We found 90 results that contain "course design"
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.
This resource is collated from multiple sites, publications, and authors with some modification for MSU context and links to MSU specific resources. Following the Provost’s call, MSU instructors are encouraged to 1) develop a course-level generative AI use policy and actively discuss with students about expectations for generative AI use in the work for your course, 2) promote equitable and inclusive use of AI technology, and 3) work with colleagues across campus to determine ethical and scholarly applications of generative AI for preparing students to succeed in an evolving digital landscape.
This resource is collated from multiple sites, publications, and authors with some modification for MSU context and links to MSU specific resources. Following the Provost’s call, MSU instructors are encouraged to 1) develop a course-level generative AI use policy and actively discuss with students about expectations for generative AI use in the work for your course, 2) promote equitable and inclusive use of AI technology, and 3) work with colleagues across campus to determine ethical and scholarly applications of generative AI for preparing students to succeed in an evolving digital landscape.
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
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: 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: 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: #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: 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
Designing Your Online Course (DYOC)
Bring your online course to this workshop and get a framework for developing an online course plan. You'll use a framework and explore the QM Rubric to design one module for your online course.
Course Length: Two weeks (April 4th-15th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //
Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.
Recommended For:
Faculty and Instructors who are new to online teaching
Learning Objectives:
Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.
What Participants Need:
A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives
Course Length: Two weeks (April 4th-15th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //
Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.
Recommended For:
Faculty and Instructors who are new to online teaching
Learning Objectives:
Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.
What Participants Need:
A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives
Authored by: David Goodrich
Pedagogical Design
Posted on: PREP Matrix
Cutting Edge Course Design Tutorial
This tutorial guides instructors through the process of designing a course in an innovative manner, with particular emphasis on the geosciences.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Consistent Course Design Matters - Start with a Ready-Made Course Template
Topic Area: DEI
Presented by: Susan Halick, Jennifer Wagner, Cholani Weebadde
Abstract:
In this session, you will see an example of a course transformed into a more visually appealing and engaging experience both for the students and the instructor. If you are struggling with your course design, unhappy with difficulties controlling fonts in the D2L environment, or want to improve your course design based on UDL principles, this session will demonstrate several resources to support your needs.
We will showcase and provide full-course design models based on Brightspace Content Templates as well as a low-tech version without HTML templates. The course designs have accessibility and Quality Matters standards built-in and each is fully customizable. Instructors with already developed courses will be able to gather new ideas and have the option to copy select components from the models. Come to this session to learn how to access and use these resources.
Presented by: Susan Halick, Jennifer Wagner, Cholani Weebadde
Abstract:
In this session, you will see an example of a course transformed into a more visually appealing and engaging experience both for the students and the instructor. If you are struggling with your course design, unhappy with difficulties controlling fonts in the D2L environment, or want to improve your course design based on UDL principles, this session will demonstrate several resources to support your needs.
We will showcase and provide full-course design models based on Brightspace Content Templates as well as a low-tech version without HTML templates. The course designs have accessibility and Quality Matters standards built-in and each is fully customizable. Instructors with already developed courses will be able to gather new ideas and have the option to copy select components from the models. Come to this session to learn how to access and use these resources.
Authored by: Susan Halick, Jennifer Wagner, Cholani Weebadde
Posted on: #iteachmsu
Cultivating Inclusive Classrooms: Inclusive Curriculum Design
Beginning to Teach Inclusively
How do I encourage students to bring diverse perspectives to the subject matter I teach? How can I promote inclusive behavior of students working in groups? These were just a few questions posed by approximately 45 doctoral students and postdocs at the “Cultivating an Inclusive Classroom” workshop I ran last year with Dr. Sheila Contreras. To begin answering them, Inside Teaching posts over the next few weeks will address different areas for you to focus on toward a more inclusive classroom. In today’s post, I’ll discuss where to begin: making your curriculum design choices more inclusive.
What Do I Mean By “Inclusive”?
