We found 824 results that contain "course design"
Posted on: Center for Teaching...
Accessibility Considerations for Design and Presentations
This playlist works to address various realms of accessibility from composition design to presenting accessibly.
The playlist cover photo, mARTin.Hinterdorfer, is licensed under CC BY-SA 4.0, via Wikimedia Commons
The playlist cover photo, mARTin.Hinterdorfer, is licensed under CC BY-SA 4.0, via Wikimedia Commons
JUSTICE AND BELONGING
Posted on: #iteachmsu
Preparing for teaching at the beginning and end of a course
This playlist provides useful strategies, asks critical questions, and helps support educators in preparing for the beginning of the semester.
DISCIPLINARY CONTENT
Posted on: PREP Matrix
Developing Teaching Skills
This playlist begins with an intro to being a TA, moves into resources related to course design, then MSU-specific student feedback, and ends with a technology overview
NAVIGATING CONTEXT
Posted on: #iteachmsu
Expanded Educator Resources
Educators interested in:
professional development opportunities & resources; inclusive teaching & pedagogy; faculty rights & responsibilities; course design; and supporting students should start here!
professional development opportunities & resources; inclusive teaching & pedagogy; faculty rights & responsibilities; course design; and supporting students should start here!
NAVIGATING CONTEXT
Posted on: GenAI & Education
Generative AI Syllabus Guide
A good portion of your students will likely use AI to some extent this semester, so plan accordingly. Many students are aware of generative AI, and at least some of them will use these tools for their course work. Critically considering your course design in the context of generative AI is an important educator practice.
The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.
Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.
Non-permissible uses:
Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information with
non-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).
The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.
Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.
Non-permissible uses:
Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information with
non-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).
PEDAGOGICAL DESIGN
Posted on: PREP Matrix
Designing A Course
Washington University in St. Louis provides an outline for designing a course that uses the principles of backwards design (meaning that it begins with goals and works backwards to content).
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Course Design
Boston College's Center for Teaching Excellence provides an outline for creating a course that uses the principles of backwards design (meaning that it begins with goals and works backwards to content).
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Interdisciplinary Course Design Resources from CIRCLE
In mid-November, CIRCLE hosted a workshop on interdisciplinary course design and teaching. It was a generative conversation that gave MSU educators interested in interdisciplinary teaching the chance to connect and share resources and tactics. We showcased 2 panelists with experience designing and teaching interdisciplinary courses: Erin Dreelin (Fisheries & Wildlife and Center for Water Studies) and Garth Sabo (Director of the Center for IAH). The panel discussed effective interdisciplinary course design, strategies to address potential challenges, and the potential benefits of interdisciplinary courses for instructors and students.This workshop's goal was for both new and seasoned interdisciplinary educators to move their own practices forward, from classroom strategies to evaluation of interdisciplinary teaching effectiveness. Participants had the opportunity to reflect on their own interdisciplinary teaching philosophies and work on individualized plans for interdisciplinary teaching.You can watch Garth Sabo's panel contribution video below, in which he describes some of his experiences plannign and teaching interdisciplinary courses. You can also access CIRCLE's interdisciplinary teaching resources at this link. Our resources include:
Harden's Ladder of Integration framework for interdisciplinary course design
a handout including the benefits, challenges, and institutional resources to support interdisciplinary teaching
a personalizable planning worksheet that you can print and complete
If you have any questions about interdisciplinary course design, you can contact Ellie Louson, CIRCLE's associate director of interdisciplinary teaching & learning (lousonel@msu.edu), or our panelists Erin Dreelin (dreelin@msu.edu) and Garth Sabo (sabogart@msu.edu). Save the date for our second interdisciplinary teaching & learning workshop, which will focus on co-teaching and collaboration on interdisciplinary teaching teams. It will be held February 14th 10AM-1PM (registration link TBA).If you are interested in further programming from CIRCLE, please apply to become one of our affiliates here: https://research.msu.edu/circle/affiliate-faculty-program (we accept applications on a rolling basis).
