We found 531 results that contain "pre-class"
Posted on: Spring Conference o...
Teaching GIF animation in pre-service art teacher education courses
Title: Teaching GIF animation in pre-service art teacher education coursesPresenter: Dan LiFormat: WorkshopDate: May 11th, 2023Time: 1:30 pm - 2:30 pmClick here to view Description:In this workshop, I will demonstrate how to make simple GIF animations using browser-based software. Audiences can apply what they learn in various teaching contents. This is also an example of STEAM education emphasizing the interdisciplinary in higher education teaching. I will share plenty of my pre-service art teachers' examples to inspire your teaching at MSU and beyond.
Authored by: Dan Li
Pedagogical Design
Posted on: #iteachmsu
6-step approach to starting class
Dear MSU Faculty and Academic Staff,
Thank you for all you are doing to support our students and our community. On Friday evening, you were sent a letter from Interim Provost Jeitschko highlighting resources to help you in your teaching as we move into the coming week. These resources are available on #iteachmsu’s playlist and include: a recording of Friday’s webinar on Rebuilding Hope: Teaching in the Aftermath; curated written resources; a recording focused on resilience; and information about accessing additional opportunities in the coming week for consultation, discussion, and support for your teaching.
We send this message today as an expression of support. Included is a succinct reminder of practical steps you may want to integrate into your teaching practice this week.
These suggestions are endorsed by both Dr. Jason Moore and Dr. Alyssa Dunn, who talked with us in Friday’s webinar, and they are aligned with widely recommended practices. Note also that step 5 includes links to MSU CAPS (which provides counseling services for students) and MSU EAP (which provides support services to faculty, staff, and graduate students). We want to be sure you have these resource links readily at hand.
You may want to print off this message for quick reference as we move into the first days of class.
6-step approach to starting class
Consider sending a brief email ahead of your class time indicating how you plan to run class on Monday/this coming week, which may include:
An acknowledgement of the “violent events experienced by our community,” which is the trauma-informed way of addressing the shootings
A review of available resources
Discussion on plans for the class and potential adjustments to the syllabus that you are considering
Emphasis on flexibility and choice (consider modifying assignments, tests, and due dates to support students)
A move to continuing instructional content
At the start of your first class back, begin by thanking students for coming together as a community.
Approach the beginning with grace, humanity, and humility
Acknowledge the tragedy in plain, direct terms, the loss of fellow classmates/Spartans, and that this loss will be with us in this class and on campus.
Acknowledge and validate that there are various reactions to trauma with different trajectories over time for different people.
Provide links to MSU resources, and SAMHSA, APA, NCTSN trauma information (listed below):
MSU CAPS, MSU EAP
These links describe common reactions and healthy habits to do/keep doing, leaning on ways one typically copes in positive ways (e.g., being with friends and loved-ones, social engagement, exercise, regular meals, prayer):
APA: Managing Distress in the Aftermath of a Shooting: Managing your distress in the aftermath of a shooting (apa.org)
SAMHSA: Coping with Grief After a Disaster or Traumatic Event: Tips for Survivors: Grief After Disaster or Trauma (samhsa.gov)
NCTSN: College Students: Coping After the Recent Shooting: College Students: Coping After the Recent Shooting | The National Child Traumatic Stress Network (nctsn.org)
If you do not have trauma-informed training or do not feel prepared to invite discussion of trauma reactions in the classroom for any number of reasons (e.g., size of the class) …
Invite/ask permission to shift to the educational/discovery content planned for the day:
Now that we are all here in this learning space together, if you are ready, we will shift to the learning content for the day
It might be hard to learn right now because of distraction by stress or other trauma-related symptoms and that’s OK
Students can feel free to take a break if they want to or leave at any time
Demonstrate grace, humanity, humility, and flexibility with class attendance, coursework, etc. in line with university guidance
If instructors have trauma-informed training or otherwise feel prepared to invite conversation about trauma reactions in the classroom
Consult available resources (https://iteach.msu.edu/pathways/346/playlist).
Consider incorporating aspects of the 6-step approach outlined above.
Send a message to your class ahead of time informing students that part or the whole of the class will be used to discuss trauma reactions.
It is critical to be clear in your message before class that the class discussion of trauma reactions is completely optional and students can opt in if they so choose and can otherwise choose to not to go to class without any justification or notification.
Be clear in your message what you plan to do in the coming class sessions so that students who do not wish to participate in the discussion of their trauma reactions can choose when to return to class.
Some students may have not received your message before class, so be sure to review the purpose of your class session before beginning to allow another chance for students to leave if they do not wish to discuss their trauma reactions and/or hear others’ trauma reactions.
Finally, just as a reminder, Interim Provost Jeitschko reported Friday that students have a Credit/No Credit grade reporting option for all undergraduate courses for the entire semester. Undergraduates will be able to use it to report the grade in any 100- to 400-level course. Students will have until the end of the semester to make that selection. Further details on this process will be made available shortly.
Thank you for your dedication, care, and compassion as you support our students. Your work is central to the well-being of our learners. And please also find ways to care for yourself as you carry on this important work.
