We found 500 results that contain "#engagement"
Posted on: #iteachmsu

Engaging Students with iClicker
What is iClicker?
iClicker is a student response system that allows instructors to incorporate interactive and engaging aspects of teaching and learning into their lessons. Students can participate using actual clicker remotes, or their own devices (such as phones, tablets, and laptops) via the iClicker Reef application.
What is the difference between iClicker Cloud and iClicker Reef?
iClicker Cloud is the portion of the tool that allows for instructors to set up courses and assessments. ICloud Reef is for student responses and can be accessed via different devices as long as students have internet access.
Why is iClicker important?
With iClicker, instructors can engage students throughout instruction, whether face-to-face or remote. As instructors have the opportunity to incorporate activities like polls and quizzes directly into their lessons, iClicker can be used for both formative and summative assessment. This tool also allows assessments to be graded and transferred to learning management systems such as D2L.
How do I access iClicker?
iClicker is FREE for all MSU students and instructors. The application can be downloaded here.
Where can I find more information about iClicker?
The Academic Service Technology Catalog has guidance for instructors and students on iClicker.
iClicker is a student response system that allows instructors to incorporate interactive and engaging aspects of teaching and learning into their lessons. Students can participate using actual clicker remotes, or their own devices (such as phones, tablets, and laptops) via the iClicker Reef application.
What is the difference between iClicker Cloud and iClicker Reef?
iClicker Cloud is the portion of the tool that allows for instructors to set up courses and assessments. ICloud Reef is for student responses and can be accessed via different devices as long as students have internet access.
Why is iClicker important?
With iClicker, instructors can engage students throughout instruction, whether face-to-face or remote. As instructors have the opportunity to incorporate activities like polls and quizzes directly into their lessons, iClicker can be used for both formative and summative assessment. This tool also allows assessments to be graded and transferred to learning management systems such as D2L.
How do I access iClicker?
iClicker is FREE for all MSU students and instructors. The application can be downloaded here.
Where can I find more information about iClicker?
The Academic Service Technology Catalog has guidance for instructors and students on iClicker.
Authored by: Cierra Presberry
Posted on: Graduate Teaching A...

D2L Pedagogies: Designing for Engaging and Inclusive Online Learning Experiences
This workshop is designed to help you prepare for your teaching roles by strengthening your pedagogical understandings of D2L. For us, this means understanding how to implement thoughtful, intentional, and inclusive practices. We will introduce GTAs to foundational skills and strategies necessary to create well-structured, engaging, accessible online learning experiences.
Upon completing this session, GTAs will be able to:
Identify key components and goals of the learner experience through design thinking exercises.
Consider factors that may impact learners’ ability to fully participate in various modes of online learning, and develop strategies to gain a sense of learners’ digital learning contexts.
Evaluate opportunities for asynchronous and synchronous connection, community-building, interaction, and engagement.
Discuss and explore features for enhancing learning and improving accessibility.
Identify resources and supports for technical aspects of D2L.
Upon completing this session, GTAs will be able to:
Identify key components and goals of the learner experience through design thinking exercises.
Consider factors that may impact learners’ ability to fully participate in various modes of online learning, and develop strategies to gain a sense of learners’ digital learning contexts.
Evaluate opportunities for asynchronous and synchronous connection, community-building, interaction, and engagement.
Discuss and explore features for enhancing learning and improving accessibility.
Identify resources and supports for technical aspects of D2L.
Posted by: Kenneth Gene Herrema
Pedagogical Design
Posted on: #iteachmsu

Engagement Resources for Online Teaching
Here is a set of resources about different aspects of student engagement and online teaching.
“What Is Caring Pedagogy? An Introduction: Relationships of Reciprocity Series” by Monica B. Glina, NYU.
“Stanford researchers identify four causes for ‘Zoom fatigue’ and their simple fixes” by Vignesh Ramachandran, about Stanford research into the psychology of online work.
“8 Ideas Designed to Engage Students In Active Learning Online” by Caitlin Tucker, Pepperdine University.
