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MSU Extension has developed a three-part document to guide employees in creating and delivering educational materials and programs as well as event planning in a way that reflects our values and commitment to diversity, equity and inclusion.

The first section focuses on considerations and strategies for facilitating, or delivering, programming.
The second section focuses on the development of educational materials, or products.
The last section focuses on event planning considerations.

An appendix of useful sites is also included, including a section on sources for diverse images.  This document can also serve to help outside trainers and contractors understand our values and how we expect them to play out in educational programming. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events

Engaging with representatives of the institution is a key attraction for event attendees. Part of your planning must account for the various types of engagement to offer, including securing commitments from the individuals that will be on stand-by to engage.
Consider the following:

Scheduled/Reserved: Consider providing attendees with the option to schedule time to connect with others during the event. This structure can provide additional value and foster additional engagement. In addition, make sure to thoroughly evaluate the reservation The solution should be intuitive, have a non-obtrusive user flow, and include confirmation once the reservation is complete.
Talent Management: From an administrative perspective, establish lines of communication associated with each type of participant supporting your effort (e.g., faculty, staff, students, alumni) and work to obtain commitments and scheduling.

NOTE: Engagement can be provided within a specific solution/platform or externally (e.g., Dischord). You’ll want to thoroughly evaluate how you plan to approach this part of the experience.

In closing, here are a few additional tips to help optimize your efforts:

Be proactive. Engaging in early and consistent planning phases will help streamline your operation and will give you more time to address any unexpected needs or challenges that arise.
Meet throughout the year. Building on the call to proactivity, regularly connecting with your team can prove invaluable to making your event its absolute best. Whether you meet bi-monthly or quarterly, frequent engagement can help you avoid falling into “knee-jerk” strategy mode.
Commit to earning trust. Many develop solutions and hold events with a “field of dreams” mindset. In other words, such people believe “If you hold the event, people will come.” Embracing the WIIFM (what’s in it for me) mindset, from the perspective of your attendees, should help you to structure an event that addresses their needs, goals, concerns, and motivations. This empathic approach, presented sincerely, will foster trust and help you to achieve high levels of success.
Embrace the power of TEAM. When we have a passion for something, it’s possible to unknowingly enter a mode of operation where we’re trying to do to much on our own. When we’re in this state, it’s very easy to become blinded by what we’re accomplishing, while actually short-changing ourselves (and, in turn, the prospective beneficiaries). Considering that same factor, imagine what you could accomplish with 4, 5, or 10 others with the same drive, passion, energy, and desire to help and support the goals of others. When we connect with like- minded individuals, we can accomplish much more than we can alone. This should encourage us to excel at team-building AND avoid the temptation to become a “lone ranger.” The institution and the attendees will both benefit more.

