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Posted on: #iteachmsu
ASSESSING LEARNING
Friday Feedback Workshops: Professional development for providing meaningful feedback to students
During the 2020 Fall Semester, three workshops will be offered about providing feedback to students (full series recordings below). This series of workshops aims to provide educators with an interdisciplinary space and community to consider ways of providing effective and meaningful feedback to students. The professional development provided in these workshops will offer peer-to-peer interaction with information and discussion that considers feedback strategies and tools across disciplines. Participants will have the opportunity to learn about strategies and tools for providing feedback to students, exchange ideas about feedback, and practice and implement ideas about feedback for course design, pedagogy, and practice.
By participating in all three workshops, participants will be able to:
Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms)
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation
The Friday Feedback Series took place via zoom:
Foundations of Feedback: Developing meaningful feedback for studentsSynchronously Facilitated: Friday, October 23, 12:00 p.m.-1:30 p.m. ESTView recording here
View workshop slides here
During the first workshop, facilitators talked about research-based strategies for feedback and why providing feedback to students is important for their learning experiences. Participants had time to discuss opportunities and challenges related to student feedback and worked together to brainstorm ideas for implementing feedback strategies in their classrooms. The first workshop of this series provided a foundation for subsequent workshops while providing information about and modeling the use of feedback strategies and tools.
Make a Plan: Identify tools and strategies you’ll use to provide student feedback
Synchronously Facilitated: Friday, November 6, 12:00-1:00 p.m. EST
View recording here
View workshop slides and other resources here
During the second workshop, participants brought back developed ideas for providing feedback in their classrooms. Participants worked together to plan ways in which meaningful feedback can be provided to students in their classrooms. Participants were asked to consider the benefits and constraints of student feedback and developed research-based, manageable plans to use feedback strategies and tools in the classroom. Feedback plans were tailored to the needs of participants and their classrooms.
Practice and Implementation of Feedback Tools and Strategies
Synchronously Facilitated: Friday, November 20, 12 p.m.-1:00 p.m. EST
View recording here
View workshop slides and other resources here
The final session of the Friday Feedback Series was structured so that participants could receive feedback from fellow participants and facilitators to develop and refine their plan for implementing feedback in the classroom. Participants engaged in large-group discussion and one-on-one time to practice and plan for implementation of using feedback strategies and tools in their classrooms. Before we ended the session, we talked about how to stay connected and continue learning about and implementing strategies for student feedback.
For more information, contact Ann Burke at burkean1@msu.edu
By participating in all three workshops, participants will be able to:
Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms)
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation
The Friday Feedback Series took place via zoom:
Foundations of Feedback: Developing meaningful feedback for studentsSynchronously Facilitated: Friday, October 23, 12:00 p.m.-1:30 p.m. ESTView recording here
View workshop slides here
During the first workshop, facilitators talked about research-based strategies for feedback and why providing feedback to students is important for their learning experiences. Participants had time to discuss opportunities and challenges related to student feedback and worked together to brainstorm ideas for implementing feedback strategies in their classrooms. The first workshop of this series provided a foundation for subsequent workshops while providing information about and modeling the use of feedback strategies and tools.
Make a Plan: Identify tools and strategies you’ll use to provide student feedback
Synchronously Facilitated: Friday, November 6, 12:00-1:00 p.m. EST
View recording here
View workshop slides and other resources here
During the second workshop, participants brought back developed ideas for providing feedback in their classrooms. Participants worked together to plan ways in which meaningful feedback can be provided to students in their classrooms. Participants were asked to consider the benefits and constraints of student feedback and developed research-based, manageable plans to use feedback strategies and tools in the classroom. Feedback plans were tailored to the needs of participants and their classrooms.
Practice and Implementation of Feedback Tools and Strategies
Synchronously Facilitated: Friday, November 20, 12 p.m.-1:00 p.m. EST
View recording here
View workshop slides and other resources here
The final session of the Friday Feedback Series was structured so that participants could receive feedback from fellow participants and facilitators to develop and refine their plan for implementing feedback in the classroom. Participants engaged in large-group discussion and one-on-one time to practice and plan for implementation of using feedback strategies and tools in their classrooms. Before we ended the session, we talked about how to stay connected and continue learning about and implementing strategies for student feedback.
For more information, contact Ann Burke at burkean1@msu.edu
Authored by:
Ann Burke, PhD
Posted on: #iteachmsu
Friday Feedback Workshops: Professional development for providing meaningful feedback to students
During the 2020 Fall Semester, three workshops will be offered abou...
Authored by:
ASSESSING LEARNING
Thursday, Jun 24, 2021
Posted on: #iteachmsu
Guidelines for Online Camera Policies
MSU does not currently have a university-wide policy on cameras/videos (e.g. web cameras) for online learning. Much like attendance/participation policies, camera/video policy statements will be determined by individual instructors, departments, and programs. Instructors are responsible for communicating the individual course policy to students.
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design. The information below is shared as key considerations for developing your course policy. If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).
Benefits and Challenges of Webcams
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include:
Students working in groups
Showing physical evidence or materials
Proof of attendance
Classes that focus on communication skills, performance, or physical movement
Students may wish to keep their webcams off because:
Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location
They may have privacy concerns (e.g. roommates, children, or other family members in the background)
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns
They may have a disability where the video feed will decrease their success in the course
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description.
Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events!
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind.
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment.
Relevant MSU Documents and Policies
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility).
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed. References & Further Readings
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035 or http://dx.doi.org/10.2139/ssrn.3820035
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198. Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf
Photo by Chris Montgomery on Unsplash
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design. The information below is shared as key considerations for developing your course policy. If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).
Benefits and Challenges of Webcams
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include:
Students working in groups
Showing physical evidence or materials
Proof of attendance
Classes that focus on communication skills, performance, or physical movement
Students may wish to keep their webcams off because:
Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location
They may have privacy concerns (e.g. roommates, children, or other family members in the background)
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns
They may have a disability where the video feed will decrease their success in the course
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description.
Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events!
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind.
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment.
Relevant MSU Documents and Policies
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility).
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed. References & Further Readings
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035 or http://dx.doi.org/10.2139/ssrn.3820035
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198. Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf
Photo by Chris Montgomery on Unsplash
Posted by:
Makena Neal
Posted on: #iteachmsu
Guidelines for Online Camera Policies
MSU does not currently have a university-wide policy on cameras/vid...
Posted by:
Wednesday, Aug 9, 2023
Posted on: #iteachmsu
FS20 - SS21 Desire2Learn Semester Start Checklist
Academic Calendar Fall 2020 (FS20)
Classes Begin: Wednesday, 9/2/20 Middle of Semester: 10/21/2020
No Classes: Monday, 9/7/20 Holiday: Thursday, 11/26/20 - Friday, 11/27/20
In-person classes end at the Holiday break: Wednesday, 11/25/20Classes End: Friday, 12/11/20 Finals: 12/14/20 - 12/18/20 Grades Due: 12/22/2020 by 4 p.m.
Academic Calendar Spring 2021 (SS-21) *Semester dates have changed due to COVID(See the Provost’s email in October 2020 outlining the calendar changes.)
Classes Begin: Monday, 1/11/2021 Middle of Semester: 3/3/2021
No Classes: Monday, 1/18/2021 *Break Days: Tues, 3/2 - Wed, 3/3 and Thurs, 4/22 - Fri, 4/23
*Classes End: *4/23/2021 *Finals: 4/26/2021 - 4/30/2021 Grades Due: 5/4/2021 by 4 p.m.
*Note: the last two days of the semester, April 22&23, have no classes in preparation for finals.
Note: This checklist can also be found in the Instructor - D2L Self-directed Training site in D2L.To access it, go to D2L > Help > Training and scroll down to find the self-enrollment link for the Instructor D2L Training
This checklist assumes that you already have a course developed that you are copying to a new semester. If you are starting new, skip step one, or ask your department if there are existing courses you can copy. MSU creates a blank course shell for every course offering, with students already populated. Enrollment adds and withdrawals are automatic. Go to Communications > Classlist in your course to see enrollments.
