We found 433 results that contain "google classroom"
Posted on: Center for Teaching...
Civil Discourse in Classrooms
Every educator, classroom, and student brings diverse identities, lived experiences, and perspectives to the classroom; there is no one-size-fits-all approach. These playlist and its articles serve as a starting place for MSU educators as they navigate various classroom situations.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Welcome to my Classroom Series
Our Welcome to My Classroom series aims to be a catalyst for continuous improvement, uniting educators in their commitment to elevate the art of teaching. Join us in celebrating the dedication and creativity that drive education forward, as we learn from one another and collectively enrich the learning experience for both educators and students alike. The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Examples of an educator's showcase could include a walk through of a specific activity or assignment, sharing out the integration of a particular educational technology, describing their process of redesigning a learning experience, and more! These are recordings and key takeaways from this sereis.
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
A calming influence: Managing conflict and difficult conversations in the university classroom
At CTLI, we've compiled resources for educators to review when preparing for potentially contentious classroom discussions Domestic and global conflicts and controversies often impact our students in diverse and uniquely personal ways. Some MSU educators mentioned increased tension and potential for disruptions in your classroom. Students are coming to learn with a diverse array of perspectives, experiences, and identities that shape how they experience the world. Navigating classroom discussions on charged societal issues or current events can be extremely challenging.
The resources curated here offer guidance on fostering civil discourse and managing disruptive behavior in the classroom. We hope these resources equip you with strategies and best practices for maintaining a respectful learning environment where all students feel safe and heard. This collection includes guidelines on setting expectations for dialogue, maintaining calm, tips for redirecting off-topic or uncivil comments, sample facilitation methods for controversial discussions, and ways to de-escalate a hot-moment.
As educators, we all share the responsibility of creating classrooms where learning can thrive. In times of tension, our first priority should be to seek to understand. The role of the teacher in conflict situations is to be the agent of calm, to seek to diffuse tension, and to foster an environment where learning can happen whenever possible. With compassion and care, we can model civil engagement across differences, while also drawing reasonable boundaries around conduct. Our hope is that these resources will help equip you to handle tense situations with wisdom, patience and cultural sensitivity. (please note this collection is in progress)
The resources curated here offer guidance on fostering civil discourse and managing disruptive behavior in the classroom. We hope these resources equip you with strategies and best practices for maintaining a respectful learning environment where all students feel safe and heard. This collection includes guidelines on setting expectations for dialogue, maintaining calm, tips for redirecting off-topic or uncivil comments, sample facilitation methods for controversial discussions, and ways to de-escalate a hot-moment.
As educators, we all share the responsibility of creating classrooms where learning can thrive. In times of tension, our first priority should be to seek to understand. The role of the teacher in conflict situations is to be the agent of calm, to seek to diffuse tension, and to foster an environment where learning can happen whenever possible. With compassion and care, we can model civil engagement across differences, while also drawing reasonable boundaries around conduct. Our hope is that these resources will help equip you to handle tense situations with wisdom, patience and cultural sensitivity. (please note this collection is in progress)
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Using Google Calendar for Office Hour Appointments
It is often considered best practice for faculty to set aside a couple of hours each week for office hours and then provide a note stating that students can reach out to the instructor to make an appointment if the times do not work for them. Why not cut out this first step and just have students make an appointment instead? Providing an easy means to make the appointment shows students that you really do want them to make an appointment. Moreover, using an appointment platform saves time for both you and your students. There are different platforms that can be used; this tutorial describes how to set up office hour appointments in Google Calendar. I have liked using it because it provides more flexibility; that is, I can set appointment slots to repeat but also easily adjust those times each week to better fit my schedule.The following steps describe how to create a bookable appointment schedule in Google Appointment Schedules.
Using your MSU account on a computer, open Google Calendar.
Make sure that you are in Week view or any Day view.
Click on "Create", located in the upper-left corner of the window.
A drop-down menu will appear. Click on "Appointment schedule." This allows you to create a new bookable appointment schedule.
A new menu appears. The instructions below indicate what to enter and some tips for each part of the menu.
Enter the title of your office hours, such as "Office Hours," “Tutoring Sessions,” "Instructor-Student Meetings," "Meet the Instructor," etc.
Appointment duration: Choose the duration of the slots. I choose 15-minute time slots because the meetings that I have with students are rarely longer than 10 minutes.
General availability: Although your schedule may vary week-to-week, set up when you are generally available Monday thru Friday. Specific dates can be changed in a later step or in the calendar.
If you are only setting this up for a few days, then change "repeat weekly" to "does not repeat."
The time zone will be what your calendar is already set up for, so it should be correct, but change it if needed.
Scheduling window: Set up how soon in advance students can set up the meeting (I tend to keep this a long period but it is rare for students to set up a meeting more than a week in advance). Also select how close to the scheduled time they can set up the meeting (I do 12 hours so that I can look at it that morning to see what I have for the day but 24 hours is also a standard practice).
Adjusted availability: Either change your specific availability here or do it after completing this booking form right in the calendar by dragging the start and end times.
Booked appointment settings: Add a buffering time between meetings if needed. I don't have a lot of meetings, so I never need this buffer, but you might find that you need this, especially right before exams.
