We found 103 results that contain "equity"
Posted on: #iteachmsu
Teaching & Learning Conference Day 2: Thursday–Virtual day with online sessions (all day)
Spring CTLI Conference Landing Page Content
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
PEDAGOGICAL DESIGN
Posted on: MSU Extension
DEI in Teaching & Facilitating
Embracing diversity, equity and inclusion while developing and delivering programming and educational materials.
NAVIGATING CONTEXT
Posted on: Center for Teaching...
Inclusive Pedagogy
Creating an inclusive educational environment is essential for fostering equity and ensuring that all students feel valued and supported. This playlist series serves as a comprehensive guide for educators who seek to implement inclusive pedagogy strategies in their teaching practices. By addressing various aspects of identity and experience, this playlist aims to help educators create learning environments that are equitable, respectful, and responsive to the diverse needs of their learners.
JUSTICE AND BELONGING
Posted on: #iteachmsu
Office of Institutional Equity
If a student discloses that they have experienced discrimination or harassment, you must refer them to the Office of Institutional Equity. The Office of Institutional Equity (OIE) reviews concerns related to discrimination and harassment based on age, color, gender, gender identity, disability status, height, marital status, national origin, political persuasion, race, religion, sex, sexual orientation, veteran status and weight under the University's Anti-Discrimination Policy (ADP) and concerns of sexual harassment, sexual assault, stalking, dating violence, domestic violence, and other forms of sexual misconduct under the Relationship Violence and Sexual Misconduct and Title IX (RVSM) Policy.
A student can file a report here.
Confidential reporting for students
There are a number of resources on campus that can provide a confidential space where students can explore their options, talk about what happened, and obtain support services. Individuals often find it difficult to speak about what happened. Talking with someone once, or receiving ongoing support, can aid in recovery and assist with safety planning. If students access these services, they will be directed to other needed resources. These private and confidential resources are available at no cost. These services are not required to report incidents to the Office of Institutional Equity or campus police.
A student can access confidential resources here.
Mandatory reporting for faculty and staff
All University “responsible employees” and volunteers who are not otherwise exempted by this policy and/or applicable law must promptly report incidents of relationship violence, sexual misconduct, stalking, and retaliation that they observe or learn about in their professional capacity or in the context of their work and that involve a member of the University community or which occurred at a University-sponsored event or on University property. Please review the University Reporting Protocol.
A student can file a report here.
Confidential reporting for students
There are a number of resources on campus that can provide a confidential space where students can explore their options, talk about what happened, and obtain support services. Individuals often find it difficult to speak about what happened. Talking with someone once, or receiving ongoing support, can aid in recovery and assist with safety planning. If students access these services, they will be directed to other needed resources. These private and confidential resources are available at no cost. These services are not required to report incidents to the Office of Institutional Equity or campus police.
A student can access confidential resources here.
Mandatory reporting for faculty and staff
All University “responsible employees” and volunteers who are not otherwise exempted by this policy and/or applicable law must promptly report incidents of relationship violence, sexual misconduct, stalking, and retaliation that they observe or learn about in their professional capacity or in the context of their work and that involve a member of the University community or which occurred at a University-sponsored event or on University property. Please review the University Reporting Protocol.
Posted by: Kelly Mazurkiewicz
Justice and Belonging
Posted on: Spring Conference o...
Keynote II: Teaching for Equity in Treacherous Times
Teaching for Equity in Treacherous Times
In over half of US states legislators have introduced bills that would limit or prevent DEI-related curriculum and programming in higher education. There are additional legislative threats to the rights of LGBTQIA2S+ individuals in education. Movements to restrict college and university instructors’ academic freedom are permeating state legislatures, boards of higher education, and boards of trustees. Although postsecondary education in Michigan is not currently facing anti-DEI legislation the time is right for understanding why and how equity and inclusion should be central to our work as educators at MSU. This talk will offer context for understanding the stakes we face and what is at stake for our institutions and students, as well as strategies for moving forward within a national and state context divided on our rights and responsibilities to teach in ways that advance diversity, equity, inclusion, and belonging in higher education.
Click here to view on MediaSpace
Kris Renn
Kristen A. Renn, PhD, is the Mildred B. Erickson Distinguished Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research at Michigan State University. With her background in student affairs administration and commitment to equitable opportunities and outcomes, Dr. Renn’s focuses her research on the learning, development, and success of minoritized students in higher education. She is author or co-author of nine books about higher education, including Student Development in College: Theory, Research, and Practice and College Students in the United States: Characteristics, Experiences, and Outcomes. She is Michigan State University’s Liaison to the University Innovation Alliance and co-Principal Investigator on several grants related to increasing success for low-income and underrepresented students.
In over half of US states legislators have introduced bills that would limit or prevent DEI-related curriculum and programming in higher education. There are additional legislative threats to the rights of LGBTQIA2S+ individuals in education. Movements to restrict college and university instructors’ academic freedom are permeating state legislatures, boards of higher education, and boards of trustees. Although postsecondary education in Michigan is not currently facing anti-DEI legislation the time is right for understanding why and how equity and inclusion should be central to our work as educators at MSU. This talk will offer context for understanding the stakes we face and what is at stake for our institutions and students, as well as strategies for moving forward within a national and state context divided on our rights and responsibilities to teach in ways that advance diversity, equity, inclusion, and belonging in higher education.
Click here to view on MediaSpace
Kris Renn
Kristen A. Renn, PhD, is the Mildred B. Erickson Distinguished Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research at Michigan State University. With her background in student affairs administration and commitment to equitable opportunities and outcomes, Dr. Renn’s focuses her research on the learning, development, and success of minoritized students in higher education. She is author or co-author of nine books about higher education, including Student Development in College: Theory, Research, and Practice and College Students in the United States: Characteristics, Experiences, and Outcomes. She is Michigan State University’s Liaison to the University Innovation Alliance and co-Principal Investigator on several grants related to increasing success for low-income and underrepresented students.
Authored by: Kris Renn, Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research
Justice and Belonging
Posted on: Spring Conference o...
Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity...
