We found 4 results that contain "#crisis"
Posted on: #iteachmsu
Resources for Teaching After Crisis
In response to the tragedy at MSU, the MSU Center for Teaching and Learning Innovation has compiled the following information and resources for all as the campus community heals. We will do our best to keep these shared resources as updated as possible and they will remain archived here.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Michigan State University Crisis Response Resources
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
Navigating Context
Posted on: #iteachmsu
Course Policy Modifications After a Crisis: Practical Strategies for Returning to Class
In addition to caring for your own well-being and openly acknowledging a tragic event with your students, there are a number of tangible ways instructors might consider modifying their syllabus or lesson plans immediately after a crisis. This resource contains examples of policies and adaptations you may consider. These are not meant to be read as recommendations that every instructor should adopt, but rather as possibilities that instructors can individually assess and adapt to their own teaching context.
When modifying your course policies or syllabus after a crisis, it is helpful to keep a few basic principles of trauma-aware pedagogy in mind. The overarching aim of these principles is to cultivate a sense of safety in the classroom, especially when this sense has been disrupted by traumatic events. Some key principles of trauma-informed teaching include:
Empathy - take time to understand what students are experiencing, and allow them to process those experiences together
Flexibility - be patient, and forgiving with students if they aren’t able to progress through the course as you initially imagined they would.
Autonomy - give students choices that can help them feel in control
Clarity - reduce unknowns by over-communicating about what will stay the same and what will change as a result of the event
Transparency - be transparent about why you chose to respond to the event in the way that you did
Consistency - be as predictable and reliable as possible, perhaps leaning on existing classroom habits or routines to create a sense of familiarity
Next, you will find concrete examples of ways you might consider embedding these principles into your class.
Modifying the Course Content/Timeline
If classes are canceled due to a crisis, communicate to students where you plan to pick up after classes resume.
Consider pushing the course plan back a week rather than asking students to prepare for two weeks at once (e.g., the week that was missed and the current week). Then identify a week’s content to skip later on, if possible.
Explain to students why you chose to cut that section and provide a few resources for them to study on their own if they’re interested.
Revise assessments accordingly so that students aren’t evaluated on material not covered.
Review your course learning goals and think about what is truly necessary and what can be left out this time. Students’ cognitive load will be reduced after a crisis and class time might be better spent focusing on a few key topics rather than trying to get everything covered.
Reduce the quantity of readings and other work required for students to prepare for class where possible.
Modifying Assessments
Consider emphasizing low-stakes formative assessments like in-class activities and discussion posts over high-stakes summative assessments like quizzes and exams. This could be done by allowing students to choose to weight their formative assessments more heavily or by making certain summative assessments optional.
Reduce anxiety of high-stakes tests by making them take-home, or allowing students to choose a certain number of questions or problems on an existing exam to respond to as opposed to taking the entire thing.
Consider grading certain assessments pass/fail.
Make sure to revise assessments to ensure they don’t evaluate students on material that may have been skipped or not covered in detail due to an altered schedule.
Consider giving students options about how and when to complete existing assessments.
For example, allowing them to work individually or in groups. Or allowing them to submit in various formats (written, video, audio, creative, etc.)
Create new deadlines for existing assessments in conversation with students.
If using grading rubrics, consider how to adjust expectations in light of the situation, and communicate any changes to students.
Modifying Late Work Policies
Consider removing late work penalties, where possible. Ask students to stay in touch with you if they need an extension.
Give students the option to throw out a certain number of assessments, or for certain assessments to be graded pass/fail.
Modifying Attendance and Participation Policies
Consider dropping or loosening any required attendance policies. For example, increase the number of days that can be missed before incurring a penalty. You may decide to ask students to email you or their TA, when possible, if they need to miss class. Make explicit that they do not need to provide a reason for missing class.
Clearly explain to students what they need to do to make up for any classes they may miss. Try to be respectful of students’ cognitive load as you create this policy so that work doesn’t pile up when they miss class.
Consider giving everyone full credit for the “participation” score of their grade, or provide students with a variety of options about what will count as participation, especially for those who do not feel like speaking in class.
This resource was created by Michael McCreary. It is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
When modifying your course policies or syllabus after a crisis, it is helpful to keep a few basic principles of trauma-aware pedagogy in mind. The overarching aim of these principles is to cultivate a sense of safety in the classroom, especially when this sense has been disrupted by traumatic events. Some key principles of trauma-informed teaching include:
Empathy - take time to understand what students are experiencing, and allow them to process those experiences together
Flexibility - be patient, and forgiving with students if they aren’t able to progress through the course as you initially imagined they would.
Autonomy - give students choices that can help them feel in control
Clarity - reduce unknowns by over-communicating about what will stay the same and what will change as a result of the event
Transparency - be transparent about why you chose to respond to the event in the way that you did
Consistency - be as predictable and reliable as possible, perhaps leaning on existing classroom habits or routines to create a sense of familiarity
Next, you will find concrete examples of ways you might consider embedding these principles into your class.