Calendars: Select which calendar will host your office hours (maybe have a calendar just for office hours). Then (this is one of my favorite options), check off which calendars you want it to check your availability. I like this because if I add a meeting to my calendar, it won't allow for students to set up an appointment at the same time as my meeting. If it is a face-to-face meeting, though, add another time slot for traveling back to your office for your student appointment.
Co-hosts: It's unlikely that you will have a co-host for office hours, but if you are co-teaching and have a shared calendar, it might be helpful to have this and add a question later that asks the student who they would prefer to meet with.
After completing all of the steps described above, click "next." Add the following on the next page:
Book page photo and name: personalize your booking page by adding a photo to your Google account.
Location and conferencing: If you are meeting in person, then add your room and building information here. Otherwise, select "none/to be specified later."
Description: Describe how students attend office hours. If it is online, provide the meeting information. Also consider adding information about office hours, such as your expectations on what can be discussed during office hours.
Booking form: This contains the questions that students will answer when they set up a meeting. The default is their first name, last name, and email address. You can add a question, by selecting "add an item" and then "custom item." Type in the question, such as "reason for the appointment."
Booking confirmations and reminders: I recommend keeping the default setting of sending an email reminder to the student a day before the meeting and a few hours before the meeting.
After answering the questions on that page, click "save."
Now you should see the appointment schedule populate your calendar.
If you need to change your availability for a specific date, you can edit the appointment schedule by dragging the boxes around or dragging the end time to make it shorter or longer on specific dates.
You can also single-click on one of the appointment boxes and select the "edit" button, which is the shape of a pencil.
To share it, single-click on any appointment box, click on "share" and then "copy link."
To see what students see when they set up a meeting, single-click on any appointment box and click on "open booking page."
Using your MSU account on a computer, open Google Calendar.
Make sure that you are in Week view or any Day view.
Click on "Create", located in the upper-left corner of the window.
A drop-down menu will appear. Click on "Appointment schedule." This allows you to create a new bookable appointment schedule.
A new menu appears. The instructions below indicate what to enter and some tips for each part of the menu.
Enter the title of your office hours, such as "Office Hours," “Tutoring Sessions,” "Instructor-Student Meetings," "Meet the Instructor," etc.
Appointment duration: Choose the duration of the slots. I choose 15-minute time slots because the meetings that I have with students are rarely longer than 10 minutes.
General availability: Although your schedule may vary week-to-week, set up when you are generally available Monday thru Friday. Specific dates can be changed in a later step or in the calendar.
If you are only setting this up for a few days, then change "repeat weekly" to "does not repeat."
The time zone will be what your calendar is already set up for, so it should be correct, but change it if needed.
Scheduling window: Set up how soon in advance students can set up the meeting (I tend to keep this a long period but it is rare for students to set up a meeting more than a week in advance). Also select how close to the scheduled time they can set up the meeting (I do 12 hours so that I can look at it that morning to see what I have for the day but 24 hours is also a standard practice).
Adjusted availability: Either change your specific availability here or do it after completing this booking form right in the calendar by dragging the start and end times.
Booked appointment settings: Add a buffering time between meetings if needed. I don't have a lot of meetings, so I never need this buffer, but you might find that you need this, especially right before exams.
Calendars: Select which calendar will host your office hours (maybe have a calendar just for office hours). Then (this is one of my favorite options), check off which calendars you want it to check your availability. I like this because if I add a meeting to my calendar, it won't allow for students to set up an appointment at the same time as my meeting. If it is a face-to-face meeting, though, add another time slot for traveling back to your office for your student appointment.
Co-hosts: It's unlikely that you will have a co-host for office hours, but if you are co-teaching and have a shared calendar, it might be helpful to have this and add a question later that asks the student who they would prefer to meet with.
After completing all of the steps described above, click "next." Add the following on the next page:
Book page photo and name: personalize your booking page by adding a photo to your Google account.
Location and conferencing: If you are meeting in person, then add your room and building information here. Otherwise, select "none/to be specified later."
Description: Describe how students attend office hours. If it is online, provide the meeting information. Also consider adding information about office hours, such as your expectations on what can be discussed during office hours.
Booking form: This contains the questions that students will answer when they set up a meeting. The default is their first name, last name, and email address. You can add a question, by selecting "add an item" and then "custom item." Type in the question, such as "reason for the appointment."
Booking confirmations and reminders: I recommend keeping the default setting of sending an email reminder to the student a day before the meeting and a few hours before the meeting.
After answering the questions on that page, click "save."
Now you should see the appointment schedule populate your calendar.
If you need to change your availability for a specific date, you can edit the appointment schedule by dragging the boxes around or dragging the end time to make it shorter or longer on specific dates.
You can also single-click on one of the appointment boxes and select the "edit" button, which is the shape of a pencil.
To share it, single-click on any appointment box, click on "share" and then "copy link."
To see what students see when they set up a meeting, single-click on any appointment box and click on "open booking page."
Authored by: Andrea Bierema
Posted on: PREP Matrix
MSU Classroom Technology
Information Technology at MSU provides an overview of available classroom technology, including active learning classrooms.