Harden's Ladder of Integration framework for interdisciplinary course design
a handout including the benefits, challenges, and institutional resources to support interdisciplinary teaching
a personalizable planning worksheet that you can print and complete
If you have any questions about interdisciplinary course design, you can contact Ellie Louson, CIRCLE's associate director of interdisciplinary teaching & learning (lousonel@msu.edu), or our panelists Erin Dreelin (dreelin@msu.edu) and Garth Sabo (sabogart@msu.edu). Save the date for our second interdisciplinary teaching & learning workshop, which will focus on co-teaching and collaboration on interdisciplinary teaching teams. It will be held February 14th 10AM-1PM (registration link TBA).If you are interested in further programming from CIRCLE, please apply to become one of our affiliates here: https://research.msu.edu/circle/affiliate-faculty-program (we accept applications on a rolling basis).
Authored by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
Designing Your Course “Backward”
Designing Your Course
The semester will begin soon, and we’re sure you’re busy prepping your course. This design work before the beginning of the semester is an essential part of overall student learning and provides a framework you can respond to as you gather assessment evidence across the semester. As you are designing this week, we want to provide some guidance by sharing “backward design” principles from our Preparing Future Faculty for the Assessment of Student Learning (PFF-ASL) Institute. We’ve found these principles extremely helpful for making sure student learning is always in focus and all elements of our courses are aligned toward our learning outcomes.
Designing Your Course “Backward”
Initially introduced by Wiggins and McTighe (1998), “backward design” for curriculum involves building your course from end-of-course learning outcomes, through evidence you’ll gather out of assessments, and finally to the instructional activities students will engage in to help them learn towards readiness for assessments and meeting learning outcomes. Below, Dr. Cori Fata-Hartley further outlines essential steps of backward design:
https://youtu.be/DTxnTNXPK3g
Using Dr. Fata-Hartley’s outlining of backward design principles as our guide, here are four questions to help you this week as you’re designing your course:
Four Questions for Designing Your Course “Backward”
1) What Do You Hope Students Know and Are Able to Do?
This question can help anchor your creation of learning outcomes. We’ve found “Students Will Be Able To” (SWBAT) as a helpful lead-in statement to direct the writing of our learning outcomes. And remember, your learning outcomes should be observable (and thus assessable), which leads to question # two.
2) What Assessment Evidence Will You Gather?
Answering this question allows you to think about how you’ll know if students have met course learning outcomes. Assessments provide the necessary evidence of learning out of which you can make decisions about where you and students are along the way to meeting learning outcomes.
3) What Learning Experiences Will You Provide for Students?
The learning experiences you plan across your course builds towards the assessments students will do towards learning outcomes. What will students and you engage in at each step along the way? How do these steps lead towards assessments and learning outcomes?
4) Is Your Course Design Aligned?
Tracing across your answers to the previous three questions, you can begin to see whether your course design is aligned. This can allow you to make the necessary revisions towards best alignment and student learning, and keep elements that are already working. This alignment work is a constant process across–and even after–your course as students respond to your design.
We’d Like to Know: What are some of the ways you’ve linked learning outcomes, assessments, and learning experiences? How do you respond when you see that some elements of your design aren’t aligned?
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Va: Association for Supervision & Curriculum Development.
Originally posted at “Inside Teaching MSU” (site no longer live): Skogsberg, E. Designing Your Course “Backward”. inside teaching.grad.msu.edu
The semester will begin soon, and we’re sure you’re busy prepping your course. This design work before the beginning of the semester is an essential part of overall student learning and provides a framework you can respond to as you gather assessment evidence across the semester. As you are designing this week, we want to provide some guidance by sharing “backward design” principles from our Preparing Future Faculty for the Assessment of Student Learning (PFF-ASL) Institute. We’ve found these principles extremely helpful for making sure student learning is always in focus and all elements of our courses are aligned toward our learning outcomes.
Designing Your Course “Backward”
Initially introduced by Wiggins and McTighe (1998), “backward design” for curriculum involves building your course from end-of-course learning outcomes, through evidence you’ll gather out of assessments, and finally to the instructional activities students will engage in to help them learn towards readiness for assessments and meeting learning outcomes. Below, Dr. Cori Fata-Hartley further outlines essential steps of backward design:
https://youtu.be/DTxnTNXPK3g
Using Dr. Fata-Hartley’s outlining of backward design principles as our guide, here are four questions to help you this week as you’re designing your course:
Four Questions for Designing Your Course “Backward”
1) What Do You Hope Students Know and Are Able to Do?