“The Human Element in Online Learning” by Larry DeBrock, Norma Scagnoli and Fataneh Taghaboni-Dutta for Inside Higher Ed.
“4 Zoom-Friendly Creative Warm-ups” by Hilary Buchanan and Alexis Schuknecht, Pixel Park.
“Zoom Friendly Warm-ups and Icebreakers” by Eugene Korsunskiy for Future of Design in Higher Education [Medium].
Hybrid Learning Models with components of different learning modalities from The Linden School.
Image Credit: ST.art / Shutterstock.com © 2020
“What Is Caring Pedagogy? An Introduction: Relationships of Reciprocity Series” by Monica B. Glina, NYU.
“Stanford researchers identify four causes for ‘Zoom fatigue’ and their simple fixes” by Vignesh Ramachandran, about Stanford research into the psychology of online work.
“8 Ideas Designed to Engage Students In Active Learning Online” by Caitlin Tucker, Pepperdine University.
“The Human Element in Online Learning” by Larry DeBrock, Norma Scagnoli and Fataneh Taghaboni-Dutta for Inside Higher Ed.
“4 Zoom-Friendly Creative Warm-ups” by Hilary Buchanan and Alexis Schuknecht, Pixel Park.
“Zoom Friendly Warm-ups and Icebreakers” by Eugene Korsunskiy for Future of Design in Higher Education [Medium].
Hybrid Learning Models with components of different learning modalities from The Linden School.
Image Credit: ST.art / Shutterstock.com © 2020
Authored by: Ellie Louson and Melissa Usiak
Pedagogical Design
Posted on: #iteachmsu

SOIREE on Student to student interactions & engagement
Student to student interactions are a very important part in any classroom and the online setting is no exception. There are many ways students can engage with each other online - but here a few tips and suggestions you can structure in your course that can offer this connection between students.
Methods
Discussions
Group Work
Group Projects
Group Discussion
Study Groups
Group Case Studies
Peer Review
Peer Instruction
Collaborative Brainstorming
Tools
D2L Discussion Threads. Students need to be able to connect with classmates around your teaching. Provide them with discussion threads for both the entire class "i.e. General Course Conversation" and module-specific. Some students can and will use this tool. Others will only use it if it's required. But it still is a great way to be able to provide students opportunity to connect.
Microsoft Teams. Every student at MSU can use Teams for realtime group chat, individual chat, voice and video and file sharing.
Zoom. Every student by default is able to use Zoom for voice/video/meetings.
Google Apps: Docs, Slides, Sheets. Students can work together to create and work on files in real time.
Dip Deeper
If you would like to further explore this topic, here are some resources you could check out:
10 Tips for Effective Online Discussions
Mastering Online Discussion Board Facilitation Resource Guide
Zoom Breakout Room Information Sheet
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Methods
Discussions
Group Work
Group Projects
Group Discussion
Study Groups
Group Case Studies
Peer Review
Peer Instruction
Collaborative Brainstorming
Tools
D2L Discussion Threads. Students need to be able to connect with classmates around your teaching. Provide them with discussion threads for both the entire class "i.e. General Course Conversation" and module-specific. Some students can and will use this tool. Others will only use it if it's required. But it still is a great way to be able to provide students opportunity to connect.
Microsoft Teams. Every student at MSU can use Teams for realtime group chat, individual chat, voice and video and file sharing.
Zoom. Every student by default is able to use Zoom for voice/video/meetings.
Google Apps: Docs, Slides, Sheets. Students can work together to create and work on files in real time.
