We found 692 results that contain "classroom engagement"
Posted on: Center for Teaching...
Civil Discourse in Classrooms
Every educator, classroom, and student brings diverse identities, lived experiences, and perspectives to the classroom; there is no one-size-fits-all approach. These playlist and its articles serve as a starting place for MSU educators as they navigate various classroom situations.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Welcome to my Classroom Series
Our Welcome to My Classroom series aims to be a catalyst for continuous improvement, uniting educators in their commitment to elevate the art of teaching. Join us in celebrating the dedication and creativity that drive education forward, as we learn from one another and collectively enrich the learning experience for both educators and students alike. The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Examples of an educator's showcase could include a walk through of a specific activity or assignment, sharing out the integration of a particular educational technology, describing their process of redesigning a learning experience, and more! These are recordings and key takeaways from this sereis.
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
A calming influence: Managing conflict and difficult conversations in the university classroom
At CTLI, we've compiled resources for educators to review when preparing for potentially contentious classroom discussions Domestic and global conflicts and controversies often impact our students in diverse and uniquely personal ways. Some MSU educators mentioned increased tension and potential for disruptions in your classroom. Students are coming to learn with a diverse array of perspectives, experiences, and identities that shape how they experience the world. Navigating classroom discussions on charged societal issues or current events can be extremely challenging.
The resources curated here offer guidance on fostering civil discourse and managing disruptive behavior in the classroom. We hope these resources equip you with strategies and best practices for maintaining a respectful learning environment where all students feel safe and heard. This collection includes guidelines on setting expectations for dialogue, maintaining calm, tips for redirecting off-topic or uncivil comments, sample facilitation methods for controversial discussions, and ways to de-escalate a hot-moment.
As educators, we all share the responsibility of creating classrooms where learning can thrive. In times of tension, our first priority should be to seek to understand. The role of the teacher in conflict situations is to be the agent of calm, to seek to diffuse tension, and to foster an environment where learning can happen whenever possible. With compassion and care, we can model civil engagement across differences, while also drawing reasonable boundaries around conduct. Our hope is that these resources will help equip you to handle tense situations with wisdom, patience and cultural sensitivity. (please note this collection is in progress)
The resources curated here offer guidance on fostering civil discourse and managing disruptive behavior in the classroom. We hope these resources equip you with strategies and best practices for maintaining a respectful learning environment where all students feel safe and heard. This collection includes guidelines on setting expectations for dialogue, maintaining calm, tips for redirecting off-topic or uncivil comments, sample facilitation methods for controversial discussions, and ways to de-escalate a hot-moment.
As educators, we all share the responsibility of creating classrooms where learning can thrive. In times of tension, our first priority should be to seek to understand. The role of the teacher in conflict situations is to be the agent of calm, to seek to diffuse tension, and to foster an environment where learning can happen whenever possible. With compassion and care, we can model civil engagement across differences, while also drawing reasonable boundaries around conduct. Our hope is that these resources will help equip you to handle tense situations with wisdom, patience and cultural sensitivity. (please note this collection is in progress)
PEDAGOGICAL DESIGN
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: PREP Matrix
MSU Classroom Technology
Information Technology at MSU provides an overview of available classroom technology, including active learning classrooms.
Posted by: Admin
Navigating Context
Posted on: Center for Teaching...
Inclusive Classroom Activities
This post delves into inclusive classroom activities as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
Authored by: Bethany Meadows
Justice and Belonging
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: #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
Google Classroom seems like an interesting and potentially helpful tool to use alongside D2L.
Posted by: Robert Lawrence Wahl
Assessing Learning
Posted on: #iteachmsu
Returning to the Classroom After a Tragedy: A 7-step Approach to Starting Class Again
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted by: Makena Neal
Navigating Context
Posted on: New Technologies
Are you looking for locations for the Hybrid Technology Classrooms? Check out this link: https://remote.msu.edu/teaching/hybrid-support.html#what-is-hybrid
Posted by: Rashad Muhammad
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: Center for Teaching...
Our Spring Conference on teaching and learning was focused on the guiding philosophy of our Teaching Center: Engaging and Equitable Education for All. This philosophy not only guides our center's educational development and pedagogical strategies but also reflects our commitment to creating learning environments where every student feels valued and empowered. Indeed, it's at the core of MSU’s mission to ensure that all students can succeed, and the work educators do is central in the pursuit of that mission.
The conference was a day not just to celebrate successes in the classroom, but also to offer sincere thanks for the work Spartan educators do to make MSU a place of deep and meaningful learning. Educators are well aware of the powerful role gratitude plays in higher ed. Gratitude is not just about saying 'thank you.' It is about acknowledging the hard work and passion of everyone involved in the educational endeavor—recognizing that each contribution, no matter how small it might seem, enriches our students’ collective experience and understanding.
I’ve seen that enrichment play out in my own family over the past four years. Just last weekend my son graduated from James Madison College. His growth as a writer, a thinker, a critic, and a leader has been remarkable to watch. His college experience was defined by all the things that make MSU so great – football games, RSOs, dorm food, parking tickets, an unforgettable study abroad experience, wicked winter walks between Wells Hall and Case. But ask him today what stood out the most and he’d without question say it was in the classroom where he changed the most. His experience is typical of so many of the 6,200 students that walked across stages all last weekend. They leave here more prepared to thrive and lead because of what MSU’s educators gave them day in and day out in class. And it’s because of those thousands of changed lives that it’s so important to pause on occasion to thank educators.