This question can help anchor your creation of learning outcomes. We’ve found “Students Will Be Able To” (SWBAT) as a helpful lead-in statement to direct the writing of our learning outcomes. And remember, your learning outcomes should be observable (and thus assessable), which leads to question # two.
2) What Assessment Evidence Will You Gather?
Answering this question allows you to think about how you’ll know if students have met course learning outcomes. Assessments provide the necessary evidence of learning out of which you can make decisions about where you and students are along the way to meeting learning outcomes.
3) What Learning Experiences Will You Provide for Students?
The learning experiences you plan across your course builds towards the assessments students will do towards learning outcomes. What will students and you engage in at each step along the way? How do these steps lead towards assessments and learning outcomes?
4) Is Your Course Design Aligned?
Tracing across your answers to the previous three questions, you can begin to see whether your course design is aligned. This can allow you to make the necessary revisions towards best alignment and student learning, and keep elements that are already working. This alignment work is a constant process across–and even after–your course as students respond to your design.
We’d Like to Know: What are some of the ways you’ve linked learning outcomes, assessments, and learning experiences? How do you respond when you see that some elements of your design aren’t aligned?
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Va: Association for Supervision & Curriculum Development.
Originally posted at “Inside Teaching MSU” (site no longer live): Skogsberg, E. Designing Your Course “Backward”. inside teaching.grad.msu.edu
Posted by: Maddie Shellgren
Pedagogical Design
Posted on: Teaching Toolkit Ta...
Designing Your Course “Backward”
Designing Your Course
The semester will begin soon, and we’re sure you’re busy prepping your course. This design work before the beginning of the semester is an essential part of overall student learning and provides a framework you can respond to as you gather assessment evidence across the semester. As you are designing this week, we want to provide some guidance by sharing “backward design” principles from our Preparing Future Faculty for the Assessment of Student Learning (PFF-ASL) Institute. We’ve found these principles extremely helpful for making sure student learning is always in focus and all elements of our courses are aligned toward our learning outcomes.
Designing Your Course “Backward”
Initially introduced by Wiggins and McTighe (1998), “backward design” for curriculum involves building your course from end-of-course learning outcomes, through evidence you’ll gather out of assessments, and finally to the instructional activities students will engage in to help them learn towards readiness for assessments and meeting learning outcomes. In this video, Dr. Cori Fata-Hartley further outlines essential steps of backward design:
Using Dr. Fata-Hartley’s outlining of backward design principles as our guide, here are four questions to help you this week as you’re designing your course:
1) What Do You Hope Students Know and Are Able to Do?: This question can help anchor your creation of learning outcomes. We’ve found “Students Will Be Able To” (SWBAT) as a helpful lead-in statement to direct the writing of our learning outcomes. And remember, your learning outcomes should be observable (and thus assessable), which leads to question # two.
2) What Assessment Evidence Will You Gather?: Answering this question allows you to think about how you’ll know if students have met course learning outcomes. Assessments provide the necessary evidence of learning out of which you can make decisions about where you and students are along the way to meeting learning outcomes.
3) What Learning Experiences Will You Provide for Students?: The learning experiences you plan across your course builds towards the assessments students will do towards learning outcomes. What will students and you engage in at each step along the way? How do these steps lead towards assessments and learning outcomes?
4) Is Your Course Design Aligned?: Tracing across your answers to the previous three questions, you can begin to see whether your course design is aligned. This can allow you to make the necessary revisions towards best alignment and student learning, and keep elements that are already working. This alignment work is a constant process across–and even after–your course as students respond to your design.
Resources
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Va: Association for Supervision & Curriculum Development.
The semester will begin soon, and we’re sure you’re busy prepping your course. This design work before the beginning of the semester is an essential part of overall student learning and provides a framework you can respond to as you gather assessment evidence across the semester. As you are designing this week, we want to provide some guidance by sharing “backward design” principles from our Preparing Future Faculty for the Assessment of Student Learning (PFF-ASL) Institute. We’ve found these principles extremely helpful for making sure student learning is always in focus and all elements of our courses are aligned toward our learning outcomes.