Posted by: Admin
Navigating Context
Posted on: Center for Teaching...
Inclusive Classroom Activities
This post delves into inclusive classroom activities as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: #iteachmsu
FAQ - University Hybrid Classroom Technology
Q: What is a Hybrid Classroom?
A: Hybrid classrooms are specific classrooms located throughout campus that are optimized for simultaneous in-person and online instruction. These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.
Compatibility with Zoom is a top priority in the hybrid classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.
Q: How will I know if my classroom has Hybrid technology in it?
A: The Office of the Registrar is working to ensure all classrooms where faculty have indicated Hybrid as their teaching modality to be placed in a room with Hybrid technology. MSU IT and the Office of Planning and Budgets is working to update 25 Live with Hybrid classroom features. 25 Live is located on the web at: https://25live.collegenet.com/pro/msu
Q: How do I use Zoom with a Hybrid Classroom?
A: Hybrid classrooms have integrated cameras. These cameras work with Zoom and feature the ability to pan, tilt and zoom. Users will be able to set their own pre-sets on the cameras. Rooms will also feature built-in echo cancelation so students not in the classroom can ask or answer any questions. Specific instructions are still being developed and will posted to several different websites including tech.msu.edu.
Q: Where can I learn more about Zoom and how to set it up for my class?
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html Instructors who need additional help can contact the MSU IT service desk to be routed to an instructional designer who may be of assistance.
Q: How do I get Support? Will it be in person?
A: Please call the MSU IT service desk at 517-432-6200, for those requiring immediate assistance a classroom technology technician will be dispatched to your classroom. For questions about classroom technology that do not require immediate assistance visit https://tech.msu.edu/support or call 517-432-6200.
Q: I have a question about D2L?
A: MSU IT can assist with questions regarding D2L and other classroom technology tools, please contact the MSU IT service desk at 517-432-6200
Q: How will instructions be provided?
A: MSU IT is creating and producing content designed to show faculty how to use different parts of classroom technology. Content will be made available at https://spartanslearn.msu.edu. Faculty wishing to schedule 1 on 1 training regarding classroom technology can contact the MSU IT service desk at 517-432-6200 or go to https://tech.msu.edu/support.
Q: Will each classroom be cleaned between classes?
A: Current guidance has classrooms scheduled to be cleaned daily with a focus on cleaning high touch surfaces more frequently. Cleaning will be provided by IPF or RHS depending on location.
Q: If I wear a mask while lecturing will anyone hear me?
A: The use of mask and an appropriately located microphone will provide the needed amplification for those in the room and remotely to hear you. The use of a microphone is highly encouraged in all classrooms regardless of teaching modality. If teaching and using Zoom or similar technology the use of a microphone is required and will allow students participating remotely to hear you.
Q: How do I share my screen on zoom?
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html
Q: I need an electronic whiteboard program/application, what can I use?
A: Zoom has a built-in whiteboard application that can be accessed, by clicking share screen and selecting whiteboard. Many classrooms have touch enabled Dell monitors which permit annotation with a finger or stylus. This annotation feature is available with other applications such as the Microsoft Office 365 suite.
Q: Can I play a video over Zoom?
A: While this is possible, some users with slower internet connections may experience issues with choppy or slow video. If possible, videos shown during class should be made available through a link prior to any class discussions or assignments.
Q: I would like to get advanced training on using Zoom in the classroom. How do I schedule something?
A: Please contact the MSU IT Service Desk at 517-432-6200 to have your request routed to the proper team for additional help or visit https://tech.msu.edu/support . Video content regarding the use of zoom is also available at: https://spartanslearn.msu.edu/tech-training/zoom/index.html
A: Hybrid classrooms are specific classrooms located throughout campus that are optimized for simultaneous in-person and online instruction. These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.
Compatibility with Zoom is a top priority in the hybrid classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.
Q: How will I know if my classroom has Hybrid technology in it?
A: The Office of the Registrar is working to ensure all classrooms where faculty have indicated Hybrid as their teaching modality to be placed in a room with Hybrid technology. MSU IT and the Office of Planning and Budgets is working to update 25 Live with Hybrid classroom features. 25 Live is located on the web at: https://25live.collegenet.com/pro/msu
Q: How do I use Zoom with a Hybrid Classroom?
A: Hybrid classrooms have integrated cameras. These cameras work with Zoom and feature the ability to pan, tilt and zoom. Users will be able to set their own pre-sets on the cameras. Rooms will also feature built-in echo cancelation so students not in the classroom can ask or answer any questions. Specific instructions are still being developed and will posted to several different websites including tech.msu.edu.
Q: Where can I learn more about Zoom and how to set it up for my class?
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html Instructors who need additional help can contact the MSU IT service desk to be routed to an instructional designer who may be of assistance.
Q: How do I get Support? Will it be in person?
A: Please call the MSU IT service desk at 517-432-6200, for those requiring immediate assistance a classroom technology technician will be dispatched to your classroom. For questions about classroom technology that do not require immediate assistance visit https://tech.msu.edu/support or call 517-432-6200.
Q: I have a question about D2L?
A: MSU IT can assist with questions regarding D2L and other classroom technology tools, please contact the MSU IT service desk at 517-432-6200
Q: How will instructions be provided?