Before I start discussing how your content and curriculum design choices can be more inclusive, let’s start with a working definition for an inclusive classroom. According to the Association of American Colleges & Universities, inclusive classrooms are learning spaces where “active, intentional, and ongoing engagement with diversity” occurs “in ways that increase awareness, content knowledge, cognitive sophistication, and empathetic understanding of the complex individuals interact within systems and institutions.”
So, as an instructor concerned about inclusive teaching, I encourage you do consider how your course content and assignments both represent a diverse (for example, gender, sexual orientation, race/ethnicity, nationality, epistemological perspectives) set of scholarly voices and how you can hold yourself – and your students—to more inclusive standards of behavior and discourse in the classroom.
Inclusive Classrooms Require Intentional Thought and Not “Extra Work”
Graduate students and other beginning instructors are often overwhelmed by the volume of things they need to learn about teaching in a college classroom or lab. Creating an inclusive environment in your classroom does not require “extra work” – what it requires is “intentional thought” in how you plan and implement your classes. This involves a deliberate awareness of the decisions you’re making and the impact they have on how you represent your discipline and the multiple voices connected to it. I’d argue that this level of intentionality is a key hallmark of curriculum design across disciplines. To help with this intentionality toward more inclusive classrooms, I provide the following four tips below.
Four Tips Toward Inclusive Curriculum Design
(1) Select the work of scholars from different cultural or paradigmatic backgrounds
Make sure you are presenting a variety of voices and perspectives across the course readings, videos and material you select. Additionally important is presenting a full spectrum of disciplinary paradigms in the field so that students have a full picture of disciplinary conversation(s).
(2) Acknowledge the limitations of course material with regards to demographic representation
Frame what you are providing and point out the potential limitations of your materials. This can help students see how and why you have made the decisions you did. This can also help students to get a better window into your teaching decisions and engage alongside you critically.
(3) Pay attention to WHO and HOW you represent in your presentation slides, case studies, videos, and guest panels
As with our tips above, it’s important that the slides, case studies, and videos you use reflect multiple voices and backgrounds. Additionally, it’s important to pay attention to how various individuals and groups are portrayed in these materials. In their portrayals, are you sending the messages you want sent to a diverse group of students?
(4) Maximize the inclusion of all student voices in instructional activities
Make sure you provide multiple opportunities and safe spaces in your classroom for all student voices. Not all students will immediately respond to one way of engaging in the classroom, so make sure your approaches vary and respond to what you have come to know about the different students in class. We will share more specific tips about instructional activities in later posts.
Additional Resources
The goal of the Inclusive Teaching Workshop, in addition to soliciting student questions, was to present a Framework for Inclusive Teaching, modified from resources from both a resource from the Center for Research on Teaching and Learning at University of Michigan and a paper produced by the Bok Center for Teaching and Learning at Harvard.
We’d like to know: What have you done to make your course content and curriculum more inclusive? Share your thoughts with us in the comments section below or with us on social media using the hashtag “#iteachmsu.”
Originally posted at “Inside Teaching MSU” (site no longer live): McDaniels, M. Cultivating Inclusive Classrooms: Inclusive Curriculum Design. inside teaching.grad.msu.edu
How do I encourage students to bring diverse perspectives to the subject matter I teach? How can I promote inclusive behavior of students working in groups? These were just a few questions posed by approximately 45 doctoral students and postdocs at the “Cultivating an Inclusive Classroom” workshop I ran last year with Dr. Sheila Contreras. To begin answering them, Inside Teaching posts over the next few weeks will address different areas for you to focus on toward a more inclusive classroom. In today’s post, I’ll discuss where to begin: making your curriculum design choices more inclusive.
What Do I Mean By “Inclusive”?
Before I start discussing how your content and curriculum design choices can be more inclusive, let’s start with a working definition for an inclusive classroom. According to the Association of American Colleges & Universities, inclusive classrooms are learning spaces where “active, intentional, and ongoing engagement with diversity” occurs “in ways that increase awareness, content knowledge, cognitive sophistication, and empathetic understanding of the complex individuals interact within systems and institutions.”