Title: Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity, Belonging, and A Growth MindsetPresenter: Mary Beth HeederFormat: WorkshopDate: May 11th, 2023Time: 1:30 pm - 2:30 pmClick to registerDescription:As they read their syllabi there are some students who wonder, “Can I do this? Do I belong in this class and in college? The negative stories the students tell themselves and come to believe discourage them from using academic and social supports that can help them build attention, engage, and flip the negative narrative. Instead, the negative thoughts and self-talk set into motion a downward cycle that can lead to what many of us have seen and are seeing in our classrooms – “a stunning level of disconnection.” Decades of research show that brain science and instructor mindset, the degree to which instructors believe every student is capable of meeting their expectations, have a measurable effect on student learning. Syllabus language, which communicates mindset, can affect student outcomes. During this session those in attendance will experience how the syllabus can be used as a tool that promotes belonging, equity, a growth mindset, and learning. Objectives include considering the impact of instructor mindset on student learning and adding to the syllabus belonging and growth mindset messages informed by brain science so the syllabus becomes a tool that can reverse negative recursive cycles about belonging and learning. Those intending to attend should bring a copy of the syllabus they are working on or one they plan to revise; during the Workshop they will have an opportunity to begin to design “a friendlier syllabus.”
Authored by: Mary Beth Heeder
Justice and Belonging
Posted on: GenAI & Education
Promote Equitable and Inclusive Use in Generative AI
Consider equity and inclusion when making decisions about AI use in your course.
How does the development and use of generative AI affect identity groups differentially? What biases exist within the development and use of generative AI? What are the potential challenges regarding AI from an equity-lens (e.g., historic issues with facial recognition and BIPOC populations)?
What data sources does generative AI use to generate a response, and how representative is this data source?
Consider how AI content and perspectives can enhance dialogue and collaboration between diverse disciplines, departments, and individuals.
Consider how integration of generative AI technologies into the classroom help or hinder students’ success.
Consider situations in which some students may have access to more advanced technology than others based on cost or other factors.
Consider if generative AI technology provides accommodation for certain populations and how its use may help achieve equity for persons with disabilities.
Photo by Pietro Jeng on Unsplash
How does the development and use of generative AI affect identity groups differentially? What biases exist within the development and use of generative AI? What are the potential challenges regarding AI from an equity-lens (e.g., historic issues with facial recognition and BIPOC populations)?
What data sources does generative AI use to generate a response, and how representative is this data source?
Consider how AI content and perspectives can enhance dialogue and collaboration between diverse disciplines, departments, and individuals.
Consider how integration of generative AI technologies into the classroom help or hinder students’ success.
Consider situations in which some students may have access to more advanced technology than others based on cost or other factors.
Consider if generative AI technology provides accommodation for certain populations and how its use may help achieve equity for persons with disabilities.
Photo by Pietro Jeng on Unsplash
Posted by: Makena Neal
Posted on: #iteachmsu
LEAD - Relationship Violence & Sexual Misconduct Policy (RVSM)
General Policy
The policy, administered by the Office of Institutional Equity (OIE), prohibits discrimination on the basis of sex and sexual harassment, including gender-based harassment, sexual assault/misconduct, relationship violence, and stalking.
Policy Link: https://oie.msu.edu/policies/rvsm.html
Audience:
TIPS FOR FACULTY, ACADEMIC STAFF AND GRADUATE TAs
MSU Office(s):
Office for Civil Rights and Title IX Education and Compliance
Office for Institutional Equity (oie.msu.edu)
Office of Prevention, Outreach and Education (poe.msu.edu)
LEADERSHIP
Instructors demonstrate leadership by communicating policy, modeling expected behavior, responding to possible violations effectively, and staying engaged in the learning process
Communicating Policy
Explain that you cannot promise confidentiality
Make sure the individual is aware of your duty to report the information to authorized individuals who are trained to respond.
Model expected behavior
Model by being a partner in the MSU community’s effort to reduce sexual violence and misconduct. See the new website from the Prevention, Outreach and Engagement Office (PO&E) of the Office for Civil Rights and Title IX Education and Compliance (poe.msu.edu) for ways you can become involved. Some examples include:
Place language in your syllabus about resources and your responsibilities
Participate in events connected to MSU’s It’s On Us campaign
Follow MSU’s It’s On Us campaign on Facebook @ItsOnUsMSU
Publicize MSU’s It’s On Us events and offer extra credit to students who attend
Consider service on a committee
Check out volunteer and support opportunities for campus service providers
Respond to issues as soon as you become aware of them
Respond to disclosure using a trauma-informed interpersonal approach
Address and establish safety - find a private space to talk; be open and listen - avoid asking directive or leading questions; follow the lead of the survivor and go at their pace; avoid physical touch; maintain an open body language and use non-verbal skills to show you are listening
Believe the survivor and offer support - “I believe you”; “I am glad you are telling me”
Provide support for overwhelming emotion - normalize the emotions; provide an opportunity for grounding (deep breathing); brainstorm other coping methods (relaxation, meditation, etc).
Respond to disclosure by carrying out your responsibilities as a university employee
To report sexual violence or relationship violence
Option 1 (preferred method) - complete the university’s online Public Incident Report Form available on the Office of Institutional Equity (OIE) website: http://www.oie.msu.edu. This will fulfill your obligation to notify both OIE and MSU Police. Please note: A Public Incident Report Form is NOT a police report. To file a police report directly please contact the MSU Police at (517) 355-2221
Option 2 - Call OIE and MSUPD. Employees must call both offices. Call OIE at 517-353-3922. Call MSUPD at 517-355-2221.
To report sexual harassment
Stay in engaged in the learning process
Complete MSU’s online Public Incident Report Form available on the Office of Institutional Equity(OIE) website: www.oie.msu.edu or call OIE at (517) 353-3922.
Learn by reading about trauma-informed approaches to teaching across disciplines; practicing active listening; talking to peers about strategies for supporting students. Learn by completing the required online training.
Empower- Help students make their own choices and develop confidence and competence by creating conditions for inclusive teaching and learning
Provide disclaimers - give students advance warning of a discussion so survivors are not caught off guard.; Structure the discussion so students opt-in, which allows survivors who are concerned; about their ability to participate without being triggered to opt-out of the discussion without drawing attention to themselves (as they might if they had to get up and leave class); offer opportunities for students to debrief with you after the classroom discussion; notify students upfront about faculty duty to be a mandatory reporter so that students understand what will happen if they disclose an experience.
