We found 532 results that contain "academic integrity"
Posted on: PREP Matrix
Securing Non-Academic Positions
This playlist begins with an overview of how to approach a non-academic job search, moves into resources and communities about making the transition to a non-academic career, and ends with job boards for non-academic positions
NAVIGATING CONTEXT
Posted on: PREP Matrix
Securing Academic Positions
This playlist begins with resources aimed at the very end of grad school, moves into advice on particular situations grad students might find themselves in while job searching, and ends with job search boards
NAVIGATING CONTEXT
Posted on: MSU Academic Advising
Professional Development for Academic Advisors
The Professional Development for Academic Advisors Playlist comprises a comprehensive repository of articles and resources designed to foster the career advancement and growth of MSU advisors.
DISCIPLINARY CONTENT
Posted on: New Technologies
High-Use, Free Academic Technologies from MSU IT: An Introduction
This playlist assembles a list of introductory articles to a selection of MSU's most frequently used suite of free academic technology tools.
Posted on: #iteachmsu
Instructor/Academic Advisor Partnerships for Success and Thriving in College
This playlist includes videos and resources for both the advisor-facing and instructor facing versions of the Teaching Center workshop focused on partnerships between advisors and instructors to support student thriving.
NAVIGATING CONTEXT
Posted on: Teaching Toolkit Ta...
The Three “P’s” of Academic Integrity
Promote classroom discussions about integrity
Connect academic integrity to the professions
Reaffirm value of honest work
Encourage openness
Clarify terms and expectations
Prevent through assessment design
Consider and honor pledge
Create alternate assignments/tests/quizzes
Assign topics that require analysis not just facts
Establish classroom policy on collaboration
Protect the learning environment
Consistently enforce the university policy
Establish clear grading criteria
Allow reasonable time for assignment completion
Base course grade on multiple assessments
Responding to Academic Misconduct
Discuss the allegation of misconduct with the student
Allow the student to respond to the allegation
Outline the rationale for the penalty, as well as the penalty
Let them know about resources like the University Ombudsperson
Remember to…
Listen respectfully
Work on misperceptions and misunderstandings
Keep emotions in check
Maintain eye contact
Document the conversation
When in doubt…
Contact the Office of the University Ombudsperson at ombud@msu.edu or (517) 353-8830
Connect academic integrity to the professions
Reaffirm value of honest work
Encourage openness
Clarify terms and expectations
Prevent through assessment design
Consider and honor pledge
Create alternate assignments/tests/quizzes
Assign topics that require analysis not just facts
Establish classroom policy on collaboration
Protect the learning environment
Consistently enforce the university policy
Establish clear grading criteria
Allow reasonable time for assignment completion
Base course grade on multiple assessments
Responding to Academic Misconduct
Discuss the allegation of misconduct with the student
Allow the student to respond to the allegation
Outline the rationale for the penalty, as well as the penalty
Let them know about resources like the University Ombudsperson
Remember to…
Listen respectfully
Work on misperceptions and misunderstandings
Keep emotions in check
Maintain eye contact
Document the conversation
When in doubt…
Contact the Office of the University Ombudsperson at ombud@msu.edu or (517) 353-8830
Authored by: Shannon Burton
Navigating Context
Posted on: #iteachmsu
Academic Integrity Resources to Share with Students
Spartan Code of Honor (link)
Integrity Matters Video from Dean of Students
Types of Academic Misconduct
Collaboration: What You Need to Know
What is an Academic Dishonest Report
How to Contest an ADR
Inside Higher Ed Article on Integrity
Although the title may be somewhat excessive, this recent (July 22, 2020) article discusses ways to stop cheating in online courses.
Integrity Matters Video from Dean of Students
Types of Academic Misconduct
Collaboration: What You Need to Know
What is an Academic Dishonest Report
How to Contest an ADR
Inside Higher Ed Article on Integrity
Although the title may be somewhat excessive, this recent (July 22, 2020) article discusses ways to stop cheating in online courses.
Authored by: Casey Henley
Assessing Learning
Posted on: PREP Matrix
Research Integrity and Misconduct
This resource about the Responsible Conduct of Research explores the spectrum of ethical misconduct in research, with an emphasis on how to maintain integrity and avoid misconduct.
Posted by: Admin
Navigating Context
Posted on: Center for Teaching...
Integrating Peer Review: A Roadmap for Educators
Introduction
Peer review has long been recognized as a valuable tool in education, offering students an opportunity to develop critical thinking, communication, and collaboration skills while engaging deeply with course material. However, effectively incorporating peer review into a course requires intentionality and a strategic approach.
One effective way to design and implement peer review activities is by using a transparent assignment design framework. This approach ensures that students clearly understand the purpose, tasks, and criteria for peer review, making the process more equitable and impactful.
In this article, we’ll explore a roadmap for integrating peer review into your teaching, weaving in the role of transparency to enhance the experience. From reflecting on your goals to identifying practical tools, we’ll cover five key areas to help you make peer review an enriching experience for your students.
1. Reflecting on Intentionality in Peer Review
Incorporating peer review is most impactful when done with a clear purpose. Before introducing it into your course, ask yourself:
What specific skills or outcomes do I want students to achieve through peer review?
How does peer review support my course objectives?
To make your goals explicit to students, use a transparent assignment design framework. That is, clearly communicate:
The purpose of the peer review activity (e.g., to develop critical thinking or improve a draft).