With appreciation,
Ann Austin
Interim Associate Provost for Faculty and Academic Staff Affairs
Prabu David
Associate Provost for Faculty and Academic Staff Development
Marilyn Amey
Assistant Provost for Faculty and Academic Staff DevelopmentPhoto by Rubén Rodriguez on Unsplash
Thank you for all you are doing to support our students and our community. On Friday evening, you were sent a letter from Interim Provost Jeitschko highlighting resources to help you in your teaching as we move into the coming week. These resources are available on #iteachmsu’s playlist and include: a recording of Friday’s webinar on Rebuilding Hope: Teaching in the Aftermath; curated written resources; a recording focused on resilience; and information about accessing additional opportunities in the coming week for consultation, discussion, and support for your teaching.
We send this message today as an expression of support. Included is a succinct reminder of practical steps you may want to integrate into your teaching practice this week.
These suggestions are endorsed by both Dr. Jason Moore and Dr. Alyssa Dunn, who talked with us in Friday’s webinar, and they are aligned with widely recommended practices. Note also that step 5 includes links to MSU CAPS (which provides counseling services for students) and MSU EAP (which provides support services to faculty, staff, and graduate students). We want to be sure you have these resource links readily at hand.
You may want to print off this message for quick reference as we move into the first days of class.
6-step approach to starting class
Consider sending a brief email ahead of your class time indicating how you plan to run class on Monday/this coming week, which may include:
An acknowledgement of the “violent events experienced by our community,” which is the trauma-informed way of addressing the shootings
A review of available resources
Discussion on plans for the class and potential adjustments to the syllabus that you are considering
Emphasis on flexibility and choice (consider modifying assignments, tests, and due dates to support students)
A move to continuing instructional content
At the start of your first class back, begin by thanking students for coming together as a community.
Approach the beginning with grace, humanity, and humility
Acknowledge the tragedy in plain, direct terms, the loss of fellow classmates/Spartans, and that this loss will be with us in this class and on campus.
Acknowledge and validate that there are various reactions to trauma with different trajectories over time for different people.
Provide links to MSU resources, and SAMHSA, APA, NCTSN trauma information (listed below):
MSU CAPS, MSU EAP
These links describe common reactions and healthy habits to do/keep doing, leaning on ways one typically copes in positive ways (e.g., being with friends and loved-ones, social engagement, exercise, regular meals, prayer):
APA: Managing Distress in the Aftermath of a Shooting: Managing your distress in the aftermath of a shooting (apa.org)
SAMHSA: Coping with Grief After a Disaster or Traumatic Event: Tips for Survivors: Grief After Disaster or Trauma (samhsa.gov)
NCTSN: College Students: Coping After the Recent Shooting: College Students: Coping After the Recent Shooting | The National Child Traumatic Stress Network (nctsn.org)
If you do not have trauma-informed training or do not feel prepared to invite discussion of trauma reactions in the classroom for any number of reasons (e.g., size of the class) …
Invite/ask permission to shift to the educational/discovery content planned for the day:
Now that we are all here in this learning space together, if you are ready, we will shift to the learning content for the day
It might be hard to learn right now because of distraction by stress or other trauma-related symptoms and that’s OK
Students can feel free to take a break if they want to or leave at any time
Demonstrate grace, humanity, humility, and flexibility with class attendance, coursework, etc. in line with university guidance
If instructors have trauma-informed training or otherwise feel prepared to invite conversation about trauma reactions in the classroom
Consult available resources (https://iteach.msu.edu/pathways/346/playlist).
Consider incorporating aspects of the 6-step approach outlined above.
Send a message to your class ahead of time informing students that part or the whole of the class will be used to discuss trauma reactions.
It is critical to be clear in your message before class that the class discussion of trauma reactions is completely optional and students can opt in if they so choose and can otherwise choose to not to go to class without any justification or notification.
Be clear in your message what you plan to do in the coming class sessions so that students who do not wish to participate in the discussion of their trauma reactions can choose when to return to class.
Some students may have not received your message before class, so be sure to review the purpose of your class session before beginning to allow another chance for students to leave if they do not wish to discuss their trauma reactions and/or hear others’ trauma reactions.
Finally, just as a reminder, Interim Provost Jeitschko reported Friday that students have a Credit/No Credit grade reporting option for all undergraduate courses for the entire semester. Undergraduates will be able to use it to report the grade in any 100- to 400-level course. Students will have until the end of the semester to make that selection. Further details on this process will be made available shortly.
Thank you for your dedication, care, and compassion as you support our students. Your work is central to the well-being of our learners. And please also find ways to care for yourself as you carry on this important work.
With appreciation,
Ann Austin
Interim Associate Provost for Faculty and Academic Staff Affairs
Prabu David
Associate Provost for Faculty and Academic Staff Development
Marilyn Amey
Assistant Provost for Faculty and Academic Staff DevelopmentPhoto by Rubén Rodriguez on Unsplash
Authored by: Ann Austin, Prabu David, Marilyn Amey
Pedagogical Design
Posted on: #iteachmsu
Teaching a Class Using Microsoft Teams
Topic Area: Online Teaching & Learning
Presented By: Neil Kane
Abstract:
Microsoft Teams has specific educator features built into it that are not well known. While it is far from perfect, but getting better all the time, in this author's opinion it is superior to D2L in many respects. This semester the author went all-in on MS Teams and stopped using D2L. In this workshop, he will share his experience and give a mini-tutorial on some of the features of MS Teams that he found useful--as well as share tips and tricks.