A: MSU IT is creating and producing content designed to show faculty how to use different parts of classroom technology. Content will be made available at https://spartanslearn.msu.edu. Faculty wishing to schedule 1 on 1 training regarding classroom technology can contact the MSU IT service desk at 517-432-6200 or go to https://tech.msu.edu/support.
Q: Will each classroom be cleaned between classes?
A: Current guidance has classrooms scheduled to be cleaned daily with a focus on cleaning high touch surfaces more frequently. Cleaning will be provided by IPF or RHS depending on location.
Q: If I wear a mask while lecturing will anyone hear me?
A: The use of mask and an appropriately located microphone will provide the needed amplification for those in the room and remotely to hear you. The use of a microphone is highly encouraged in all classrooms regardless of teaching modality. If teaching and using Zoom or similar technology the use of a microphone is required and will allow students participating remotely to hear you.
Q: How do I share my screen on zoom?
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html
Q: I need an electronic whiteboard program/application, what can I use?
A: Zoom has a built-in whiteboard application that can be accessed, by clicking share screen and selecting whiteboard. Many classrooms have touch enabled Dell monitors which permit annotation with a finger or stylus. This annotation feature is available with other applications such as the Microsoft Office 365 suite.
Q: Can I play a video over Zoom?
A: While this is possible, some users with slower internet connections may experience issues with choppy or slow video. If possible, videos shown during class should be made available through a link prior to any class discussions or assignments.
Q: I would like to get advanced training on using Zoom in the classroom. How do I schedule something?
A: Please contact the MSU IT Service Desk at 517-432-6200 to have your request routed to the proper team for additional help or visit https://tech.msu.edu/support . Video content regarding the use of zoom is also available at: https://spartanslearn.msu.edu/tech-training/zoom/index.html
Authored by: MSU Information Technology and the MSU Hub for Innovation in Learning and Technology
Posted on: Spring Conference o...
Welcome to my classroom: COIL
Title: Welcome to my classroom: COILPresenters: Antoinette Tessmer, Guanglong Pang (Education)Format: WTMCDate: May 11th, 2023Time: 2:45 pm - 3:45 pmClick here to viewDescription:COIL is an innovative online tool for international and intercultural learning among instructors and learners. It allows instructors and learners to enjoy many benefits of international and intercultural learning without the costs and implications of international travel. However, designing and running a successful COIL activity remains challenging because such a task is non-traditional, often requiring instructors to plan and teach outside of their comfort zone. We propose to run a COIL activity with a mock group of remote partners. Attendees will be grouped with remote collaborators to complete a collaborative project. Our session comprises steps that are typically present in a COIL activity. Attendees will participate in (a) an ice breaker activity followed by (b) a group discussion to identify a common topic based on their shared teaching/research interests. Groups will (c) brainstorm a hands-on project related to their topic. We then invite groups to (d) share their ideas with others. We will end with a general discussion about the logistics, challenges and lessons learned while participating to the COIL activity. As teleconference technology will be needed, participants will need to bring a laptop. We recommend that interested participants consider attending the “Workshop: COIL” session as an introduction to this “Welcome to My Classroom: COIL” session.
Authored by: Antoinette Tessmer
Pedagogical Design
Posted on: Teaching Toolkit Ta...
Classroom Check-In Survey
As an instructor, you may have questions about if your students are feeling engaged, understanding the material, feel like they belong to the classroom community, etc. A survey is a great way to check-in with your students about issues and topics such as these.
Types of Survey Questions:
Open ended – Asks a questions and leaves a text box for an individual to type a response. ex: How could this class be improved?
Response Scales – Asks an individual to select a response based on a scale. ex. On a scale from 1 (strongly disagree) to 5 (strongly agree), do you feel as if you belong to the classroom community?
There is a tradeoff between different types of questions. Open-ended questions allow for more details and specifics to be collected, but scales provide good summary information (e.g. average sense of belonging).
Tips for a Survey:
Make sure students know why the information is being collected and why it is important to complete the survey.
Have a student or colleague review the survey prior to administration and get their thoughts (e.g. what is unclear?).
Try and ask your questions as clear and straightforward as possible.
Try to keep your survey short, as longer survey can lead to fewer or fatigued responses.
Avoid asking sensitive questions and consider making your survey anonymous
Have a plan for how to use the information collected.
Resources and Tools
Survey Platforms:
https://www.surveymonkey.com/ (Free)
https://qualtrics.msu.edu/ (Free to MSU Students, Faculty, etc.)
Scale Examples:
Sarah Mae Sincero (Jun 6, 2012). Survey Response Scales. Retrieved from Explorable.com: https://explorable.com/survey-response-scales
Additional Resources:
Fanning, E. (2005). Formatting a Paper-based Survey Questionnaire: Best Practices. Practical Assessment, Research & Evaluation, 10(12), http://pareonline.net/getvn.asp?v=10&n=12
SurveyMonkey.com. Surveys 101: Best practices for every step of survey creation. Retrieved from https://www.surveymonkey.com/mp/survey-guidelines/.