The specific tasks students will perform and t he related resources needed (e.g., providing feedback and rubric needed to evaluate a peer's work.
The criteria for which their peer review asignment will be graded.
This intentionality and transparency ensure that peer review isn’t just an add-on but an integral part of the learning process.
2. Skills Students Develop Through Peer Review
Peer review offers students a unique opportunity to develop a range of skills that are crucial both academically and professionally:
Critical Thinking: Analyzing peers’ work encourages students to evaluate ideas, apply concepts, and synthesize information.
Communication: Providing constructive feedback helps students articulate their thoughts clearly and diplomatically.
Collaboration: Peer review fosters a sense of community and helps students learn to work effectively with others.
Metacognition: By reviewing others’ work, students reflect on their own learning, recognizing strengths and areas for improvement.
Transparency can further enhance these benefits. For example, providing explicit criteria for feedback helps students focus on specific aspects of their peers’ work, reducing anxiety and promoting constructive critiques.
3. Considering a Peer Review-Focused Course Objective
A course-level learning objective focused on peer review can make its purpose and value explicit to students. For example:
"Provide constructive feedback on a peer’s work, focusing on both strengths and areas for improvement"
"Review a peer’s design proposal for adherence to engineering standards."
"Analyze a peer’s speech draft for clarity, persuasion, and audience engagement."
Transparent assignment design can support this goal by helping students understand how peer review aligns with their broader learning outcomes. This clarity ensures that students see peer review not just as a task but as a meaningful opportunity for growth.
4. Best Practices for Applying Peer Review as an Assessment Strategy
Successfully integrating peer review into your course involves thoughtful planning and execution. Here are some best practices:
Set Clear Expectations: Use the transparent assignment design framework to outline the purpose, tasks, and criteria for peer review.
Train Students: Dedicate some time in-class or offer an asynchronous pre-recorded lecture with resources on how to give constructive and respectful feedback. (e.g., see tips on providing helpful feedback)
Incorporate Reflection: Encourage students to reflect on the feedback they receive and how they can apply it.
Balance Workload: Use peer review for formative purposes (e.g., drafts) as well as summative assessments to avoid overwhelming students.
Monitor the Process: Be available to mediate or guide discussions if necessary, ensuring feedback remains constructive.
Transparency ensures that students understand the "why" and "how" of peer review, reducing confusion and increasing their investment in the process.
5. Tools and Resources for Faciliating Peer Review
Technology can make implementing peer review more efficient and scalable. Some tools to consider:
Learning Management Systems (LMS): While D2L does not offer a native Peer Review feature there are ways of setting up a D2L course so that it can handle Peer Reviews.
Internal Tools that offer Peer Review functionality: EliReview and Perusall.
External Dedicated Peer Review Tools: Tools such as Kritik or FeedbackFruits provide specialized features for peer assessments.
Using the transparent assignment design framework, you can integrate these tools effectively by providing clear instructions and rubrics. Additionally, many institutions provide support through teaching and learning centers, offering templates and guides to help you design peer review assignments.
Conclusion
Integrating peer review into your course can transform the learning experience, fostering critical skills and deeper engagement among students. By reflecting on your goals, aligning peer review with course objectives, following best practices, and leveraging transparency, you can create a meaningful and efficient process.
Transparent assignment design enhances every step of this process, making expectations clear and accessible to all students. This not only supports equity but also empowers students to fully engage with peer review as a valuable learning activity.
Have you used peer review in your course? Share your experiences and insights in the comments! If you’re new to peer review, consider trying a small activity in your next course and building from there. For additional support, reach out to the Center for Teaching & Learning Innovation!
Resources:
Transparent Assignment Design, Transparent Grading
Generic Peer Review Assignment Examples
46 Peer Review-Related Learning Objectives
Peer review has long been recognized as a valuable tool in education, offering students an opportunity to develop critical thinking, communication, and collaboration skills while engaging deeply with course material. However, effectively incorporating peer review into a course requires intentionality and a strategic approach.
One effective way to design and implement peer review activities is by using a transparent assignment design framework. This approach ensures that students clearly understand the purpose, tasks, and criteria for peer review, making the process more equitable and impactful.
In this article, we’ll explore a roadmap for integrating peer review into your teaching, weaving in the role of transparency to enhance the experience. From reflecting on your goals to identifying practical tools, we’ll cover five key areas to help you make peer review an enriching experience for your students.
1. Reflecting on Intentionality in Peer Review
Incorporating peer review is most impactful when done with a clear purpose. Before introducing it into your course, ask yourself:
What specific skills or outcomes do I want students to achieve through peer review?
How does peer review support my course objectives?
To make your goals explicit to students, use a transparent assignment design framework. That is, clearly communicate:
The purpose of the peer review activity (e.g., to develop critical thinking or improve a draft).
The specific tasks students will perform and t he related resources needed (e.g., providing feedback and rubric needed to evaluate a peer's work.
The criteria for which their peer review asignment will be graded.
This intentionality and transparency ensure that peer review isn’t just an add-on but an integral part of the learning process.
2. Skills Students Develop Through Peer Review
Peer review offers students a unique opportunity to develop a range of skills that are crucial both academically and professionally:
Critical Thinking: Analyzing peers’ work encourages students to evaluate ideas, apply concepts, and synthesize information.
Communication: Providing constructive feedback helps students articulate their thoughts clearly and diplomatically.
Collaboration: Peer review fosters a sense of community and helps students learn to work effectively with others.