Copy content from a development course or previous semester course to your new semester. Some courses may already have content. Check first before copying.
Start in the new blank semester course, or course you want to change.
Click Course Admin > Import/ Export/ Copy Components.
Select “Copy Components from another Org Unit” and Search for offering
Search for the course to copy “from” and click “Add Selected”
Select “Copy All Components” - Be careful to only do this once.* If there is already content in the site, items will be “added” and may result in duplication of content, activities, grade items, etc. that can be difficult to clean up.
Go to Course Admin > Course Offering Information. Make the course active as soon as possible and check the start and end dates. Students will not see a course in their My Courses list until you make it active. Even though you make it active, they will not be able to access the course until the start date. Students will see when the course is scheduled to start in their My Courses list. Also, consider making the end date past when grades are due so students can check their grade details.
Add/Edit a Welcome Announcement to provide information on how to get started.
Add/Update Syllabus and Instructor Information.
Create a module such as Getting Started to place your introductory materials.
Add documents by dragging and dropping files from your computer.
Use the pull-down menu and select Change File to update existing items.
Add other personalization items such as a welcome video and narrated lectures by using any of the following options listed under Upload/ Create, including Video, Create a link, or Create a file. In Create a file, use Insert Stuff > My Media or Insert Stuff > Enter embed code, to insert a video from Kaltura MediaSpace (see the resources at the end of this document).
Add/edit D2L due dates on activities. They will also show up automatically in the D2L Calendar and students can subscribe to receive notifications. Enter/Check start dates, end dates, and due dates by clicking on each module in the Table of Contents. Click on dates to edit and a calendar will popup for selecting new dates and times.
Go to Course Admin > Manage Dates to check all dates on one page.
Use bulk offset dates for moving multiple dates at once from one semester to the next.
Click on the column titles, such as Start Date, to sort and bring items with dates to the top.
Keep in mind that activities such as Discussions, Assignments, and Quizzes can be accessed from a separate navbar menu outside of Content, so you will need a start date on the activities as well as the modules if you don’t want students to access them until a specific time. See Managing D2L Start/End/Due Dates for more detail.
Check that links are working and all media have captions (look for CC or closed captions).
Check whether items are visible. Use Bulk Edit, closed eye or slash on icon is hidden.
Review Checklists, if used. It’s best to edit these from the Course Tools > Checklists page.
Check for specific dates within content, if used. To make content lessons and activities reusable without a lot of editing, use general terms, such as “your first post is due by Wednesday and replies are due by Sunday” and rely on D2L dates for specifics because they can be bulk offset. Avoid using specific dates in recordings if you plan to reuse them. List specific dates in items that are changed every semester, such as the syllabus and announcements.
Check Assignment, Discussion Topic, and Quiz settings - see Bulk Edit for some of the quiz settings, such as attempts allowed.
Check that Turnitin settings for assignments are correctly set as needed.
Check Communication > Groups, if used, and check whether you have auto enrollments or if you need to enroll users manually. For more information, see D2L FAQs on Using Groups.
Subscribe to your Course Questions Discussion topic or other discussions by going to Communication > Discussions > (topic title) and Subscribe (from pulldown menu). Check your notification settings to get an instant notification by email (pulldown by name at the top).
Check your gradebook “settings” (see the link at the top of Manage Grades). Check the box if you would like to display points in the managing (instructor) view. Do you want the Final Calculated Grade (subtotal) visible to students? See how to setup a gradebook and how to release grades in the Gradebook tips document. Also, see the D2L Help link from any course navbar.
Impersonate the Demo student to view how a student sees the course and submits activities. The “preview as a student” option, accessed by clicking on your name at the top, is useful for quick checks of how students see content but you will need to impersonate the Demo student to practice submitting assignments and seeing feedback. Go to Communication > Classlist > “Student, Demo” and use the pull-down menu to Impersonate. Select your name at the top to stop impersonating. Two to three days into the semester, go to the Classlist and click on the “Last Accessed” column to sort. Consider sending a reminder email with tips on how to find the course to any students who have not started (check the boxes by their names and then click the email icon).
Note: Using Select Component Copy and bulk offset dates
*To bring select content in bulk from another D2L site, and to use the bulk offset dates with your course copy, use the Select Component Copy option instead of “Copy All.” If you make a mistake copying into the wrong semester course, or have duplicated items accidentally and need to empty or reset a course, see the MSU help documentation on how to Reset a course and delete everything.
More Resources:
D2L Help (help.d2l.msu.edu)
D2L Training Opportunities
Frequently Asked Questions (FAQ)
Using Assignments with Turnitin and TURNITIN SYLLABUS STATEMENT
D2L Course Export and Backing up Select Student Data
D2L Retention Policies
Quick Discussion Grader in D2L
Technology at MSU (tech.msu.edu)
TECHNOLOGY RESOURCES FOR FACULTY & ACADEMIC STAFF
TWO-FACTOR AUTHENTICATION
Zoom (msu.zoom.us/)
How Do I Join A Meeting? Provide this to your students
How Do I Share My Screen?
Zoom Tips: Managing Your Audio Source (video)
How to Record Using Zoom (video)
How to Upload, Create Clip and Embed in D2L (video) Embed in D2L: Upload/Create>Create a File then Insert Stuff>(My Media or Enter Embed Code)
Kaltura Mediaspace: (mediaspace.msu.edu/)
Kaltura Mediaspace & D2L Integration
How to upload media in Kaltura MediaSpace
Embed your Kaltura MediaSpace media in D2L Brightspace
A Guide for Captioning Video
Ordering Machine Captions through MediaSpace
Instructional Technology & Development (tech.msu.edu)
Getting Started
Learning Objectives & Course Components
Blended & Online Courses
Online Course Structure
Setting Expectations
Running a Course
Quality Matters at MSU
Additional Support
The Instructor - D2L Self-directed Training site is updated monthly with current D2L Brightspace tutorials and other reference materials, Instructor - D2L Self-directed Training Self-Enrollment Page.
If you cannot find your answers in the Instructor D2L site, contact the MSU IT Service Desk at (517) 432-6200, ithelp@msu.edu.
Classes Begin: Wednesday, 9/2/20 Middle of Semester: 10/21/2020
No Classes: Monday, 9/7/20 Holiday: Thursday, 11/26/20 - Friday, 11/27/20
In-person classes end at the Holiday break: Wednesday, 11/25/20Classes End: Friday, 12/11/20 Finals: 12/14/20 - 12/18/20 Grades Due: 12/22/2020 by 4 p.m.
Academic Calendar Spring 2021 (SS-21) *Semester dates have changed due to COVID(See the Provost’s email in October 2020 outlining the calendar changes.)
Classes Begin: Monday, 1/11/2021 Middle of Semester: 3/3/2021
No Classes: Monday, 1/18/2021 *Break Days: Tues, 3/2 - Wed, 3/3 and Thurs, 4/22 - Fri, 4/23
*Classes End: *4/23/2021 *Finals: 4/26/2021 - 4/30/2021 Grades Due: 5/4/2021 by 4 p.m.
*Note: the last two days of the semester, April 22&23, have no classes in preparation for finals.
Note: This checklist can also be found in the Instructor - D2L Self-directed Training site in D2L.To access it, go to D2L > Help > Training and scroll down to find the self-enrollment link for the Instructor D2L Training
This checklist assumes that you already have a course developed that you are copying to a new semester. If you are starting new, skip step one, or ask your department if there are existing courses you can copy. MSU creates a blank course shell for every course offering, with students already populated. Enrollment adds and withdrawals are automatic. Go to Communications > Classlist in your course to see enrollments.
Copy content from a development course or previous semester course to your new semester. Some courses may already have content. Check first before copying.
Start in the new blank semester course, or course you want to change.
Click Course Admin > Import/ Export/ Copy Components.
Select “Copy Components from another Org Unit” and Search for offering
Search for the course to copy “from” and click “Add Selected”
Select “Copy All Components” - Be careful to only do this once.* If there is already content in the site, items will be “added” and may result in duplication of content, activities, grade items, etc. that can be difficult to clean up.