Presented By: Neil Kane
Abstract:
Microsoft Teams has specific educator features built into it that are not well known. While it is far from perfect, but getting better all the time, in this author's opinion it is superior to D2L in many respects. This semester the author went all-in on MS Teams and stopped using D2L. In this workshop, he will share his experience and give a mini-tutorial on some of the features of MS Teams that he found useful--as well as share tips and tricks.
Authored by: Neil Kane
Posted on: #iteachmsu
First Class when a Classmate is Gone
For teachers who have lost a student as a casualty of an unexpected and tragic event. This must be a very difficult time for you and all who knew and loved the student. You may be exeriencing a range of emotions and grief, including shock, disbelief, and even anger. These feelings are all natural responses to such a tragic event. It is important to care for yourself during this time, and seek support from others who can offer comfort and understanding. The university and the broader community offers counseling services and support groups for faculty and staff as well as students, please consider using these services to support your own needs. Some of your colleagues may have experienced this in the past and will be especially understanding, and capable of offering guidance.Addressing the loss of your student in the first class meeting with their classmates is an important and delicate manner. You will need to consider the size of the class and the context of your relationship with the students to adapt the following advice to suit your situation. It is important to, in some way, acknowledge the loss and express your self while remaining sensitive to the feelings of the students. Some of your students may already be aware and may have discussed the situation with their classmates, while others may be coming to class unaware. Here are some suggestions on how to address the loss in the first class meeting:Acknowledge the lossBegin by acknowledging the loss of the student and express your condolences to their classmates. You might say something like: "Before we begin today's class, I want to acknowledge the loss of your fellow classmate [name]." What follows might be different depending on the situation. "Our thoughts and condolences go out to their family and friends during this difficult time." or "They need to take an extended recess to recover medically, and I will let you know later if they plan to rejoin us, for the time being we will continue the class without them."Explain supportEncourage the student to reach out to and utilize the support and counseling services available from the university. Make sure you have information about these services with you for class. You can say something like "I want to remind you that there are resources available to you. Please don't hesitate to reach out to get connected to service that can help you process your thoughts and feelings." Explain your availability, boundaries, and what you are comfortable talking about if you invite them to connect with you individually.Be conscientiousStudents are likely to experience a wide range of emotions over a significant period of time. It is important to be sensitive to their needs on the first day, and over time, and to encourage them to support eachother. To express your sensitivity, and encourage their empathy you might say: "I know that this may be a difficult time for many of you, and I want to remind you that it is okay to take time to process your feelings. We are all here to support each other."Allow for discussionIf appropriate, you may want to allow time for students to share their thoughts and feelings about the loss. You might prompt them with, "If anyone would like to share their thoughts or feelings about [name], please feel free to do so. We are all here to support each other, and to remember our classmate."Communicate Expectations and ChangesAfter a traumatic loss, many students will find focusing and organizing to be more difficult. Before class, prepare a revision to your syllabus if needed. Plan on communicating and changes to schedule, content covered, activities, and especially assignment or testing due dates explicitly and in multiple formats. Repetition will help students reorient to new expectations and reorient themselves.SummaryRemember, there are many possible ways to address the loss of a student. It is important to consider the context of your specific course and the relationships between the students when planning for your first meeting. Try to be flexible and responsive to the needs and reactions of the students. By acknowledging the loss and offering support, you may help your students to process their thoughts and feelings. You can model for students the meta-cognitive task of surfacing the uncomfortable, acknowledging it, and consciously refocusing on important values and goals, without supressing or denying the discomfort of loss. Most importantly you will be showing students the strength that comes from supporting eachother in a learning community.
Resources for you, the teacherThis article on “How to Handle the Death of a Student” is written from the perspective of a secondary teacher who has had to handle similar situations. Much is transferrable to college students. Additionally, PERSPECTIVE: Teaching Through Trauma (by Dave Stieber for TRiiBE, a digital media platform for Black Chicago [perspective]) is an article is from the point of view of a public school teacher reflecting on what educators do when a student dies. There are links within to further resources that will help instructors consider what to say, and what not to say.
This guide from grievingstudents.org offers a framework for discussions between educators, 1:1 or in small groups, that may help you process the loss and begin moving forward. Educators who are experiencing the immediate impact of a missing student, may find support from peers in a similar situation to be the most compelling to aid them in grief and prepare them to help other students process the loss.
Resources for you, the teacherThis article on “How to Handle the Death of a Student” is written from the perspective of a secondary teacher who has had to handle similar situations. Much is transferrable to college students. Additionally, PERSPECTIVE: Teaching Through Trauma (by Dave Stieber for TRiiBE, a digital media platform for Black Chicago [perspective]) is an article is from the point of view of a public school teacher reflecting on what educators do when a student dies. There are links within to further resources that will help instructors consider what to say, and what not to say.
This guide from grievingstudents.org offers a framework for discussions between educators, 1:1 or in small groups, that may help you process the loss and begin moving forward. Educators who are experiencing the immediate impact of a missing student, may find support from peers in a similar situation to be the most compelling to aid them in grief and prepare them to help other students process the loss.