Metacognition: By reviewing others’ work, students reflect on their own learning, recognizing strengths and areas for improvement.
Transparency can further enhance these benefits. For example, providing explicit criteria for feedback helps students focus on specific aspects of their peers’ work, reducing anxiety and promoting constructive critiques.
3. Considering a Peer Review-Focused Course Objective
A course-level learning objective focused on peer review can make its purpose and value explicit to students. For example:
"Provide constructive feedback on a peer’s work, focusing on both strengths and areas for improvement"
"Review a peer’s design proposal for adherence to engineering standards."
"Analyze a peer’s speech draft for clarity, persuasion, and audience engagement."
Transparent assignment design can support this goal by helping students understand how peer review aligns with their broader learning outcomes. This clarity ensures that students see peer review not just as a task but as a meaningful opportunity for growth.
4. Best Practices for Applying Peer Review as an Assessment Strategy
Successfully integrating peer review into your course involves thoughtful planning and execution. Here are some best practices:
Set Clear Expectations: Use the transparent assignment design framework to outline the purpose, tasks, and criteria for peer review.
Train Students: Dedicate some time in-class or offer an asynchronous pre-recorded lecture with resources on how to give constructive and respectful feedback. (e.g., see tips on providing helpful feedback)
Incorporate Reflection: Encourage students to reflect on the feedback they receive and how they can apply it.
Balance Workload: Use peer review for formative purposes (e.g., drafts) as well as summative assessments to avoid overwhelming students.
Monitor the Process: Be available to mediate or guide discussions if necessary, ensuring feedback remains constructive.
Transparency ensures that students understand the "why" and "how" of peer review, reducing confusion and increasing their investment in the process.
5. Tools and Resources for Faciliating Peer Review
Technology can make implementing peer review more efficient and scalable. Some tools to consider:
Learning Management Systems (LMS): While D2L does not offer a native Peer Review feature there are ways of setting up a D2L course so that it can handle Peer Reviews.
Internal Tools that offer Peer Review functionality: EliReview and Perusall.
External Dedicated Peer Review Tools: Tools such as Kritik or FeedbackFruits provide specialized features for peer assessments.
Using the transparent assignment design framework, you can integrate these tools effectively by providing clear instructions and rubrics. Additionally, many institutions provide support through teaching and learning centers, offering templates and guides to help you design peer review assignments.
Conclusion
Integrating peer review into your course can transform the learning experience, fostering critical skills and deeper engagement among students. By reflecting on your goals, aligning peer review with course objectives, following best practices, and leveraging transparency, you can create a meaningful and efficient process.
Transparent assignment design enhances every step of this process, making expectations clear and accessible to all students. This not only supports equity but also empowers students to fully engage with peer review as a valuable learning activity.
Have you used peer review in your course? Share your experiences and insights in the comments! If you’re new to peer review, consider trying a small activity in your next course and building from there. For additional support, reach out to the Center for Teaching & Learning Innovation!
Resources:
Transparent Assignment Design, Transparent Grading
Generic Peer Review Assignment Examples
46 Peer Review-Related Learning Objectives
Authored by: Monica L. Mills
Assessing Learning
Posted on: #iteachmsu
Introduction
Academic integrity is critical in any teaching and learning environment, but with the move to more frequent online learning, this conversation becomes more important because of increased concern with student dishonesty on assessments, particularly exams. In this lesson, we will discuss how to promote a climate of academic integrity within your classroom. We will first examine factors that motivate students to cheat in courses. After that, we will examine strategies for minimizing academic dishonesty.
Why Students Cheat
Research shows that both students and faculty believe that cheating is more prevalent in online learning compared to face-to-face. However, many studies indicate this is not true and that cheating is no more common online than in person. Let’s examine some of the common reasons students turn to academic dishonest behaviors.
Many students enter courses with extrinsic motivation to succeed, meaning they are focused only on the end grade result and not the actual process of learning. When students tie their classroom goals to only a grade, they often view exams as not being valuable outside of a way to achieve a 4.0. Combine this view of assessments with the fact that grade competition is common, and the scenario for cheating becomes more attractive. For example, over half of medical school applicants will be denied admission, and admission prioritizes GPA, so grades are frequently a driving motivator for pre-med students.
Exam structure can also affect the likelihood of academic misconduct. When exams are high stakes, meaning they account for a significant percentage of the final grade, or cover a considerable amount of material, students are more likely to use dishonest behavior.
Student characteristics also play a role. Students may have test anxiety, preventing them from succeeding, so they rely on cheating. Students may also hold beliefs that the exams or the instructor are unfair, and so they see the effort they would put into studying as worthless. Finally, students may simply be unprepared for the exams.
There are also reasons related to academic integrity itself. An important issue discovered in integrity research is that there is a disconnect between faculty and student perceptions of what actions constitute cheating. Students will admit to dishonest behaviors, for example, asking a friend for their opinion on a question, but also claim they did not cheat, and that is because they do not view these actions as cheating. Research has also shown that students are more likely to cheat if they believe the consequences of being caught are minor.
Context Matters!
As we discuss these common reasons why students cheat, it is important to recognize that Spring 2020 was not a good example of online learning, student anxiety, or integrity. There was a significant increase in the number of faculty and student complaints regarding academic misconduct in the classroom, but the switch to emergency remote learning was challenging for everyone, and student actions in spring are not indicative of typical online learning experiences.
