Date/Time:

August 22, 2024 - 8:00 AM (Check-in) - 4:30 PM E.T. (Lunch will be provided.)

Audience:

ALL graduate teaching assistants in various roles, new and returning and any graduate student or educator interested in the content. 

Registration:

https://grad.msu.edu/tapreg

Location:

STEM Teaching Learning Facility (642 Red Cedar Rd)

Format:

There will be 8 workshops, and GTAs can pick up to three of these. The delivery is in person, but GTAs will be required to complete corresponding modules on D2L.

Information for registering for individual workshops will be provided in August.

Goal:

Attendees will learn pedagogical practices relevant to effectively teaching students in various disciplines and they will learn to use various tools for successfully engaging students in their learning. Some of these workshops will count toward the completion of the Certification in College Teaching.

Learning Outcomes:

Participants will be able to:

• Identify evidence-based best practices in teaching and learning.
• Practice methods that can be immediately applied in the classroom or in specific roles as educators.
• Use tools to be more effective in preparing for teaching, grading, leading recitations and communicating expectations to students.

The 2024 Pedagogy Workshop agenda will be available on July 1st.

Agenda

This agenda was developed by Dr. Stefanie Baier with assistance from the GREAT Advisory Group including (in alphabetical order): Sewwandi Abeywardana, Gloria Ashaolu, Chase Bruggeman, Samara Chamoun, Arya Gupta, Seth Hunt, Saviour Kitcher, Tianyi Kou-Herrema, Hima Rawal.

Workshop Details

These workshops are open to all instructors interested in the topics and were specifically designed for Graduate Teaching Assistants in collaboration with Dr. Stefanie Baier from the Graduate School and the Graduate Teaching Assistant Advisory Committee, and faculty and staff from various departments at MSU and support from MSU IT and other unit representatives.   

Audience: GTAs, Postdocs, Faculty, Instructors

The First Day: Tips & Strategies for Planning and Student Engagement

8:30 am – 10:00 pm ET | Presenters:  Dr. Stefanie Baier (stbaier@msu.edu) & Dr. Hima Rawal (rawalhim@msu.edu)

Recommended for: New GTAs (in instructional roles), International GTAs, current GTAs, Lab Leads, Recitation Leads, Section Leads, Instructors of Record and anyone interested. 

Description

The first day of instruction requires intentional planning to set the stage for a successful semester. In this workshop, you will learn some tips and strategies to successfully engage with your students in your first class, lab, or recitation. The activities learned will help students to get to know the instructor and each other, spark curiosity, communicate expectations, build community, and plan instruction based on backward design.

Learning Outcomes

Upon completing this session, GTAs will be able to:  

• Introduce themselves to their students, each other and build rapport and community.
• Identify ways to effectively communicate course/lab/recitation expectations
• Create a learning outcome based on backward design.
• Use effective practices to gauge student learning.

This workshop can be counted toward the Certification in College Teaching competency “Creating Effective Learning Environments” when submitting instructional material developed based on the content learned.

Developing a Plan for Effective Grading: Technology, Communication, and Time-Management 

8:30 am – 10:00 am ET | Presenter: Seth Hunt (huntseth@msu.edu)  

Recommended for: Graders, Lab Leads, Section Leads, Recitation Leaders and anyone interested. 

Description

Effective grading is a result of understanding how to assess students in a manner that is both helpful to their development and an efficient use of your own time.  In this session, we will discuss the preparation you should go through in order to able to assess students quickly, the consideration you should make when forming a working schedule that allows for you balance your many duties, and the idea that discussing how to use feedback with the students will make future grading easier.

Learning Outcomes

Upon completing this session, GTAs will be able to:

• Identify ways in which you can prepare yourself for the grading process.
• Assess duties in order to create working schedules that allow for both efficient grading and personal graduate work.
• Articulate the benefits of discussing feedback with students.

Teaching Techniques and Managing Students in Labs and Recitations 

10:30 am – 12:00 pm ET | Presenter(s): Dr. Michael Lockett (mlockett@msu.edu) & Dr. Seth Hunt

Recommended for: Recitation Leaders, Lab Leads, Anyone interested.

Description

This session is for recitation and lab leaders. After an overview and discussion of general structures for recitation and lab sessions, participants will split into two groups: one focused on lab-specific practices and the other focused on recitation-specific practices. Participants will be introduced to examples of active learning strategies, classroom design and lab safety, classroom equity and workload management, lesson planning, and rapport building.  Participants will also have opportunities to ask questions throughout the session in both small and large group formats. 

Learning Outcomes

Upon completing this session, GTAs will be able to:  

• Design lesson and learning activities for lab and recitations.
• Foster physically and discursively safe learning environments.
• Build rapport with students, fellow GTAs, and instructors. 
• Manage and communicate fair labor expectations. 

Getting Started with D2L (Desire2Learn)

10:30 am – 12:00 pm EST | Presenter(s): Lisa Batchelder (schulma7@msu.edu) & Sarah Freye (freyesar@msu.edu) 

Recommended for New GTAs, International GTAs, Lab Leads, Recitation Leads, Section Leads, Instructors of Record and anyone interested. 

Description

This workshop is designed to equip Graduate Assistants with the fundamental skills and knowledge to effectively utilize D2L for their teaching and grading responsibilities. This session will cover navigation, gradebook, and best practices for facilitating student success. After an initial presentation, participants will have the opportunity to work with a course that includes both the original and new content experience.