Authored by: Brendan Guenther
Navigating Context
Posted on: d2l
Piazza-Class Q&A
The following is extracted from https://help.d2l.msu.edu/msu-docs/other-tools-at-msu/piazza. Please follow that link for more or updated information
Piazza is currently a supported MSU tool for faculty to efficiently manage class Q&A. Students can post questions and collaborate to edit responses to these questions. Faculty can also answer questions, endorse student answers, and edit or delete any posted content. It aims to get high-quality answers to questions, fast. Piazza is integrated into D2L as an LTI tool.
To add Piazza to your course, follow the steps below:
Select the Contenttab
Within a module, use theExisting Activities dropdown menu
Select External Learning Tools
Click on Piazza
Below are a few examples of how you might use Piazza in your D2L Course:
Ask questions!Ask questions on Piazza rather than emailing your instructor and TAs so everyone can benefit from the response.
Edit questions and answers wiki-style.Think of Piazza as a Q&A wiki for your class. Every question has a single students' answer that students can edit collectively (and a single instructors’ answer for instructors).
Add follow-up comments or further questions.To comment on a post, start a followup discussion. Mark it resolved when the issue has been addressed, and add any relevant information back to the Q&A area.
Go anonymous.Shy? No problem. If your instructor has enabled the setting, you may be able to post anonymously.
Tag your posts. It's far more convenient to find all posts about your topic when the posts are tagged. Instructors can create folders. Click on a folder, or blue tag in a post, to filter all posts that share that tag.
Format code and equations.Adding a code snippet? Click the pre or tt button in the question editor to add pre-formatted or inline teletype text. Mathematical equation? Click the Fx button to access the LaTeX editor to build a nicely formatted equation.
View and download class details and resources. Click the Course Page button in the top bar to access the class syllabus, staff contact information, office hour details, and course resources.
Advantages:
Free Q&A discussion tool that works in real-time. Ideal for large enrollments or combined discussions across sections.
Searchable, student driven, and instructor controlled. Allows for private and/or anonymous posts, linking to existing posts, and marking questions as duplicates for merging together.
Integrated into D2L, and works on desktop or mobile devices (iOS and Android).
Community managed questions and answers: Great for student-to-student collaboration, problem solving, and exploration.
Disadvantages:
Not integrated into the D2L Gradebook.
Designed to create one PiazzaQ&A discussion per course, per semester.
Community managed questions and answers: If your discussions tend to be independent activities or graded, D2L Discussions may be a better option.
Piazza prompts users to create a separate password to initiate their account. This password allows users to login to the MSU Piazza account outside of D2L and with the Piazza Mobile App.
See Piazza Quick Steps for setup and management tips.
Looking for additional help? Check out Piazza video tutorials and quick start guide at the links below:
Piazza Quick Start Guide
How-To Videos
For further support, contact Piazza or the MSU IT Service Desk.
Piazza is currently a supported MSU tool for faculty to efficiently manage class Q&A. Students can post questions and collaborate to edit responses to these questions. Faculty can also answer questions, endorse student answers, and edit or delete any posted content. It aims to get high-quality answers to questions, fast. Piazza is integrated into D2L as an LTI tool.
To add Piazza to your course, follow the steps below:
Select the Contenttab
Within a module, use theExisting Activities dropdown menu
Select External Learning Tools
Click on Piazza
Below are a few examples of how you might use Piazza in your D2L Course:
Ask questions!Ask questions on Piazza rather than emailing your instructor and TAs so everyone can benefit from the response.
Edit questions and answers wiki-style.Think of Piazza as a Q&A wiki for your class. Every question has a single students' answer that students can edit collectively (and a single instructors’ answer for instructors).
Add follow-up comments or further questions.To comment on a post, start a followup discussion. Mark it resolved when the issue has been addressed, and add any relevant information back to the Q&A area.
Go anonymous.Shy? No problem. If your instructor has enabled the setting, you may be able to post anonymously.
Tag your posts. It's far more convenient to find all posts about your topic when the posts are tagged. Instructors can create folders. Click on a folder, or blue tag in a post, to filter all posts that share that tag.
Format code and equations.Adding a code snippet? Click the pre or tt button in the question editor to add pre-formatted or inline teletype text. Mathematical equation? Click the Fx button to access the LaTeX editor to build a nicely formatted equation.
View and download class details and resources. Click the Course Page button in the top bar to access the class syllabus, staff contact information, office hour details, and course resources.
Advantages:
Free Q&A discussion tool that works in real-time. Ideal for large enrollments or combined discussions across sections.
Searchable, student driven, and instructor controlled. Allows for private and/or anonymous posts, linking to existing posts, and marking questions as duplicates for merging together.
Integrated into D2L, and works on desktop or mobile devices (iOS and Android).
Community managed questions and answers: Great for student-to-student collaboration, problem solving, and exploration.
Disadvantages:
Not integrated into the D2L Gradebook.
Designed to create one PiazzaQ&A discussion per course, per semester.
Community managed questions and answers: If your discussions tend to be independent activities or graded, D2L Discussions may be a better option.
Piazza prompts users to create a separate password to initiate their account. This password allows users to login to the MSU Piazza account outside of D2L and with the Piazza Mobile App.
See Piazza Quick Steps for setup and management tips.