ADVOCATE - Refer students to campus and community resources and follow-through and check-in with students.
Connect students to resources including resources for reporting; confidential and private resources, additional campus resources; health care and mental health resources; other resources; community resources; national resources.
DESIGN - You use a trauma-informed approach to make decisions about your curriculum, how you engage students, and how you assess learning and get student feedback.
Questions to ask yourself:
Do I have content in my class that could be triggering to survivors of sexual assault, relationship violence, or sexual harassment? If so, how will I empower (see above) students to make decisions about how they engage with the content?
How am I going to engage my students from Day 1 in class? How upfront am I going to be about my approach to LEADING, EMPOWERING, and ADVOCATING around issues of sexual assault, relationship violence and sexual harassment?
How might I be responsive in my course design and implementation to issues of diversity and oppression?
Will I ask my students for their preferred names and/or pronouns? Will I make transparent bias’ in terms of gender identity and/or sexual orientation in the content of my field? How will I do that?
ADDITIONAL RESOURCES
SPARE - Reporting relationship violence: Email Thread
Resource Guide (distributed at Quick Start and New TA Institute)
Disclosure & Services Providers Document (distributed at Quick Start and New TA Institute)
Syllabus Language: http://titleix.msu.edu/policy-info/mandatory-reporting.html
Trauma-Informed Approach to Teaching: https://socialwork.msu.edu/sites/default/files/newsletters/Social-Work-News-Special-Edition-Spring-2018.pdf
1 Carello, J., & Butler, L.D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35 (3), 262-278. 2 Moylan, C. (2018). Conducting safe classroom discussions on sexual assault. Michigan State University School of Social Work News – Special Edition, Spring 2018 3 Office of Institutional Equity, Michigan State University (2018). Relationship Violence and Sexual Misconduct: Employee Mandatory Reporting Guide
The policy, administered by the Office of Institutional Equity (OIE), prohibits discrimination on the basis of sex and sexual harassment, including gender-based harassment, sexual assault/misconduct, relationship violence, and stalking.
Policy Link: https://oie.msu.edu/policies/rvsm.html
Audience:
TIPS FOR FACULTY, ACADEMIC STAFF AND GRADUATE TAs
MSU Office(s):
Office for Civil Rights and Title IX Education and Compliance
Office for Institutional Equity (oie.msu.edu)
Office of Prevention, Outreach and Education (poe.msu.edu)
LEADERSHIP
Instructors demonstrate leadership by communicating policy, modeling expected behavior, responding to possible violations effectively, and staying engaged in the learning process
Communicating Policy
Explain that you cannot promise confidentiality
Make sure the individual is aware of your duty to report the information to authorized individuals who are trained to respond.
Model expected behavior
Model by being a partner in the MSU community’s effort to reduce sexual violence and misconduct. See the new website from the Prevention, Outreach and Engagement Office (PO&E) of the Office for Civil Rights and Title IX Education and Compliance (poe.msu.edu) for ways you can become involved. Some examples include:
Place language in your syllabus about resources and your responsibilities
Participate in events connected to MSU’s It’s On Us campaign
Follow MSU’s It’s On Us campaign on Facebook @ItsOnUsMSU
Publicize MSU’s It’s On Us events and offer extra credit to students who attend
Consider service on a committee
Check out volunteer and support opportunities for campus service providers
Respond to issues as soon as you become aware of them
Respond to disclosure using a trauma-informed interpersonal approach
Address and establish safety - find a private space to talk; be open and listen - avoid asking directive or leading questions; follow the lead of the survivor and go at their pace; avoid physical touch; maintain an open body language and use non-verbal skills to show you are listening
Believe the survivor and offer support - “I believe you”; “I am glad you are telling me”
Provide support for overwhelming emotion - normalize the emotions; provide an opportunity for grounding (deep breathing); brainstorm other coping methods (relaxation, meditation, etc).
Respond to disclosure by carrying out your responsibilities as a university employee
To report sexual violence or relationship violence
Option 1 (preferred method) - complete the university’s online Public Incident Report Form available on the Office of Institutional Equity (OIE) website: http://www.oie.msu.edu. This will fulfill your obligation to notify both OIE and MSU Police. Please note: A Public Incident Report Form is NOT a police report. To file a police report directly please contact the MSU Police at (517) 355-2221
Option 2 - Call OIE and MSUPD. Employees must call both offices. Call OIE at 517-353-3922. Call MSUPD at 517-355-2221.
To report sexual harassment
Stay in engaged in the learning process
Complete MSU’s online Public Incident Report Form available on the Office of Institutional Equity(OIE) website: www.oie.msu.edu or call OIE at (517) 353-3922.
Learn by reading about trauma-informed approaches to teaching across disciplines; practicing active listening; talking to peers about strategies for supporting students. Learn by completing the required online training.
Empower- Help students make their own choices and develop confidence and competence by creating conditions for inclusive teaching and learning
Provide disclaimers - give students advance warning of a discussion so survivors are not caught off guard.; Structure the discussion so students opt-in, which allows survivors who are concerned; about their ability to participate without being triggered to opt-out of the discussion without drawing attention to themselves (as they might if they had to get up and leave class); offer opportunities for students to debrief with you after the classroom discussion; notify students upfront about faculty duty to be a mandatory reporter so that students understand what will happen if they disclose an experience.
ADVOCATE - Refer students to campus and community resources and follow-through and check-in with students.
Connect students to resources including resources for reporting; confidential and private resources, additional campus resources; health care and mental health resources; other resources; community resources; national resources.
DESIGN - You use a trauma-informed approach to make decisions about your curriculum, how you engage students, and how you assess learning and get student feedback.
Questions to ask yourself:
Do I have content in my class that could be triggering to survivors of sexual assault, relationship violence, or sexual harassment? If so, how will I empower (see above) students to make decisions about how they engage with the content?
How am I going to engage my students from Day 1 in class? How upfront am I going to be about my approach to LEADING, EMPOWERING, and ADVOCATING around issues of sexual assault, relationship violence and sexual harassment?
How might I be responsive in my course design and implementation to issues of diversity and oppression?