So, as an instructor concerned about inclusive teaching, I encourage you do consider how your course content and assignments both represent a diverse (for example, gender, sexual orientation, race/ethnicity, nationality, epistemological perspectives) set of scholarly voices and how you can hold yourself – and your students—to more inclusive standards of behavior and discourse in the classroom.
Inclusive Classrooms Require Intentional Thought and Not “Extra Work”
Graduate students and other beginning instructors are often overwhelmed by the volume of things they need to learn about teaching in a college classroom or lab. Creating an inclusive environment in your classroom does not require “extra work” – what it requires is “intentional thought” in how you plan and implement your classes. This involves a deliberate awareness of the decisions you’re making and the impact they have on how you represent your discipline and the multiple voices connected to it. I’d argue that this level of intentionality is a key hallmark of curriculum design across disciplines. To help with this intentionality toward more inclusive classrooms, I provide the following four tips below.
Four Tips Toward Inclusive Curriculum Design
(1) Select the work of scholars from different cultural or paradigmatic backgrounds
Make sure you are presenting a variety of voices and perspectives across the course readings, videos and material you select. Additionally important is presenting a full spectrum of disciplinary paradigms in the field so that students have a full picture of disciplinary conversation(s).
(2) Acknowledge the limitations of course material with regards to demographic representation
Frame what you are providing and point out the potential limitations of your materials. This can help students see how and why you have made the decisions you did. This can also help students to get a better window into your teaching decisions and engage alongside you critically.
(3) Pay attention to WHO and HOW you represent in your presentation slides, case studies, videos, and guest panels
As with our tips above, it’s important that the slides, case studies, and videos you use reflect multiple voices and backgrounds. Additionally, it’s important to pay attention to how various individuals and groups are portrayed in these materials. In their portrayals, are you sending the messages you want sent to a diverse group of students?
(4) Maximize the inclusion of all student voices in instructional activities
Make sure you provide multiple opportunities and safe spaces in your classroom for all student voices. Not all students will immediately respond to one way of engaging in the classroom, so make sure your approaches vary and respond to what you have come to know about the different students in class. We will share more specific tips about instructional activities in later posts.
Additional Resources
The goal of the Inclusive Teaching Workshop, in addition to soliciting student questions, was to present a Framework for Inclusive Teaching, modified from resources from both a resource from the Center for Research on Teaching and Learning at University of Michigan and a paper produced by the Bok Center for Teaching and Learning at Harvard.
We’d like to know: What have you done to make your course content and curriculum more inclusive? Share your thoughts with us in the comments section below or with us on social media using the hashtag “#iteachmsu.”
Originally posted at “Inside Teaching MSU” (site no longer live): McDaniels, M. Cultivating Inclusive Classrooms: Inclusive Curriculum Design. inside teaching.grad.msu.edu
Posted by: Maddie Shellgren
Pedagogical Design
Posted on: #iteachmsu
Online Course Design Case Studies-Accessible Version
Posted by: Breana Yaklin
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
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
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
Host: CTLI
Down the Rabbit Hole: Practical Applications of Generative AI in University Courses
The College of Education Fall 2023 Seminar Series “Teaching & Learning with Generative AI” is presented by CREATE for STEM and the Office of Academic & Student Affairs:
Down the Rabbit Hole: Practical Applications of Generative AI in University Courses
Nov. 30, 2023, at 12 p.m. EST
Presented by Dr. Josh Plavnick, MSU
Join event in person at 133F Erickson Hall or via Zoom (https://msu.zoom.us/j/99894363940 | passcode: AI)
Navigating Context
Host: CTLI
What do I do with my mid-semester feedback? Action Planning with Data
So you’ve collected your mid-semester feedback data… What do you do next? Join CTLI for this hands-on workshop to identify trends in your data, identify possible shifts in your practice to respond to feedback, and leave with a plan of action for the remainder of the semester (or next term!). We’ll also discuss avenues for communicating your findings and plan of action with your students. Ultimately, we don’t want you to feel like you have to go it alone. Research has shown that reviewing student feedback in consultation with someone else is more likely to result in positive modifications in teaching/course design which can later influence future evaluations, and we’re here for you!