Designing Your Course “Backward”
Initially introduced by Wiggins and McTighe (1998), “backward design” for curriculum involves building your course from end-of-course learning outcomes, through evidence you’ll gather out of assessments, and finally to the instructional activities students will engage in to help them learn towards readiness for assessments and meeting learning outcomes. In this video, Dr. Cori Fata-Hartley further outlines essential steps of backward design:
Using Dr. Fata-Hartley’s outlining of backward design principles as our guide, here are four questions to help you this week as you’re designing your course:
1) What Do You Hope Students Know and Are Able to Do?: This question can help anchor your creation of learning outcomes. We’ve found “Students Will Be Able To” (SWBAT) as a helpful lead-in statement to direct the writing of our learning outcomes. And remember, your learning outcomes should be observable (and thus assessable), which leads to question # two.
2) What Assessment Evidence Will You Gather?: Answering this question allows you to think about how you’ll know if students have met course learning outcomes. Assessments provide the necessary evidence of learning out of which you can make decisions about where you and students are along the way to meeting learning outcomes.
3) What Learning Experiences Will You Provide for Students?: The learning experiences you plan across your course builds towards the assessments students will do towards learning outcomes. What will students and you engage in at each step along the way? How do these steps lead towards assessments and learning outcomes?
4) Is Your Course Design Aligned?: Tracing across your answers to the previous three questions, you can begin to see whether your course design is aligned. This can allow you to make the necessary revisions towards best alignment and student learning, and keep elements that are already working. This alignment work is a constant process across–and even after–your course as students respond to your design.
Resources
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Va: Association for Supervision & Curriculum Development.
Authored by: Erik Skogsberg
Pedagogical Design
Posted on: PREP Matrix
Teaching and Course Design in Higher Education
The Open University provides a free course that focuses on developing teaching skills, managing the demands of academic life, and assessing student learning.
Posted by: Admin
Navigating Context
Posted on: Spring Conference o...
Hyflex Course Design: Creating Accessible Learning Spaces
Title: Hyflex Course Design: Creating Accessible Learning SpacesPresenters: Casey McArdle; Imari Cheyne Tetu (WRAC ); Liza PottsOriginally presented on May 11th, 2023Description:Under “equity” in MSU’s strategic plan, it notes, “We will eliminate barriers to access and success.” If MSU is to uphold this plan and create accessible spaces on campus, it must embrace new pedagogical approaches towards education. One approach that this panel will explore is the hyflex model, where part of a class attends in-person, while another part of the class can attend via remote technologies such as Zoom or Teams. This panel will discuss three courses that have utilized the hyflex model over the past few years to eliminate barriers for student success. These courses are in the Experience Architecture (XA) program, an undergraduate UX degree housed in the College of Arts and Letters. XA has three core principles: usability, accessibility, and sustainability. Our alumni work all over the world as UX designers, UX researchers, project managers, accessibility specialists, product designers, and software developers for companies such as Ford, Rivian, Google, Meta, and Adobe. Upon graduation, many will work in hyflex environments. This course design models best practices for how hyflex interactions might occur in the workplace and lays a foundation of empathy in our students upon graduation. Knowing what it is like to work remotely as well as in the office can give students unique experiences that they can take with them to inform their professional spaces. This panel will directly address how we created accessible hyflex classrooms that are engaging and support student learning. We will explore the practices behind the hyflex model, see various deployments of the model via hardware, software, and pedagogy grounded in accessibility. Attendees will be able to see classroom activities and practices that they can take with them, along with a model of how to deploy the hyflex model in their own classrooms.
Click here to view on MediaSpace
Click here to view on MediaSpace
Authored by: Casey McArdle, Imari Cheyne Tetu & Liza Potts
Pedagogical Design
Posted on: #iteachmsu
Online Course Design Case Studies
Earlier this year, I posted on the Hub blog about our experience working with faculty to put their courses online. I shared an infographic of two case studies of how faculty had decided to build their online courses.
