Date/Time:

August 19, 2025 - 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.

Agenda:

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

First Day of Instruction: Strategies for Planning and Student Engagement

8:30 am – 10:00 pm ET | Presenters: Dr. Stefanie Baier (stbaier@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

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

Learning Outcomes

Upon completing this session, GTAs will be able to:  

• Successfully connect with students, build rapport and community.
• Identify ways to effectively communicate course/lab/recitation expectations
• Create a learning outcome based on backward design.
• Use easy-to-implement 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. 

Getting Started with D2L (Desire2Learn)

8:30 am – 10:00 pm EST | Presenter(s): Lisa Batchelder (schulma7@msu.edu) and 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 ask questions and get advice on their specific courses.

Learning Outcomes

Upon completing this session, GTAs will: 

• Navigate the D2L Interface:
• Utilize the Gradebook:
• Manage Assignments, Discussions, and Quizzes:
• Apply D2L Best Practices:
• Access Additional Resources and Support

Using Your Syllabus for Student and Instructor Success: Beginning by Communicating Expectations with Care

10:30 am – Noon 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

A syllabus does much more than outline assignments and deadlines—it creates the first impression of you and your course, shaping student motivation, mindset, and sense of belonging from day one. In this session, we’ll explore research showing that the syllabus can be a powerful tool for student and instructor success. You’ll learn why creating a friendlier syllabus is a wise investment and how language and tone can unintentionally undermine engagement or, conversely, inspire curiosity and confidence. Strategies for crafting a syllabus that communicates expectations clearly and compassionately, fostering equity, connection, and a classroom culture where all students feel welcome to learn and thrive will also be shared.

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 brain science and instructor mindset on student learning and sense of belonging
• Identify ways you can say “I care” and “You belong” to students through your syllabus
• Discover how to use a wise feedback intervention to communicate caring

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 

10:30 am – 12:00 am ET | Presenter: Seth Hunt (huntseth@msu.edu) 

Recommended for Lecture TA, lab TA, grader, instructor, 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 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:

• Identify helpful questions to communicate with the instructor-of-record about grading responsibilities
• Describe the benefits of using available grading tools for assessing student submissions
• Articulate the value of feedback for students on an assessment
• Develop time management skills needed to fulfill grading duties

Managing Challenging Situations in the Classroom

1:00 – 2:30 pm ET | Presenter(s): Patricia Walters, Amy Kroesche; English Language Center

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

Description

Graduate Teaching Assistants (GTAs) play a critical role in fostering student learning and success; however, not everything is smooth sailing! In this workshop, GTAs will be alerted to common academic and personal challenges—such as absences, late or missing assignments, and early withdrawals - which may come up during the semester. Participants will learn when and how to utilize institutional tools to intervene effectively and compassionately. The workshop also will touch upon cultural differences in student engagement and expectations, particularly for those navigating U.S. classroom norms from an international perspective. We hope GTAs will leave better prepared to recognize student needs early, respond more confidently, and create a supportive and successful learning environment.

Learning Outcomes

Upon completing this session, GTAs will: 

• Become aware of common academic and personal challenges faced by undergraduate students which may affect performance in the classroom
• Apply institutional policies and resources to classroom management scenarios
• Become familiar with issues faced by international students in the U.S. classroom

Scientific Teaching and Assessing: What’s Important in STEM Learning

1:00 – 2:30 pm ET | Presenter(s): 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 you in evidence-based instructional methods shown to be effective in helping all students learn core disciplinary concepts by using science practices -- so 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 and testing models, reasoning analytically, constructing scientific arguments, and working collaboratively. Teaching scientifically will contribute positively to your development as a scientist.

Learning Outcomes

Upon completing this session, GTAs will:  

• Integrate scientific teaching and assessment of student learning to what you do as a practicing scientist. 
• Explain and use the 3-dimensional learning protocol to design assessments, objectives and instruction that are aligned.

Teaching Techniques and Managing Students in Labs and Recitations

3:00- 4:30 pm ET | Presenter(s): Dr. Michael Lockett (mlockett@msu.edu), Dr. Seth Hunt (huntseth@msu.edu)

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: 

• 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.

Accessible Teaching: Resources and Demonstration of Tools and Practices

3:00 pm – 4:30 pm ET | Presenter(s): 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 discuss assistive technologies available on campus that students may use 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 improve the usability and accessibility of your course materials (e.g., Spartan Ally, accessibility tutorials and checklists, captions, accessible presentations). 

Learning Outcome

Upon completing this session, GTAs will:  

• Create accessible course content using campus tools and resources
• Monitor and remediate course content with Spartan Ally for D2L
• Identify accessible technologies available for student use
• Explain the importance and benefits of supporting accessibility in the classroom