Harrison, C. (2007). Tip Sheet on Question Wording. Harvard University Program on Survey Research. https://psr.iq.harvard.edu/files/psr/files/PSRQuestionnaireTipSheet_0.pdf
Types of Survey Questions:
Open ended – Asks a questions and leaves a text box for an individual to type a response. ex: How could this class be improved?
Response Scales – Asks an individual to select a response based on a scale. ex. On a scale from 1 (strongly disagree) to 5 (strongly agree), do you feel as if you belong to the classroom community?
There is a tradeoff between different types of questions. Open-ended questions allow for more details and specifics to be collected, but scales provide good summary information (e.g. average sense of belonging).
Tips for a Survey:
Make sure students know why the information is being collected and why it is important to complete the survey.
Have a student or colleague review the survey prior to administration and get their thoughts (e.g. what is unclear?).
Try and ask your questions as clear and straightforward as possible.
Try to keep your survey short, as longer survey can lead to fewer or fatigued responses.
Avoid asking sensitive questions and consider making your survey anonymous
Have a plan for how to use the information collected.
Resources and Tools
Survey Platforms:
https://www.surveymonkey.com/ (Free)
https://qualtrics.msu.edu/ (Free to MSU Students, Faculty, etc.)
Scale Examples:
Sarah Mae Sincero (Jun 6, 2012). Survey Response Scales. Retrieved from Explorable.com: https://explorable.com/survey-response-scales
Additional Resources:
Fanning, E. (2005). Formatting a Paper-based Survey Questionnaire: Best Practices. Practical Assessment, Research & Evaluation, 10(12), http://pareonline.net/getvn.asp?v=10&n=12
SurveyMonkey.com. Surveys 101: Best practices for every step of survey creation. Retrieved from https://www.surveymonkey.com/mp/survey-guidelines/.
Harrison, C. (2007). Tip Sheet on Question Wording. Harvard University Program on Survey Research. https://psr.iq.harvard.edu/files/psr/files/PSRQuestionnaireTipSheet_0.pdf
Authored by: Jacob Bradburn
Pedagogical Design
Posted on: Spring Conference o...
Decolonizing the Classroom
Title: Decolonizing the ClassroomPresenter: Sarah Prior (Decolonizing the University Learning Community); Dustin Petty (Bailey Scholars Academic Advisor, College of Agriculture and Natural Resources); Sarah Prior (Bailey Scholars Program Director, College of Agriculture and Natural Resources; Sociology Department, College of Social Science); Harlow Loch (Accounting Department, Eli Broad College of Business); Leah Morin (MSU Library); Tracie Swiecki (WRA); Jennifer McCurdy (Center for Bioethics and Social Justice); Members of MSU’s Decolonizing the University Learning CommunityFormat: WorkshopDate: May 11th, 2023Time: 1:30 pm - 2:30 pmClick to registerDescription:Members of MSU’s Decolonizing the University Learning Community will lead a discussion about practical ways to decolonize higher education learning spaces by establishing norms, drafting syllabi, and creating curricula that foster the development of non-colonial identities, disrupt established power systems and hierarchies, explicitly recognize systems of oppression, honor and incorporate ways of knowing and learning rooted in multiple traditions, and foregrounding the diversity of extant academic discourse. Attendees will leave with practicable strategies to decolonize their learning spaces and sample syllabi language and examples of lesson plans used by members of the learning community at and beyond MSU.
Authored by: Sarah Prior
Pedagogical Design
Posted on: #iteachmsu
Inclusivity in the Classroom
The first 48 minutes the professor spoke only in Telefolmin, a language from a remote tribe in Papua New Guinea, says Jay Loftus, curriculum development specialist who shared the story of his own experience as an undergraduate student listening to a lecture on defining culture from a professor of Anthropology. “He wouldn’t respond to questions in English, and he ignored pleas from the class to ‘explain’ what he was doing. He drew pictures on the board to try to explain things to the puzzled audience and pointed at people and objects to help us make sense of what was going on. During the last minute of the class, the professor said something to the effect that it must be disturbing not knowing the language or the culture of your surroundings.”
Such an experience is an almost perfect inversion of the inclusivity practices MSU faculty strive for. MSU’s inclusion ideal is wide-ranging; inclusion isn’t limited to identity or history, but the multi-dimensional layers that create unique individuals. Pedagogy isn’t written with formulas and checkboxes to ensure we’ve covered every facet of human experience. Inclusion is awareness of what we know and acknowledgement of what we don’t know. It’s the human side of the work, that when done well still has the risk of causing unintentional harm, and when ignored can impede a learner’s progress and ultimately student success.
The Digital Pedagogy Lab (DPL) stresses the role that intentionality can play in mitigating negative impacts and empowering groups of learners often neglected by traditional approaches. The course Inclusive Design and Design Justice in Practice within the DPL uses the description, "Inclusive design is intentional and iterative design work aimed at supporting a range of human diversity. In education, inclusive design focuses on the creation of learning spaces and materials that support diverse learners and that help to counteract biased and exclusionary designs that pervade education.”
Those looking to center inclusivity in their pedagogy are not alone — a host of resources exists at the university to enable educators to bolster their inclusivity practices.