Authored by: Breana Yaklin
Pedagogical Design
Posted on: #iteachmsu
Online Course Design Case Studies-Accessible Version
Posted by: Breana Yaklin
Pedagogical Design
Posted on: #iteachmsu
Pre-Class Survey
It's helpful to survey your students before class begins to learn about their accessibility and/or technology needs. This contributes to students feeling welcome in your course and gives you practical information about both learners' needs and whether to follow-up with specific resources. There is a template accessibility survey (titled "[COURSE#] Accessibility pre-start Survey") within the CTLI's library of surveys that you can copy and adapt to your own course; instructions on how to access and make your own version are here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2810
It's helpful to survey your students before class begins to learn about their accessibility and/or technology needs. This contributes to students feeling welcome in your course and gives you practical information about both learners' needs and whether to follow-up with specific resources. There is a template accessibility survey (titled "[COURSE#] Accessibility pre-start Survey") within the CTLI's library of surveys that you can copy and adapt to your own course; instructions on how to access and make your own version are here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2810
Posted by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
As you are designing learning experiences in or out of the classroom, what are your “go-to” resources? (Please share details and a link to more information if you have it!)
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Our Spartan Studios Playkit is now a navigable PDF! Have fun with these resources for designing your own interdisciplinary, experiential courses or improving an existing course. Thanks to Erica Venton and the Provost's Communications Team for developing this playful resource with us.
Posted by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
Learning about design sprints and the function of How might we statements.
Posted by: Rashad Muhammad
Pedagogical Design
Posted on: #iteachmsu
IBM is offering the MSU community a suite of online courses that take participants through a comprehensive design thinking journey. The introductory offering, The Practitioner Course, is an interactive overview of the fundamentals of human centered-design concepts. Thanks to a collaboration with MSU’s Hub for Innovation in Learning and Technology, MSU students, faculty, and staff can enroll in IBM’s Practitioner Course at no cost and learn the principles that make design thinking different from other problem solving approaches: https://msuhub.medium.com/ibm-offers-free-design-thinking-training-to-msu-community-5187dc69180
Posted by: Gregory C Teachout
Pedagogical Design
Posted on: Power Automate/Apps...
ChatGpt tool for designing Power Apps and PA Flows:
https://checkmygpt.com/powerpacman
https://checkmygpt.com/powerpacman
Posted by: David V. Howe
Posted on: #iteachmsu
Comprehensive Syllabus template
• This syllabus template meets all MSU syllabus content requirements and is fully compliant with accessibility standards for both printed and online documents.
• Using the template helps ensure a uniform and accessible point of entry into courses.
• Consistency in syllabus design and branding ensures that all students can easily access critical course and MSU information, policies, and procedures.
• All headings, tables, web links, and sample text are formatted to optimize the document for all students, including those students who rely on assistive technologies to read their syllabus.
More robust than the short-form syllabus, this template provides supplemental policy language, sample design ideas, and greater level of detail for documenting your course plan for your students.
To use the template, download the file, open it in MS Word, resolve all comments, delete un-needed material, and edit all content enclosed in ***.
• This syllabus template meets all MSU syllabus content requirements and is fully compliant with accessibility standards for both printed and online documents.
• Using the template helps ensure a uniform and accessible point of entry into courses.
• Consistency in syllabus design and branding ensures that all students can easily access critical course and MSU information, policies, and procedures.
• All headings, tables, web links, and sample text are formatted to optimize the document for all students, including those students who rely on assistive technologies to read their syllabus.
More robust than the short-form syllabus, this template provides supplemental policy language, sample design ideas, and greater level of detail for documenting your course plan for your students.
To use the template, download the file, open it in MS Word, resolve all comments, delete un-needed material, and edit all content enclosed in ***.
