world, or aligns with the outcomes 
Ensuring that the content assessed on tests & quizzes is content that’s been previewed in prior course activities 
Before any course event (lecture, activity, test, etc) state clearly what course objectives are addressed 

As you process the data from your students, be sure to focus on trends across feedback - both celebrations of what’s working and opportunities for change. This information provides you with an opportunity to highlight what is working for your own planning,in addition to providing supportive rationale for using certain teaching strategies (which you should share with your class.
Other resources include...

SOIREE 
Introduction to Backward Design
Writing Measurable Outcomes for Students

Theme 2: Perceptions of structure, community, and workload
This theme relates to questions that explore students’ perceptions of the class community, structure, and workload. These are powerful descriptive questions that enable you to explore a number of issues with students (and/or with your colleagues), depending on the nature of student responses. Theme 2 example questions: I have the opportunity to ask questions. The material is interesting and engaging. Feedback is provided in a manner that helps me learn. Instructions are clear. 
If responses raise concerns, consider: 

Narrowing the toolset students need to use to complete required activities 
Using the full suite of native tools in D2L – including the discussion board, the calendar, and the checklist 
Providing opportunities for students to interact with you and each other in a no-stress, non-academic setting (perhaps via Zoom before or after class) 
Re-visiting assignment and project descriptions to very clearly indicate how students use tools, seek assistance, and can contact you and/or their peers 


Building in multiple points of clarification and reminders of due dates and work processes  

You can also check out this from SOIREE:

Resources to Build Inclusivity and Community 

Theme 3: Perceptions of learning environment 
Questions in this theme indicate students' self-perception of their learning and the learning environment. Three of these questions are open-ended, so you want to make sure you’re recognizing the time it takes students to provide this type of feedback.  An easy way to find patterns in the open ended responses is to paste all them into a word cloud generator. Consider using this tool: https://worditout.com/word-cloud/create Theme 3 example questions: This course's meetings and activities motivate me to learn. The way new concepts are introduced is aligned with my learning style. Overall, my learning in this course meets my expectations. What elements of class have contributed to or proved most helpful for your learning so far? What could be added or changed to reduce barriers to learning in this class so far?
After you consider the responses to these questions in addition to the items in the themes above, you have information to adapt your plan for the remainder of the semester. Be sure to tell your students what you’re changing and why (based on what feedback). Asking for feedback without following up can suggest to students that their opinions might not matter, and harm your relationship. Instead, address opportunities for what you and they can do to make the most of the semester, share your intended plans for utilizing the feedback, and thank students for their honesty, inviting them to continue working with you to improve the course.
You can also consider checking out these additional resources from SOIREE:

Student to Instructor interactions & engagement 
Student to student interactions & engagement 

This week, we are featuring Brittany Dillman, MAET Graduate Certificate Program Coordinator, within the Department of Counseling, Educational Psychology and Special Education at MSU. Brittany was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator initiative) regularly!
Read more about Brittany’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses! 

You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?  
Love.
Share with me what this word/quality looks like in your practice?
Being an educator is an act of love. I have always known this, but I don’t think I have always been able to (brave enough or self-secure enough) enact this in ways that I do now. 
Have your ideas on this changed over time? if so how?
In previous versions of my educator self, I put content first. Now, I put learners first. This includes checking in with them kindly, sharing myself and my humanity (flaws, quirks, and challenges), and giving them lots of chances. I have learned so much from the work of Lisa Laughman and the MSU Health4U program about emotional wellness to help me make the shift from content first to learners first.
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (Aka, where do you work?)
I am the Graduate Certificate (GC) Programs Director for the Master of Arts in Educational Technology (MAET) program in the College of Education at MSU. This is my favorite job in my life (so far). In my position, I work very closely with my team to create and maintain curriculum, advise GC students, teach online and hybrid master’s-level courses, support a group of phenomenal adjunct instructors, promote our program and the amazing work of our instructors and learners via social media, recruit students, and anything else that comes up.
What is a challenge you experience in your educator role?
The biggest challenge we face in our program is the increasing prices of MSU tuition and the barriers that cause for potential learners, particularly those learners of color or disability. Our program is phenomenal and students are consistently, incredibly pleased with their experience with us, but the cost is prohibitive for too many learners. In addition to our “assigned duties,” my colleagues and I are looking for grants and other ways we can support our students financially. We haven’t had the success that we want with this, but are continuing to explore big and small ways we can support our learners.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?
I work with an amazing team (program staff and adjunct faculty) and we intentionally focus time and energy on how we work as a team, building our team’s strength, and ways we can improve as a team. This provides the foundation for all of our other work. You’ll notice that most of my answers center around how my team functions because that is what supports me as an educator.