Strategies
Integrity Considerations
Managing discussions surrounding academic integrity can occur right at the beginning of the semester. When you inform students of the grading scale and exam dates, also mention the importance of academic integrity. Practicing integrity as a student is important for ethical practices in other courses and after graduation. Remind students about integrity expectations, particularly at the time of each exam or assessment.
Be transparent with your expectations. Define the behaviors you consider to be examples of academic dishonesty. If collaboration is allowed on some but not all assignments, make sure students understand those instructions. Likewise, explain to students the consequences of academic misconduct in your class, such as penalty grades and submission of an Academic Dishonesty Report.
Finally, have student sign an honor code or the Spartan Academic Pledge at the beginning of every assessment. Honor codes have been shown to decrease cheating particularly when they are used in a classroom or institution that promotes and values academic integrity.
Extrinsic Motivators
Universal Design for Learning (UDL) is an instructional framework that attempts to minimize barriers to allow for a diverse group of learners to all be successful in the classroom. One of the three main components of UDL is increasing student engagement in the course, which can result in an increase in intrinsic motivation and a decrease in extrinsic motivation.
Students are more likely to be engaged with content when they feel that the learning is valuable to their goals. By writing clear learning objectives for the course and having those objectives be relevant to student interests, it increases student participation and buy-in. This does not mean course content must only be limited to content students choose; it means by presenting the content chosen by the instructor as being valuable, students will become more motivated to participate. Explicitly explaining how the content of your course increases future success in another course or in a career path can motivate students that might not have seen those connections on their own. When students understand the broader purpose of a course or assessment, they are also less likely to complain about the work being unfair.
Integrating reflective or metacognitive assignments during the semester can also mitigate the effects of external motivators. These assignments allow students to think about their individual process of learning and can move focus away from getting a specific grade. Reflective work can help students self-assess their effort, determination, and persistence, and help them gain a growth mindset, which views errors and failures as learning opportunities.
Exam Structure & Student Considerations
There are multiple approaches that an instructor can take when managing exam structure, and some of these amendments can alleviate concerns related to the student characteristics as well.
Decreasing the amount of content that is covered on an exam and increasing the frequency of assessments can turn high stakes, high anxiety testing into something viewed as more manageable by the student. Additionally, deciding to make exams open book or collaborative will level the playing field for students since this removes some of the more traditional forms of academic dishonesty.
Allowing materials or collaboration, though, is more successful when exam questions are written to assess critical thinking or other higher-level skills. It is possible to write multiple choice questions that test problem solving. When this is accomplished, explaining how the assessment aligns with course learning goals and is relevant to student learning can help obtain student buy-in, which decreases the prevalence of cheating.
There are also ways to use D2L exam tools to reduce academic dishonesty during exams. Options such as selecting questions from a larger pool, randomizing questions and showing only one per page, and determining the appropriate amount of time for a student to complete the exam but not have extended time remain can take away opportunities for cheating.
Finally, scaffolding learning in the classroom with appropriate formative assessments provides students with opportunities for practicing skills and learning content. These activities will help students feel prepared when it is time for the assessment.
Conclusion
It should be noted that none of these strategies are guaranteed to stop cheating in the classroom. However, integrating these practices into your curriculum can decrease the likelihood of academic dishonesty. All decisions regarding assessment and integrity must weigh the risk of cheating with the overall effect on the course. The actions suggested here have been shown to decrease academic misconduct while also being equitable and creating a valuable educational environment.
Creating a Climate of Integrity in Your Classroom
Introduction
Academic integrity is critical in any teaching and learning environment, but with the move to more frequent online learning, this conversation becomes more important because of increased concern with student dishonesty on assessments, particularly exams. In this lesson, we will discuss how to promote a climate of academic integrity within your classroom. We will first examine factors that motivate students to cheat in courses. After that, we will examine strategies for minimizing academic dishonesty.
Why Students Cheat
Research shows that both students and faculty believe that cheating is more prevalent in online learning compared to face-to-face. However, many studies indicate this is not true and that cheating is no more common online than in person. Let’s examine some of the common reasons students turn to academic dishonest behaviors.
Many students enter courses with extrinsic motivation to succeed, meaning they are focused only on the end grade result and not the actual process of learning. When students tie their classroom goals to only a grade, they often view exams as not being valuable outside of a way to achieve a 4.0. Combine this view of assessments with the fact that grade competition is common, and the scenario for cheating becomes more attractive. For example, over half of medical school applicants will be denied admission, and admission prioritizes GPA, so grades are frequently a driving motivator for pre-med students.
Exam structure can also affect the likelihood of academic misconduct. When exams are high stakes, meaning they account for a significant percentage of the final grade, or cover a considerable amount of material, students are more likely to use dishonest behavior.
Student characteristics also play a role. Students may have test anxiety, preventing them from succeeding, so they rely on cheating. Students may also hold beliefs that the exams or the instructor are unfair, and so they see the effort they would put into studying as worthless. Finally, students may simply be unprepared for the exams.
There are also reasons related to academic integrity itself. An important issue discovered in integrity research is that there is a disconnect between faculty and student perceptions of what actions constitute cheating. Students will admit to dishonest behaviors, for example, asking a friend for their opinion on a question, but also claim they did not cheat, and that is because they do not view these actions as cheating. Research has also shown that students are more likely to cheat if they believe the consequences of being caught are minor.
Context Matters!