Go to Course Admin > Course Offering Information. Make the course active as soon as possible and check the start and end dates. Students will not see a course in their My Courses list until you make it active. Even though you make it active, they will not be able to access the course until the start date. Students will see when the course is scheduled to start in their My Courses list. Also, consider making the end date past when grades are due so students can check their grade details.
Add/Edit a Welcome Announcement to provide information on how to get started.
Add/Update Syllabus and Instructor Information.
Create a module such as Getting Started to place your introductory materials.
Add documents by dragging and dropping files from your computer.
Use the pull-down menu and select Change File to update existing items.
Add other personalization items such as a welcome video and narrated lectures by using any of the following options listed under Upload/ Create, including Video, Create a link, or Create a file. In Create a file, use Insert Stuff > My Media or Insert Stuff > Enter embed code, to insert a video from Kaltura MediaSpace (see the resources at the end of this document).
Add/edit D2L due dates on activities. They will also show up automatically in the D2L Calendar and students can subscribe to receive notifications. Enter/Check start dates, end dates, and due dates by clicking on each module in the Table of Contents. Click on dates to edit and a calendar will popup for selecting new dates and times.
Go to Course Admin > Manage Dates to check all dates on one page.
Use bulk offset dates for moving multiple dates at once from one semester to the next.
Click on the column titles, such as Start Date, to sort and bring items with dates to the top.
Keep in mind that activities such as Discussions, Assignments, and Quizzes can be accessed from a separate navbar menu outside of Content, so you will need a start date on the activities as well as the modules if you don’t want students to access them until a specific time. See Managing D2L Start/End/Due Dates for more detail.
Check that links are working and all media have captions (look for CC or closed captions).
Check whether items are visible. Use Bulk Edit, closed eye or slash on icon is hidden.
Review Checklists, if used. It’s best to edit these from the Course Tools > Checklists page.
Check for specific dates within content, if used. To make content lessons and activities reusable without a lot of editing, use general terms, such as “your first post is due by Wednesday and replies are due by Sunday” and rely on D2L dates for specifics because they can be bulk offset. Avoid using specific dates in recordings if you plan to reuse them. List specific dates in items that are changed every semester, such as the syllabus and announcements.
Check Assignment, Discussion Topic, and Quiz settings - see Bulk Edit for some of the quiz settings, such as attempts allowed.
Check that Turnitin settings for assignments are correctly set as needed.
Check Communication > Groups, if used, and check whether you have auto enrollments or if you need to enroll users manually. For more information, see D2L FAQs on Using Groups.
Subscribe to your Course Questions Discussion topic or other discussions by going to Communication > Discussions > (topic title) and Subscribe (from pulldown menu). Check your notification settings to get an instant notification by email (pulldown by name at the top).
Check your gradebook “settings” (see the link at the top of Manage Grades). Check the box if you would like to display points in the managing (instructor) view. Do you want the Final Calculated Grade (subtotal) visible to students? See how to setup a gradebook and how to release grades in the Gradebook tips document. Also, see the D2L Help link from any course navbar.
Impersonate the Demo student to view how a student sees the course and submits activities. The “preview as a student” option, accessed by clicking on your name at the top, is useful for quick checks of how students see content but you will need to impersonate the Demo student to practice submitting assignments and seeing feedback. Go to Communication > Classlist > “Student, Demo” and use the pull-down menu to Impersonate. Select your name at the top to stop impersonating. Two to three days into the semester, go to the Classlist and click on the “Last Accessed” column to sort. Consider sending a reminder email with tips on how to find the course to any students who have not started (check the boxes by their names and then click the email icon).
Note: Using Select Component Copy and bulk offset dates
*To bring select content in bulk from another D2L site, and to use the bulk offset dates with your course copy, use the Select Component Copy option instead of “Copy All.” If you make a mistake copying into the wrong semester course, or have duplicated items accidentally and need to empty or reset a course, see the MSU help documentation on how to Reset a course and delete everything.
More Resources:
D2L Help (help.d2l.msu.edu)
D2L Training Opportunities
Frequently Asked Questions (FAQ)
Using Assignments with Turnitin and TURNITIN SYLLABUS STATEMENT
D2L Course Export and Backing up Select Student Data
D2L Retention Policies
Quick Discussion Grader in D2L
Technology at MSU (tech.msu.edu)
TECHNOLOGY RESOURCES FOR FACULTY & ACADEMIC STAFF
TWO-FACTOR AUTHENTICATION
Zoom (msu.zoom.us/)
How Do I Join A Meeting? Provide this to your students
How Do I Share My Screen?
Zoom Tips: Managing Your Audio Source (video)
How to Record Using Zoom (video)
How to Upload, Create Clip and Embed in D2L (video) Embed in D2L: Upload/Create>Create a File then Insert Stuff>(My Media or Enter Embed Code)
Kaltura Mediaspace: (mediaspace.msu.edu/)
Kaltura Mediaspace & D2L Integration
How to upload media in Kaltura MediaSpace
Embed your Kaltura MediaSpace media in D2L Brightspace
A Guide for Captioning Video
Ordering Machine Captions through MediaSpace
Instructional Technology & Development (tech.msu.edu)
Getting Started
Learning Objectives & Course Components
Blended & Online Courses
Online Course Structure
Setting Expectations
Running a Course
Quality Matters at MSU
Additional Support
The Instructor - D2L Self-directed Training site is updated monthly with current D2L Brightspace tutorials and other reference materials, Instructor - D2L Self-directed Training Self-Enrollment Page.
If you cannot find your answers in the Instructor D2L site, contact the MSU IT Service Desk at (517) 432-6200, ithelp@msu.edu.
Authored by:
Susan Halick, MSU Information Technology
Posted on: #iteachmsu
FS20 - SS21 Desire2Learn Semester Start Checklist
Academic Calendar Fall 2020 (FS20)
Classes Begin: Wednesday, ...
Classes Begin: Wednesday, ...
Authored by:
Thursday, Nov 5, 2020
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Additional Resources for Building Community Online
To learn more about some community building resources for your online course, please explore these activities from Equity Unbound and OneHE: https://oneheglobal.org/equity-unbound/.
Michelle Pacansky-Brock has written extensively about humanizing the experience of learning online. To learn more about humanizing your course, please explore these resources from Michelle Pacansky-Brock:
https://brocansky.com/humanizing
Check out Pixel Park for some creative zoom warm-ups: https://thepixelpark.com/4-zoom-friendly-creative-warm-ups/
The Linden School has a series of Hybrid Learning Models addressing different learning scenarios and the role of the teacher, students in class, and students at home: https://x78251kcpll2l2t9e46kf96a-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Hybrid-Learning-Models-Linden.pdf.
Michelle Pacansky-Brock has written extensively about humanizing the experience of learning online. To learn more about humanizing your course, please explore these resources from Michelle Pacansky-Brock:
https://brocansky.com/humanizing
Check out Pixel Park for some creative zoom warm-ups: https://thepixelpark.com/4-zoom-friendly-creative-warm-ups/
The Linden School has a series of Hybrid Learning Models addressing different learning scenarios and the role of the teacher, students in class, and students at home: https://x78251kcpll2l2t9e46kf96a-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Hybrid-Learning-Models-Linden.pdf.
Authored by:
Breana Yaklin
Posted on: #iteachmsu
Additional Resources for Building Community Online
To learn more about some community building resources for your onli...
Authored by:
PEDAGOGICAL DESIGN
Wednesday, Mar 3, 2021
Posted on: #iteachmsu
NAVIGATING CONTEXT
Michigan State University's Crisis Response Resources Immediately following 02/13/2023
Last updated at 3:24pm on 02/20/23 MSU resumed classes on Feb. 20. The university has asked faculty to provide the greatest flexibility to adjust syllabus expectations and accommodate needs of students. FAQs and other important updates, as well as mental health and supportive resources, are available -- along with updates and the most current information-- at the Campus Safety Information page.Crisis Counseling Available at Hannah Community Center & East Lansing Public Library Free, confidential crisis counseling is available to MSU students, staff, faculty at the Hannah Community Center (ELHCC).Community members are also advised that counseling services will be offered at the ELHCC, 819 Abbot Road, from 2-6 p.m. on Monday, Feb. 20 Tuesday, Feb. 21; Wednesday, Feb. 22; and Thursday, Feb. 23. Counseling services will also be offered at East Lansing Public Library (ELPL), 950 Abbot Road, from noon-5:30 p.m. on Tuesday, Feb. 21; Wednesday, Feb. 22; Thursday, Feb. 23; and Friday, Feb. 24.Therapy dogs will continue to be available at both locations on an intermittent basis as well.Need someone to talk to right now? Crisis services are available 24/7. Call (517) 355-8270 and press “1” at the prompt to speak with a crisis counselor. If you think you or someone around you is in danger, call 911 or head to the nearest emergency room.