Dip Deeper
If you would like to further explore this topic, here are some resources you could check out:
10 Tips for Effective Online Discussions
Mastering Online Discussion Board Facilitation Resource Guide
Zoom Breakout Room Information Sheet
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Authored by: SOIREE Team
Pedagogical Design
Posted on: #iteachmsu

Creativity and Student Engagement in a Virtual Space
Topic Area: Pandemic Pivot
Presented by: Carrie Hauser
Abstract:
COVID unexpectedly challenged us all to truly assess the needs of our students, what it means to have a campus environment, and how to develop that in a virtual space. The Michigan School of Psychology (MSP), a small graduate program in Farmington Hills, is known for having a very personal and connected environment. Faculty and staff know almost the entire campus by name and students are truly invested in each other’s lives. When the school changed to remote teaching in March, 2020, the Student Engagement Office went to work to figure out how to offer anything virtual that would create that same feeling of care and nurture that the campus typically provided. This presentation will discuss how MSP developed an online supportive culture, how student needs were assessed, and how creativity helped save the day. It will also cover programming ideas for faculty and staff members that can be implemented at all types of institutions and how to remain creative with programming in the face of adversity. The presentation will finally discuss how COVID will impact the future of student programming.
Session Resources:A PDF of Carrie's presentation can be accessed here.
Presented by: Carrie Hauser
Abstract:
COVID unexpectedly challenged us all to truly assess the needs of our students, what it means to have a campus environment, and how to develop that in a virtual space. The Michigan School of Psychology (MSP), a small graduate program in Farmington Hills, is known for having a very personal and connected environment. Faculty and staff know almost the entire campus by name and students are truly invested in each other’s lives. When the school changed to remote teaching in March, 2020, the Student Engagement Office went to work to figure out how to offer anything virtual that would create that same feeling of care and nurture that the campus typically provided. This presentation will discuss how MSP developed an online supportive culture, how student needs were assessed, and how creativity helped save the day. It will also cover programming ideas for faculty and staff members that can be implemented at all types of institutions and how to remain creative with programming in the face of adversity. The presentation will finally discuss how COVID will impact the future of student programming.
Session Resources:A PDF of Carrie's presentation can be accessed here.
Authored by: Carrie Hauser
Pedagogical Design
Posted on: Spring Conference o...

MSUvote and Democratic Engagement at MSU
Title: MSUvote and Democratic Engagement at MSUPresenters: Renee Brown (MSUvote Initiative); Suchitra Webster (MSUvote); and Erin Kramer (MSUvote)Format: WorkshopDate: May 11th, 2023Time:1:30 pm - 2:30 pmClick here to viewDescription:Workshop presenters, Renee Brown, Suchitra Webster, and Erin Kramer will share data and information about student democratic engagement and the student voting landscape at Michigan State University (MSU). This workshop has been designed for those who are interested in effectively integrating democratic engagement strategies in their teaching or program. Presenters will share tools for increasing and improving democratic dialogue, syllabus design, and student civic skills building. This workshop will offer a comprehensive overview of the MSU National Study of Learning, Voting and Engagement (NSLVE) Reports. NSLVE is the first and only study to objectively examine student and institution-level data on student voting and to share these data with participating campuses. There are more than 1,200 participating campuses and over 10 million student records included in this study. The NSLVE Study is produced by the Institute for Democracy & Higher Education (IDHE) at Tufts University. The presenters will highlight opportunities for continuing to improve student voting and engagement. Opportunities for connecting to the MSU Campus Plan for Democratic Engagement (a part of the NASPA Voter Friendly Campus Designation held by MSU since the designation inception) will be shared. Input and partners will be sought for the first Annual MSU Civic Skills Conference planned for the 2023-2024 academic year.
Authored by: Renee Brown
Pedagogical Design
Posted on: Teaching Toolkit Ta...

(Re)defining Student Engagement in Your Course
Photo by Mikael Kristenson on Unsplash
Defining Engagement
“Student engagement” is a popular term for describing optimal responses from students to their experiences in higher education: participating in class, using campus support services, and ultimately staying in school to finish a college degree. That’s why, for example, the National Survey of Student Engagement (NSSE) looks at a spectrum of “educationally purposeful activities” inside and outside of the classroom as they assess levels of student engagement across higher ed. Since we are most focused on what student engagement looks like in a classroom, we’ll dive in here, but also acknowledge that other forms of student engagement are important and very much connected to one another along a spectrum.