We have a shared mission and vision that we all believe in and buy into. We have it on our website, in our presentations, and on our meeting agendas. We use that to guide us in our decisions. I feel like that sounds a bit cheesy, but it’s true and it really helps!
We believe in and use backward design for course design, and also for program design and decisions to move us forward. So, we make decisions that lead us toward our mission and vision.
Along the way, we make mistakes and so we iterate. One of our instructors emailed me yesterday and wrote, “You are masters of iteration!” We aren’t perfect, but we try to get better.
We rely on each other and our strengths. I bring organization (and spreadsheets!). Other colleagues bring creativity, writing, and networking/connections. We don’t pigeonhole ourselves into these archetypes, but we build off of the best of what we can each bring.
We push each other, question each other, and engage in critical questioning with our ideas. We do this in safe and kind ways, but it helps us all get better when one person asks a question like “have we considered this other way?”
We treat each other, our learners, and instructors, as human beings who are amazing and flawed. We respect each others’ humanity and help when we can. It’s not perfect, but we do our best.

What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
Because my program is educational technology, there is often an assumption that we know everything - all the tools, apps, programs, and all the tricks and shortcuts. We don’t. We ground our program in pedagogy and thoughtful design based on the TPACK Framework (Mishra & Koehler, 2006). I wish all Spartan educators would approach curriculum, design, teaching, instruction, and assessment from a thoughtful, human-centered perspective. How do you design your course to best fit your content, your context, your students, your available technologies, and pedagogies? Then, how do we teach in alignment with this? Then, how do we assess students? Then, how do we improve the whole cycle for the next round? Will specific technologies be a part of this process? Of course! But my wish is that we can keep students at the center of all our work. Two of my favorite MSU events that do this are the Accessible Learning Conference (held in the fall) and the Spring Conference on Teaching, Learning, and Student Success (held in May annually). So, if you are seeking fellow Spartans with this perspective, I recommend starting in those places.
What are you looking forward to (or excited to be a part of) next semester?
So much! 

My colleagues and I have been taking some Quality Matters courses to learn more about their research, best practices of online education. So, I am excited to use some of my new knowledge this fall with students and experience the impact of some of the design decisions we have made based on our new and improved knowledge.
I haven’t taught, yet, in 2021 (based on my work schedule and some course buyouts) so I am excited to teach this fall. Our program shifted to a program-wide ungrading philosophy and practice in Fall 2020 and I am excited to get “back” into that now that we’ve had a chance to iterate and improve it.
I am looking forward to my children starting school (they just turned 5) and to experience their continued growth and learning...and being a parent of kids who are in school (a new experience for me)
Finally (and maybe most of all) I’m looking forward to fall weather. I know we need to appreciate all of Michigan’s amazing seasons, but fall is my favorite! I look forward to crisp days, colorful leaves, apple cider, donuts, and pumpkin spice flavored everything for the few short weeks it’s with us. I’m so sorry that pumpkin spice has gotten such a bad reputation in the last few years (though pumpkin spice flavored goat cheese does take the trend a smidge too far for even me). So, if there are fellow fall and pumpkin spice lovers out there who want to connect (or talk about pedagogy and teaching), please email me: dillmanb@msu.edu 



Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature! Follow the MSU Hub Twitter account to see other great content from the #iteachmsu Commons as well as educators featured every week during #ThankfulThursdays.

AssessmentThis is the seventh article in our iTeach.MSU playlist for the Spartan Studios Playkit.
There are many options for assessment in your experiential course. In addition to assessing performance or content retention, you have the option to assess students’ holistic contribution, as well as to focus on engagement with the experiential process.
Assessment of Student Work

▶️Consider holistic and/or assignment level assessment. Will you be more focused on a holistic assessment, meaning their overall contribution and engagement with the course? There may be specific components of the course where assignment-level assessment is a better fit, eg. evaluating deliverables, specific performance, or content retention/mastery.
▶️You can assess team deliverables based on a rubric evaluating levels of quality with explicit descriptions for work that fails to meet, meets, or exceeds expectations. 
▶️Assessment should reflect both an opportunity for students to demonstrate mastery of knowledge as well as their ability to apply what they know to a novel environment/challenge. Some assessment methods capture intended learning outcomes; other methods should be designed to capture emergent learning outcomes.
▶️Whatever your choice of assessment, be upfront and transparent with your students about expectations. Keep feedback central; a focus on grades can interrupt student ownership, while a focus on feedback reinforces relationships and students’ sense of ownership (see our GORP model for details).

Assessment As Learning
In addition to assessment towards their grade, experiential courses offer opportunities for instructors and students to learn from the course processes and from each other.

How do students charge forward in a project and stumble into/ respond to barriers?
How can faculty follow student work, prototypes, collaborations, and goals with their expertise to coach students to their next sprint?
Assessment of your own coaching: are you modeling the role shift you want to see in students? If you want student groups to give good feedback to each other, are you demonstrating good feedback practices with other faculty in public so students can see how to do it?
Focus on feedback-rich classroom practices and formative assessment.