CTLI’s “Thank an Educator” initiative, which launched 2018, exemplifies the ethos of gratitude that I hope to elevate in the Teaching Center. Since it's inception over 900 educators have received notes of gratitude for the excellent work they do. They all are testaments to the varied ways in which education can impact the lives of the members of the Spartan community. I encourage you to click the Thank and Educator link to the left or visit https://iteach.msu.edu/home/thank_an_educator so you can thank an educator yourself!
At the Teaching Center we celebrate and recognize the diverse array of educators across roles on our campus; each one plays a crucial role in shaping the vibrant educational ecosystem at MSU. At CTLI, our definition of educator is broad and inclusive. We believe that everyone here contributes to our teaching and learning mission. From the lab supervisor engaging with students in hands-on research to the campus tour guide sharing the Spartan spirit with prospective students to the veteran professor delivering that inspiring lecture, you are all educators in the fullest sense. The interactions educators foster and the knowledge they share underscore our “Spartans Will” ethos—demonstrating determination, resilience, and a commitment to excellence.
The conference was a day not just to celebrate successes in the classroom, but also to offer sincere thanks for the work Spartan educators do to make MSU a place of deep and meaningful learning. Educators are well aware of the powerful role gratitude plays in higher ed. Gratitude is not just about saying 'thank you.' It is about acknowledging the hard work and passion of everyone involved in the educational endeavor—recognizing that each contribution, no matter how small it might seem, enriches our students’ collective experience and understanding.
I’ve seen that enrichment play out in my own family over the past four years. Just last weekend my son graduated from James Madison College. His growth as a writer, a thinker, a critic, and a leader has been remarkable to watch. His college experience was defined by all the things that make MSU so great – football games, RSOs, dorm food, parking tickets, an unforgettable study abroad experience, wicked winter walks between Wells Hall and Case. But ask him today what stood out the most and he’d without question say it was in the classroom where he changed the most. His experience is typical of so many of the 6,200 students that walked across stages all last weekend. They leave here more prepared to thrive and lead because of what MSU’s educators gave them day in and day out in class. And it’s because of those thousands of changed lives that it’s so important to pause on occasion to thank educators.
CTLI’s “Thank an Educator” initiative, which launched 2018, exemplifies the ethos of gratitude that I hope to elevate in the Teaching Center. Since it's inception over 900 educators have received notes of gratitude for the excellent work they do. They all are testaments to the varied ways in which education can impact the lives of the members of the Spartan community. I encourage you to click the Thank and Educator link to the left or visit https://iteach.msu.edu/home/thank_an_educator so you can thank an educator yourself!
At the Teaching Center we celebrate and recognize the diverse array of educators across roles on our campus; each one plays a crucial role in shaping the vibrant educational ecosystem at MSU. At CTLI, our definition of educator is broad and inclusive. We believe that everyone here contributes to our teaching and learning mission. From the lab supervisor engaging with students in hands-on research to the campus tour guide sharing the Spartan spirit with prospective students to the veteran professor delivering that inspiring lecture, you are all educators in the fullest sense. The interactions educators foster and the knowledge they share underscore our “Spartans Will” ethos—demonstrating determination, resilience, and a commitment to excellence.
Posted by: Jeremy Van Hof
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: Reading Group for S...
Hello again everyone! Here are some talking points to think about in the run up our 10am meeting tomorrow (Friday, November 05, 2021).
Recurring Zoom Link: 951 4830 7886
Passcode 432210
Student Engagement in Higher Education, ch. 2-3
Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]
1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]
2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?
3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?
4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?
5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?
Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]
1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?
2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?
3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?
4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?
Recurring Zoom Link: 951 4830 7886
Passcode 432210
Student Engagement in Higher Education, ch. 2-3
Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]
1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]
2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?
3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?
4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?
5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?
Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]
1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?
2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?
3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?
4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?
Posted by: Stokes Schwartz
Disciplinary Content
Host: MSU Libraries
Midday Moves
Join your Move More @ Work Team for a full body strength and stretch routine. Exercises are body weight, low-impact, and can be done seated or standing.
Move More @ Work is an ongoing campaign facilitated by University Health and Wellbeing’s Health Promotion and Engagement office. Their goal is to encourage Spartans to engage in physical activity and movement throughout the workday.
This series is a free group fitness class (in person and virtual) to take a movement break during the workday. Two ways to join: in-person in the Green Room at the MSU Library or via Zoom.
Register here. If you do not register online, you will be asked to upon arrival. Zoom link provided upon registration.
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
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
Educators as Researchers: The SoTL Approach to Innovative Teaching
Curious about conducting research in your classroom as a means to improve student outcomes? Join us for an informative workshop that introduces the fundamentals of the Scholarship of Teaching and Learning (SoTL), which involves the systematic study of teaching and learning in higher education to improve student success. In this session, you'll discover how SoTL can transform your teaching and contribute to your professional growth. We'll guide you through the key steps of a SoTL inquiry, from formulating research questions to sharing your findings. Plus, you'll explore examples of impactful SoTL projects and learn about resources available to help you get started. Whether you're new to SoTL or looking to refine your approach, this session offers valuable insights into the research-based approach to improving student learning.
Upon completion of this learning experience, participants will be able to:
define SoTL and describe its core principles
explain the importance of SoTL in enhancing student learning and improving teaching practices
identify differences between SOTL and traditional research in higher education
describe how SoTL can contribute to professional development, tenure, and promotion in higher education
outline the key steps involved in a SoTL inquiry, from formulating a question to dissemination
explore examples of SoTL projects in various disciplines
identify institutional and external resources available for faculty interested in SoTL (funding, mentorship, workshops)
describe ethical considerations when conducting SoTL research, including the use of student data, informed consent, IRB, etc.
Navigating Context
EXPIRED