As we discuss these common reasons why students cheat, it is important to recognize that Spring 2020 was not a good example of online learning, student anxiety, or integrity. There was a significant increase in the number of faculty and student complaints regarding academic misconduct in the classroom, but the switch to emergency remote learning was challenging for everyone, and student actions in spring are not indicative of typical online learning experiences.
Strategies
Integrity Considerations
Managing discussions surrounding academic integrity can occur right at the beginning of the semester. When you inform students of the grading scale and exam dates, also mention the importance of academic integrity. Practicing integrity as a student is important for ethical practices in other courses and after graduation. Remind students about integrity expectations, particularly at the time of each exam or assessment.
Be transparent with your expectations. Define the behaviors you consider to be examples of academic dishonesty. If collaboration is allowed on some but not all assignments, make sure students understand those instructions. Likewise, explain to students the consequences of academic misconduct in your class, such as penalty grades and submission of an Academic Dishonesty Report.
Finally, have student sign an honor code or the Spartan Academic Pledge at the beginning of every assessment. Honor codes have been shown to decrease cheating particularly when they are used in a classroom or institution that promotes and values academic integrity.
Extrinsic Motivators
Universal Design for Learning (UDL) is an instructional framework that attempts to minimize barriers to allow for a diverse group of learners to all be successful in the classroom. One of the three main components of UDL is increasing student engagement in the course, which can result in an increase in intrinsic motivation and a decrease in extrinsic motivation.
Students are more likely to be engaged with content when they feel that the learning is valuable to their goals. By writing clear learning objectives for the course and having those objectives be relevant to student interests, it increases student participation and buy-in. This does not mean course content must only be limited to content students choose; it means by presenting the content chosen by the instructor as being valuable, students will become more motivated to participate. Explicitly explaining how the content of your course increases future success in another course or in a career path can motivate students that might not have seen those connections on their own. When students understand the broader purpose of a course or assessment, they are also less likely to complain about the work being unfair.
Integrating reflective or metacognitive assignments during the semester can also mitigate the effects of external motivators. These assignments allow students to think about their individual process of learning and can move focus away from getting a specific grade. Reflective work can help students self-assess their effort, determination, and persistence, and help them gain a growth mindset, which views errors and failures as learning opportunities.
Exam Structure & Student Considerations
There are multiple approaches that an instructor can take when managing exam structure, and some of these amendments can alleviate concerns related to the student characteristics as well.
Decreasing the amount of content that is covered on an exam and increasing the frequency of assessments can turn high stakes, high anxiety testing into something viewed as more manageable by the student. Additionally, deciding to make exams open book or collaborative will level the playing field for students since this removes some of the more traditional forms of academic dishonesty.
Allowing materials or collaboration, though, is more successful when exam questions are written to assess critical thinking or other higher-level skills. It is possible to write multiple choice questions that test problem solving. When this is accomplished, explaining how the assessment aligns with course learning goals and is relevant to student learning can help obtain student buy-in, which decreases the prevalence of cheating.
There are also ways to use D2L exam tools to reduce academic dishonesty during exams. Options such as selecting questions from a larger pool, randomizing questions and showing only one per page, and determining the appropriate amount of time for a student to complete the exam but not have extended time remain can take away opportunities for cheating.
Finally, scaffolding learning in the classroom with appropriate formative assessments provides students with opportunities for practicing skills and learning content. These activities will help students feel prepared when it is time for the assessment.
Conclusion
It should be noted that none of these strategies are guaranteed to stop cheating in the classroom. However, integrating these practices into your curriculum can decrease the likelihood of academic dishonesty. All decisions regarding assessment and integrity must weigh the risk of cheating with the overall effect on the course. The actions suggested here have been shown to decrease academic misconduct while also being equitable and creating a valuable educational environment.
Authored by: Casey Henley
Assessing Learning
Posted on: PREP Matrix
Beyond Academe
Beyond Academe provides information for historians exploring career options outside of the academy.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Academic Fundraising Resources
Jon Harrison, Social Sciences Collections Coordinator for MSU Libraries, collects an extensive list of resources related to securing funds in academic settings across all disciplines.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Academics
Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who need academic help. Thank you for helping our students achieve their goals.
Academic Advising
For students in a particular college or department:
Agriculture and Natural Resources
Arts and Letters
Broad College of Business
Hospitality Business
Communication Arts and Sciences
Education
Engineering
Music: Please click on Associate Deans’ Offices; contact Talitha Wimberly, Director of Undergraduate Student Affairs
Natural Science
Nursing
Social Science
Veterinary Medicine
For students in a residential college:
James Madison
Lyman Briggs
Residential College in the Arts and Humanities (RCAH)
For students selected to be in the Honors College:
Honors College
For students who have not yet selected a major [Exploratory Major preference]; usually first year students or sophomores):
University Advising
For students in an ROTC Program
Air Force
Military Science
Help Rooms
Business Courses for Students in Multicultural Business Programs Please click on the link and contact Ed Tillet, Director Multicultural Business Programs/ Darrell King, Sr. Associate Director/ Anne Crain, Academic Advisor and Program Coordinator
Accounting 201 & 202
Economics 201 & 202
Math 103, MTH 103A, & MTH 103B
Statistics 200
CSE 102
Help Rooms Housed in the College of Natural Science
Help Rooms Housed in the College of Social Science
James Madison Writing Consultancy (MC 201)
Music Theory Learning Center (MTLC)
Packaging Help Room
Veterinary Medicine
Other Academic Support
Collaborative Learning Center: For students wanting to develop their academic skills [study skills, note taking, time management, etc.] and for students interested in becoming peer educators
CoRe Experience [Cornerstone Engineering Residential Experience]: All first-year engineering students are considered part of CoRe where they engage in academic [i.e., tutoring, advising] and co-curricular activities; some students choose to join a living-learning community in Wilson or Wonders Halls
English Language Center: For international students needing to improve their English language skills before beginning their academic course work
ESL Writing Lab: For international students seeking help with course assignments i.e., reading comprehension, writing, etc.
