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Erica Venton is a Marketing Manager for the Office of the Provost Communication Team. Their team works to develop and deliver daily content and communication strategies for the units we work with under the Provost Office umbrella. They collaborate university-wide, including with University Communication, on various large scale planning and projects. While our objective is to collaborate, strategize, and consult, we are committed to execution and implementation.

Erica and I have a network of relationships and resources across the university. Though our experiences and skill sets vary, we both find enjoyment in helping and encouraging people. Whether you are struggling, striving, or just searching for a great group to plug into, we can help you along the way. And hey, I’m sure you have a few ideas and bits of information to share with us too. Please feel free to add your own tips for us or others to utilize.

Are you looking for a supportive, structured environment to help you complete your dissertation? The Dissertation Support Group may be for you. Start date depends on participant availability. To register: https://msu.co1.qualtrics.com/jfe/form/SV_86OJnMZkOnLAQMC Registration closes this Friday, June 11th

I am wondering if it would be possible to develop a more "Facebook" like way to add/invite people to groups? It would be interesting to be able to see #iteach members and invite them "directly" v. needing to have their name and/or e-mail address.

There is an interesting piece this morning on Faculty Focus about how we might combat Imposter Syndrome in academia. Both among faculty AND among students from historically marginalized groups. Here is the link for those who might like to take a look:

https://www.facultyfocus.com/articles/philosophy-of-teaching/combating-imposter-syndrome-in-academia/

Pre-Class Survey
It's helpful to survey your students before class begins to learn about their accessibility and/or technology needs. This contributes to students feeling welcome in your course and gives you practical information about both learners' needs and whether to follow-up with specific resources. There is a template accessibility survey (titled "[COURSE#] Accessibility pre-start Survey") within the CTLI's library of surveys that you can copy and adapt to your own course; instructions on how to access and make your own version are here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2810

After the workshop ended, we struck up a discussion about the issue of scale when it comes to creative assignments, namely:

How do you incorporate creativity/alternative modalities into especially large classes?

The example from our discussion was the 450-person IAH courses that run in lecture halls, but we could certainly use this discussion to comment on the ways we scale creative assignments to class size as well.

What experience do you have with handling the challenges of creativity with a large group? Alternately, if you have any sources that address this question, please feel free to share here as well!

I might have to fire Microsoft Copilot if it doesn't catch on soon. . . Let me explain. The second week of each semester, once enrollments have stabilized, I form my classes of 50 students into 10 student learning teams that will collaborate each week through Week 14. In the past, I have used a free, completely random online team-builder app to do this. It's a little time consuming, but basically pretty easy.

This summer, as I was developing 10 podcast episodes that address how we might better integrate GenAI into our classrooms (see The Collaborative Cafe@WSTKS-FM Worldwide on Youtube), it occurred to me that I might be able to engineer more cohesive student learning teams by collecting information from students on Day #1 about their academic strengths and preferences. My idea was to use Copilot to group students in such a way that each person would bring unique talents, skills and abilities to the collaborative table, making for stringer teams that would work more effectively together.

Sounds easy enough, right? Dine in just a few minutes, right? Au contraire!

Actually, I ended up spending at least as much time, if not more, double-checking Copilot's problematic output. Here's what it and I kept running into. Despite a fairly straightforward prompt, Copilot neglected to include ALL students in the class list and doubled or tripled up on other names, randomly ignoring some names and their assets/preferences while assigning others to two or three learning teams at the same time. This happened more than once despite repeated attempts to clarify my initial prompt(s), and Copilot never managed to correct its errors.

In the end, quite a bit of additional time was necessary to comb through what Copilot spit out and fix its mistakes to ensure all 50 students in each section were, in fact, assigned to five-person learning teams. What should have taken five minutes at most, took more than two hours when all was said and done. Time I had not anticipated and don't really have to waste.

Sigh. A rather frustrating way to start the semester. Live and learn, right?

Version 1.6 will include: 

Primers
Left menu - About and Help 
Banner
Bug fixing
Card consistency
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