Modifying the Course Content/Timeline
If classes are canceled due to a crisis, communicate to students where you plan to pick up after classes resume.
Consider pushing the course plan back a week rather than asking students to prepare for two weeks at once (e.g., the week that was missed and the current week). Then identify a week’s content to skip later on, if possible.
Explain to students why you chose to cut that section and provide a few resources for them to study on their own if they’re interested.
Revise assessments accordingly so that students aren’t evaluated on material not covered.
Review your course learning goals and think about what is truly necessary and what can be left out this time. Students’ cognitive load will be reduced after a crisis and class time might be better spent focusing on a few key topics rather than trying to get everything covered.
Reduce the quantity of readings and other work required for students to prepare for class where possible.
Modifying Assessments
Consider emphasizing low-stakes formative assessments like in-class activities and discussion posts over high-stakes summative assessments like quizzes and exams. This could be done by allowing students to choose to weight their formative assessments more heavily or by making certain summative assessments optional.
Reduce anxiety of high-stakes tests by making them take-home, or allowing students to choose a certain number of questions or problems on an existing exam to respond to as opposed to taking the entire thing.
Consider grading certain assessments pass/fail.
Make sure to revise assessments to ensure they don’t evaluate students on material that may have been skipped or not covered in detail due to an altered schedule.
Consider giving students options about how and when to complete existing assessments.
For example, allowing them to work individually or in groups. Or allowing them to submit in various formats (written, video, audio, creative, etc.)
Create new deadlines for existing assessments in conversation with students.
If using grading rubrics, consider how to adjust expectations in light of the situation, and communicate any changes to students.
Modifying Late Work Policies
Consider removing late work penalties, where possible. Ask students to stay in touch with you if they need an extension.
Give students the option to throw out a certain number of assessments, or for certain assessments to be graded pass/fail.
Modifying Attendance and Participation Policies
Consider dropping or loosening any required attendance policies. For example, increase the number of days that can be missed before incurring a penalty. You may decide to ask students to email you or their TA, when possible, if they need to miss class. Make explicit that they do not need to provide a reason for missing class.
Clearly explain to students what they need to do to make up for any classes they may miss. Try to be respectful of students’ cognitive load as you create this policy so that work doesn’t pile up when they miss class.
Consider giving everyone full credit for the “participation” score of their grade, or provide students with a variety of options about what will count as participation, especially for those who do not feel like speaking in class.
This resource was created by Michael McCreary. It is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
Authored by: Michael McCreary
Pedagogical Design
Posted on: #iteachmsu
Rebuilding Hope: Teaching in the Aftermath [Webinar]
We recognize that stepping back into the classroom next week will be challenging. To help you plan your next steps, we are announcing an upcoming webinar, "Rebuilding Hope: Teaching in the Aftermath," presented by the Office of the Provost in collaboration with leaders across campus.
This webinar aimed to serve as an essential resource to navigate the challenges of returning to the classroom after a crisis. MSUPD addressed campus safety and Interim Provost Thomas Jeitschko provided opening comments.
The guest speaker, Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis. Until recently, Dr. Dunn was a faculty member at MSU.
In this webinar, Dr. Dunn shared her insights on supporting our students and colleagues as we return to the classroom. She provided 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.
Dr. Dunn has a deep connection to MSU, having served here as a faculty member until recently. She has colleagues, friends, and students here at MSU, and understands the unique challenges our community faces. Her compassion and empathy for our situation undoubtedly has helped us all navigate the difficult road ahead.
Rebuilding Hope silde deck [read only, with MSU netID]Teaching on Days After: What to Do When You Don’t Know What to Do [read only, with MSU netID]Additionally, the MSU Center for Teaching and Learning Innovation has compiled the Resources for Teaching After Crisis playlist for all as the MSU community heals, and Lisa Laughman has shared a Special Message to Faculty on Spartan Resilience.
This webinar aimed to serve as an essential resource to navigate the challenges of returning to the classroom after a crisis. MSUPD addressed campus safety and Interim Provost Thomas Jeitschko provided opening comments.
The guest speaker, Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis. Until recently, Dr. Dunn was a faculty member at MSU.
In this webinar, Dr. Dunn shared her insights on supporting our students and colleagues as we return to the classroom. She provided 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.
Dr. Dunn has a deep connection to MSU, having served here as a faculty member until recently. She has colleagues, friends, and students here at MSU, and understands the unique challenges our community faces. Her compassion and empathy for our situation undoubtedly has helped us all navigate the difficult road ahead.
Rebuilding Hope silde deck [read only, with MSU netID]Teaching on Days After: What to Do When You Don’t Know What to Do [read only, with MSU netID]Additionally, the MSU Center for Teaching and Learning Innovation has compiled the Resources for Teaching After Crisis playlist for all as the MSU community heals, and Lisa Laughman has shared a Special Message to Faculty on Spartan Resilience.
Posted by: Brendan Guenther
Navigating Context