For the sake of our work in the classroom, we’ve found Great School Partnership’s Edglossary definition of student engagement most helpful: “the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” Here we get a picture of students wanting to learn what is important in our disciplines and classes, successfully completing our course, and eventually completing a degree. But, as you can imagine, this classroom engagement looks different based upon your discipline, class, and overall learning outcomes. It also hinges on the relationships you build with students, between students, and in how you facilitate authentic opportunities for all of you to engage with the questions and challenges that actually drive your discipline.
(Re)defining Engagement in Your Class
Since we teach and learn across a variety of disciplines, with a variety of learning outcomes and discipline-driving questions, student engagement can take many forms. While there may be some similarities, engagement in an English class may look different than in a Science class, since our disciplines use different lens on the world and value making claims and meaning in different ways. We assess learning differently too. To begin the process of thinking about what student engagement does or could look like in your class, here are some questions to consider:
What are the key questions and challenges driving you and the work in your discipline? Why/how might students care about these questions and challenges with you?
What does a student, fully engaged in what matters in your discipline, and on their way to meeting the learning outcomes in your course, look like? What do they know? What do they do? How do you hope they’ll get there?
What multiple form(s) does/could “attention, curiosity, interest, optimism, and passion” take in relation to what matters to students and your discipline? How could learning activities best facilitate this engagement? How will you know if these learning activities are facilitating this engagement?
Overall, how do you already teach in ways that support optimal student engagement with your discipline and class? In what areas do you want to grow?
These questions are starting points for you in beginning to identify key aspects of student engagement. These questions also begin to help you recognize what you’re already doing towards optimal student engagement as well as areas where you may want to grow. Hopefully, these questions raise awareness that leads to the student engagement you hope for towards your learning outcomes and overall success for students in and beyond your course.
Defining Engagement
“Student engagement” is a popular term for describing optimal responses from students to their experiences in higher education: participating in class, using campus support services, and ultimately staying in school to finish a college degree. That’s why, for example, the National Survey of Student Engagement (NSSE) looks at a spectrum of “educationally purposeful activities” inside and outside of the classroom as they assess levels of student engagement across higher ed. Since we are most focused on what student engagement looks like in a classroom, we’ll dive in here, but also acknowledge that other forms of student engagement are important and very much connected to one another along a spectrum.
For the sake of our work in the classroom, we’ve found Great School Partnership’s Edglossary definition of student engagement most helpful: “the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” Here we get a picture of students wanting to learn what is important in our disciplines and classes, successfully completing our course, and eventually completing a degree. But, as you can imagine, this classroom engagement looks different based upon your discipline, class, and overall learning outcomes. It also hinges on the relationships you build with students, between students, and in how you facilitate authentic opportunities for all of you to engage with the questions and challenges that actually drive your discipline.
(Re)defining Engagement in Your Class
Since we teach and learn across a variety of disciplines, with a variety of learning outcomes and discipline-driving questions, student engagement can take many forms. While there may be some similarities, engagement in an English class may look different than in a Science class, since our disciplines use different lens on the world and value making claims and meaning in different ways. We assess learning differently too. To begin the process of thinking about what student engagement does or could look like in your class, here are some questions to consider:
What are the key questions and challenges driving you and the work in your discipline? Why/how might students care about these questions and challenges with you?
What does a student, fully engaged in what matters in your discipline, and on their way to meeting the learning outcomes in your course, look like? What do they know? What do they do? How do you hope they’ll get there?
What multiple form(s) does/could “attention, curiosity, interest, optimism, and passion” take in relation to what matters to students and your discipline? How could learning activities best facilitate this engagement? How will you know if these learning activities are facilitating this engagement?
Overall, how do you already teach in ways that support optimal student engagement with your discipline and class? In what areas do you want to grow?
These questions are starting points for you in beginning to identify key aspects of student engagement. These questions also begin to help you recognize what you’re already doing towards optimal student engagement as well as areas where you may want to grow. Hopefully, these questions raise awareness that leads to the student engagement you hope for towards your learning outcomes and overall success for students in and beyond your course.