In the Classroom
“Every single person has their own lived experiences and truths that can be used to teach others,” said Jackie Heyman, director of the MSU Dialogues course. Student videos produced during an Integrative Studies in Social Science course highlight a few such perspectives. The “Free My Brothers” video by MSU student Naomi Johnson shares insights into the system of race and class that impact her family and many others. Dailin “James” Song provides a glimpse into “Garbage Sorting Guangzhou, China” and the change that resulted to the surrounding community. Anna Forest’s video entitled “The Blind Leading the Blind” discussed a world that so few people experience while educating them to better engage with the visually impaired population.
A shift in focus to digital accessibility and the move to captions for video, as well as digital artifacts that can be read with a screen reader, has seen improved comprehension in overall classroom performance when made available to the entire class. As educators, there are expansive resources and ideas to implement in the classroom. Below are a few examples followed by a long list of additional resources.
Start with the “Cultural Embeddedness in Learning” assignment, recommended Dave Goodrich. This assignment pairs students with someone they do not know to interview each other using the StoryCorps app on their phones and a pre-selected set of questions. They tend to find the assignment helpful for building an inclusive community of learning together in the class early on. When we first ran it, we didn’t have it at the beginning of class which we quickly learned was a much better place for it.
Use an intergroup dialogue model of sharing and learning to help students connect.
Consider authors and researchers used in the curriculum to offer a variety of identities that may relate to students in different ways.
Bring DEI to the forefront in a project-based way, using technology to create a visual digital story. Eddie Boucher, Assistant Professor in the Center for Integrative Studies in Social Sciences and Hub Faculty Fellow, designed classes to complement the conversations and experiences 18-20-year-olds are already having, and to incorporate integrative studies and DEI into those experiences.
Consider using open-format for final assessments. In Ellie Louson’s HPS classes at Lyman Briggs College, MSU, students can choose to write a standard paper or select from a variety of other formats: podcast, photo display, video, painting, presentation, or any other creative format where they can apply themes from the class and demonstrate what they’ve learned. In her experience, students enjoy and are more engaged by these projects, they’re more comfortable working in their preferred format, and they describe feeling much less pressure at the end of the term.
Resources
Academic Advancement Network resources on accessibility
MSU Technology accessibility site
Accessible Learning Conference
Office of Inclusion and Intercultural Initiatives Anti-Racist Pathway resources
MSU Hub for Innovation in Learning and Technology Medium blog
General Education with a Twist article
Student films from their perspectives
#iteachmsu Commons articles
LEAD - Digital Access & Inclusion, a compilation of MSU policy and resources by Nate Evans
Keeping Identity In Mind: A Teaching and Learning Story, playlist of articles by Maddie Shellgren
Cultivating Inclusive Classrooms: Inclusive Curriculum Design, article by Melissa McDaniels
Seven Tips Toward Linguistic Inclusion: article by Maddie Shellgren
Accessibility Considerations in Remote Teaching, playlist posted by Makena Neal
NATIONAL
Learning for Change - We provide free resources to educators—teachers, administrators, counselors, and other practitioners. Educators use our materials to supplement the curriculum, to inform their practices, and to create inclusive school communities where children and youth are respected, valued, and welcome participants.
SEISMIC - sustained multi-institutional, multi-disciplinary STEM education research and development collaboration. This collaboration is motivated by a clear-eyed, openly stated focus on equity and inclusion in large foundational courses as the central goal of the reform process, harnessing a higher level of collective passion from the students, faculty, staff, and administrators who participate. We will help to define a new standard for STEM reform projects: a class cannot be successful unless it is equitable and inclusive.
NCFDD - National Center for Faculty Development & Diversity: an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. MSU has institutional access to the NCFDD that is available to educators. Learn more at AAN.
Such an experience is an almost perfect inversion of the inclusivity practices MSU faculty strive for. MSU’s inclusion ideal is wide-ranging; inclusion isn’t limited to identity or history, but the multi-dimensional layers that create unique individuals. Pedagogy isn’t written with formulas and checkboxes to ensure we’ve covered every facet of human experience. Inclusion is awareness of what we know and acknowledgement of what we don’t know. It’s the human side of the work, that when done well still has the risk of causing unintentional harm, and when ignored can impede a learner’s progress and ultimately student success.
The Digital Pedagogy Lab (DPL) stresses the role that intentionality can play in mitigating negative impacts and empowering groups of learners often neglected by traditional approaches. The course Inclusive Design and Design Justice in Practice within the DPL uses the description, "Inclusive design is intentional and iterative design work aimed at supporting a range of human diversity. In education, inclusive design focuses on the creation of learning spaces and materials that support diverse learners and that help to counteract biased and exclusionary designs that pervade education.”
Those looking to center inclusivity in their pedagogy are not alone — a host of resources exists at the university to enable educators to bolster their inclusivity practices.
In the Classroom
“Every single person has their own lived experiences and truths that can be used to teach others,” said Jackie Heyman, director of the MSU Dialogues course. Student videos produced during an Integrative Studies in Social Science course highlight a few such perspectives. The “Free My Brothers” video by MSU student Naomi Johnson shares insights into the system of race and class that impact her family and many others. Dailin “James” Song provides a glimpse into “Garbage Sorting Guangzhou, China” and the change that resulted to the surrounding community. Anna Forest’s video entitled “The Blind Leading the Blind” discussed a world that so few people experience while educating them to better engage with the visually impaired population.
