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Dr. Jeff Grabill, Associate Provost for Teaching, Learning, and Technology / Director of the Hub for Innovation in Learning and Technology, launches the Spring Conference on Teaching, Learning, and Student Success by introducing Provost Woodruff. 
Teresa K. Woodruff, Ph.D. serves as Michigan State University’s Provost and Executive Vice President for Academic Affairs. As the chief academic officer for Michigan State University, Provost Woodruff provides leadership for matters that affect academic programs, research, and outreach involving faculty, students, and staff. She oversees the quality of instruction and research at the University through collaborative work with deans, departmental chairs, and other vice presidents, addressing issues such as effective planning, good management, and program reviews.You can engage with presentations and information sessions from Spring Conference by searching "spring conference" in the search bar above. 
Asynchronous Poster Sessions can be accessed via this playlist!

The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. In April, 2024 Jessica Sender, Health Sciences Librarian & Library Liaison to the School of Nursing, and Paul Cooper, Digital Scholarship Lab (DSL) Transformative Technologies Coordinator, shared on MSU's Anatomage Table.
The Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) is the only fully segmented real human 3D anatomy platform. Users can visualize anatomy exactly as they would on a fresh cadaver. The Anatomage Table is the most technologically advanced 3D anatomy visualization and virtual dissection tool for anatomy and physiology education and is being adopted by many of the world’s leading medical schools and institutions. Individual structures are reconstructed in accurate 3D, resulting in an unprecedented level of real accurate anatomy, dissectible in 3D.Jessica and Paul shared a live demonstration of the Anatomage Table's functionality and described MSU examples of ways educators have incorporated this resources pedagogically to improve learning experiences. Check out these resources and the recording from Center for Teaching and Learning Innovation’s (CTLI) Welcome to My Classroom with Jessica Sender session on 04/10/24 below.
 

For more information on the Anotomage Table, check out the LibGuide "Anatomage: Introduction to Anatomage at MSU Libraries" (link opens in new window)
For more information on where the data and images from the Anatomage Table come from, visit the National Library of Medicine's page on The Visible Human Project (link opens in new window)
To schedule a consultation to learn more, brainstorm applications, or talk one-on-one with Jessica or Paul, request a consultation with the Digital Scholarship Lab (link opens in new window)

Thanks to Philip Strong, who is an assistant dean in Lyman Briggs College (overseeing undergraduate academics, student affairs, and student support) as well as the leader of the East Neighborhood Engagement Center, which is the hub for the pilot of MSU’s Neighborhoods initiative, for sharing this resource from Sarah Marshall and her collaborators at Central Michigan University. 

Welcome to the #iteachmsu Commons! We’re excited you’ve joined us here and want to make sure you feel comfortable with the basic ways you can engage in this space; because after all, engagement is what it’s all about!
Here are five easy ways to get started on iteach.msu.edu!
Log-in
Iteach.msu.edu is a website that is publicly accessible, so anyone can visit to consume content. The opportunities grow exponentially if you’re affiliated with Michigan State University. By clicking the “Log In” button in the upper right corner of the home screen, you can enter your MSU netID (the same information you’d use for your Spartan Mail or EBS) and be logged in as an active user. Logging in is a great first step that opens a lot of #iteachmsu doors! 

Profile
For example, after logging in, you can click on the arrow next to your name in the upper right corner and select “Profile”. Here you can add some basic information about yourself, your role, and your interests/areas of expertise (this helps the site search connect others with you based on keywords). 

Join the Conversation
Once logged in, you can also engage with content shared in the space… You could comment on a post in the feed or on an article you find interesting by writing a response in the text box and clicking the green “comment” button. (You can also reply to comments made by others. Iteach.msu.edu is the space for educator conversations!) 

Share
Do you have a question you’d like to pose to the broader MSU community of educators? Maybe you’re facing a particular challenge, or you have an idea of an activity but aren’t sure how to put it into action. You can share content like this, plus upload artifacts like PDFs, via “posts”! If you have longer reflections or insights you’d like to share, an “article” gives you more formatting options in addition to the ability to embed photos and videos!


Connect
If you’re looking to connect with other educators who share a common interest as you, join a group! Groups function as informal learning communities or communities of practice, with the same functions as the broader site. You can engage in a discussion on a post in the group feed, share articles, and “connect” with other members! (By clicking the “connect” button on a user’s profile or the connections page, you can send the direct messages.)

Bonus: Thank an Educator
Clicking “Thank an Educator” in the left navigation bar will take you to a page with a short survey where you can submit an MSU educator for recognition from #iteachmsu. Who have you noticed stepping up? Who has made a positive impact on your MSU experience? Anyone can be thanked via this initiative, so start celebrating others today! Learn more about Thank an Educator here. 
 
The #iteachmsu Commons is a space “for educators, by educators”. But what does that mean? Please read more about the history of this platform on Medium here. 

 
What is the #iteachmsu Commons? 
  
 
Welcome to the #iteachmsu Commons
You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice.

#iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find short posts, blog-like articles, curated playlists, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
 
How to login
To begin creating content of your own on the #iteachmsu Commons, simply click the green Login button in the upper right-hand corner of the screen. Your account will automatically be provisioned after successfully logging into the MSU Net ID login prompt. Currently, only authenticated MSU faculty, staff, and students can create content on the #iteachmsu Commons. However, external users are free to browse and share public-facing content without logging into the site.

 
Where to start
If you are looking for brief instructive videos on the core functionality of the site, take a look at our Getting Started playlist. After viewing each one of the video tutorials on the playlist, you will receive a Contributor badge which will display on your profile 
 
What Are the #iteachmsu Commons Policies?
Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate.  We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:
 
Follow the MSU Guidelines for Social Media.
Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.Do not share private or confidential information via shared content on the #iteachmsu Commons.
Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University.
 
Other important policies:

MSU's Web Accessibility Statement
MSU's Privacy Statement

What if I Have #iteachmsu Commons Questions and/or Feedback?
If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant, and respectful community.

This post provides an overview of problematic language as part of the Inclusive Pedagogy playlist.
Our language use is influenced by social and cultural factors. Those factors sometimes can make us unaware of the impact of our words. One way to prevent unintentional harm is to be more aware of inclusive language practices. However, inclusive language can be more than just avoiding offense or being “politically correct”; instead, it is a “communication style that is genuinely curious about how to talk to and about our fellow humans respectfully” (Acrolinx). Inclusive language use works to “honor the diverse identities of every person in the room and invites them to be part of the conversation” (Relias). 
When we prioritize an inclusive language environment, everyone feels more welcome and learning is more able to take place. Within this, we do not want to shame people when they make a mistake, as that would also not be welcoming. Rather, we try to gently reframe their language use, such as through the P.A.L.S. method.
Many inclusive language guides exist to learn more about certain problematic terms and legacies: 

MSU Brand Studio
MSU’s Gender and Sexuality Campus Center
MSU’s College of Natural Science Guide
University of Washington’s Information Technology
Pratt Institute Libraries’ article 
Writer’s Inclusive language in the workplace guide

Language is a living entity that changes for building common and shared understandings. Boston University curates a Living Language Guide. As a note of caveat, sometimes people claim that certain phrases and words were more socially acceptable in the past, but it is important to note that, generally, language use that is problematic usually has a longer legacy of harm that was problematic—even in the past. It is up to us now to make ourselves and others more aware of the impact of that language. Similarly, sometimes people find it difficult to “keep up” with understanding language, and that can feel really difficult. To counteract that, educators can build in time to practice more inclusive phrases with trusted people. In addition, it’s important to remember that the more one can learn and better understand harmful legacies of terms, then the more belonging learners will feel.
Some reflection questions for educators to reflect on their language and intentionality, include: 

How do I define and practice inclusive language in my classroom? How do I foster a classroom culture where inclusive language is encouraged among students?
What steps do I take to ensure my language includes all students, considering gender, race, ability, and additional identities? How intentional am I in using gender-neutral terms, pronouns, and respectful language? How do I incorporate diverse identities into my communication?
How do I ensure my language is respectful and accurate when discussing sensitive or identity-related topics?
How do I educate myself on terms related to various identities and groups? How can I stay informed and continuously adapt my language to reflect evolving societal and student needs?
How do I respond when non-inclusive language is pointed out, and how open am I to making changes?
What processes do I use to reflect on and improve intentional and inclusive language? How do I check for unintentional bias in my language and course materials?

Continue to read more about inclusive pedagogy in the next article on Inclusive Syllabi or return to the Inclusive Pedagogy playlist.

This post provides an overview of inclusive pedagogy. This post is the first part of the Inclusive Pedagogy series and playlist.
Inclusive pedagogy is an umbrella term that encompasses many frameworks for teaching (e.g., critical pedagogy, feminist pedagogy, culturally responsive pedagogy, universal design for learning). Many of these are defined and overviewed in Emory University’s Inclusive Pedagogy Guide. Across these frameworks, all center intentional pedagogical strategies working to make education where “all learners feel welcomed, valued, and safe” (Hogan and Sathy 5), particularly working to remove systemic barriers that have harmed learners. 
It asks educators to consider, “Who might be left behind as a result of my practice? How can I invite those learners in?” (Hogan and Sathy 11). According to Cardon and Womack, inclusive pedagogy’s “approach is deeply contextual, personal, and political” (2). Within that, educators work to lifelong unlearning and learning as they raise critical consciousness to bias and systemic oppression while also supporting all learners equitably to feel agency, valued, and supported in their learning. 
When diversity, inclusion, and equity are centered in education, learners have enhanced learning, success and retention, and feelings of belonging (University of Michigan). Moreover, inclusive pedagogy increases learners’ critical thinking, collaboration, and sense of “mutuality and reciprocity” (University of Chicago).
Continue to read more about inclusive pedagogy in the next article, “Centering Intersectionality in Inclusive Pedagogy” or return to the Inclusive Pedagogy playlist.