Authored by: Erik Skogsberg
Pedagogical Design
Posted on: MSU Online & Remote...
Participation and Engagement in Remote Environments
Note that student participation and engagement may be different in a remote teaching instance than in a face-to-face classroom. For example, in a Zoom meeting some students may not speak due to the mode of communication and/or the technology they are using to connect. We encourage you to be aware of differences in participation and engagement and to be flexible in opportunities for ways that students can participate in the course. Consider using the D2L discussion forums as a means to facilitate asynchronous engagement.
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
What are the ethical considerations behind grading "participation" in the classroom? How do we track participation & translate it into a numeric grade?
Posted by: Shelby LeClair
Assessing Learning
Posted on: #iteachmsu
Click on the attached file to find accessible PDF of the MSU Remote Participation and Student Engagement Quick Guide!
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
The more educators can treat students as professional learners by providing them with reliable, timely, and accurate information about their progress in a course, the more likely it is that students will persist, thrive, and ultimately succeed in their educational journey.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
Posted by: Jeremy Van Hof
Posted on: Making learning fun...
We got H5P installed on the D2L Test Server. It feels like progress is on the way.
Posted by: Rashad Muhammad
Posted on: #iteachmsu
Hello!
The MSU Department of Police and Public Safety is hosting a Community Cool Down event outside of the STEM Teaching and Learning Facility this Thursday, August 3rd, 2023 from 11:00am to 2:00pm. The event is open to all students, faculty, and staff and the goal is to provide a safe space and opportunity for the Spartan community to get energized ahead of the fall semester. There will be a DJ, yard games, cool treats, and more. We hope to see you there!
The MSU Department of Police and Public Safety is hosting a Community Cool Down event outside of the STEM Teaching and Learning Facility this Thursday, August 3rd, 2023 from 11:00am to 2:00pm. The event is open to all students, faculty, and staff and the goal is to provide a safe space and opportunity for the Spartan community to get energized ahead of the fall semester. There will be a DJ, yard games, cool treats, and more. We hope to see you there!
Posted by: Jaclyn M Sayen
Pedagogical Design
Posted on: #iteachmsu

How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
Posted by: Rashad Muhammad
Posted on: #iteachmsu

Recommendations for using a Catchbox in a classroom https://docs.google.com/document/d/1pYCtDxuQlSbU76S8L7qEKPhzwJQSecZRod2YOq6GKgk/edit?usp=sharing
Posted by: Rashad Muhammad
Posted on: #iteachmsu
20+ years ago when I began teaching as a graduate assistant, I was was spoiled when it came to student motivation and engagement.
At UW-Madison, I taught several freshman writing and discussion sections that were part of two huge undergraduate Scandinavian literature courses (several hundred students each) with a newly instituted writing component. Many, though not all, of the students were what we call, in second language pedagogy, heritage learners from primarily Norwegian, Swedish, and Danish backgrounds along with a few whose ancestors came from Iceland or Finland, which meant that their motivation and performance was reasonably good to high. In short, most were interested, engaged, and did the work to a reasonable standard.
The same was true a few years later at The University of Minnesota. where I was responsible for planning, developing, and teaching numerous sections of Beginning Norwegian 1001 and 1002 five days a week. Again, mostly heritage learners, so my job was easier than it might otherwise have been.
Here at MSU, I teach numerous IAH courses, once F2F, now asynchronous online. A few seem excited and engage well, but many, or even most, do not. It is a hoop they need to jump through, and many choose a particular course based not on their interest but on how well it fits their schedule.
Given that particular mindset, student motivation and engagement can be thin on the ground sometimes! So, these are two related points, along with how they relate to student success, that I come back to again and again in my reading and related thought behind what I do and how I do it.