Will I ask my students for their preferred names and/or pronouns? Will I make transparent bias’ in terms of gender identity and/or sexual orientation in the content of my field? How will I do that?
ADDITIONAL RESOURCES
SPARE - Reporting relationship violence: Email Thread
Resource Guide (distributed at Quick Start and New TA Institute)
Disclosure & Services Providers Document (distributed at Quick Start and New TA Institute)
Syllabus Language: http://titleix.msu.edu/policy-info/mandatory-reporting.html
Trauma-Informed Approach to Teaching: https://socialwork.msu.edu/sites/default/files/newsletters/Social-Work-News-Special-Edition-Spring-2018.pdf
1 Carello, J., & Butler, L.D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35 (3), 262-278. 2 Moylan, C. (2018). Conducting safe classroom discussions on sexual assault. Michigan State University School of Social Work News – Special Edition, Spring 2018 3 Office of Institutional Equity, Michigan State University (2018). Relationship Violence and Sexual Misconduct: Employee Mandatory Reporting Guide
Posted by: Rashad Muhammad
Navigating Context
Posted on: Equitable Pedagogy ...
Join the Equitable Pedagogy Learning Community
For many instructors, COVID revealed unintentional barriers to learning in the classroom. Perhaps it was inflexible attendance policies, or grading policies that focused on behavior and concealed true learning, or hidden curriculum that privileged students who were willing to ask for more time / credit / help over students too embarrassed to do so.
The equitable pedagogy learning community will welcome educators looking to dismantle these barriers. By creating learning environments where all students feel supported, all students can succeed. Students enter our classrooms with different backgrounds, perspectives, identities, and experiences, and the intellectual communities we form can be enriched by those differences.
As a community, we will read and discuss topics such as humanizing the classroom, equitable grading practices, Universal Design for learning, culturally responsive pedagogy, pedagogy of kindness, and similar themes. The goal for each member would be to develop and integrate changes to teaching practices to be more inclusive and equitable. As a community, we would like to create resources to share with instructors; this could look like a collection of reflections from the community members and/or easily digestible professional development documents like infographics. If you are interested in joining this learning community, find us on Microsoft Teams or contact Valerie Hedges (hedgesva@msu.edu) or Casey Henley (mcgove14@msu.edu). The community will meet the third Friday of every month from 10-11:30 both in person (room TBD) and on Zoom. Every other month (October, December, February, April) we will meet at 9:00 in Synder-Phillips for breakfast. For the fall semester, we will read Radical Hope: A Teaching Manifesto by Kevin Gannon.
The equitable pedagogy learning community will welcome educators looking to dismantle these barriers. By creating learning environments where all students feel supported, all students can succeed. Students enter our classrooms with different backgrounds, perspectives, identities, and experiences, and the intellectual communities we form can be enriched by those differences.
As a community, we will read and discuss topics such as humanizing the classroom, equitable grading practices, Universal Design for learning, culturally responsive pedagogy, pedagogy of kindness, and similar themes. The goal for each member would be to develop and integrate changes to teaching practices to be more inclusive and equitable. As a community, we would like to create resources to share with instructors; this could look like a collection of reflections from the community members and/or easily digestible professional development documents like infographics. If you are interested in joining this learning community, find us on Microsoft Teams or contact Valerie Hedges (hedgesva@msu.edu) or Casey Henley (mcgove14@msu.edu). The community will meet the third Friday of every month from 10-11:30 both in person (room TBD) and on Zoom. Every other month (October, December, February, April) we will meet at 9:00 in Synder-Phillips for breakfast. For the fall semester, we will read Radical Hope: A Teaching Manifesto by Kevin Gannon.
Posted by: Casey Henley
Pedagogical Design
Posted on: Center for Teaching...
Understandable Assignments: Designing Transparent Assignments through Clear Task Directions
Learning Objectives
Define transparent Task instructions
Describe the importance of clearly written task instructions in an assignment
List 10 tips for writing clearly stated task assignment instructions.
Identify whether the transparency in a set of task instructions is weak or strong
Introduction
This is part 3 of a 5 part series of articles on Transparent Assignment Design (Part 1, Part 2)The second critical element of a transparent assignment is the Task. The task is what students should do and deals with the actions the students have to take to complete the assignment.
The Significance of Transparency in Task
Have you ever had to follow a cooking recipe or build a piece of furniture with poor instructions? Perhaps the instructions were word-heavy or confusing, the steps were out of order, a step was missing, or the diagrams were incorrect, confusing, or absent. When writing instructions for an assignment, especially multi-step, scaffolded types of assignments, we need to think like Instructional Designers. A guiding question that should be at the forefront of an Instructional Designer’s mind is: How could a non-expert complete this activity with the fewest errors? Our goal as educators is to set students up for success, not to create obstacles with unclear instructions. Instructions should be concise, straightforward, include all the required tools/resources, and be seamless to follow.
The "Task" section explains to students the steps they need to take to complete the assignment. It often includes any additional resources that students will need, such as data sets, articles to cite, websites to visit, etc.
Watch:
10 Tips for Writing an Effective “Task” Section:
1. Keep it Simple:
Avoid text-heavy instructions. Over-explaining can lead to distraction and confusion.
2. Use Positive and Direct Instructions:
Cognitive psychologists have found that it is easier for our brains to process what ‘to do’ than what ‘not to do’. If you must add avoidance statements, start with what students should do first.
Focus on direct instructions for what students should do, and limit how often you focus on what students should not do.
Example: Instead of saying, "Don’t forget to use APA style," say, "Use APA style for citations."
3. Consistent Formatting:
Use sparing bolding, underlining, italicizing, highlighting, all caps and font color.
Overuse of these features can create accessibility problems for screen readers and dilute the importance of truly key information.
4. Utilize Visual Aids:
Incorporate screenshots, mini-videos, gifs, and diagrams. As the saying goes, pictures can speak a thousand words and sometimes it's just easier to see someone carry out the task first.
5. Use Lists:
Numbered or bulleted lists help cut back on words and make instructions clearer. Avoid excessive levels of granularity in your lists (e.g., 1.2.5.14), which can be confusing.
6. Leverage Collaborative Tools:
Consider using Google Docs or other collaborative, cloud-based processors instead of the upload/download method of sharing assignment documents.