A shift in focus to digital accessibility and the move to captions for video, as well as digital artifacts that can be read with a screen reader, has seen improved comprehension in overall classroom performance when made available to the entire class. As educators, there are expansive resources and ideas to implement in the classroom. Below are a few examples followed by a long list of additional resources.
Start with the “Cultural Embeddedness in Learning” assignment, recommended Dave Goodrich. This assignment pairs students with someone they do not know to interview each other using the StoryCorps app on their phones and a pre-selected set of questions. They tend to find the assignment helpful for building an inclusive community of learning together in the class early on. When we first ran it, we didn’t have it at the beginning of class which we quickly learned was a much better place for it.
Use an intergroup dialogue model of sharing and learning to help students connect.
Consider authors and researchers used in the curriculum to offer a variety of identities that may relate to students in different ways.
Bring DEI to the forefront in a project-based way, using technology to create a visual digital story. Eddie Boucher, Assistant Professor in the Center for Integrative Studies in Social Sciences and Hub Faculty Fellow, designed classes to complement the conversations and experiences 18-20-year-olds are already having, and to incorporate integrative studies and DEI into those experiences.
Consider using open-format for final assessments. In Ellie Louson’s HPS classes at Lyman Briggs College, MSU, students can choose to write a standard paper or select from a variety of other formats: podcast, photo display, video, painting, presentation, or any other creative format where they can apply themes from the class and demonstrate what they’ve learned. In her experience, students enjoy and are more engaged by these projects, they’re more comfortable working in their preferred format, and they describe feeling much less pressure at the end of the term.
Resources
Academic Advancement Network resources on accessibility
MSU Technology accessibility site
Accessible Learning Conference
Office of Inclusion and Intercultural Initiatives Anti-Racist Pathway resources
MSU Hub for Innovation in Learning and Technology Medium blog
General Education with a Twist article
Student films from their perspectives
#iteachmsu Commons articles
LEAD - Digital Access & Inclusion, a compilation of MSU policy and resources by Nate Evans
Keeping Identity In Mind: A Teaching and Learning Story, playlist of articles by Maddie Shellgren
Cultivating Inclusive Classrooms: Inclusive Curriculum Design, article by Melissa McDaniels
Seven Tips Toward Linguistic Inclusion: article by Maddie Shellgren
Accessibility Considerations in Remote Teaching, playlist posted by Makena Neal
NATIONAL
Learning for Change - We provide free resources to educators—teachers, administrators, counselors, and other practitioners. Educators use our materials to supplement the curriculum, to inform their practices, and to create inclusive school communities where children and youth are respected, valued, and welcome participants.
SEISMIC - sustained multi-institutional, multi-disciplinary STEM education research and development collaboration. This collaboration is motivated by a clear-eyed, openly stated focus on equity and inclusion in large foundational courses as the central goal of the reform process, harnessing a higher level of collective passion from the students, faculty, staff, and administrators who participate. We will help to define a new standard for STEM reform projects: a class cannot be successful unless it is equitable and inclusive.
NCFDD - National Center for Faculty Development & Diversity: an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. MSU has institutional access to the NCFDD that is available to educators. Learn more at AAN.
Posted by: Erica Venton
Justice and Belonging
Posted on: #iteachmsu
Google Classroom seems like an interesting and potentially helpful tool to use alongside D2L.
Posted by: Robert Lawrence Wahl
Assessing Learning
Posted on: GenAI & Education
I let Google have all of my data. What do you think of the new Gemini AI powered Workspace?
https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/3223
https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/3223
Posted by: Sarah Freye
Posted on: Online & Hybrid Lea...
Adopt the 5 main resources for managing online experiences at MSU: Microsoft 365, Google docs, Zoom, Mediaspace, D2L. These tools at MSU are provided to all students (domestic and international) faculty, and staff. These tools are also supported by MSU IT. Take advantage of them! :)
Posted by: Alicia Jenner
Pedagogical Design
Posted on: #iteachmsu
Returning to the Classroom After a Tragedy: A 7-step Approach to Starting Class Again
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted by: Makena Neal
Navigating Context
Posted on: New Technologies
Are you looking for locations for the Hybrid Technology Classrooms? Check out this link: https://remote.msu.edu/teaching/hybrid-support.html#what-is-hybrid
Posted by: Rashad Muhammad
Posted on: #iteachmsu
Here is a recent blog post about experimenting with live close captioning in the classroom using Google slides.
Posted by: Dirk Colbry
Posted on: #iteachmsu
Here's a fascinating (and very useful) tutorial from Sam Kary of New EdTech for creating student choice boards in Google Docs to empower students by giving them offer a choice in how they are assessed. https://www.youtube.com/watch?v=2u_TXmQhIwU
And here is the link to his website The New EdTech Classroom: https://newedtechclassroom.com/
And here is the link to his website The New EdTech Classroom: https://newedtechclassroom.com/
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: GenAI & Education
AI Commons Bulletin 1/22/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
📷 AI for Photographic Course Materials
Instructors using photos in course materials can explore AI tools that extend images into panoramic or 360-degree views. Currently based on a single photo, these tools may soon evolve to include context, offering more accurate and dynamic results.