This post delves into inclusive syllabi as part of the Inclusive Pedagogy playlist.
Syllabi communicate required policies and information as designated by MSU and your department. They also communicate your values as an educator. They are one of the first documents learners refer to in the course thus meaning that centering equity, inclusion, and belonging in this course document is instrumental in setting and communicating values and norms to learners. 
In the following sections, I will overview strategies for inclusive syllabi (including a template you may use), reflections for your syllabus, and resources to learn more that also inspired some of this content. 
What are some strategies for inclusive syllabi? 
An example template for an inclusive syllabus can be copied, revised, and modified for your course. It includes annotations and example policies. 
Welcoming and Representative
A welcoming syllabus means it communicates care, support, and accessibility. A representative syllabus means that it recognizes the diversity of learners in a room and welcomes them as well as represents a range of diverse backgrounds and experiences. Some strategies to implement this include: 

Refrain from demands and punishment-based language (e.g., “must comply,” “failure will…”). You may also want to use language that invites and supports rather than list rules/regulations. 
Revise to have a warm and encouraging tone throughout. For example, you can include welcome statements or introduction to you as a person (not just an academic educator). You can also use “we” rather than “you” language to lessen hierarchies of knowledge. 
Consider how course policies may cause barriers and build in flexibility, empathy, and understanding. For example, rigid attendance policies disproportionally affect disabled learners, parents and caretakers, and those working multiple jobs. Another example is that requiring only verbal participation may exclude those that don’t feel comfortable speaking in front of others or those that have different processing speeds.
Revise the syllabus to appeal to various learners and perspectives by incorporating Universal Design for Learning and accounting for differences in prior knowledge. You can also include plain language, diverse representations, and openness to feedback.
Create accessible documents and only use accessible materials within the course. You may learn more about accessible composing on iTeach and MSU’s D2L accessibility supports.
Consider what sections of your syllabus you may be able to co-create with learners
Communicate how inclusivity and equity will be centered in discussions, policies, etc.
Content in the syllabus (e.g., graphics, readings, assignments) should include a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)

Learner-Centered and Asset-Based
Creating an inclusive syllabus with a focus on learner-centered and asset-based strategies involves recognizing and valuing the diverse strengths and experiences learners bring to the classroom.

Frame content with confidence in the learners’ capabilities rather than framing the course as an almost impossible challenge.
Promote a growth mindset by emphasizing effort, learning from mistakes, and continuous improvement..
Use language that highlights learners' strengths, potential, and contributions rather than focusing on deficits or shortcomings.
Foster policies and assignments that value collaboration over competition.
Offer a range of assessment types to cater to different strengths, such as projects, presentations, written assignments, and creative work.
Allow for choice and flexibility in assignments to let learners approach tasks in ways that leverage their strengths.

Transparent
A transparent syllabus makes explicit connections that may be less clear for learners as well as clearly communicates expectations for learners. Some strategies include: 

Make language of the syllabus have limited academic jargon and instead use plain language
Make visible the implicit connections between course pieces. For example, answering for learners what connections there are between content, how that content is organized and related, and why it’s structured the way it is. 
Explain basic success information for the course, especially for learners who may not understand the hidden curriculum of college. For instance, this may include explaining what office hours are, how learners can get support from you, peers, and tutoring. It may also include providing resources to learners for financial aid, wellness, etc.
Articulate policies with your values and also the outcomes of what not aligning to that policy is. You can frame with a welcoming, but also transparent tone. An example includes, “I understand we all have complex lives outside of the course. While it is important for your learning to keep up with the deadlines as much as you can, let me know as soon as you’re able if an assignment’s deadline isn’t feasible, and we will come to a solution together. There is no grade penalty if you submit an assignment late; however, I will not give detailed feedback on late work.”

How can I reflect on my syllabus for inclusion? 
Some reflection questions for you as you write and/or revise your syllabus include: 

Does my syllabus use welcoming, supportive language without being punitive?
How does it communicate confidence in learners' abilities and promote a growth mindset?
How does my syllabus acknowledge and welcome diverse backgrounds and experiences?
Have I included diverse content (readings, graphics) representing various perspectives?
Do my policies consider potential barriers for different learner groups (e.g., attendance, participation)?
How have I incorporated flexibility, empathy, and understanding?
Have I offered a range of assessment types to cater to different strengths?
How do my assignments and policies value collaboration over competition?
Is the language free from academic jargon and easy to understand?
Have I clearly explained course content connections and basic success information (e.g., office hours, support)?
How have I made learners aware of available resources (e.g., financial aid, wellness)?
Do my policies reflect my values and clearly state consequences in a welcoming tone?
Have I provided clear examples of flexibility and support?

Where can I learn more about inclusive syllabi?
The resources below informed this article’s content. They are also great resources for learning more: 

Brantmeier et al.’s Inclusion by Design: Survey Your Syllabus and Course Design
Center for Urban Education’s Equity-Minded Series on Syllabus Review
Columbia’s Designing an Inclusive Syllabus 
Indiana University Bloomington’s Inclusive and Equitable Syllabus
Ohio University’s Inclusive Pedagogy Academy
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice

Continue to read more about inclusive pedagogy in the next article on inclusive assignments and assessments or return to the Inclusive Pedagogy playlist.