Today, I came across a concise webpage on 'The Role of Motivation in Learning' from The Education Hub in New Zealand. Here is the link for people who might like to take a look:
https://theeducationhub.org.nz/motivation/
At UW-Madison, I taught several freshman writing and discussion sections that were part of two huge undergraduate Scandinavian literature courses (several hundred students each) with a newly instituted writing component. Many, though not all, of the students were what we call, in second language pedagogy, heritage learners from primarily Norwegian, Swedish, and Danish backgrounds along with a few whose ancestors came from Iceland or Finland, which meant that their motivation and performance was reasonably good to high. In short, most were interested, engaged, and did the work to a reasonable standard.
The same was true a few years later at The University of Minnesota. where I was responsible for planning, developing, and teaching numerous sections of Beginning Norwegian 1001 and 1002 five days a week. Again, mostly heritage learners, so my job was easier than it might otherwise have been.
Here at MSU, I teach numerous IAH courses, once F2F, now asynchronous online. A few seem excited and engage well, but many, or even most, do not. It is a hoop they need to jump through, and many choose a particular course based not on their interest but on how well it fits their schedule.
Given that particular mindset, student motivation and engagement can be thin on the ground sometimes! So, these are two related points, along with how they relate to student success, that I come back to again and again in my reading and related thought behind what I do and how I do it.
Today, I came across a concise webpage on 'The Role of Motivation in Learning' from The Education Hub in New Zealand. Here is the link for people who might like to take a look:
https://theeducationhub.org.nz/motivation/
Posted by: Stokes Schwartz
Pedagogical Design
Host: CTLI
Supporting Student Success Through Early Warning: Strategies for Graduate Teaching Assistants
On behalf of the GREAT office at The Graduate School, check out Supporting Student Success Through Early Warning: Strategies for Graduate Teaching Assistants
Date: Wednesday, September 10, 2025 - 11:00am to 12:00pm
Location: Zoom
Audience: Current Graduate Students & Postdocs
This interactive session is designed to support Graduate Teaching Assistants in recognizing and responding to early signs that students may be in need of support. Participants will explore their role in MSU’s early warning efforts and develop practical strategies to promote academic engagement, connection, and timely support. The session will include discussion of common indicators that students may be facing challenges affecting their educational success, strategies for effective communication, and how to use campus resources and reporting tools like EASE to provide timely support.
Facilitator(s):
Kanchan Pavangadkar, Director of Student Success for the College of Agriculture and Natural Resources (CANR)
Dwight Handspike, Director of Academic Advising & Student Success Initiatives, Undergraduate Academic Services, Broad College of Business
Samantha Zill, Human Biology & Pre-Health Advisor, Michigan State University, College of Natural Science
Maria O'Connell, University Innovation Alliance Fellow, Undergraduate Student Success Strategic Initiatives Manager, Office of Undergraduate Education
Register Here
**Zoom link will be sent closer to the workshop date.
Navigating Context
Host: CTLI
The Educator Exchange Learning Community
The Educator Exchange is intentionally designed to provide protected time and space for meaningful connections about our work and paths as educators. We believe that the best [lifelong] learning occurs when we connect in spaces that affirm our experiences and celebrate our unique perspectives! Our aim is to be a community of practice where you can openly share when things don’t go as expected and brainstorm solutions to challenges, explore teaching practices in different ways, talk through the challenges of educator roles in myriad situations, and cultivate joy in the celebration of each other’s successes. Join The Educator Exchange and rediscover the joy of being part of a caring community dedicated to uplifting one another and making a positive impact in our classrooms, labs, and beyond. This offering is facilitated in collaboration with the Office for Faculty and Academic Staff Development. Check out their website more about MSU's formal Learning Communities [hyperlink: https://ofasd.msu.edu/teaching-learning/learning-communities/]
Upon completion of this learning experience, participants will be able to:
Build connections and foster a supportive community among MSU educators by sharing experiences, challenges, and successes
Exchange innovative teaching strategies and best practices to improve instructional effectiveness
Encourage peer-to-peer learning and reflection to promote professional growth, student engagement, and educator well-being.
Navigating Context
Host: MSU Libraries
Intro to 360 Room @ DSL: Drop-in Session
The 360 Room at the DSL is your gateway to collaborative learning, teaching and shared experiences. Look at work created by other MSU faculty, staff and students and start thinking about how you can take that next step to better present and engage, here and remotely across a range of disciplines.