Additional (non-MSU) support available:
Clinton/Eaton/Ingham County Community Mental Health: 517-346-8460
Disaster Distress Helpline available 24/7 at 800-985-5990
National Suicide Prevention Lifeline available 24/7 at 800-273-8255
Michigan Department of Health and Human Services (MDHHS) warmline – operates 7 days a week from 10 a.m. to 2 a.m. at 888-733-7753
Intended to serve individuals living with persistent mental health challenges including anxiety, depression, and trauma
Reflect and Connect: A Framework for Processing and Self-Care [MSU faculty, staff, and graduate students]In response to the February 13th shooting on campus the Spartan Resilience Training Program is offering several reflect and connect sessions for MSU faculty, staff, and graduate students.The intent of these sessions is for people to come together and be in community with fellow Spartans experiencing a wide range of emotions. Session will include a framework for grounding and navigating these challenging events. Resources and practical self-care strategies will be provided. Sessions facilitated by Lisa Laughman, Coordinator, Spartan Resilience Training Program.
February 20 | 4 - 5:15 p.m.
Register for this session
February 21 | 2 - 3:15 p.m.
Register for this session
February 22 | 12 - 1:15 p.m.
Register for this session
February 23 | 12:30 - 1:45 p.m.
Register for this session
Teaching on Days After: What to Do When You Don’t Know What to Do - Further Discussion with Alyssa Dunn Feb. 20 - Feb. 23, 2023 (in-person or virtual)Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis; with insights on supporting our students and colleagues as we return to the classroom. She can provide practical tools and techniques for creating a safe, welcoming, and inclusive learning environment and addressing the unique challenges and opportunities that arise in the aftermath of a crisis. Alyssa is offering opportunities for one-on-one conversations, as well as group conversations (for colleges, departments, units, or groups).To see Alyssa's remaining available discussion times and register, visit the CTLI Events calendar.
Vigil at Auditorium/Rock Feb. 15, 2023recording at https://msu.edu/vigil
Rebuilding Hope: Further Discussion on MANAGING CHANGE
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on managing changes in content and expectations. Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Managing Change - and register- visit the CTLI Events calendar.
1:1 from 11:15-11:45am on 2/21
1:1 from 11:45am-12:15pm on 2/21
Rebuilding Hope: Further Discussion on LARGE CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Brandy Ellison for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to large classes. Brandy is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Large Classes - and register- visit the CTLI Events calendar.
Group discussion from 12-1pm on 2/21
1:1 from 1:15-1:45pm on 2/21
Rebuilding Hope: Further Discussion on ASSIGNMENT MODIFICATIONS
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on Assignment Modifications . Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Assignment Modifications - and register- visit the CTLI Events calendar.
Group discussion from 12:30-1:30pm on 2/21
Rebuilding Hope: Further Discussion on USING TRAUMA INFORMED PRINCIPLES IN SMALL CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Cheryl Williams-Hecksel and Kelley Blanck for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to Using Trauma Informed Principles in Small Classes. Cheryl and Kelley are offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Using Trauma Informed Principles in Small Classes - and register- visit the CTLI Events calendar.
Group discussion from 1-2pm on 2/21
Additional (non-MSU) support available:
Clinton/Eaton/Ingham County Community Mental Health: 517-346-8460
Disaster Distress Helpline available 24/7 at 800-985-5990
National Suicide Prevention Lifeline available 24/7 at 800-273-8255
Michigan Department of Health and Human Services (MDHHS) warmline – operates 7 days a week from 10 a.m. to 2 a.m. at 888-733-7753
Intended to serve individuals living with persistent mental health challenges including anxiety, depression, and trauma
Reflect and Connect: A Framework for Processing and Self-Care [MSU faculty, staff, and graduate students]In response to the February 13th shooting on campus the Spartan Resilience Training Program is offering several reflect and connect sessions for MSU faculty, staff, and graduate students.The intent of these sessions is for people to come together and be in community with fellow Spartans experiencing a wide range of emotions. Session will include a framework for grounding and navigating these challenging events. Resources and practical self-care strategies will be provided. Sessions facilitated by Lisa Laughman, Coordinator, Spartan Resilience Training Program.
February 20 | 4 - 5:15 p.m.
Register for this session
February 21 | 2 - 3:15 p.m.
Register for this session
February 22 | 12 - 1:15 p.m.
Register for this session
February 23 | 12:30 - 1:45 p.m.
Register for this session
Teaching on Days After: What to Do When You Don’t Know What to Do - Further Discussion with Alyssa Dunn Feb. 20 - Feb. 23, 2023 (in-person or virtual)Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis; with insights on supporting our students and colleagues as we return to the classroom. She can provide practical tools and techniques for creating a safe, welcoming, and inclusive learning environment and addressing the unique challenges and opportunities that arise in the aftermath of a crisis. Alyssa is offering opportunities for one-on-one conversations, as well as group conversations (for colleges, departments, units, or groups).To see Alyssa's remaining available discussion times and register, visit the CTLI Events calendar.
Vigil at Auditorium/Rock Feb. 15, 2023recording at https://msu.edu/vigil
Rebuilding Hope: Further Discussion on MANAGING CHANGE
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on managing changes in content and expectations. Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Managing Change - and register- visit the CTLI Events calendar.
1:1 from 11:15-11:45am on 2/21
1:1 from 11:45am-12:15pm on 2/21
Rebuilding Hope: Further Discussion on LARGE CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Brandy Ellison for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to large classes. Brandy is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Large Classes - and register- visit the CTLI Events calendar.
Group discussion from 12-1pm on 2/21
1:1 from 1:15-1:45pm on 2/21
Rebuilding Hope: Further Discussion on ASSIGNMENT MODIFICATIONS
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on Assignment Modifications . Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Assignment Modifications - and register- visit the CTLI Events calendar.
Group discussion from 12:30-1:30pm on 2/21
Rebuilding Hope: Further Discussion on USING TRAUMA INFORMED PRINCIPLES IN SMALL CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Cheryl Williams-Hecksel and Kelley Blanck for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to Using Trauma Informed Principles in Small Classes. Cheryl and Kelley are offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Using Trauma Informed Principles in Small Classes - and register- visit the CTLI Events calendar.
Group discussion from 1-2pm on 2/21
Posted by:
Makena Neal
Posted on: #iteachmsu
Michigan State University's Crisis Response Resources Immediately following 02/13/2023
Last updated at 3:24pm on 02/20/23 MSU resumed classes on Feb...
Posted by:
NAVIGATING CONTEXT
Thursday, Feb 1, 2024
Posted on: #iteachmsu Educator Awards
PEDAGOGICAL DESIGN
College of Arts & Letters 2021 #iteachmsu Educator Award Recipients
The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Arts and Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Deric McNish: Deric is an outstanding educator, for sure. But he is also an exceptional colleague and I just want people to recognize his compassionate and thoughtful approach to holistic learning and his coordination and organization of the largest population in our department-- the Bachelor of Fine Arts in Acting. He is a wonderful leader in that program. He also inspires me to be more thoughtful with decisions I make through his guidance and examples. He is a colleague and peer that inspires me and others.
Danielle Devoss: Danielle is an inspirational leader and guide. I have worked with her on numerous projects-- or more likely watched her work. She is tireless and completely focused and committed. I am constantly inspired by her dedication and selfless willingness to help and guide.
Krsna Santos: Herr Santos has been one of the most considerate Professors I've had in my Freshman year so far. Starting off school online with this pandemic and all has not been easy but I've never had to stress out with Herr Santos and his class, as he is very understanding of the circumstances and is willing to make compromises to help me succeed.