Posted by: Jeremy Van Hof
Pedagogical Design
Host: CTLI
Supporting Student Success Through Early Warning: Strategies for Graduate Teaching Assistants
On behalf of the GREAT office at The Graduate School, check out Supporting Student Success Through Early Warning: Strategies for Graduate Teaching Assistants
Date: Wednesday, September 10, 2025 - 11:00am to 12:00pm
Location: Zoom
Audience: Current Graduate Students & Postdocs
This interactive session is designed to support Graduate Teaching Assistants in recognizing and responding to early signs that students may be in need of support. Participants will explore their role in MSU’s early warning efforts and develop practical strategies to promote academic engagement, connection, and timely support. The session will include discussion of common indicators that students may be facing challenges affecting their educational success, strategies for effective communication, and how to use campus resources and reporting tools like EASE to provide timely support.
Facilitator(s):
Kanchan Pavangadkar, Director of Student Success for the College of Agriculture and Natural Resources (CANR)
Dwight Handspike, Director of Academic Advising & Student Success Initiatives, Undergraduate Academic Services, Broad College of Business
Samantha Zill, Human Biology & Pre-Health Advisor, Michigan State University, College of Natural Science
Maria O'Connell, University Innovation Alliance Fellow, Undergraduate Student Success Strategic Initiatives Manager, Office of Undergraduate Education
Register Here
**Zoom link will be sent closer to the workshop date.
Navigating Context
Host: CTLI
The Educator Exchange Learning Community
The Educator Exchange is intentionally designed to provide protected time and space for meaningful connections about our work and paths as educators. We believe that the best [lifelong] learning occurs when we connect in spaces that affirm our experiences and celebrate our unique perspectives! Our aim is to be a community of practice where you can openly share when things don’t go as expected and brainstorm solutions to challenges, explore teaching practices in different ways, talk through the challenges of educator roles in myriad situations, and cultivate joy in the celebration of each other’s successes. Join The Educator Exchange and rediscover the joy of being part of a caring community dedicated to uplifting one another and making a positive impact in our classrooms, labs, and beyond. This offering is facilitated in collaboration with the Office for Faculty and Academic Staff Development. Check out their website more about MSU's formal Learning Communities [hyperlink: https://ofasd.msu.edu/teaching-learning/learning-communities/]
Upon completion of this learning experience, participants will be able to:
Build connections and foster a supportive community among MSU educators by sharing experiences, challenges, and successes
Exchange innovative teaching strategies and best practices to improve instructional effectiveness
Encourage peer-to-peer learning and reflection to promote professional growth, student engagement, and educator well-being.
Navigating Context
Host: MSU Libraries
Intro to VR @ DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Artist Workshop: Using 360 Cameras to Show Changes to Place
Join the DSL Graduate Arts Fellow, Hailey Becker (Art, Art History and Design and Forestry) in a workshop on using 360 cameras to capture changes to place. Participants will be guided through the basics of recording and editing 360 footage, ending with their footage being displayed in the Digital Scholarship Lab 360 Room. Using 360 footage can be a great way to archive an artistic practice or scientific research. No experience required, all levels welcome!
Navigating Context
Host: MSU Libraries
Intro to Modeling for 3D Printing: TinkerCad Zipper Pull
Get creative with 3D printing in this hands-on beginner workshop at the MSU Libraries Hollander Makerspace—a space where all students can explore, design, and make.
You’ll learn how 3D printing works, design your own custom zipper pull using simple modeling tools in Tinkercad, and watch it print before your eyes. No experience needed—we’ll guide you step by step as you combine shapes to bring your design to life. Your custom zipper pull is yours to keep—use it to fix a broken zipper, personalize your gear, or show off your new tech skills!
Attendees will need to arrive with or be willing to make a free Tinkercad account with a valid email address.
Navigating Context
Host: MSU Libraries
Intro to VR @DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Sew What? Getting Started with a Sewing Machine
Discover the joy of sewing! This beginner-friendly session will guide you through the essentials of how a sewing machine works, using a mechanical sewing machine. Learn valuable skills while creating a project to take home. Perfect for anyone eager to learn the basics, this workshop is designed to boost your confidence and spark creativity!
Navigating Context
Host: MSU Libraries
Intro to Anatomage @ DSL: Drop-In Session
Come learn about the Anatomage Table! The Anatomage Table is the only fully segmented real human 3D anatomy platform, and you can drop in to check out, test it out, and think about how you can use it for your curriculum, courses, research support, and to enhance the student experience.
Navigating Context