Looking for additional help? Check out Piazza video tutorials and quick start guide at the links below:
Piazza Quick Start Guide
How-To Videos
For further support, contact Piazza or the MSU IT Service Desk.
Authored by: https://help.d2l....
Posted on: #iteachmsu
10 Tips for Your First Day of Class
Your first day of class is almost here! Are you excited? Anxious? Whether it’s your very first time teaching ever, you’re teaching a new course, or you’re just starting a new semester, beginning a class for the first time can be nerve-wracking. To get us all ready for that first day, we asked @InsideTeaching fellows to share practical tips about how they handle a new semester. Here is a compilation of their years of teaching experience.
1) Be prepared!
In teaching, confidence is key. While it can be nerve-wracking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
via GIPHY
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
via GIPHY
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
via GIPHY
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
via GIPHY
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
via GIPHY
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
via GIPHY
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
via GIPHY
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
via GIPHY
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
via GIPHY
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently. Make sure you consider your student audience, your learning goals, and how the material helps to connect with students’ lives and interests. To find some gifs, like we did for this post, or create your own, check out Giphy. Whatever you decide, we hope your teaching across the semester leaves you energized and confident!
via GIPHY
How do you prepare for the first day of class? Share your suggestions in the comments below!
Originally posted at “Inside Teaching MSU” (site no longer live): Gretter, S. & Skogsberg, E. 10 Tips for Your First Day of Class. inside teaching.grad.msu.edu
1) Be prepared!
In teaching, confidence is key. While it can be nerve-wracking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
via GIPHY
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
via GIPHY
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
via GIPHY
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
via GIPHY
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
via GIPHY
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
via GIPHY
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
via GIPHY
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
via GIPHY
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
via GIPHY
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently. Make sure you consider your student audience, your learning goals, and how the material helps to connect with students’ lives and interests. To find some gifs, like we did for this post, or create your own, check out Giphy. Whatever you decide, we hope your teaching across the semester leaves you energized and confident!
via GIPHY
How do you prepare for the first day of class? Share your suggestions in the comments below!
Originally posted at “Inside Teaching MSU” (site no longer live): Gretter, S. & Skogsberg, E. 10 Tips for Your First Day of Class. inside teaching.grad.msu.edu
Posted by: Maddie Shellgren
Pedagogical Design
Posted on: Teaching Toolkit Ta...
Respecting Blind Spartans: Interacting In and After Class
For many students, it can be very anxiety-provoking to approach a professor with a question or comment. When trying to be welcoming to students, keep in mind the following in order to include blind students as well.
In class discussions
When calling on a blind student with their hand raised, call on them by their name.
If you do not yet know their name, you can substitute with a description of their location in the room (in the front row, near the left of the room).
Avoid referring to them with a physical description, as your description has the potential to offend someone, and may also apply to others in the room, creating confusion.
If you are passing the microphone around, inform the student that you are bringing them the microphone so they don’t start talking before you are ready.
Talking before or after class
Greet the student by name as they approach you.
Substitute with a general greeting if you don’t yet know the student’s name.
If you see that the student attempting to figure out where you are (pausing and listening, etc.), greet the student and specify where you are in relation to them.
“Hello, I’m a little more to your right.”
In class discussions
When calling on a blind student with their hand raised, call on them by their name.
If you do not yet know their name, you can substitute with a description of their location in the room (in the front row, near the left of the room).
Avoid referring to them with a physical description, as your description has the potential to offend someone, and may also apply to others in the room, creating confusion.
If you are passing the microphone around, inform the student that you are bringing them the microphone so they don’t start talking before you are ready.
Talking before or after class
Greet the student by name as they approach you.
Substitute with a general greeting if you don’t yet know the student’s name.
If you see that the student attempting to figure out where you are (pausing and listening, etc.), greet the student and specify where you are in relation to them.
“Hello, I’m a little more to your right.”
Authored by: Jessica Lemond
Pedagogical Design
Posted on: Teaching Toolkit Ta...
10 Tips for the First Day of Class
Photo by NeONBRAND on Unsplash
Your first day of class is almost here! Are you excited? Anxious? Whether it’s your very first time teaching ever, you’re teaching a new course, or you’re just starting a new semester, beginning a class for the first time can be nerve wracking. To get us all ready for that first day, we asked educators to share practical tips about how they handle a new semester. Here is a compilation from their years of teaching experience.
1) Be prepared!
In teaching, confidence is key. While it can be nerve wrecking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes, but remember even if you're teaching 100% online- these tips still ring true!
Your first day of class is almost here! Are you excited? Anxious? Whether it’s your very first time teaching ever, you’re teaching a new course, or you’re just starting a new semester, beginning a class for the first time can be nerve wracking. To get us all ready for that first day, we asked educators to share practical tips about how they handle a new semester. Here is a compilation from their years of teaching experience.
1) Be prepared!
In teaching, confidence is key. While it can be nerve wrecking, displaying confidence will show students you are up to the task and ready for the new semester. Check out the room in advance and familiarize yourself with its resources. Test out any technology you want to use beforehand. There’s nothing worse than finding out something doesn’t work on that first day. Knowing those details are set can help free you up to relax, focus on your teaching, and exude the confidence that students respond to.