Hannah Allen: Professor Allen has been extremely helpful in my first year as a freshman here at MSU. Her method for preparing for and going over essays is less stressful and she is always willing to offer additional assistance if needed. She is very kind and considerate as well, especially when connection issues arise.
Adam Gacs: I dropped out of GRM 202 the first time I tried to take it. I felt overwhelmed and I was drowning. After I left nearly the entire first test blank, I dropped the class. It took two years before I tried again, this time with Adam Gacs. Under his gentle guidance, I’ve been able to maintain a 4.0 and grow in my confidence. I no longer worry about not having all the words or stumbling over grammar. I think confidence was the one place my German knowledge was really failing, and I feel like I’ve gotten to be much more capable.
He’s also done an incredibly good job at teaching a language online. We seem to all be pretty in tune with each other in class and he lets us have fun and make jokes (as long as they’re in German!) and we have a genuinely good time. The assignments are easy to find and follow, and I never feel overwhelmed with work in his class like I have in language classes previously.
Massive thanks to Adam Gacs.
Nicola Imbrascio: She has been one of the most impactful professors I have had in my time at MSU, and my field isn't even related to what I learned in her classes. She cares so much about her students in both their academic and personal lives. I learned so much in both of the classes I took with her because she is so engaging and you can tell that she is really passionate about what she teaches.
Dr. Sheila Contreras: I would like to thank Dr. Contreras for taking the time to mentor me and other individuals like me. She has always demonstrated care and an interest to see us succeed. She is an extraordinary Latina on our campus and deserves to be recognized for her effort in supporting our community. She has gone above and beyond to see us get into graduate school. She continues to motivate other Latinx individuals to continue their education. I appreciate her effort.
Morgan Shipley: Morgan Shipley is one of the most genuine professors I have ever had. Every class he shows how much he cares for his students and lets us know he is there for us.
Kenlea Pebbles: My freshman year I had professor Pebbles and I enjoyed her class so much. She brought so much positive energy to each class and I still appreciate it today. I remember being a freshman in my fall semester and professor Pebbles made everyone feel so welcomed, it did not feel like I was a first year student that was new to everything. I still use all of the writing skills that Kenlea taught me in my junior year now. Thank you!!
Ann Larabee: I really enjoyed the chance to team-teach the grad seminar on popular culture studies. I also learned a lot from your choice of materials and general expertise in the field. It was especially cool to bring in materials and ideas from JPC. The Zoom sessions with various experts around the country were an added bonus. We created a good dynamic environment for the students.
Mohammad Khalil: A wonderful colleague, Mohammad has enthusiastically come to speak to my Music in Religion course for the last several years. Despite his very busy schedule, he makes time to speak about Muslim popular music, something I knew nothing about before he first visited. Each time he comes with fresh examples and I learn something new. Students invariably remember these visits as one of their favorite lessons from the course.
Kate Sonka: I would like to thank Kate Sonka for her continual student-perspective taking and advocacy. Her efforts have improved the numerous roles she fills across campus, representing our diversity of students and their perspectives in the policy and procedures that are developed. This recently played out more directly in Kate's own class, when one of her students presented at the national Accessible Learning Conference. When the student was asked about where she had experienced any good examples of inclusive teaching, she mentioned her experience in Kate's course. Kate supports those around her, connects relevant communities, and promotes the widest possible range of voices. With Kate Sonka at our institution, our courses, committees, and communities are richer, getting us closer to the ideal of a public land-grant institution of higher learning.
Peter Hoffman: Professor Hoffman goes out of his way to make each and every student feel connected and appreciated. I e-mailed him once apologizing for my recent late assignments due to the stress of online classes. I was struggling and felt overwhelmed, but his kind reply gave me hope that things would get better. He even told me to e-mail him any time I needed words of encouragement. He does an amazing job making online classes positive and stress free while teaching his students the importance of poetry. Aside from poetry, Professor Hoffman gives valuable life lessons and makes each student a better person because of it.
Hui-Ling Malone: In her first year at MSU, Dr. Malone has impacted all of her students so much. She re-kindled my love of teaching, and gave us all confidence in our writing skills as a class.
Amy Lampe: Amy is hands-down the best advisor on campus. She genuinely cares about her students and coworkers, and has cheerleaded me from day one. She's always there for anyone who needs an advisor, friend, or mom figure in their life.
Kate Birdsall
Dr. Birdsall believed in me when it felt like no one else did. She encouraged my best work and gave me hope for my future in academia.
Learning from KB has truly been the highlight of my experience at MSU. This institution sucks (sorry not sorry), but Kate Birdsall ROCKS. I had the true pleasure of having her for advanced fiction writing as a fluke when the other semester was out. That was three semesters ago and I have taken class with her each semester since. In person and on zoom, Kate cultivates a powerful environment of camaraderie and caring that makes all the difference, especially during the pandemic. She asks her students how they are and cares about the answer. She pushes her students, particularly those writing for The Current in WRA 480, to produce the best work they can and, when she's your teacher, you want nothing more than to make her proud by doing just that. And you do. I am an incomparably better writer, editor, and communicator because I've worked with KB.
KB has given me the best academic experience during my time at MSU by far. She has a way with words and working to direct a team that I have yet to see replicated at this institution. Whether it be her gracious understanding of the tricky circumstances of life or her ability to relate to the class and what concerns them the most, she's all-around fantastic. She has made a considerable and positive impact on how I will view MSU in the future as I prepare for graduation this summer. My biggest regret is not having her as a professor sooner.
Kathryn Houghton: Kathryn has been an amazing professor. During this semester, she fostered a classroom environment via Zoom that encouraged not only participation, but the challenge of arguing a dissenting opinion. I was uninterested in the subject matter before this class, but quickly became enamored by it after beginning. She utilized appropriate virtual resources to aid in better understanding her well-polished slides for class. Also, the dogs this semester were a cute and uplifting addition.
Kate Fedewa:
Professor Kate Fedewa is personable instructor who always makes sure her students are doing their best and is very understanding when extra time is needed on an assignment. She begins ever class asking how her students are and any news in their lives. I want to thank her for making my senior year not as stressful and always being there to help and talk.
Kate's Rhetoric of Grammar class has been my favorite of this very difficult semester. I was (most) always excited to hop out of bed once a week for this 8:30 class because Kate never failed to make it more than worth my while with engaging discussion and insightful lessons. She also manages to create a fruitful discussion environment on Zoom, for which she has absolutely earned some kind of medal. Each week she came up with practical exercises to do in breakout rooms which helped to demystify complex grammatical concepts. Our big paper assignment for the year also allowed me to spend two months working with lyrics from my favorite artist which has done wonders for moral. She is empathetic, brilliant, and always ready to help. Multiple times in the semester she scheduled extra review sessions just to ensure those who wanted more time to learn would have it. She is, quite frankly, the bee's knees.
Casey Miles: Casey has been my advisor for years (a job at which she is freaking stellar), but this semester I had her as an instructor. I have learned a lot from Casey this year and not just about the job market but about how best to be to others. Casey teaches so much about empathy through leading by example. Her motto for our class was "come as you are, as you were, as you want to be." She says this and she *means* it. Casey approaches teaching with such a fabulous sense of humor and a tremendous amount of heart. Her kindness and assurance over the course of the semester has prevented more than one anxiety spirals on my end. She is positively kick-ass at what she does and everyone should be so lucky to experience a class with Casey Miles.
Maileen Bugnaski: Maileen worked with the 4-H and MSU Broad Art Lab collaborative project called Visualizing a Year Like No Other, a Michigan Teen Photo Project. Maileen met weekly with young people ranging from ages 13-18 to take photos on prompts intended to help them make sense of the crazy world around them. Maileen expertly created each week's prompt video, providing inspiration for the youth, and facilitated a weekly small group session for the youth to talk about their photos. Maileen's creativity and ability to create a sense of community among the youth made the program incredibly impactful for the participants. One of the participants said, "My biggest takeaway from the program was probably the feeling of how amazing it was to have my own community of people who shared similar interests as me and that I felt supported me. I also learned a lot about how fun photography is and how it can have a huge impact and very deep meanings." Maileen's contributions helped to make this possible.