Writing Center: For students seeking assistance with brainstorming, writing, making multimodal projects, and interpreting writing assignments
Academic Advising
For students in a particular college or department:
Agriculture and Natural Resources
Arts and Letters
Broad College of Business
Hospitality Business
Communication Arts and Sciences
Education
Engineering
Music: Please click on Associate Deans’ Offices; contact Talitha Wimberly, Director of Undergraduate Student Affairs
Natural Science
Nursing
Social Science
Veterinary Medicine
For students in a residential college:
James Madison
Lyman Briggs
Residential College in the Arts and Humanities (RCAH)
For students selected to be in the Honors College:
Honors College
For students who have not yet selected a major [Exploratory Major preference]; usually first year students or sophomores):
University Advising
For students in an ROTC Program
Air Force
Military Science
Help Rooms
Business Courses for Students in Multicultural Business Programs Please click on the link and contact Ed Tillet, Director Multicultural Business Programs/ Darrell King, Sr. Associate Director/ Anne Crain, Academic Advisor and Program Coordinator
Accounting 201 & 202
Economics 201 & 202
Math 103, MTH 103A, & MTH 103B
Statistics 200
CSE 102
Help Rooms Housed in the College of Natural Science
Help Rooms Housed in the College of Social Science
James Madison Writing Consultancy (MC 201)
Music Theory Learning Center (MTLC)
Packaging Help Room
Veterinary Medicine
Other Academic Support
Collaborative Learning Center: For students wanting to develop their academic skills [study skills, note taking, time management, etc.] and for students interested in becoming peer educators
CoRe Experience [Cornerstone Engineering Residential Experience]: All first-year engineering students are considered part of CoRe where they engage in academic [i.e., tutoring, advising] and co-curricular activities; some students choose to join a living-learning community in Wilson or Wonders Halls
English Language Center: For international students needing to improve their English language skills before beginning their academic course work
ESL Writing Lab: For international students seeking help with course assignments i.e., reading comprehension, writing, etc.
Writing Center: For students seeking assistance with brainstorming, writing, making multimodal projects, and interpreting writing assignments
Authored by: Educators Empowering Student Success Committee (part of the Faculty Improving Student Success Strategic Initiative)
Navigating Context
Posted on: #iteachmsu
The Office of the University Ombudsperson is hosting workshops on academic integrity for instructors in February!
“As a Spartan, I will strive to uphold values of the highest ethical standard. I will practice honesty in my work, foster honesty in my peers, and take pride in knowing that honor in ownership is worth more than grades. I will carry these values beyond my time as a student at Michigan State University, continuing the endeavor to build personal integrity in all that I do.”
“As a Spartan, I will strive to uphold values of the highest ethical standard. I will practice honesty in my work, foster honesty in my peers, and take pride in knowing that honor in ownership is worth more than grades. I will carry these values beyond my time as a student at Michigan State University, continuing the endeavor to build personal integrity in all that I do.”
Posted by: Makena Neal
Navigating Context
Posted on: MSU Online & Remote...
How can I maintain academic integrity within my remote course?
Posted by: Makena Neal
Navigating Context
Posted on: Ungrading (a CoP)
the Center for Integrative Studies in the Arts and Humanities invites you to attend a workshop on Alternate Grading April 21st, from 10 to 11:30 am via Zoom.
We are honored to welcome Prof. Nicole Coleman of Wayne State University to run the workshop. If you are interested in learning ways to prioritize learning over grading and to make assessments more meaningful for students, you may want to consider a new grading system. Coleman will lead an interactive program on her experiences with teaching courses in both the Specs Grading and Ungrading structures. She will provide some information on how each system works and the theory behind them. She will then guide educators in adjusting an assignment or a syllabus to work with these methods. Please bring a rubric and/or a syllabus to the session to be able to participate fully in this workshop.
We are honored to welcome Prof. Nicole Coleman of Wayne State University to run the workshop. If you are interested in learning ways to prioritize learning over grading and to make assessments more meaningful for students, you may want to consider a new grading system. Coleman will lead an interactive program on her experiences with teaching courses in both the Specs Grading and Ungrading structures. She will provide some information on how each system works and the theory behind them. She will then guide educators in adjusting an assignment or a syllabus to work with these methods. Please bring a rubric and/or a syllabus to the session to be able to participate fully in this workshop.