2) Practice, practice, practice
Practice makes perfect. If you are nervous about teaching a new class for the first time, make sure you practice your lesson in front of a mirror, with a partner, or with a peer a few times. It will help build your confidence in the material and sequence of your lesson, anticipate any areas of potential challenges that might come up, and adjust in ways that will set you and students up for success.
3) Dress for success
Although different schools and institutions will have varying dress codes, and individuals have different stylistic choices, make sure that you know your instructor of record and/or supervisor’s expectations before school starts.
4) Rehearse your power pose
Body language can be important in teaching. Some research has even shown that power-posing reduces anxiety and boosts confidence. One suggestion is to stand tall with your chest out and your hands on your hips.
5) Show your enthusiasm
Students pick up on your excitement (or lack thereof) about teaching their class. If you’re thrilled about the material, there’s a better chance they will be too. Communicate your enthusiasm by sharing personal stories, anecdotes or artifacts about the topic at hand.
6) Always bring water
It’s easy to forget about some of our practical needs when we teach. Having a bottle of water can sometimes be a lifesaver, especially after teaching for a long time or when feeling nervous.
7) Connect with students
Make sure to engage with your students, learn their names, let them introduce themselves to you and to one another, and create opportunities for them to share about what matters to them outside the classroom and connected to the disciplinary questions your class will support them in addressing. These steps will help you connect with students and build community.
8) Expect the Unexpected
Sometimes, even though we’re ready and have planned our lesson plan by the minute, things can go wrong. A projector doesn’t turn on, you have more students than syllabi, students are late, etc… Be ready for anything and everything. Stay positive and confident. That’s the beauty of teaching!
9) Don’t feel discouraged
After your first day of class, you may feel discouraged if things didn’t go as planned, or if you felt like you didn’t get the reaction you expected from your students. Just remember that they are also starting the semester and may have a lot to manage at the same time. Think about both the positive aspects of the day and reflect about the things you could improve.
10) And remember, students enjoy a little change!
If and when you feel it is appropriate to change things up in your class, engage with elements of popular culture, and mix up the materials you use to support learning, try anecdotes, gifs (animated images) or memes (images with words) to also communicate ideas. A little (suitable) popular connection, new content, and humor can help students engage differently.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes, but remember even if you're teaching 100% online- these tips still ring true!
Authored by: Sarah Gretter
Pedagogical Design
Posted on: #iteachmsu
Pre-Class Survey
It's helpful to survey your students before class begins to learn about their accessibility and/or technology needs. This contributes to students feeling welcome in your course and gives you practical information about both learners' needs and whether to follow-up with specific resources. There is a template accessibility survey (titled "[COURSE#] Accessibility pre-start Survey") within the CTLI's library of surveys that you can copy and adapt to your own course; instructions on how to access and make your own version are here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2810
It's helpful to survey your students before class begins to learn about their accessibility and/or technology needs. This contributes to students feeling welcome in your course and gives you practical information about both learners' needs and whether to follow-up with specific resources. There is a template accessibility survey (titled "[COURSE#] Accessibility pre-start Survey") within the CTLI's library of surveys that you can copy and adapt to your own course; instructions on how to access and make your own version are here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2810
Posted by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
Final exam info for courses offering an exam
You may offer a final exam in your course during the semester's exam period, which is held following the last week of classes. Final exams are typically scheduled for the same day, time period, and room as the scheduled course, if possible. According to the MSU Code of Teaching Responsibility, course instructors must include the date and location of any final examination in the syllabus.
You can locate your course's final exam details on the MSU Office of the Registrar website https://reg.msu.edu, either under "Final Exams" within the Instructor Systems menu of the Faculty & Staff section or in the Schedule of Classes entry under the Enrollment & Registration section. Once logged in to Instructor Systems, you can select the semester and course to see your final exam details, as well as a link to correct any errors.
The Instructor Systems will also show you the names of any students with an exam conflict and/or who have three or more exams on the same day. You can encourage students in either situation to contact the Academic Student Affairs Office in their college for help managing conflicts or arranging for an alternate time; the MSU exam policy states that a student can't be required to take more than two exams in one day.
The full MSU final exam policy can be found here, with further details for scheduling exams in classes with different modalities, requesting a different room, the expectation that instructors will be accessible to students via office hours, and other aspects of exam week.
https://reg.msu.edu/roinfo/calendar/finalexam.aspx
You may offer a final exam in your course during the semester's exam period, which is held following the last week of classes. Final exams are typically scheduled for the same day, time period, and room as the scheduled course, if possible. According to the MSU Code of Teaching Responsibility, course instructors must include the date and location of any final examination in the syllabus.
You can locate your course's final exam details on the MSU Office of the Registrar website https://reg.msu.edu, either under "Final Exams" within the Instructor Systems menu of the Faculty & Staff section or in the Schedule of Classes entry under the Enrollment & Registration section. Once logged in to Instructor Systems, you can select the semester and course to see your final exam details, as well as a link to correct any errors.
The Instructor Systems will also show you the names of any students with an exam conflict and/or who have three or more exams on the same day. You can encourage students in either situation to contact the Academic Student Affairs Office in their college for help managing conflicts or arranging for an alternate time; the MSU exam policy states that a student can't be required to take more than two exams in one day.