Learning Outcomes

Upon completing this session, GTAs will be able to:

1. Navigate the D2L Interface:
   • Understand the layout and functionality of the D2L homepage, widgets, announcements, and navigation bar.
   • Efficiently access and organize course content.
2. Utilize the Gradebook:
   • Set up and manage the gradebook, including using the setup wizard and understanding points vs. weighted grading.
   • Enter grades, perform bulk edits, and utilize the Quick Eval Tool to streamline grading processes.
   • Implement rubrics and provide effective feedback.
3. Manage Assignments, Discussions, and Quizzes:
   • Create and organize assignments, discussions, and quizzes.
   • Link these elements to the gradebook and make them visible to students at appropriate times.
4. Apply D2L Best Practices:
   • Maintain consistency in course organization and communication.
   • Understand student views and usability.
5. Access Additional Resources and Support:
   • Identify and utilize available resources for further learning and support, including D2L help guides and accessibility resources.
   • Know how to contact instructional technology and development support for ongoing assistance.

Scientific Approach to Course Design

1:00 – 2:30 pm ET | Presenter: Dr. Diane Ebert-May (ebertmay@msu.edu)

Recommended for ALL STEM GTAs, New GTAs, International GTAs current GTAs, Lab Leads, Recitation Leads, Section Leads, Instructors of Record and anyone interested.

Description

During this workshop, we will use scientific teaching to actively engage in evidence-based instructional methods shown to be effective in helping all students learn core disciplinary concepts by using science practices to demonstrate it is not only what students learn, but how they use knowledge. Importantly, the pathway to scientific teaching integrates the STEM research model into a teaching approach by using science practices desired for all students, such as working with data, creating descriptive and predictive models, reasoning analytically, constructing scientific arguments, and working collaboratively. Without question, teaching scientifically will contribute positively to your growth and development as a scientist. 

Learning Outcomes

Upon completing this session, GTAs will be able to:  

• Connect scientific teaching and assessment of student learning to what you do as a practicing scientist.
• Explain and use 3-dimensional learning assessment practices in your courses. 
• Design an assessment that is 3-dimensional and aligns with the learning objectives and instruction in your course.

Accessible Teaching: Resources and Demonstration of Tools and Practices

1:00 pm – 2:30 pm ET | Presenter(s): Tyler  Smeltekop (smeltek5@msu.edu) & Kevin Henley (henley@msu.edu)

Recommended for any new and returning GTA with instructional responsibilities

Description

We will discuss some basic tenets of creating and fostering an accessible and inclusive learning environment, as well as demonstrating various ways to make your course content as accessible as possible. We will also show you some of the most commonly used assistive technologies implemented on campus that your students may be using to engage with you and their coursework. This session addresses why it is important to be mindful of accessible academic experiences, what it should look like, and what tools and resources are available to help you (e.g., Spartan Ally, accessibility indicators and checklists, captions, accessible presentations). 

Learning Outcomes

Upon completing this session, GTAs will be able to:  

• Create an accessible Powerpoint presentation.
• Operate Spartan Ally for D2L content remediation.
• Have familiarity with some of the most commonly-used accessible technologies by students.
• Explain the importance and benefits of supporting accessibility in the classroom.

Caring Communication for Learning & Belonging

3:00 pm – 4:30 pm ET I Presenter:  Mary-Beth Heeder (heeder@msu.edu) 

Recommended for: Instructor of Record, Section Leads, Recitation Leaders, Help Room Tutor, Lab Leads, Graders, and Anyone Interested

Description

There are several opportunities for educators to communicate care and compassion to their students in different educational settings. In this workshop, GTAs will explore the advantages of cultivating a culture of care in their classroom so students feel valued, connected and engaged. Furthermore, GTAs will reflect on the question Do your students care whether you care about them? They will also receive resources and information about how to speak to their students with compassion through the syllabus, emails, assignment feedback, and the way they address students’ questions and needs. 

Learning Outcomes

Upon completing this session, GTAs will:  

• Reflect on the question Do your students care about whether you care about them?
• Consider the impact of instructor mindset on student learning and sense of belonging.
• Review syllabus for belonging and messages that communicate care.
• Discover how to use a wise feedback intervention to communicate caring.
• Identify ways you can say “I care” to students and apply this strategy to create a learning environment that builds better attention and engagement.

This workshop can be counted toward the Certification in College Teaching competency “Creating Effective Learning Environments” when submitting instructional material developed based on the content learned. 

Motivating Students to Persist Through Challenges

3:00 pm – 4:30 pm ET I Presenter:  Dr. Stefanie Baier

Recommended for: Instructor of Record, Section Leads, Recitation Leaders, Help Room Tutor, Lab Leads, Graders, and Anyone Interested

Description

As instructors we are always looking for ways to motivate students to complete readings and assignments, to attend class and support student success. In this session, we will discuss how we can apply theories of motivation in our teaching to increase student engagement and enthusiasm about learning. By the end of this session, you will have some ideas and strategies to better support your students’ motivation.

Learning Outcomes

Upon completing this session, GTAs will:  

• Define motivation and factors impacting it.
• Recognize how three approaches to motivation (Humanist Theory, Self-Determination Theory and Social-Cognitive Theory) apply to student learning.
• Describe how social and cognitive factors impact college student motivation.
• Apply Self-Determination Theory in a micro-teaching assignment.