Dustin De Felice: Dustin spends so much conscientious and dedicated time mentoring graduate students, even those who are not officially his advisees. He is one of those mentors and colleagues who genuinely wants students to succeed not only in relation to course topics but also with respect to professionalization and academic acclimation. His door is, quite literally, always open (pre-COVID, anyway). Dustin, thank you for making students (especially non-traditional ones) feel welcome and supported.
Megan Walsh: Megan Walsh stands out as a MSU Graduate Teaching Assistant. Megan applies pedagogical approaches that promote student agency. Megan keeps students’ attention by changing their focal points. She’s like a highly organized traffic cop. She physically and mentally divides her lessons into clear, logical sequences. Each purposeful transition results in refreshed student mental states. Students could not help but be fully engaged in her fast-paced environment. It was like watching a seasoned sports coach getting team members to run different, complicated plays really well. I was very fortunate to have had Meagan as a student. She is a rising teacher-star!
Bethany Meadows: In this past year, Bethany has done phenomenal work in and beyond the writing center. She has served as an excellent mentor to new consultants, practiced trauma-informed approaches to her work, and demonstrated an enduring commitment to dismantling sexual violence. It has been a pleasure to learn from Bethany this year, especially her commitment to community engagement.
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize
Deric McNish: Deric is an outstanding educator, for sure. But he is also an exceptional colleague and I just want people to recognize his compassionate and thoughtful approach to holistic learning and his coordination and organization of the largest population in our department-- the Bachelor of Fine Arts in Acting. He is a wonderful leader in that program. He also inspires me to be more thoughtful with decisions I make through his guidance and examples. He is a colleague and peer that inspires me and others.
Danielle Devoss: Danielle is an inspirational leader and guide. I have worked with her on numerous projects-- or more likely watched her work. She is tireless and completely focused and committed. I am constantly inspired by her dedication and selfless willingness to help and guide.
Krsna Santos: Herr Santos has been one of the most considerate Professors I've had in my Freshman year so far. Starting off school online with this pandemic and all has not been easy but I've never had to stress out with Herr Santos and his class, as he is very understanding of the circumstances and is willing to make compromises to help me succeed.
Hannah Allen: Professor Allen has been extremely helpful in my first year as a freshman here at MSU. Her method for preparing for and going over essays is less stressful and she is always willing to offer additional assistance if needed. She is very kind and considerate as well, especially when connection issues arise.
Adam Gacs: I dropped out of GRM 202 the first time I tried to take it. I felt overwhelmed and I was drowning. After I left nearly the entire first test blank, I dropped the class. It took two years before I tried again, this time with Adam Gacs. Under his gentle guidance, I’ve been able to maintain a 4.0 and grow in my confidence. I no longer worry about not having all the words or stumbling over grammar. I think confidence was the one place my German knowledge was really failing, and I feel like I’ve gotten to be much more capable.
He’s also done an incredibly good job at teaching a language online. We seem to all be pretty in tune with each other in class and he lets us have fun and make jokes (as long as they’re in German!) and we have a genuinely good time. The assignments are easy to find and follow, and I never feel overwhelmed with work in his class like I have in language classes previously.
Massive thanks to Adam Gacs.
Nicola Imbrascio: She has been one of the most impactful professors I have had in my time at MSU, and my field isn't even related to what I learned in her classes. She cares so much about her students in both their academic and personal lives. I learned so much in both of the classes I took with her because she is so engaging and you can tell that she is really passionate about what she teaches.
Dr. Sheila Contreras: I would like to thank Dr. Contreras for taking the time to mentor me and other individuals like me. She has always demonstrated care and an interest to see us succeed. She is an extraordinary Latina on our campus and deserves to be recognized for her effort in supporting our community. She has gone above and beyond to see us get into graduate school. She continues to motivate other Latinx individuals to continue their education. I appreciate her effort.
Morgan Shipley: Morgan Shipley is one of the most genuine professors I have ever had. Every class he shows how much he cares for his students and lets us know he is there for us.
Kenlea Pebbles: My freshman year I had professor Pebbles and I enjoyed her class so much. She brought so much positive energy to each class and I still appreciate it today. I remember being a freshman in my fall semester and professor Pebbles made everyone feel so welcomed, it did not feel like I was a first year student that was new to everything. I still use all of the writing skills that Kenlea taught me in my junior year now. Thank you!!
Ann Larabee: I really enjoyed the chance to team-teach the grad seminar on popular culture studies. I also learned a lot from your choice of materials and general expertise in the field. It was especially cool to bring in materials and ideas from JPC. The Zoom sessions with various experts around the country were an added bonus. We created a good dynamic environment for the students.
Mohammad Khalil: A wonderful colleague, Mohammad has enthusiastically come to speak to my Music in Religion course for the last several years. Despite his very busy schedule, he makes time to speak about Muslim popular music, something I knew nothing about before he first visited. Each time he comes with fresh examples and I learn something new. Students invariably remember these visits as one of their favorite lessons from the course.
Kate Sonka: I would like to thank Kate Sonka for her continual student-perspective taking and advocacy. Her efforts have improved the numerous roles she fills across campus, representing our diversity of students and their perspectives in the policy and procedures that are developed. This recently played out more directly in Kate's own class, when one of her students presented at the national Accessible Learning Conference. When the student was asked about where she had experienced any good examples of inclusive teaching, she mentioned her experience in Kate's course. Kate supports those around her, connects relevant communities, and promotes the widest possible range of voices. With Kate Sonka at our institution, our courses, committees, and communities are richer, getting us closer to the ideal of a public land-grant institution of higher learning.
Peter Hoffman: Professor Hoffman goes out of his way to make each and every student feel connected and appreciated. I e-mailed him once apologizing for my recent late assignments due to the stress of online classes. I was struggling and felt overwhelmed, but his kind reply gave me hope that things would get better. He even told me to e-mail him any time I needed words of encouragement. He does an amazing job making online classes positive and stress free while teaching his students the importance of poetry. Aside from poetry, Professor Hoffman gives valuable life lessons and makes each student a better person because of it.
Hui-Ling Malone: In her first year at MSU, Dr. Malone has impacted all of her students so much. She re-kindled my love of teaching, and gave us all confidence in our writing skills as a class.
Amy Lampe: Amy is hands-down the best advisor on campus. She genuinely cares about her students and coworkers, and has cheerleaded me from day one. She's always there for anyone who needs an advisor, friend, or mom figure in their life.
Kate Birdsall
Dr. Birdsall believed in me when it felt like no one else did. She encouraged my best work and gave me hope for my future in academia.
Learning from KB has truly been the highlight of my experience at MSU. This institution sucks (sorry not sorry), but Kate Birdsall ROCKS. I had the true pleasure of having her for advanced fiction writing as a fluke when the other semester was out. That was three semesters ago and I have taken class with her each semester since. In person and on zoom, Kate cultivates a powerful environment of camaraderie and caring that makes all the difference, especially during the pandemic. She asks her students how they are and cares about the answer. She pushes her students, particularly those writing for The Current in WRA 480, to produce the best work they can and, when she's your teacher, you want nothing more than to make her proud by doing just that. And you do. I am an incomparably better writer, editor, and communicator because I've worked with KB.
KB has given me the best academic experience during my time at MSU by far. She has a way with words and working to direct a team that I have yet to see replicated at this institution. Whether it be her gracious understanding of the tricky circumstances of life or her ability to relate to the class and what concerns them the most, she's all-around fantastic. She has made a considerable and positive impact on how I will view MSU in the future as I prepare for graduation this summer. My biggest regret is not having her as a professor sooner.
Kathryn Houghton: Kathryn has been an amazing professor. During this semester, she fostered a classroom environment via Zoom that encouraged not only participation, but the challenge of arguing a dissenting opinion. I was uninterested in the subject matter before this class, but quickly became enamored by it after beginning. She utilized appropriate virtual resources to aid in better understanding her well-polished slides for class. Also, the dogs this semester were a cute and uplifting addition.