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
The Academic Advancement Network (AAN) works with all faculty, academic staff, and academic administrators at Michigan State University as they join the university, establish professional trajectories, and move through various stages of review, promotion, and growth. AAN offers many opportunities for Educators to grow in their professional development and meet one another. Check out more information here: https://aan.msu.edu/events/
Posted by: Makena Neal
Navigating Context
Posted on: MSU Academic Advising
Academic Advising Professional Development Opportunity: Application to review Book Chapter(s) in the following book: Discovering Socially Just Academic Advising: Empowerment, Advocacy, and Courage in Higher Education
https://kstate.qualtrics.com/jfe/form/SV_40B72jgnqPDwUaq?_cldee=SDhk_KN9KFly7YmcG7yB0fcvK4XNfF-ljxhTqDyPVoAZbp-mQf2WuTjp2taq8I-F&recipientid=contact-642775b8bad0e91180d9000d3a0dce1c-59f1f6a157ea4b9c8687226a600dbf0e&esid=d870aca4-6919-f011-998a-00224802cf58
https://kstate.qualtrics.com/jfe/form/SV_40B72jgnqPDwUaq?_cldee=SDhk_KN9KFly7YmcG7yB0fcvK4XNfF-ljxhTqDyPVoAZbp-mQf2WuTjp2taq8I-F&recipientid=contact-642775b8bad0e91180d9000d3a0dce1c-59f1f6a157ea4b9c8687226a600dbf0e&esid=d870aca4-6919-f011-998a-00224802cf58
Posted by: Dr. Q (she/her) Green
Disciplinary Content
Posted on: GenAI & Education
This article includes a good overview of AI, how to reduce the likelihood of students using it in the classroom, and ways to integrate AI into student learning from IU Bloomington's Center for Teaching & Learning:
https://citl.indiana.edu/teaching-resources/academic-integrity/AI-Generated%20Text.html
https://citl.indiana.edu/teaching-resources/academic-integrity/AI-Generated%20Text.html
Posted by: Caitlin Kirby
Posted on: Making learning fun...
We are writing to invite you to join the pilot program for H5P’s D2L integration and a few special features.
Through CTLI’s Catalyst Innovation Program, we are giving out a limited number of free H5P.com accounts for faculty/grad students for this academic year. This will allow you to create lots of different types of activities, assign them to your students through D2L, have their grades automatically populated in the Gradebook (if desired), and also receive data about how your students interacted with the content.
The D2L H5P basic integration lets you:
Insert activities with one click directly into a D2L course (no more embed codes requiring activities to be public or going through another provider like Pressbooks)
Connect select activities with the D2L Gradebook
+ our subscription also includes these special features:
Detailed reports on how learners interact with the activity, no matter where the H5P activity is in the course (as a topic or in a page)
Let learners resume activities (especially useful for larger content types like Interactive Video/Course Presentation/Interactive Book)
+ Smart Import feature (AI) lets you import audio/text/video and you will get quick transcripts and suggested activities pre-built that will shorten activity creation time (currently only in English, more languages to be added soon).
Any activities you create via our pilot account using Smart AI, for example, can certainly be exported out to a different regular H5P account(s).
Some of you might have also looked into nolej.io recently (very similar to Smart Import), but we have been told that H5P.com is much better with regards to compliance, privacy, security and stability.
You could contact me (gacs@msu.edu) or Shannon Quinn (sdquinn@msu.edu) to request an account, you will be given a form to fill out listing any D2L course shells (development courses or communities would work too) where you would like to test the H5P integration.
Through CTLI’s Catalyst Innovation Program, we are giving out a limited number of free H5P.com accounts for faculty/grad students for this academic year. This will allow you to create lots of different types of activities, assign them to your students through D2L, have their grades automatically populated in the Gradebook (if desired), and also receive data about how your students interacted with the content.
The D2L H5P basic integration lets you:
Insert activities with one click directly into a D2L course (no more embed codes requiring activities to be public or going through another provider like Pressbooks)
Connect select activities with the D2L Gradebook
+ our subscription also includes these special features:
Detailed reports on how learners interact with the activity, no matter where the H5P activity is in the course (as a topic or in a page)
Let learners resume activities (especially useful for larger content types like Interactive Video/Course Presentation/Interactive Book)
+ Smart Import feature (AI) lets you import audio/text/video and you will get quick transcripts and suggested activities pre-built that will shorten activity creation time (currently only in English, more languages to be added soon).
Any activities you create via our pilot account using Smart AI, for example, can certainly be exported out to a different regular H5P account(s).
Some of you might have also looked into nolej.io recently (very similar to Smart Import), but we have been told that H5P.com is much better with regards to compliance, privacy, security and stability.
You could contact me (gacs@msu.edu) or Shannon Quinn (sdquinn@msu.edu) to request an account, you will be given a form to fill out listing any D2L course shells (development courses or communities would work too) where you would like to test the H5P integration.
Posted by: Adam Gacs
Posted on: #iteachmsu
For anyone curious about AI in the post-secondary classroom, I've just completed a 10-program summer series as part of my regular podcast that might be interesting to you. Here are links to the Youtube channel and each particular 16- to 20-minute episode:
The Collaborative Café@WSTKS-FM Worldwide Podcast
https://www.youtube.com/@wstks-fmworldwide5390
Episode 121 – Align AI-Enhanced Pedagogy with DEI Goals!
https://www.youtube.com/watch?v=WSBctkKzdJY
Episode 120 – Cultivate Critical Thinking, Creative Problem-Solving, and AI Literacy
https://www.youtube.com/watch?v=skh5SrXHeek
Episode 119 – GenAI’s Own Arguments against Its Inclusion in the College Classroom
https://www.youtube.com/watch?v=FWpGfzpc2XM
Episode 118 – Circling Back, Touching Base, and Looking Ahead
https://www.youtube.com/watch?v=2ueM_Fz4pIg
Episode 117 – Practical Suggestions for Moving forward with GenAI
https://www.youtube.com/watch?v=XLnjw4-kLzQ
Episode 116 – Fostering Greater Academic Integrity and More Ethical Use of GenAI by Students https://www.youtube.com/watch?v=VHkNYREmI_8
Episode 115 – Cautionary Note and Suggestions for the Ethical Use of GenAI in the College Classroom https://www.youtube.com/watch?v=GZhSIageffI
Episode 114 – How Can Instructors and Students Use GenAI in Teaching and Learning?