The perks of using cloud-based processors include avoiding multiple versions of the same document, allowing for seamless updates, embedding of images, videos, and hyperlinks, allowing for students to “comment” on the document.
7. Hyperlink to Resources:
This increases usability and reduces time spent searching for materials buried in the course by centralizing all necessary resources to complete the assignment in one spot.
8. Consistent Labeling of Key Terms:
Use consistent terminology. Avoid using different labels for the same concept, as this can be confusing, especially for non-experts and second-language speakers.
9. Provide Troubleshooting Tips:
Include a separate document with common issues and their solutions, linked from the main instructions. Invite students to help curate this FAQ.
10. Seek Feedback:
Have someone unfamiliar with the assignment go through the instructions or use a generative AI tool to identify areas for improvement in usability and understanding.
Examples of Tasks Instructions
Weak Task Instructions:
Assignment: Write a Literary Analysis Essay on a Novel of Your Choice.
Task Section: Read the novel and write an essay about it.
Explanation: This task section is too vague and lacks specificity. It doesn’t provide clear steps, structure, or resources, leaving students uncertain about what is expected.
Strong Task Instructions:
Assignment: Write a Literary Analysis Essay on a Novel of Your Choice.
Task:
Choose a Novel:
Select a novel from the provided list in the course’s Week 2 folder. Ensure your choice is approved by [date].
2. Read the Novel:
Read the entire novel. Take notes on key themes, characters, and plot points as you read.
3. Develop a Thesis Statement:
Craft a clear, arguable thesis statement that reflects your analysis of the novel. Your thesis should focus on a specific theme, character, or literary device.
4. Gather Evidence:
Collect textual evidence (quotes, passages) from the novel to support your thesis. Make sure to note the page numbers for proper citation.
5. Outline Your Essay:
Create an outline that includes an introduction, body paragraphs, and a conclusion. Each body paragraph should focus on a single point that supports your thesis.
6. Write the First Draft:
Write the first draft of your essay, following the outline. Ensure your essay is 1500-2000 words in length and includes an introduction with a thesis statement, body paragraphs with evidence, and a conclusion.
7. Use MLA Formatting:
Format your essay according to MLA guidelines. Include in-text citations and a Works Cited page for the novel and any other sources you reference.
8. Peer Review:
Submit your draft to the peer review forum by [date]. Review at least two of your classmates' essays and provide constructive feedback.
9. Revise and Edit:
Based on peer feedback and your own review, revise and edit your essay. Focus on clarity, coherence, and correct grammar.
10. Submit the Final Essay:
Submit your final essay via the course’s online portal by [date]. Ensure you attach your draft with peer review comments.
Resources:
Refer to the “Literary Analysis Guide” available in the Resources folder for detailed instructions on developing a thesis and gathering evidence.
Use the “MLA Formatting Guide” linked [here] for help with citations and formatting.
Submission Checklist:
Thesis statement
Evidence from the text with citations
Outline
Draft with peer comments
Final essay in MLA format
Explanation:
This task section is detailed and structured, providing clear, step-by-step instructions and necessary resources. It specifies what students need to do at each stage, the tools they should use, and deadlines, ensuring that students understand how to proceed and complete the assignment effectively.
Resources:
Note: This is article 3 of a 5-part series on Transparent Assignments.
Quick Guide to Transparent Assignments (CTLI:MSU)
Define transparent Task instructions
Describe the importance of clearly written task instructions in an assignment
List 10 tips for writing clearly stated task assignment instructions.
Identify whether the transparency in a set of task instructions is weak or strong
Introduction
This is part 3 of a 5 part series of articles on Transparent Assignment Design (Part 1, Part 2)The second critical element of a transparent assignment is the Task. The task is what students should do and deals with the actions the students have to take to complete the assignment.
The Significance of Transparency in Task
Have you ever had to follow a cooking recipe or build a piece of furniture with poor instructions? Perhaps the instructions were word-heavy or confusing, the steps were out of order, a step was missing, or the diagrams were incorrect, confusing, or absent. When writing instructions for an assignment, especially multi-step, scaffolded types of assignments, we need to think like Instructional Designers. A guiding question that should be at the forefront of an Instructional Designer’s mind is: How could a non-expert complete this activity with the fewest errors? Our goal as educators is to set students up for success, not to create obstacles with unclear instructions. Instructions should be concise, straightforward, include all the required tools/resources, and be seamless to follow.
The "Task" section explains to students the steps they need to take to complete the assignment. It often includes any additional resources that students will need, such as data sets, articles to cite, websites to visit, etc.
Watch:
10 Tips for Writing an Effective “Task” Section:
1. Keep it Simple:
Avoid text-heavy instructions. Over-explaining can lead to distraction and confusion.
2. Use Positive and Direct Instructions:
Cognitive psychologists have found that it is easier for our brains to process what ‘to do’ than what ‘not to do’. If you must add avoidance statements, start with what students should do first.
Focus on direct instructions for what students should do, and limit how often you focus on what students should not do.
Example: Instead of saying, "Don’t forget to use APA style," say, "Use APA style for citations."
3. Consistent Formatting:
Use sparing bolding, underlining, italicizing, highlighting, all caps and font color.
Overuse of these features can create accessibility problems for screen readers and dilute the importance of truly key information.
4. Utilize Visual Aids:
Incorporate screenshots, mini-videos, gifs, and diagrams. As the saying goes, pictures can speak a thousand words and sometimes it's just easier to see someone carry out the task first.
5. Use Lists:
Numbered or bulleted lists help cut back on words and make instructions clearer. Avoid excessive levels of granularity in your lists (e.g., 1.2.5.14), which can be confusing.
6. Leverage Collaborative Tools:
Consider using Google Docs or other collaborative, cloud-based processors instead of the upload/download method of sharing assignment documents.
The perks of using cloud-based processors include avoiding multiple versions of the same document, allowing for seamless updates, embedding of images, videos, and hyperlinks, allowing for students to “comment” on the document.
7. Hyperlink to Resources:
This increases usability and reduces time spent searching for materials buried in the course by centralizing all necessary resources to complete the assignment in one spot.