Kate Fedewa:
Professor Kate Fedewa is personable instructor who always makes sure her students are doing their best and is very understanding when extra time is needed on an assignment. She begins ever class asking how her students are and any news in their lives. I want to thank her for making my senior year not as stressful and always being there to help and talk.
Kate's Rhetoric of Grammar class has been my favorite of this very difficult semester. I was (most) always excited to hop out of bed once a week for this 8:30 class because Kate never failed to make it more than worth my while with engaging discussion and insightful lessons. She also manages to create a fruitful discussion environment on Zoom, for which she has absolutely earned some kind of medal. Each week she came up with practical exercises to do in breakout rooms which helped to demystify complex grammatical concepts. Our big paper assignment for the year also allowed me to spend two months working with lyrics from my favorite artist which has done wonders for moral. She is empathetic, brilliant, and always ready to help. Multiple times in the semester she scheduled extra review sessions just to ensure those who wanted more time to learn would have it. She is, quite frankly, the bee's knees.
Casey Miles: Casey has been my advisor for years (a job at which she is freaking stellar), but this semester I had her as an instructor. I have learned a lot from Casey this year and not just about the job market but about how best to be to others. Casey teaches so much about empathy through leading by example. Her motto for our class was "come as you are, as you were, as you want to be." She says this and she *means* it. Casey approaches teaching with such a fabulous sense of humor and a tremendous amount of heart. Her kindness and assurance over the course of the semester has prevented more than one anxiety spirals on my end. She is positively kick-ass at what she does and everyone should be so lucky to experience a class with Casey Miles.
Maileen Bugnaski: Maileen worked with the 4-H and MSU Broad Art Lab collaborative project called Visualizing a Year Like No Other, a Michigan Teen Photo Project. Maileen met weekly with young people ranging from ages 13-18 to take photos on prompts intended to help them make sense of the crazy world around them. Maileen expertly created each week's prompt video, providing inspiration for the youth, and facilitated a weekly small group session for the youth to talk about their photos. Maileen's creativity and ability to create a sense of community among the youth made the program incredibly impactful for the participants. One of the participants said, "My biggest takeaway from the program was probably the feeling of how amazing it was to have my own community of people who shared similar interests as me and that I felt supported me. I also learned a lot about how fun photography is and how it can have a huge impact and very deep meanings." Maileen's contributions helped to make this possible.
Dustin De Felice: Dustin spends so much conscientious and dedicated time mentoring graduate students, even those who are not officially his advisees. He is one of those mentors and colleagues who genuinely wants students to succeed not only in relation to course topics but also with respect to professionalization and academic acclimation. His door is, quite literally, always open (pre-COVID, anyway). Dustin, thank you for making students (especially non-traditional ones) feel welcome and supported.
Megan Walsh: Megan Walsh stands out as a MSU Graduate Teaching Assistant. Megan applies pedagogical approaches that promote student agency. Megan keeps students’ attention by changing their focal points. She’s like a highly organized traffic cop. She physically and mentally divides her lessons into clear, logical sequences. Each purposeful transition results in refreshed student mental states. Students could not help but be fully engaged in her fast-paced environment. It was like watching a seasoned sports coach getting team members to run different, complicated plays really well. I was very fortunate to have had Meagan as a student. She is a rising teacher-star!
Bethany Meadows: In this past year, Bethany has done phenomenal work in and beyond the writing center. She has served as an excellent mentor to new consultants, practiced trauma-informed approaches to her work, and demonstrated an enduring commitment to dismantling sexual violence. It has been a pleasure to learn from Bethany this year, especially her commitment to community engagement.
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize
Posted by:
Makena Neal
Posted on: #iteachmsu Educator Awards
College of Arts & Letters 2021 #iteachmsu Educator Award Recipients
The following is a list of the educators receiving the #iteachmsu E...
Posted by:
PEDAGOGICAL DESIGN
Tuesday, Jun 22, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
2024 Educator Seminars: Day 2 Schedule & Registration
2024 Educator Seminars are presented by MSU IT Educational Technology, MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), the Enhanced Digital Learning Initiative (EDLI), Testing Center & Assessment Services, and MSU IT Training.
Day 2: August 23, 2024
Instructions: Click on the registration link and sign-up for the sessions you're interested in. After completing your registration you will receive an email with the Zoom link for the session.
8:30 - 9:30am GenAI in Teaching & Learning
Facilitator: Min Zhuang, Hala Sun & Imari Cheyne Tetu (EDLI)
Our presentation will explore how genAI has and will continue to change the context of curriculum and assessment in higher education. Current literature regarding genAI and its use in assessment and curriculum development will be shared. We will conclude with a discussion of ethics of AI use and AI tools available at MSU, as well as ideas on how educators might use genAI to engage and support students inside and outside of the classroom.
Session recording
9:30 - 10:30am Introduction to the Libraries
Facilitators: Ben Oberdick (Libraries)
Enhance your teaching and research by learning about the Libraries’ extensive collections, services, spaces and expertise.
Session recording
10:30 - 11:30am D2L Brightspace Essentials: Navigation, Gradebook Creation, and Structuring Accessible Content
Facilitators: Lindsay Tigue & KJ Downer-Shojgreen (IT&D)
This informational webinar will cover the basics of setting up your course in D2L Brightspace. See an overview of the interface and learn how to set up tools for assessment and engagement, including the gradebook, assignments and assignment collection, quizzes, discussions, syllabus, digital document distribution, announcements and more. Examples will also be shown for uploading and organizing content with links to activities, so that learners can navigate the course efficiently.
Session recording
11:30am - 12:30pm BREAK
12:30 - 1:30pm OneDrive - Getting Started
Facilitators: Michael Julian & Lindsey Howe (IT: Training)
Access, share, and collaborate on all your files from anywhere! Join us for this free, two-hour training session that will introduce you to Microsoft OneDrive. There will be live demonstrations and an opportunity for a Q&A session with our trainers. We will make it easy to learn how to store, access, and collaborate on your shared work files, all while supporting your specific business needs.
Session recording
1:30 - 2:30pm Setting up your Gradebook
Facilitators: Cui Cheng & Jennie Wagner (IT&D)
Access to accurate and up-to-date grades is very important to students. The D2L online gradebook gives private views to students and a spreadsheet view to instructors. This training will lead you through how to set up a points-based or percentage-based (weighted) gradebook. We will also cover how to connect existing activities or assessments--such as discussions, assignments and quizzes--to the gradebook.
Session recording
2:30 - 3:30pm MSU Commons
Facilitators: Kristen Lee & Larissa Babak (Libraries)
MSU Commons is an open access platform for connecting with other scholars, sharing your work, and developing your online presence. On MSU Commons, you can upload your scholarly and educational work in an open access repository, join discussion groups and collaborate in your areas of interest, create a WordPress site to host a multitude of content (including course content), and establish a digital presence that allows to you find other members, publications, and networks related to your work. This workshop will provide an opportunity to explore the various facets of MSU Commons, as well as an overview of the brand new repository system, KCWorks!
Session recording
3:30 - 4:30pm Achieving your Course Goals with Backward Design
Facilitators: Rhonda Kessling & KJ Downer-Shojgreen (IT&D)
The backward design process begins with the final learning outcomes and works backward from there. When we ask ourselves precisely what the student should know or do, then we have a starting point for building the course, the lesson or the program. We will work together to create learning outcomes and to align them with assessments. This design process will help you become more intentional with your activities and assessments and make them more meaningful to your students.
Session recording
Day 2: August 23, 2024
Instructions: Click on the registration link and sign-up for the sessions you're interested in. After completing your registration you will receive an email with the Zoom link for the session.
8:30 - 9:30am GenAI in Teaching & Learning
Facilitator: Min Zhuang, Hala Sun & Imari Cheyne Tetu (EDLI)
Our presentation will explore how genAI has and will continue to change the context of curriculum and assessment in higher education. Current literature regarding genAI and its use in assessment and curriculum development will be shared. We will conclude with a discussion of ethics of AI use and AI tools available at MSU, as well as ideas on how educators might use genAI to engage and support students inside and outside of the classroom.