The full MSU final exam policy can be found here, with further details for scheduling exams in classes with different modalities, requesting a different room, the expectation that instructors will be accessible to students via office hours, and other aspects of exam week.
https://reg.msu.edu/roinfo/calendar/finalexam.aspx
Posted by: Ellie Louson
Navigating Context
Posted on: GenAI & Education
Online class discussions can quickly become robots talking to robots. Check out my article for some ways to help: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/3230
Posted by: Sarah Freye
Posted on: MSU Online & Remote...
Can my class meet in real-time as scheduled?
Posted by: Makena Neal
Pedagogical Design
Posted on: Reading Group for S...
These articles inspired some head-on, eye-opening look at issues at the crux of teaching and learning: Self-reflection, assessment, roles of the affective domain in teaching and learning, and more. If we had taken pre- and post- tests, I'm pretty sure I'd see movement in myself on multiple spectra. Thanks, group!
Posted by: David V. Howe
Assessing Learning
Posted on: #iteachmsu
How are you meeting the challenges you are facing right now, in teaching non-U.S. multilingual students?
Please respond to the question above using the "comment" function. (To post a comment, click on the speech bubble icon, second in from the left, on the bottom of each post.)
This post is a part of the pre-content in the "A Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" Playlist.
https://iteach.msu.edu/pathways/248/playlist
Please respond to the question above using the "comment" function. (To post a comment, click on the speech bubble icon, second in from the left, on the bottom of each post.)
This post is a part of the pre-content in the "A Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" Playlist.
https://iteach.msu.edu/pathways/248/playlist
Posted by: Makena Neal
Pedagogical Design
Posted on: GenAI & Education
We are hosting a virtual, pre-semester meeting on August 22 to start building our learning community, Navigating Artificial Intelligence and Large Language Models in the Classroom. Here is the description of the learning community, which you can also find on the OFASD website: "The use of large language models, such as ChatGPT, has exploded onto the educational scene with lots of unanswered questions about its implications in the classroom. This learning community will build on the many sources of information that probe these questions, participants’ experiences in the classroom, and create plans to develop guidelines and action research around these questions."
The meeting is Tues, August 22 from 10-11:30am on Zoom. We plan to spend the first part of the meeting doing some introductions, gathering information about members' specific goals for involvement, and share some of the campus resources around generative AI, including a streamlined version of our "generative AI in the classroom" workshop. Please register here if you plan to attend so we get a general sense of how many folks will participate: https://msu.zoom.us/meeting/register/tJcodu6grT4iG9z6AtbgcsDydWnZ2IY4VINN
If you have to miss this one, don't worry! We also have a Teams that you can join if you want to stay updated: https://teams.microsoft.com/l/channel/19%3a6oievzPpG1-Gu3eebonZyK2vpjzfc3ANdaMoCAAqnYQ1%40thread.tacv2/General?groupId=c0bd0cf9-f952-47e1-a2e6-0221348612e2&tenantId=22177130-642f-41d9-9211-74237ad5687d
We plan to have a monthly hybrid meeting on the first Thursday of every month at 9am in the STEM building, with an optional co-working session on the third Thursday of every month at 9am.
The meeting is Tues, August 22 from 10-11:30am on Zoom. We plan to spend the first part of the meeting doing some introductions, gathering information about members' specific goals for involvement, and share some of the campus resources around generative AI, including a streamlined version of our "generative AI in the classroom" workshop. Please register here if you plan to attend so we get a general sense of how many folks will participate: https://msu.zoom.us/meeting/register/tJcodu6grT4iG9z6AtbgcsDydWnZ2IY4VINN
If you have to miss this one, don't worry! We also have a Teams that you can join if you want to stay updated: https://teams.microsoft.com/l/channel/19%3a6oievzPpG1-Gu3eebonZyK2vpjzfc3ANdaMoCAAqnYQ1%40thread.tacv2/General?groupId=c0bd0cf9-f952-47e1-a2e6-0221348612e2&tenantId=22177130-642f-41d9-9211-74237ad5687d
We plan to have a monthly hybrid meeting on the first Thursday of every month at 9am in the STEM building, with an optional co-working session on the third Thursday of every month at 9am.
Posted by: Caitlin Kirby
Posted on: Making learning fun...
We are writing to invite you to join the pilot program for H5P’s D2L integration and a few special features.
Through CTLI’s Catalyst Innovation Program, we are giving out a limited number of free H5P.com accounts for faculty/grad students for this academic year. This will allow you to create lots of different types of activities, assign them to your students through D2L, have their grades automatically populated in the Gradebook (if desired), and also receive data about how your students interacted with the content.
The D2L H5P basic integration lets you:
Insert activities with one click directly into a D2L course (no more embed codes requiring activities to be public or going through another provider like Pressbooks)
Connect select activities with the D2L Gradebook
+ our subscription also includes these special features:
Detailed reports on how learners interact with the activity, no matter where the H5P activity is in the course (as a topic or in a page)
Let learners resume activities (especially useful for larger content types like Interactive Video/Course Presentation/Interactive Book)
+ Smart Import feature (AI) lets you import audio/text/video and you will get quick transcripts and suggested activities pre-built that will shorten activity creation time (currently only in English, more languages to be added soon).
Any activities you create via our pilot account using Smart AI, for example, can certainly be exported out to a different regular H5P account(s).