This workshop will be most relevant to course instructors who already have collected anonymous, aggregate student feedback on a course. The requirement for participation in this having mid-semester data. We’re asking that all participants in this workshop come to the session with anonymous student feedback.
Facilitators:
Makena Neal, PhD, (she/they) lives in two intersecting worlds- that of educator and that of a lifelong learner. Her goal is to help amplify, elevate, and celebrate the innovative practices of educators in the MSU community. Makena’s projects focus on efforts and initiatives that recenter teaching and learning for Spartans by advancing MSU’s culture toward recognition and support for all educators (anyone who contributes to student success and the teaching and learning mission of the university).
Meghan Loughlin-Krusky (she/her) is a Training Program Developer and Instructional Designer with Michigan State University Extension. Her role is to support academic staff in building awareness of educational best practices, offer training on technology to help educators engage community members, as well as collaborate in creating exceptional learning experiences for life-long learners in online, hybrid and in-person programming.
Upon completion of this learning experience participants will be able to:
effectively analyze feedback data collected from students, identifying recurring themes and patterns in order to gain insights into the areas of instruction
translate the insights gained from feedback data into concrete and targeted pedagogical shifts (i.e. demonstrate the ability to identify specific instructional strategies, content adjustments, or classroom management techniques) that address the identified areas for improvement
develop a comprehensive and actionable implementation plan for the identified pedagogical shifts
This is a natural follow up to “Mid-Semester Feedback: What, Why & How” workshop held on Sept. 20, 2023 from 3-4pm (though participation in this session is not a prerequisite)
Photo by Carlos Muza on Unsplash
Navigating Context
EXPIRED
Host: #iteachmsu
Hybrid/ Hyflex Course Design and Delivery Workshop
Hybrid/HyFlex Course Design and Delivery Workshop: Blending the Best of Both Worlds
In the ever-evolving landscape of higher education, the demand for flexible learning options has never been higher. Hybrid and HyFlex courses have emerged as innovative solutions, allowing educators to combine the benefits of in-person and online instruction to meet the diverse needs of today's students.
This immersive workshop is designed for educators and instructional designers seeking to create dynamic and engaging Hybrid/HyFlex courses. Our goal is to equip you with the knowledge, strategies, and tools to design courses that maximize student learning outcomes while providing the flexibility that modern learners demand.
This is a hands-on workshop so please be sure to bring your own laptop.
Part 1 is synchronous/Hybrid and Part 2 is HyFlex.
Pedagogical Design
EXPIRED
Host: CTLI
Designing your MSU syllabus
Designing your MSU syllabus: Resources and tips for creating syllabi that meet students' needs
In this interactive session, participants will learn all about syllabi at MSU. Topics include syllabus design, requirements and policies, considerations for more inclusive syllabi, MSU resources and templates, and alternative syllabus formats including a demonstration of an annotated syllabus model. The session will conclude with a facilitated discussion and question period.
Facilitator: Ellie Louson, PhD, (she/her) is a Learning Designer and Academic Specialist at MSU’s Center for Teaching and Learning Innovation. She leads the Spartan Studios project where she works with faculty members to design interdisciplinary, experiential courses with community partnerships. She is also the co-Faculty Mentor for the CTLI grad fellowship, and is an experienced facilitator for MSU educators and academic units.
Any MSU course instructors and those in educator support or administrative roles who advise about syllabi are encouraged to register for this virtual workshop. Check out this Syllabus Resources playlist on iteach.msu.edu for more information!
Photo by Elena Koycheva on Unsplash
Navigating Context
EXPIRED
Host: MSU Libraries
Book Design Workshop using MS Word
Need to print a book for a class or personal use but don’t know where to start? Library staff offer free workshops providing an introduction to book design and library publishing services. Topics for this workshop include
File requirements for printing
Copyright compliance
Book design basics
How to set up interior and cover files for books
Time-saving design tools in MS Word
File submission through MSU FileDepot
Navigating Context
EXPIRED