Session recording
9:30 - 10:30am Introduction to the Libraries
Facilitators: Ben Oberdick (Libraries)
Enhance your teaching and research by learning about the Libraries’ extensive collections, services, spaces and expertise.
Session recording
10:30 - 11:30am D2L Brightspace Essentials: Navigation, Gradebook Creation, and Structuring Accessible Content
Facilitators: Lindsay Tigue & KJ Downer-Shojgreen (IT&D)
This informational webinar will cover the basics of setting up your course in D2L Brightspace. See an overview of the interface and learn how to set up tools for assessment and engagement, including the gradebook, assignments and assignment collection, quizzes, discussions, syllabus, digital document distribution, announcements and more. Examples will also be shown for uploading and organizing content with links to activities, so that learners can navigate the course efficiently.
Session recording
11:30am - 12:30pm BREAK
12:30 - 1:30pm OneDrive - Getting Started
Facilitators: Michael Julian & Lindsey Howe (IT: Training)
Access, share, and collaborate on all your files from anywhere! Join us for this free, two-hour training session that will introduce you to Microsoft OneDrive. There will be live demonstrations and an opportunity for a Q&A session with our trainers. We will make it easy to learn how to store, access, and collaborate on your shared work files, all while supporting your specific business needs.
Session recording
1:30 - 2:30pm Setting up your Gradebook
Facilitators: Cui Cheng & Jennie Wagner (IT&D)
Access to accurate and up-to-date grades is very important to students. The D2L online gradebook gives private views to students and a spreadsheet view to instructors. This training will lead you through how to set up a points-based or percentage-based (weighted) gradebook. We will also cover how to connect existing activities or assessments--such as discussions, assignments and quizzes--to the gradebook.
Session recording
2:30 - 3:30pm MSU Commons
Facilitators: Kristen Lee & Larissa Babak (Libraries)
MSU Commons is an open access platform for connecting with other scholars, sharing your work, and developing your online presence. On MSU Commons, you can upload your scholarly and educational work in an open access repository, join discussion groups and collaborate in your areas of interest, create a WordPress site to host a multitude of content (including course content), and establish a digital presence that allows to you find other members, publications, and networks related to your work. This workshop will provide an opportunity to explore the various facets of MSU Commons, as well as an overview of the brand new repository system, KCWorks!
Session recording
3:30 - 4:30pm Achieving your Course Goals with Backward Design
Facilitators: Rhonda Kessling & KJ Downer-Shojgreen (IT&D)
The backward design process begins with the final learning outcomes and works backward from there. When we ask ourselves precisely what the student should know or do, then we have a starting point for building the course, the lesson or the program. We will work together to create learning outcomes and to align them with assessments. This design process will help you become more intentional with your activities and assessments and make them more meaningful to your students.
Session recording
Posted by:
Makena Neal
Posted on: #iteachmsu
2024 Educator Seminars: Day 2 Schedule & Registration
2024 Educator Seminars are presented by MSU IT Educational Technolo...
Posted by:
PEDAGOGICAL DESIGN
Thursday, Sep 12, 2024
Posted on: MSU CORONA CHRONICLES
![post image]()
NAVIGATING CONTEXT
Love and Hate in Times of Corona
Love and Hate in Times of Corona
It’s been over two weeks since Michigan has been under the “Stay at home and stay safe” order and it is still necessary to follow the order. It has become one of those phrases I add to many of my phone calls, e-mails, even birthday greetings. How bizarre! I hope everything is over when my birthday comes around and this phrase is a thing of the past.
During this time, I have started to love activities and things I never thought I would like. Conversely, I have started hating things I was never bothered by before.
LOVE: I never imagined I would watch three-minute-long videos that joked about things I had never found funny before. I never enjoyed these, and I would tell people, but when a friend or family member overseas I haven’t heard from in a while sends one, I now interpret this as them wanting to communicate and connect.
HATE: I used to always enjoy taking a break from work and checking Social Media every so often, and actually really liked that way of connecting in a “small-talk” sort of reactive fashion with a brief comment. After being on the computer and on Zoom calls the majority of my days, Zoom has become my new Facebook. I see someone, their snippet, their one-liner in the chat box, and that makes Facebook obsolete.
HATE: I usually like watching a good movie, but I hate any additional screens aside from my computer screen and mobile device. I don’t have the patience these days and my eyes don’t either.
LOVE: Anything three dimensional I can touch, change, tear apart or create something out of. For example, a piece of paper becomes a piece of art, either though origami, different colored pencils or markers, or anything I can cut out and glue on something else. And I love books, you know, the old-fashioned kind you can leaf through.
HATE: The fridge and pantry are so easily accessible. I can get something to eat at any time given I have done my grocery shopping.
LOVE: Homecooked food. I find cooking to be a creative outlet. Experimenting with different flavors and ingredients seems to be like creating a piece of art.
HATE: Not being able to have friends over, play with my friends’ kids and dogs, and most of all hug all those I love!
LOVE: Connecting with people through Skype, Zoom, FaceTime, etc. I would normally just send the obligatory holiday card, a quick birthday wish, or a gif, or say “How are you?” to and get the same old response. I have now started weekly conversations with people about books we are reading together, an idea we find intriguing, a riddle I can’t seem to solve, or about topics I had never explored before.
Yet, between all the HATE and LOVE I realize I have it good. I have no family member who has fallen victim to COVID-19. I would really HATE if someone I LOVE was affected in that way. So, in the grand scheme of things, nothing written above deserves LOVE or HATE. Wouldn’t you agree?
It’s been over two weeks since Michigan has been under the “Stay at home and stay safe” order and it is still necessary to follow the order. It has become one of those phrases I add to many of my phone calls, e-mails, even birthday greetings. How bizarre! I hope everything is over when my birthday comes around and this phrase is a thing of the past.
During this time, I have started to love activities and things I never thought I would like. Conversely, I have started hating things I was never bothered by before.
LOVE: I never imagined I would watch three-minute-long videos that joked about things I had never found funny before. I never enjoyed these, and I would tell people, but when a friend or family member overseas I haven’t heard from in a while sends one, I now interpret this as them wanting to communicate and connect.
HATE: I used to always enjoy taking a break from work and checking Social Media every so often, and actually really liked that way of connecting in a “small-talk” sort of reactive fashion with a brief comment. After being on the computer and on Zoom calls the majority of my days, Zoom has become my new Facebook. I see someone, their snippet, their one-liner in the chat box, and that makes Facebook obsolete.
HATE: I usually like watching a good movie, but I hate any additional screens aside from my computer screen and mobile device. I don’t have the patience these days and my eyes don’t either.
LOVE: Anything three dimensional I can touch, change, tear apart or create something out of. For example, a piece of paper becomes a piece of art, either though origami, different colored pencils or markers, or anything I can cut out and glue on something else. And I love books, you know, the old-fashioned kind you can leaf through.
HATE: The fridge and pantry are so easily accessible. I can get something to eat at any time given I have done my grocery shopping.
LOVE: Homecooked food. I find cooking to be a creative outlet. Experimenting with different flavors and ingredients seems to be like creating a piece of art.
HATE: Not being able to have friends over, play with my friends’ kids and dogs, and most of all hug all those I love!
LOVE: Connecting with people through Skype, Zoom, FaceTime, etc. I would normally just send the obligatory holiday card, a quick birthday wish, or a gif, or say “How are you?” to and get the same old response. I have now started weekly conversations with people about books we are reading together, an idea we find intriguing, a riddle I can’t seem to solve, or about topics I had never explored before.
Yet, between all the HATE and LOVE I realize I have it good. I have no family member who has fallen victim to COVID-19. I would really HATE if someone I LOVE was affected in that way. So, in the grand scheme of things, nothing written above deserves LOVE or HATE. Wouldn’t you agree?
Authored by:
Stefanie Baier
Posted on: MSU CORONA CHRONICLES
![post image]()
Love and Hate in Times of Corona
Love and Hate in Times of Corona
It’s been over two weeks since Mic...
It’s been over two weeks since Mic...
Authored by:
NAVIGATING CONTEXT
Thursday, Jul 9, 2020