Evaluation of Process and Reflection
Give students the opportunity to reflect on their progress a few times during the project. Reflection leads to metacognitive moments, where students think about their own thinking, creates opportunities for deep learning, and can be transformative. This also helps you understand team dynamics and how students assigned work within their teams. Reflections can be written or more open-format, like art projects. Reflection prompts can be specific to your course as well as more general prompts about their learning experiences.
🔧Photovoice is a well-documented visual reflection tool used in qualitative participatory community-based research projects. MSU’s University Outreach and Engagement (engage@msu.edu) offers workshops about Photovoice. Here are some Photovoice resources including a Photovoice manual, a facilitator toolkit, an implementation guide, and an organizer’s manual.
▶️You can use reflections to:

evaluate project progress and topical knowledge
evaluate team communication
evaluate use of feedback
evaluate how individuals learn their way through challenges
evaluate student identity exploration

🔧Table of written vs. open-format reflections




Written reflections


Open-format/interpretive reflections




Pros 


Cons


Pros


Cons





Explicit framing of student feelings and growth 
Easier to standardize responses 
Good for maintaining student accountability of their own growth and experience




Potentially restrictive  to student expression 
Potential reduction in student ownership of content
Can resemble a traditional homework assignment, reinstates traditional power dynamics




Encourages student creativity and exploration 
Potentially the most honest representation of student experience 
Could facilitate more meaningful discussion 




Difficult to standardize and interpret 
Difficult to glean data from 
Harder to communicate expectations 





Sample prompt questions:

What strengths do you bring to your team? Are you using the strengths you anticipated using, or are new/different capabilities emerging as you work on your events?
What do you most appreciate about some of the other students in the course? Rather than naming names, identify characteristics, activities, behaviors, etc.
Has the course changed the way you are thinking about your work in the future? In what ways?
Are there things that you would change about the course? What suggestions would you make to the instructors for future classes?

Image by Shahid Abdullah from Pixabay

The ISB202 course is asynchronous, and thus one of the main ways that the teaching team (i.e., the ULAs and instructor [Dr. Bierema]) interact with students is on the discussion board. This guide was created for ULAs, but much of it might also be helpful for instructors that are new to participating in a discussion board.
 
You can read more about the instructions provided to students as well!
How is Participation Different for a ULA vs. a Student?

In some ways, participation looks the same for a student or ULA, but the purpose of posting is different. As a student, the goal of participating (whether the student realizes it or not), is to engage with the material of the course in a meaningful way. As a ULA, it is to further discussion so that students engage with the material on a deeper level.
Some ULA posts may be representative of a student post. For instance, if students are posting about a specific topic and you know of a great resource for them to check out, the resource should be cited properly. This allows the students to see what a good post looks like.
Other ULA posts are different from a student post. For instance, sometimes we need to ask students to think more deeply or research an idea further. Although these posts would not count as a student participation post, they are essential for furthering that student’s engagement with the material.
Some types of posts may or may not be representative of a student post. For instance, if a discussion is moving off-track, then a student or a ULA may bring it back to the course objectives by asking a meaningful, detailed, possibly leading question. A student may do this, but they are not in charge of this. It is our responsibility as a teaching team to bring the discussion back to the course objectives.

Why Participate in the Discussion Board?

Interact with and form relationships with students.
Illustrate how to setup a meaningful and detailed post.
Move off-topic discussions back to course objectives.
Have students think more deeply about their posts.
Offer new information and new resources relevant to student posts.
Relate posts to what was covered previously in class or what will be covered in the future.
Encourage students to look up information rather than guess.

 
When do I Participate?

Start at the beginning of the discussion week. It can be overwhelming to start later in the week when there are so many posts.
Have the goal to participate more during the beginning than later in the semester (not vice versa). If we do a good job in our posts and feedback early on, then students should need less of our help later in the semester.
If the class is divided into multiple discussion board groups and there is more than one ULA, then self-assign yourselves to different groups and change it each week. Make a calendar to keep track.

 
How do I Format the Post?

Address the student and, if posting something for the entire class, also refer to the class.
Change the text color of the post. Everyone in the teaching team can use dark blue to make it clear which posts come from the teaching team.
Italicize components of a post that address the entire class. See examples throughout this document.
There may be a few students that posted something similar for which you would like to address. If so, acknowledge all of them in your post.

Example response:

Interesting point, [student], about using greenways to connect areas for nature. Although we tend to only think of paths being used by humans, there are also non-human animals that might use these paths. Class, do a little research and let us know which animals might benefit from having these paths and which ones might not benefit. Explain your reasoning and don’t forget to cite your sources. 





 
What do I Post?
The following is a list of different types of possible posts.