Some of you might have also looked into nolej.io recently (very similar to Smart Import), but we have been told that H5P.com is much better with regards to compliance, privacy, security and stability.
You could contact me (gacs@msu.edu) or Shannon Quinn (sdquinn@msu.edu) to request an account, you will be given a form to fill out listing any D2L course shells (development courses or communities would work too) where you would like to test the H5P integration.
Through CTLI’s Catalyst Innovation Program, we are giving out a limited number of free H5P.com accounts for faculty/grad students for this academic year. This will allow you to create lots of different types of activities, assign them to your students through D2L, have their grades automatically populated in the Gradebook (if desired), and also receive data about how your students interacted with the content.
The D2L H5P basic integration lets you:
Insert activities with one click directly into a D2L course (no more embed codes requiring activities to be public or going through another provider like Pressbooks)
Connect select activities with the D2L Gradebook
+ our subscription also includes these special features:
Detailed reports on how learners interact with the activity, no matter where the H5P activity is in the course (as a topic or in a page)
Let learners resume activities (especially useful for larger content types like Interactive Video/Course Presentation/Interactive Book)
+ Smart Import feature (AI) lets you import audio/text/video and you will get quick transcripts and suggested activities pre-built that will shorten activity creation time (currently only in English, more languages to be added soon).
Any activities you create via our pilot account using Smart AI, for example, can certainly be exported out to a different regular H5P account(s).
Some of you might have also looked into nolej.io recently (very similar to Smart Import), but we have been told that H5P.com is much better with regards to compliance, privacy, security and stability.
You could contact me (gacs@msu.edu) or Shannon Quinn (sdquinn@msu.edu) to request an account, you will be given a form to fill out listing any D2L course shells (development courses or communities would work too) where you would like to test the H5P integration.
Posted by: Adam Gacs
Host: CTLI
Supporting Student Success Through Early Warning: Strategies for Graduate Teaching Assistants
On behalf of the GREAT office at The Graduate School, check out Supporting Student Success Through Early Warning: Strategies for Graduate Teaching Assistants
Date: Wednesday, September 10, 2025 - 11:00am to 12:00pm
Location: Zoom
Audience: Current Graduate Students & Postdocs
This interactive session is designed to support Graduate Teaching Assistants in recognizing and responding to early signs that students may be in need of support. Participants will explore their role in MSU’s early warning efforts and develop practical strategies to promote academic engagement, connection, and timely support. The session will include discussion of common indicators that students may be facing challenges affecting their educational success, strategies for effective communication, and how to use campus resources and reporting tools like EASE to provide timely support.
Facilitator(s):
Kanchan Pavangadkar, Director of Student Success for the College of Agriculture and Natural Resources (CANR)
Dwight Handspike, Director of Academic Advising & Student Success Initiatives, Undergraduate Academic Services, Broad College of Business
Samantha Zill, Human Biology & Pre-Health Advisor, Michigan State University, College of Natural Science
Maria O'Connell, University Innovation Alliance Fellow, Undergraduate Student Success Strategic Initiatives Manager, Office of Undergraduate Education
Register Here
**Zoom link will be sent closer to the workshop date.
Navigating Context
Host: MSU Libraries
Our Daily Work/Our Daily Lives
Our Daily Work/Our Daily Lives - Fall 2025 Brownbag Series
Micah Ling, MSU Traditional Arts Program - “Clad in the Working Class: Blue-Collar Style and American Folk Music”
American folk music is often the soundtrack of labor movements—the rallying cries and songs that tell the story of workers’ struggles. This talk explores the way that blue-collar attire is used by folk and roots musicians in the United States regardless of their own labor backgrounds to show solidarity, express identity, and connect with the histories of the music.
Join online here. The password is odwodl.
Navigating Context
Host: MSU Libraries
Zotero Workshop (Online)
An introduction to the free open source citation management program Zotero. In this workshop, participants will learn how to:
Download references from MSU's article databases and websites
Format citations and bibliographies in a Word document
Create groups and share references with other users
Registration for this event is required.
You will receive a link to join a Zoom meeting before the workshop. Please install the Zotero software and Zotero browser connector on your computer before the session begins. More information is available from https://libguides.lib.msu.edu/zotero/setup.
Questions or need more information? Contact the MSU Libraries Zotero training team at lib.dl.zotero@msu.edu.
To schedule a separate session for your class or research group, please contact the Zotero team at lib.dl.zotero@msu.edu.
Navigating Context
Host: MSU Libraries
Visiting Scholars Presentations Summer 2025
MSU Library’s Visiting Scholars program welcomes researchers at all levels to make use of our world-class collections related to (but not limited to) popular culture, comics, rare books, Africana, LGBTQ activism, Michigan writers, cookery and foodways, as well as both the radical left and right. Every summer, a cohort comes to the Library’s Special Collections Reading Room to conduct research and, toward the end of their time, presents on what they were able to discover in our collection and how it advances their scholarship. The presentations are an informal way to connect with scholars and their research at MSU Libraries.
Hannah Fuller
Loyola University of Chicago
The Queer Wilderness Calls: Lesbian Feminist Natures and Midwestern Rural/Urban Networks in MSU's LGBTQ+ Collections
Navigating Context
EXPIRED