With COVID19 pandemic most, if not all, research activities placed on hold in 2020. The need for remote teaching and working was obvious. The increase number of older adults in the US and world wide place geriatric medicine as a priority in addressing health need in the near future. According to Association of American Medical Colleges [AAMC] there is increasing number of medical graduates who do not match to any residency program in the US. We started a virtual research fellowship in geriatric medicine as a tool to empower some of those unmatched medical graduates in Michigan state and other areas using funds provided by The Pearl J. Aldrich Endowment in Gerontology/Michigan State University. One of the goals of this fellowship is to train these graduates to know the basic steps of any research work and how to use the tools available in any research environment. We hope that these students understand the methodology of identifying a problem that faces older adults, and then carry the required steps to address and solve such problem in a systematic way. Currently we have four teams, who are involved in different research projects. We have submitted 10 abstracts to 2 different meetings, and so far 6 were accepted for oral presentation. We targeted The American Geriatrics Society (AGS) and AMDA – The Society for Post-Acute and Long-Term Care Medicine. Some of the topics address include COVID19 and its impact on the elderly. During this session our team will share our experience.
To access a PDF of the "Virtual Research Geriatric Fellowship for Unmatched Medical Graduates" poster, click here.Description of the PosterTitle: Virtual Geriatric Research Fellowship 
Author: Nadir Abdelrahman, MD, CMD 
Geriatric Division,  Dept of Family Medicine, MSU 
Introduction:
Between 2020 and 2030, the number of older adults is projected to increase by almost 18 million 1. 
The Association of American Medical Colleges expects that an additional 42,600 to 121,300 doctors will be needed by 2030 2.  
There is a huge need for geriatric-trained health care providers 3. 
Each year, there are more than 8 thousand Unmatched medical graduates [UMGs] in the US. Most of them are international medical graduates.  
Aim: 
The aim of this fellowship is to empower UMGs by improving their knowledge, skills, and experiences in geriatric medicine.  
Curriculum Development: 
This curriculum was developed based on Entering Research course.  
The primary goals of this fellowship are to create a supportive learning environment to introduce UMGs to the culture of research and to teach them valuable skills needed to become effective researchers. 
The fellowship was designed to help medical graduates find a research mentor, explore the culture of research, write a research project proposal, and begin doing research.  
They informally share their research experiences and learn about the diversity of experiences available through their peers. 
Through virtual meetings, research basics, communication skills and common geriatric principles were reviewed.  
Early discussions included current pandemic topics ranging from COVID19 incidence, hospitalization and mortality to prevention and vaccination. 
The content of these discussions came from the students, and their engagement in the weekly, 2-hour-long meetings.  
The course facilitator provided a framework for the discussions, relevant background reading materials, and structured assignments designed to help students develop positive relationships with their research mentors, define themselves as a member of the research community, and understand and communicate their research.  
Description of Curriculum 
The following tasks were identified for this program 

Recognize the research ethics principles.
Select a research topic.
Identify research question(s).
Describe various types of study designs.
Select appropriate study design.
Define study population.
Take an appropriate study sample.
Enumerate various study variables.
Discern various types of errors, including bias.
Identify confounding factors.
Select and use appropriate measurement tools.
Prepare for data management.
Set a work plan with time, budget, and a plan for dissemination. 

Results of Implementation 
A total of 6 Virtual posters were accepted in 2 national conferences:  American Medical Director Association/The Society for Post-Acute and Long-Term Care (PALTC21: 2 virtual posters) and American Geriatrics Society (AGS21: 4 virtual posters). 
Eight of the fellows were matched into residency programs starting July 2021. 
Discussion 
This virtual research fellowship in geriatric medicine is considered unique and innovative as there is an immediate need for geriatric-trained health care providers.  
The conceptual framework allows training program directors to identify and select appropriate activities to use with their trainees based on need and career stage. 
Activities were designed to teach UMGs principles of research, research design, and critical evaluation of results while also giving them practice with the real-world experience of creating and presenting posters in virtual environment.  
This fellowship achieved its goals using online tools. 
In the coming year, we hope to expand this concept, and establish it as a model for implementation at other institutions. 
 Figure 1. 
The four-box model 
 Disclosure 
The author has no conflict of interest to disclose. 
This fellowship is supported by:  
The Pearl J. Aldrich Endowment in Aging  
Demographic Changes and Aging Population – RHIhub Aging https://www.ruralhealthinfo.org/toolkits/aging/1/demographics 
Healthcare Suers When Medical School Graduates Don’t Match https://www.insightintodiversity.com/healthcare-suffers-when-medical-school-graduates-dont-match/  
Record number of unmatched medical graduates. CMAJ 2017 May 29;189:E758-9. doi: 10.1503/cmaj.1095432 
Hersey, P., & Blanchard, K. (1969). Management of organizational behaviour: Utilizing human resources. Upper Saddle River, NJ: Prentice-Hall. 
 Tasks and Team approach 
Fellows were grouped into teams. 
Different tasks were assigned to each fellow. 
Teams leaders encouraged individual fellows 
Projects identified and project leaders assured completion of each Poster.  
 Fellows learned the basics of literature review, statistical analysis (using SPSS) and reference management (e.g EndNote) 
 Situational leadership skills and teams were incorporated using the four-box model 4 (See Figure 1) 
 References 
https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1009&context=nursingposters 
https://slideplayer.com/slide/6319238/ 
https://www.mghihp.edu/poster-presentations-age-zoom 