Request that the student think more deeply about their post and provide additional information.

Example response to one student:

Student initial post: My family does our best to limit of carbon footprint. We recycle more than we throw away, reuse as much as we can but aim to reduce our plastic consumption, and limit our mat consumption (I consider myself a flexitarian) There are still a lot of adjustments to be made. 
I really like the term "flexitarian," [student]! What are some ways that you and your family are working to reduce your plastic consumption?


Example response to the class:

Context: Students were posting generic concepts regarding ecological footprints.
[Student], you brought up an important point about how overwhelming it can be to make these steps. Some of the points brought up by others, such as remembering to turn off the lights or trying a vegan meal once a month, as [student] mentioned earlier, are things are not too drastic. Class, look back at your reflections- or if you haven't written one yet, consider this question: are the ideas that you brought up actually likely to happen? Which specific things could you start doing now that wouldn't be too costly or too life changing?


Provide a more specific question than what a student originally posted.

Example response:

Student’s question: “I wonder if in the United States they implemented more options in more places, if people would be less likely to litter.”
Great question, [student]! Class, do some research in your own area. What are the recycling capabilities in your area? Does it match what you see? Explain.


Re-route the conversation to class objectives with leading questions.

Example response:

Context: A course focus was on environmental impacts and a discussion on Covid-19 drifted off-topic.
Nice job [student] and others for relating the topics to a truly "current event." Class, how much has delivery increased during these times? How is that overall impacting the environment compared to the positives of so fewer people driving and less manufacturing? Do some research and get back to us!


Provide more information. Make the post representative of the ideal student post: cite properly and hyperlink as needed.

Example response without a citation:

Great point, [student], about avoiding plastic bags at grocery stores. This point, though, reminded me of another interesting point- Class, how have your behaviors that affect the environment been impacted by COVID 19? For instance, I have used reusable bags for years- this is why it got me thinking- but now many stores will not allow them during this pandemic. On the flip side of things, I live in Kalamazoo and used to commute to East Lansing three to five days a week, but since campus closed, I barely drive my car at all.


Example response with a citation:

Great point, [student], regarding how we also need to consider our impact on water when we are determining our ecological footprint quiz. There is actually a calculation for determining our water footprint! Class, check out the Water Footprint Calculator created by the Grace Communications Foundation (2020). What did you find out? Compare it to the ecological footprint quiz- why do you think those similarities and differences exist?











Citation: Grace Communications Foundation. (2020). Water footprint calculator [web interactive]. Retrieved from https://www.watercalculator.org/

Ask the class to think about topics in different ways.

Example response:

Context: Each student had to choose a specific stakeholder to represent, and after the first day of discussion everyone had chosen the same stakeholder.
Hi class,we've heard from a couple of "environmental scientists" now and they have opposing views. After reading through them and critiquing their explanations, what do you think? Would one area be better than another? Those that have written the posts from the perspective of an environmental scientist- what do you think? (Please note that I am not leading to one right answer- the goal is to evaluate the evidence.)


Admire and acknowledge a great post

Example response:

Interesting question, [student]- it takes the idea of our case study this week and really scales it up. I look forward to hearing students' responses!







How do I Build Relationships?

Address the specific student that you are replying to.

If more than one student posted a similar idea, then state all of their names.
Or, if it is more than a few students, use the person’s name for which you are replying and add “others” or “and other classmates.”
If posting a question to the entire class, then address the class, not just the student who you are responding to.
See the various examples in this document.


Acknowledge the good work that students do, such as participating early in the week.

Example response to a student that posted early and thoroughly:

Thanks for starting the conversation, [student]! [student] concluded that this greenway "would help all of the public in many ways."Class, which stakeholders are part of the "public" and which ones benefit from this greenway being between 2 and 5 (besides City Bicycling Club, as [student] thoroughly described)?


Example response to a student that posted a detailed question:

Great questions, [student]!Class, I look forward to your thoughts!


Example response to a student that posted a useful resource:

Thanks for sharing the infographic, [student]! I'm going to post it in the announcements so that students in all of the DB sections are aware of it!


Encourage students to bring in information specific to their discipline.

Example response:

Very interesting question, Sean! Any engineers in the class (or engineer enthusiasts)? How could Houston approach this problem? Feel free to bring in ideas learned from other classes!


If a student seems to be struggling with developing thorough posts, then send the student an email with the included post. Do not wait until grading the following week.

Example Email:

Thank you, [name], for participating in the discussion board. Although I noticed that you have already done a few posts, they are not quite yet demonstrating critical thinking. For instance, rather than posting that someone should look into a topic, do the investigation on your own. What did you find and where did you find it? Post a reply with your findings and citations and explain how it relates to what your peer posted. Please see the rubric on D2L for details on what we look for in posts and contact us if you have any questions. We are here to help!