8. Consistent Labeling of Key Terms:
Use consistent terminology. Avoid using different labels for the same concept, as this can be confusing, especially for non-experts and second-language speakers.
9. Provide Troubleshooting Tips:
Include a separate document with common issues and their solutions, linked from the main instructions. Invite students to help curate this FAQ.
10. Seek Feedback:
Have someone unfamiliar with the assignment go through the instructions or use a generative AI tool to identify areas for improvement in usability and understanding.
Examples of Tasks Instructions
Weak Task Instructions:
Assignment: Write a Literary Analysis Essay on a Novel of Your Choice.
Task Section: Read the novel and write an essay about it.
Explanation: This task section is too vague and lacks specificity. It doesn’t provide clear steps, structure, or resources, leaving students uncertain about what is expected.
Strong Task Instructions:
Assignment: Write a Literary Analysis Essay on a Novel of Your Choice.
Task:
Choose a Novel:
Select a novel from the provided list in the course’s Week 2 folder. Ensure your choice is approved by [date].
2. Read the Novel:
Read the entire novel. Take notes on key themes, characters, and plot points as you read.
3. Develop a Thesis Statement:
Craft a clear, arguable thesis statement that reflects your analysis of the novel. Your thesis should focus on a specific theme, character, or literary device.
4. Gather Evidence:
Collect textual evidence (quotes, passages) from the novel to support your thesis. Make sure to note the page numbers for proper citation.
5. Outline Your Essay:
Create an outline that includes an introduction, body paragraphs, and a conclusion. Each body paragraph should focus on a single point that supports your thesis.
6. Write the First Draft:
Write the first draft of your essay, following the outline. Ensure your essay is 1500-2000 words in length and includes an introduction with a thesis statement, body paragraphs with evidence, and a conclusion.
7. Use MLA Formatting:
Format your essay according to MLA guidelines. Include in-text citations and a Works Cited page for the novel and any other sources you reference.
8. Peer Review:
Submit your draft to the peer review forum by [date]. Review at least two of your classmates' essays and provide constructive feedback.
9. Revise and Edit:
Based on peer feedback and your own review, revise and edit your essay. Focus on clarity, coherence, and correct grammar.
10. Submit the Final Essay:
Submit your final essay via the course’s online portal by [date]. Ensure you attach your draft with peer review comments.
Resources:
Refer to the “Literary Analysis Guide” available in the Resources folder for detailed instructions on developing a thesis and gathering evidence.
Use the “MLA Formatting Guide” linked [here] for help with citations and formatting.
Submission Checklist:
Thesis statement
Evidence from the text with citations
Outline
Draft with peer comments
Final essay in MLA format
Explanation:
This task section is detailed and structured, providing clear, step-by-step instructions and necessary resources. It specifies what students need to do at each stage, the tools they should use, and deadlines, ensuring that students understand how to proceed and complete the assignment effectively.
Resources:
Note: This is article 3 of a 5-part series on Transparent Assignments.
Quick Guide to Transparent Assignments (CTLI:MSU)
Authored by: Monica L. Mills
Assessing Learning
Posted on: IT - Educational Te...
Addressing ChatGPT Accessibility Challenges
Introduction
In an age where technology can help to remove barriers and foster inclusivity, it is still quite common for users to encounter accessibility challenges in the digital space. The ChatGPT platform, while revolutionary in its capabilities, is not exempt from such hurdles. In this article we will discuss some known accessibility issues associated with the ChatGPT tool and its associated support site, and provide suggestions for making the platform more accessible for users with disabilities.
Current Issues and Potential Workarounds
In general, both the ChatGPT tool (chatbot) and associated documentation are accessible to most users, however, the platform does present barriers to users who access digital content using a screen reader, those who navigate using only a keyboard or alternative navigation tools, and users with color related vision issues or low vision.Note: This review lists issues observed as of December 2023. Please comment if you believe specific issues have been addressed and we will update the article as needed.
Both the Chat GPT tool and associated support website were tested against the W3C WCAG 2.0 AA standard in Windows and MacOS using NVDA and Voiceover screen readers and common browsers. The following information details which accessibility barriers were identified, how they may affect users, and some potential workarounds for helping to provide equitable access to the desired functionality.
Login Process
During the login process users are presented with the option to create an account or login using an existing Google, Microsoft, or Apple accounts. There are multiple issues with this process that may present barriers for users.
Issue:
Several elements associated with the login process do not meet minimum contrast requirements which will make the associated text difficult or impossible to read (e.g., elements using light green text on a white background and white text on a light green background).
Who this may affect:
Users with low vision or color related vision issues who rely on high contrast between text and the associated background may find the associated text difficult or even impossible to read.
Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.
Issue:
Focus indication for the login and account creation buttons is not sufficient. Some users may not be able to move past the account creation and login area without assistance.
Who this may affect:
Keyboard users who rely on clear and obvious visual indicators to track which element is currently selected when navigating a webpage.
Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.
Issue:
During the account creation process, password requirements appear after the password creation field. Instructions and requirements for a form field should be presented prior to the user accessing that field. Also, there is no error indication for assistive technology users who enter a password that does not meet minimum requirements. The cursor simply remains in the password field with no feedback for the user. This also occurs if an incorrect password is entered during login.
Who this may affect:
Screen reader users may not be able to move past the account creation and/or login area without assistance.
Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the account creation and login process. Include password requirements and an explanation of the application’s behavior when the password either does not meet the minimum requirements or is entered incorrectly.
Chatbot User Interface
Some elements within the ChatGPT chatbot user interface make the tool difficult to use and potentially confusing for assistive technology users. Issues we experienced include portions of the screen that cannot be accessed by keyboard-only users and numerous interactive elements that do not include descriptive names/labels causing them to be unusable by screen reader users.
Issue:
Not all buttons contain descriptive labels or information about their purpose or function (e.g., send message button, clipboard, and up/down vote icons).
Who this may affect:
Screen reader users who rely on clearly labelled buttons and interactive elements for navigating and interacting with an application. If a label is not provided or does not describe the purpose of the button or element, that button or element is essentially useless to screen reader users and will block their ability to effectively use the associated application. Example: the “Send Message” button is simply read as “button, group” by screen readers, giving users no indication of its purpose or functionality.