Learn More: https://people.engr.tamu.edu/nimak/Papers/PanoDreamer/index.html
👍 Policies at German Universities Generally Positive Toward AI
A content analysis of AI guidelines at 67 universities in Germany can be summed up as: use it if you wish, just be open and transparent.
Learn More: https://doi.org/10.1111/ejed.12891
💬 Word of the Day: Agentic Era
Google sees the future as agentic. To them, this means AI that can “understand more about the world around you, think multiple steps ahead, and take action on your behalf”. In other words, AI that makes decisions and adapts to its surroundings.
Learn More: https://blog.google/technology/google-deepmind/google-gemini-ai-update-december-2024/
🏫 Learning Needs in the Age of AI is Different
The rise of Generative Artificial Intelligence (GenAI) sparks important discussions regarding learner independence and self-direction:
1. How to use AI productively for one’s learning needs
2. How to evaluate AI responses
3. How to maintain one’s own voice
Learn More: https://doi.org/10.3390/educsci14121369
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Human-curated news about generative AI for Teaching and Learning in Higher Education.
📷 AI for Photographic Course Materials
Instructors using photos in course materials can explore AI tools that extend images into panoramic or 360-degree views. Currently based on a single photo, these tools may soon evolve to include context, offering more accurate and dynamic results.
Learn More: https://people.engr.tamu.edu/nimak/Papers/PanoDreamer/index.html
👍 Policies at German Universities Generally Positive Toward AI
A content analysis of AI guidelines at 67 universities in Germany can be summed up as: use it if you wish, just be open and transparent.
Learn More: https://doi.org/10.1111/ejed.12891
💬 Word of the Day: Agentic Era
Google sees the future as agentic. To them, this means AI that can “understand more about the world around you, think multiple steps ahead, and take action on your behalf”. In other words, AI that makes decisions and adapts to its surroundings.
Learn More: https://blog.google/technology/google-deepmind/google-gemini-ai-update-december-2024/
🏫 Learning Needs in the Age of AI is Different
The rise of Generative Artificial Intelligence (GenAI) sparks important discussions regarding learner independence and self-direction:
1. How to use AI productively for one’s learning needs
2. How to evaluate AI responses
3. How to maintain one’s own voice
Learn More: https://doi.org/10.3390/educsci14121369
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Posted by: Sarah Freye
Host: CTLI
Educators as Researchers: The SoTL Approach to Innovative Teaching
Curious about conducting research in your classroom as a means to improve student outcomes? Join us for an informative workshop that introduces the fundamentals of the Scholarship of Teaching and Learning (SoTL), which involves the systematic study of teaching and learning in higher education to improve student success. In this session, you'll discover how SoTL can transform your teaching and contribute to your professional growth. We'll guide you through the key steps of a SoTL inquiry, from formulating research questions to sharing your findings. Plus, you'll explore examples of impactful SoTL projects and learn about resources available to help you get started. Whether you're new to SoTL or looking to refine your approach, this session offers valuable insights into the research-based approach to improving student learning.
Upon completion of this learning experience, participants will be able to:
define SoTL and describe its core principles
explain the importance of SoTL in enhancing student learning and improving teaching practices
identify differences between SOTL and traditional research in higher education
describe how SoTL can contribute to professional development, tenure, and promotion in higher education
outline the key steps involved in a SoTL inquiry, from formulating a question to dissemination
explore examples of SoTL projects in various disciplines
identify institutional and external resources available for faculty interested in SoTL (funding, mentorship, workshops)
describe ethical considerations when conducting SoTL research, including the use of student data, informed consent, IRB, etc.
Navigating Context
EXPIRED
Host: CTLI
Setting the Tone from the Start
The way a course begins is crucial for educators to establish an environment that fosters engagement, collaboration, and a sense of belonging. Join us for a one-hour hybrid workshop where Educator Developers with MSU's Center for Teaching and Learning Innovation will share actionable strategies that lay the groundwork for an engaging and inclusive course experience from day one including items related to syllabi, expectation setting and pedagogical transparency, checking in on learner needs throughout the term, and way to build a sense of classroom community.
In this workshop, we'll delve into practical techniques and approaches educators can employ to create a welcoming and motivating atmosphere that resonates with learners. The content in this workshop will be primarily targeted to classroom instructors and settings, but tools and strategies are relevant for adaptation and use by any educator in any context. Whether you're a seasoned educator or just embarking on your teaching journey this academic year, "Setting the Tone from the Start" is designed to equip you with actionable insights that will make a difference in your classroom.
Upon completion of this learning experience, participants will be able to:
learn how to craft an engaging and purposeful course introduction that communicates the course's relevance, objectives, and expectations
discover techniques for fostering an inclusive and supportive learning community, understanding how to encourage peer connections and embrace diverse viewpoints
be equipped with a range of interactive strategies, including icebreakers and technology tools, to effectively engage students and cultivate an active learning environment that persists throughout the course duration.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page..
Navigating Context
EXPIRED