https://www.youtube.com/watch?v=x38lEAkIJBE
Episode 113 – Why Integrate GenAI into Our Teaching and Learning Practices?
https://www.youtube.com/watch?v=R-3ifzRYlok
Episode 112 – GenAI in Our Teaching and Learning Practices
https://www.youtube.com/watch?v=gup8phmHpL4
The Collaborative Café@WSTKS-FM Worldwide began in May 2022, serving up practical tips, tricks, and advice to the undergraduates enrolled in Professor Schwartz's literature, drama, and film courses. His continued goal is to help students navigate their routine digital-collaborative activities with greater success. More recently, Schwartz has ventured into an ongoing exploration of GenAI, and how it will transform higher education in the 21st century.
The Collaborative Café@WSTKS-FM Worldwide Podcast
https://www.youtube.com/@wstks-fmworldwide5390
Episode 121 – Align AI-Enhanced Pedagogy with DEI Goals!
https://www.youtube.com/watch?v=WSBctkKzdJY
Episode 120 – Cultivate Critical Thinking, Creative Problem-Solving, and AI Literacy
https://www.youtube.com/watch?v=skh5SrXHeek
Episode 119 – GenAI’s Own Arguments against Its Inclusion in the College Classroom
https://www.youtube.com/watch?v=FWpGfzpc2XM
Episode 118 – Circling Back, Touching Base, and Looking Ahead
https://www.youtube.com/watch?v=2ueM_Fz4pIg
Episode 117 – Practical Suggestions for Moving forward with GenAI
https://www.youtube.com/watch?v=XLnjw4-kLzQ
Episode 116 – Fostering Greater Academic Integrity and More Ethical Use of GenAI by Students https://www.youtube.com/watch?v=VHkNYREmI_8
Episode 115 – Cautionary Note and Suggestions for the Ethical Use of GenAI in the College Classroom https://www.youtube.com/watch?v=GZhSIageffI
Episode 114 – How Can Instructors and Students Use GenAI in Teaching and Learning?
https://www.youtube.com/watch?v=x38lEAkIJBE
Episode 113 – Why Integrate GenAI into Our Teaching and Learning Practices?
https://www.youtube.com/watch?v=R-3ifzRYlok
Episode 112 – GenAI in Our Teaching and Learning Practices
https://www.youtube.com/watch?v=gup8phmHpL4
The Collaborative Café@WSTKS-FM Worldwide began in May 2022, serving up practical tips, tricks, and advice to the undergraduates enrolled in Professor Schwartz's literature, drama, and film courses. His continued goal is to help students navigate their routine digital-collaborative activities with greater success. More recently, Schwartz has ventured into an ongoing exploration of GenAI, and how it will transform higher education in the 21st century.
Posted by: Stokes Schwartz
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
EXPIRED
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
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.
Navigating Context
EXPIRED
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).
Navigating Context
EXPIRED
Host: CTLI
Setting the Tone from the Start
The way a course begins is crucial for educators to establish an environment that fosters engagement, collaboration, and a sense of belonging. Join us for a one-hour hybrid workshop where Educator Developers with MSU's Center for Teaching and Learning Innovation will share actionable strategies that lay the groundwork for an engaging and inclusive course experience from day one including items related to syllabi, expectation setting and pedagogical transparency, checking in on learner needs throughout the term, and way to build a sense of classroom community.
In this workshop, we'll delve into practical techniques and approaches educators can employ to create a welcoming and motivating atmosphere that resonates with learners. The content in this workshop will be primarily targeted to classroom instructors and settings, but tools and strategies are relevant for adaptation and use by any educator in any context. Whether you're a seasoned educator or just embarking on your teaching journey this academic year, "Setting the Tone from the Start" is designed to equip you with actionable insights that will make a difference in your classroom.
Upon completion of this learning experience, participants will be able to:
learn how to craft an engaging and purposeful course introduction that communicates the course's relevance, objectives, and expectations
discover techniques for fostering an inclusive and supportive learning community, understanding how to encourage peer connections and embrace diverse viewpoints
be equipped with a range of interactive strategies, including icebreakers and technology tools, to effectively engage students and cultivate an active learning environment that persists throughout the course duration.
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..
Navigating Context
EXPIRED
Host: CTLI
Instructor Jumpstart: Part 1
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.
Navigating Context
EXPIRED
Host: CTLI
Understanding AI in your pedagogy
This workshop is designed to equip MSU educators with the knowledge and skills necessary to navigate the evolving educational landscape shaped by generative AI. Participants will explore the multifaceted impact of AI on teaching and learning, and develop strategies to integrate AI into their courses effectively while addressing both opportunities and challenges.
Upon completion of this learning experience participants will be able to:
implement AI tools and techniques to enhance teaching practices and improve administrative efficiency in their courses
integrate discussions and content about AI within their discipline to help students understand its relevance and implications in their field of study
develop comprehensive AI policies for their courses, addressing acceptable use, academic integrity, and guidelines for AI-supported assignments and assessments.
Navigating Context
EXPIRED