A design sprint is a multi-day process that allows selected team members to brainstorm, review ideas, define and discuss business problems, and dialogue about potential solutions. Design sprints consist of the following steps:

Day 1 — Map: This portion of the sprint is used to establish structure for the week’s activities, most notably focusing on your long-term goals (e.g., addressing the “why” of the event) and questions, concerns, and or issues you feel should be addressed during the week. It should be noted that assumptions your team currently embrace can be rephrased as questions and deliberated upon to foster more success.
Day 2 — Sketch: The goal of this step is to generate several ideas (as quickly as possible), including tapping into existing ideas that are useful to consider.
Day 3 — Decide: This is the phase where the team collectively decides which of the ideas presented on Day 2 are the most viable and doable.
Day 4 — Prototype: On day 4, it’s time to start creating visualizations of the most viable ideas and prepare for validation.
Day 5 — Test: If possible, present the ideas you generated to understand and validate how well they would

These five steps provide the ability to validate ideas and bring others to the surface that might be overlooked, collectively helping to optimize success for your initiative.
When it comes to design sprints, you don’t have to go it alone. The Hub offers design sprint support as one of its services. We can assist your team by organizing and facilitating the sessions, as well as prescribing a plan to execute the results from your sprint.

To achieve empathy and construct an effectual strategy, it is essential to identify the attendees and the following factors:

Demographics: Knowing the age range and background of your attendees can help make sound strategic decisions about the direction of your event.
Needs: Conducting research with and/or mining existing data about your attendees will help generate accuracy with your
Goals: Knowing and confirming what your attendees seek to accomplish and including supportive factors throughout the event helps demonstrate strong empathy and optimize
Motivations: Understanding what motivates attendees can help with general planning, as well as promotional efforts.
Daily Modes of Operation: Knowledge of how your attendees operate on a daily basis (as it pertains to the purpose of the event) is yet another factor that helps to demonstrate empathy via event structure (i.e., the need to balance with any daily activities).
Tracking Attendance: General attendance tracking is important, but taking efforts to confirm whether or not attendance is connected to institutional or departmental goals should also be noted.
Identify Success Metrics: Take time to gather information to confirm what attendees deem to equate with success and embed in the
Security: Engage in efforts to ensure event security, as
Proctoring: Where applicable, strive to provide proctoring solutions that are as secure and non-invasive as possible.

Data from prior evaluations can provide cyclical insights to support efforts associated with this topic and help offset biases that may exist. As you mine data, it is also a good idea to confirm the accuracy of the WIIFM factors.

Strategy is critical to any initiative. It begins by organizing. The foundation for organization is dependent upon two key factors — vision and purpose — serving as guiding points for your efforts. To construct your foundation, perform the following tasks:

Clearly identify the goal(s) of your event or
Using your goals, create a succinct and clear vision
To help establish an attendee-centered perspective, identify the proposed benefits for the event (i.e., the “WIIFM factor — “what’s in it for me,” as in the attendees).
To provide granular structure and to help set expectations, create a project
The charter will include the vision statement, a list of key stakeholders, team member roles, tasks, risks, and success metrics (including the projected benefits for attendees).

Once each of these factors are in place, you’ll be properly prepared to proceed to the next topic.

Topic Area: Online Teaching & Learning
Presented by: Rachael Lund, Michael Brown
Abstract:
In the Summer of 2020, the quantitative literacy courses in the math department transitioned to a virtual, asynchronous format. We had to redefine what meaningful student engagement and interaction meant for that format and updated our technologies and assessments to support our new course design. In the Fall semesters, there are typically around one thousand students in the MTH 101 course and 600 in the MTH 102 course. The scale of these courses presents special challenges for the instructional team with respect to the logistics of implementing new technology or assignments. In this setting, students also face unique challenges with respect to motivation, persistence, and engagement. We will discuss the technologies that worked and failed and our plan for moving forward with improving our course design to support meaningful student engagement with each other and the course content. We hope that attendees will be willing to share their own utilization of technology and how they helped create a supportive, purposeful digital learning experience for students.
Session Resources:
Meaningful Student to Student Interactions in a Virtual Asynchronous Environment (PowerPoint)