Navigating Context
Host: MSU Libraries
Film Screening: I’m Still Here (Ainda estou aqui)
Ainda Estou Aqui (I’m Still Here), winner of the Best International Feature Film at the 97th Academy Awards (2025), tells the powerful true story of Rubens Paiva’s arrest and disappearance in 1970s Rio de Janeiro and his wife Eunice’s relentless fight for the truth amid Brazil’s military dictatorship (1964–1985).
Based on the novel by Marcelo Rubens Paiva—son of Rubens and Eunice—the film portrays the Paiva family’s struggle to uncover Rubens’ fate in a nation gripped by political repression. The trauma of her husband's disappearance drives Eunice to study law, ultimately becoming a leading advocate for Indigenous rights in Brazil.
We invite the MSU community and the general public to a free screening and discussion on political oppression, censorship, fear, trauma, democratic challenges, and social upheaval. Faculty members will facilitate the conversation, encouraging critical engagement with the film’s historical and contemporary relevance.
This event is free and open to the public.
Agenda
5:30 PM: Screening to be presented by Janette Nuñez (MSU Libraries) and Saulo Gouveia (Romance and Classical Studies)
7:45 PM (immediately after the screening): Discussion panel featuring:
a. Peter Beattie, History
b. Saulo Gouveia, Romance and Classical Studies
c. María Isabel Espinoza, Sociology
d. Rocío Quispe Agnoli, Romance and Classical Studies
Navigating Context
Host: CTLI
Educator Drop-in Coffee Talk
Join educators from around MSU's network for an informal hour of comradery, community, and coffee (or whatever at home beverage you're so inclined to sip). Hosted virtually on the first Wednesday of each month, this is a moment for you to protect time and engage with others sharing your role/passions.
Upon completion of this learning experience, participants will be able to:
Build connections and foster community among MSU educators
Create a supportive space for sharing experiences, challenges, and successes
Encourage informal exchange of ideas to inspire professional growth and well-being.
Navigating Context
EXPIRED
Host: CTLI
Instructor Jumpstart: Part 2
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page.
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Host: MSU Libraries
Annual Digital Humanities THATCamp 2025
Greetings from the MSU Digital Humanities Community!
Please share the following invitation with your faculty colleagues, students, and staff.
We would like to invite you and your colleagues to join us for the annual Digital Humanities THATCamp, taking place on Thursday, August 21st from 8:30AM - 3:00PM in the Digital Scholarship Lab of the MSU Main Library (Second Floor, West).
*Light breakfast, lunch will be served. Please join us for an Ice Cream Social from 3:15PM-4:30PM. Location outdoors, TBD.
Please register here.
What is THATCamp?
THATCamp stands for “The Humanities and Technology Camp.” It is an unconference: an open, less formal meeting where humanists and technologists of all skill levels learn and build together in sessions proposed on the spot (From: http://thatcamp.org/about).
Who is THATCamp for?
This day-long, in person, fun, unconference is a fantastic opportunity for people on campus, whether formally a part of the DH@MSU community or not, to gather, learn from each other, and make connections to carry forward into the academic year. We welcome:
Members of the DH@MSU community, old and new
Students in the Digital Humanities undergraduate minor or graduate certificate, and students interested in the minor/certificate
Humanists who are engaged in digital and computer-assisted research, teaching, and creation
Anyone doing or interested in exploring work in the digital, especially (but not exclusively) in the areas of arts, humanities, and social sciences
Why THATCamp MSU?
DH@MSU is continuing our annual THATCamp each August targeted at MSU faculty, staff, and students for a few reasons:
To bring people back together after the summer
To introduce new folks to the DH@MSU community
Share knowledge, expertise, and skills among the community
Build connections between community members for future collaborations, troubleshooting, and ice cream social time.
THATCamp is FREE! Please register here.
Please direct any questions to Max Evjen (evjendav@msu.edu).
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