Workaround:
Screen reader users may require assistance navigating the user interface to help learn the functionality of interactive elements when initially using the tool. Consider not requiring the use of unlabeled elements such as the voting buttons.
Issue:
Elements of the main message and reply functionality are not presented in a logical order, a typical workflow would not have replies appearing above the message input box. This layout requires users to navigate back up the page to interact with chatbot replies/answers. There is no indication to assistive technology users that replies/answers have been generated or that they appear above the message input field.
Who this may affect:
Screen reader users require notification when information on a page is changed, when that change is complete, and where the new information is located. Lack of notification about when reply generation is complete and how to access the replies will make the tool difficult to use without assistance.
Workaround:
Screen reader users may require assistance navigating the user interface to help learn the main workflow and how to navigate the message and reply when initially using the tool. Consider providing documentation detailing the chatbot message and reply window to help assistive technology users more effectively use the tool.
Issue:
Under user account Settings and Custom Instructions some of the associated pop-up windows are not read in a meaning sequence (e.g., the Custom Instructions pop-up opens with focus on the “Ok” button and no indication that there is text/information above that button). These windows also contain unlabeled buttons (e.g., buttons used to close the pop-up windows).
Who this may affect:
Screen reader users rely on information being presented in a logical order. When a new window is opened the screen reader software should be told to start reading from the top of the new content, not set to a button or element at the bottom of the window. Also, lack of descriptive labels on buttons used to close the pop-up windows may prevent users from exiting the Settings windows.
Workaround:
Screen reader users may require assistance navigating the account related tool windows. Consider providing documentation detailing the Settings and Custom Instructions windows.
The Impact on Users
Barriers to access limit a platform’s usability for a wide variety of users. All students deserve equal access to information and opportunities, inaccessible technology widens the digital divide and hinders the ability of users to fully participate in online conversations and access valuable resources.
The Importance of Accessibility
Addressing accessibility concerns is not just a matter of compliance; it is a moral and ethical imperative. Inclusivity should be at the core of technological advancements. As we work to provide the best possible learning experience for our students, we must ensure that no one is excluded or left behind. By acknowledging and actively working to overcome accessibility challenges we can create a more equitable and inclusive online space and experience for all users.
In an age where technology can help to remove barriers and foster inclusivity, it is still quite common for users to encounter accessibility challenges in the digital space. The ChatGPT platform, while revolutionary in its capabilities, is not exempt from such hurdles. In this article we will discuss some known accessibility issues associated with the ChatGPT tool and its associated support site, and provide suggestions for making the platform more accessible for users with disabilities.
Current Issues and Potential Workarounds
In general, both the ChatGPT tool (chatbot) and associated documentation are accessible to most users, however, the platform does present barriers to users who access digital content using a screen reader, those who navigate using only a keyboard or alternative navigation tools, and users with color related vision issues or low vision.Note: This review lists issues observed as of December 2023. Please comment if you believe specific issues have been addressed and we will update the article as needed.
Both the Chat GPT tool and associated support website were tested against the W3C WCAG 2.0 AA standard in Windows and MacOS using NVDA and Voiceover screen readers and common browsers. The following information details which accessibility barriers were identified, how they may affect users, and some potential workarounds for helping to provide equitable access to the desired functionality.
Login Process
During the login process users are presented with the option to create an account or login using an existing Google, Microsoft, or Apple accounts. There are multiple issues with this process that may present barriers for users.
Issue:
Several elements associated with the login process do not meet minimum contrast requirements which will make the associated text difficult or impossible to read (e.g., elements using light green text on a white background and white text on a light green background).
Who this may affect:
Users with low vision or color related vision issues who rely on high contrast between text and the associated background may find the associated text difficult or even impossible to read.
Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.
Issue:
Focus indication for the login and account creation buttons is not sufficient. Some users may not be able to move past the account creation and login area without assistance.
Who this may affect:
Keyboard users who rely on clear and obvious visual indicators to track which element is currently selected when navigating a webpage.
Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.
Issue:
During the account creation process, password requirements appear after the password creation field. Instructions and requirements for a form field should be presented prior to the user accessing that field. Also, there is no error indication for assistive technology users who enter a password that does not meet minimum requirements. The cursor simply remains in the password field with no feedback for the user. This also occurs if an incorrect password is entered during login.
Who this may affect:
Screen reader users may not be able to move past the account creation and/or login area without assistance.
Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the account creation and login process. Include password requirements and an explanation of the application’s behavior when the password either does not meet the minimum requirements or is entered incorrectly.
Chatbot User Interface
Some elements within the ChatGPT chatbot user interface make the tool difficult to use and potentially confusing for assistive technology users. Issues we experienced include portions of the screen that cannot be accessed by keyboard-only users and numerous interactive elements that do not include descriptive names/labels causing them to be unusable by screen reader users.
Issue:
Not all buttons contain descriptive labels or information about their purpose or function (e.g., send message button, clipboard, and up/down vote icons).
Who this may affect:
Screen reader users who rely on clearly labelled buttons and interactive elements for navigating and interacting with an application. If a label is not provided or does not describe the purpose of the button or element, that button or element is essentially useless to screen reader users and will block their ability to effectively use the associated application. Example: the “Send Message” button is simply read as “button, group” by screen readers, giving users no indication of its purpose or functionality.
Workaround:
Screen reader users may require assistance navigating the user interface to help learn the functionality of interactive elements when initially using the tool. Consider not requiring the use of unlabeled elements such as the voting buttons.
Issue:
Elements of the main message and reply functionality are not presented in a logical order, a typical workflow would not have replies appearing above the message input box. This layout requires users to navigate back up the page to interact with chatbot replies/answers. There is no indication to assistive technology users that replies/answers have been generated or that they appear above the message input field.
Who this may affect:
Screen reader users require notification when information on a page is changed, when that change is complete, and where the new information is located. Lack of notification about when reply generation is complete and how to access the replies will make the tool difficult to use without assistance.
Workaround:
Screen reader users may require assistance navigating the user interface to help learn the main workflow and how to navigate the message and reply when initially using the tool. Consider providing documentation detailing the chatbot message and reply window to help assistive technology users more effectively use the tool.
Issue:
Under user account Settings and Custom Instructions some of the associated pop-up windows are not read in a meaning sequence (e.g., the Custom Instructions pop-up opens with focus on the “Ok” button and no indication that there is text/information above that button). These windows also contain unlabeled buttons (e.g., buttons used to close the pop-up windows).
Who this may affect:
Screen reader users rely on information being presented in a logical order. When a new window is opened the screen reader software should be told to start reading from the top of the new content, not set to a button or element at the bottom of the window. Also, lack of descriptive labels on buttons used to close the pop-up windows may prevent users from exiting the Settings windows.
Workaround:
Screen reader users may require assistance navigating the account related tool windows. Consider providing documentation detailing the Settings and Custom Instructions windows.
The Impact on Users
Barriers to access limit a platform’s usability for a wide variety of users. All students deserve equal access to information and opportunities, inaccessible technology widens the digital divide and hinders the ability of users to fully participate in online conversations and access valuable resources.
The Importance of Accessibility
Addressing accessibility concerns is not just a matter of compliance; it is a moral and ethical imperative. Inclusivity should be at the core of technological advancements. As we work to provide the best possible learning experience for our students, we must ensure that no one is excluded or left behind. By acknowledging and actively working to overcome accessibility challenges we can create a more equitable and inclusive online space and experience for all users.
Authored by: Kevin Henley
Posted on: #iteachmsu
Microaggressions often have macro impacts - How do we address microaggressions in the classroom? What is our role as an educator when these happen in our classroom? What do we do when we are the aggressor?
Posted by: Monaca Eaton
Pedagogical Design
Posted on: Reading Group for S...
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) a Digital Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) an Interactive E-Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Takk skal dere ha!
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) a Digital Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) an Interactive E-Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Takk skal dere ha!
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Digital Collaborati...
Hello again everyone! Marohang and I look forward to you joining us for the kick-off meeting of out learning community for AY2023-2024 tomorrow morning, 10 to 11am (East Lansing Time) Friday, September 22, 2023. We'll revisit the primary aims behind our community and see where the conversation takes us although we are very interested in a more conscious effort to bring Diversity, Equity, and Inclusion (DEI) pedagogy into the conversation this year, examine how a digital-collaborative approach to teaching and learning can democratize the creation and sharing of knowledge, and explore how the advent of generative artificial intelligence (AI) might have a positive role to play in our work with 21st century students. We hope you can join us!
Marohang and Stokes
Recurring Zoom Link: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
Marohang and Stokes
Recurring Zoom Link: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: CISAH
Hope this is the right place to share this:
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Reading Group for S...
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom
By Asao B. Inoue
Copy edited by Don Donahue. Designed by Mike Palmquist.
In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.
Access FULL TEXT in attachment
Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2019.0216.0
Accessed via https://wac.colostate.edu/books/perspectives/labor/?fbclid=IwAR1ZJWZbLYuAU4aQhQ9xlBiIzbX60bGg_VGQwwnZImFUnofX1L5Il2Ec53w
By Asao B. Inoue
Copy edited by Don Donahue. Designed by Mike Palmquist.
In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.
Access FULL TEXT in attachment
Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2019.0216.0
Accessed via https://wac.colostate.edu/books/perspectives/labor/?fbclid=IwAR1ZJWZbLYuAU4aQhQ9xlBiIzbX60bGg_VGQwwnZImFUnofX1L5Il2Ec53w
Posted by: Makena Neal
Assessing Learning
Posted on: #iteachmsu
Michigan State University's own: James M. Lucas, Nicola Imbracsio, and Sheila Marquardt have shared an excellent resource on Global Diversity, Equity, and Inclusion for educators entitled "Global DEI Models and Methods" (2021). The PDF of this resources is attached below.
Posted by: Makena Neal
Pedagogical Design
Posted on: Digital Collaborati...
Hello again everyone,
Namaskar/Sewaro!
We, Stokes and Marohang, invite you to join our “Digital Collaborative Learning for the 21st Century 2.0 Learning Community” on 10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
We look forward to continuing the discussion of the use of digital and cloud-based tools in our work with students across all modalities, as well as the challenges and opportunities that digital collaborative practices afford both students and instructors. We are interested in exploring links between digital collaborative learning and diversity, equity, and inclusion (DEI) pedagogy, and how generative artificial intelligence (AI) might play a role these activities and aims.
Our meeting is via Zoom, and you can find the recurring link and passcode below. To assist everyone with their planning, our meetings for Fall 2023 are scheduled for the following dates and times:
10-11am on Friday, October 13, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, December 01, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
Our Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
Look forward to seeing you all this coming Friday, November 10, 2023 (10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM).
Best regards,
Marohang & Stokes
Namaskar/Sewaro!
We, Stokes and Marohang, invite you to join our “Digital Collaborative Learning for the 21st Century 2.0 Learning Community” on 10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
We look forward to continuing the discussion of the use of digital and cloud-based tools in our work with students across all modalities, as well as the challenges and opportunities that digital collaborative practices afford both students and instructors. We are interested in exploring links between digital collaborative learning and diversity, equity, and inclusion (DEI) pedagogy, and how generative artificial intelligence (AI) might play a role these activities and aims.
Our meeting is via Zoom, and you can find the recurring link and passcode below. To assist everyone with their planning, our meetings for Fall 2023 are scheduled for the following dates and times:
10-11am on Friday, October 13, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
10-11am on Friday, December 01, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM
Our Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
Look forward to seeing you all this coming Friday, November 10, 2023 (10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM).
Best regards,
Marohang & Stokes
Posted by: Stokes Schwartz
Pedagogical Design
Host: CTLI
No Surprises: Designing Assignments Students Understand
This workshop introduces the Transparency in Learning and Teaching (TILT) framework as a tool for designing clear, equity-minded assignments. Participants will explore how transparency supports student success, reduce confusion and grading time, and learn how to structure assignments using the Transparent Assignment Design (TAD) model. The session includes strategies to improve student motivation, performance, and clarity around expectations.
Upon completion of this learning experience, participants will be able to:
understand the history of the TILT and it’s related research findings
describe how the TAD framework relates to equitable learning
define transparent assignment design and its key elements (purpose, task, criteria)
apply TAD best practices
identify resources for implementing the TAD framework.
Navigating Context
EXPIRED