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Active Learning & Engaging Practices

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  • Integrating Immersive Storytelling Through CTLI’s Catalyst Grant: DSL & PDC 491 Collaboration 

    Written by

    Eli Wachter

    In February 2026, the Digital Scholarship Lab (DSL) partnered with Dr. Jisun Lee to bring immersive media production into PDC 491 – Special Topics in Planning, Design and Construction: Virtual Reality Application in Interior Design. This collaboration was made possible through a Catalyst Grant from MSU’s Center for Teaching and Learning Innovation (CTLI), which supports faculty in developing innovative digital learning…

  • Upskilling for Academic Advisors

    Written by

    Katie Peterson

    Intentional upskilling helps advisors strengthen core competencies, explore new areas of interest, and document meaningful contributions to their unit and institution. Below are ways academic advisors can engage in professional development, both on campus and beyond the university. Why Upskilling Matters Upskilling allows advisors to: Tip: Keep a running document of professional development activities, reflections,…

  • Two Toolkits for Fostering Reflection

    Written by

    Eva Martina Sophia Dobler

    Reflection is a powerful practice because it moves us beyond simply completing tasks to actively making meaning from our experiences (Dewey, 1933). When we reflect, we revisit what we did, examine why it mattered, and consider how our thinking or approach has changed. This process supports deeper learning by strengthening connections between concepts, surfacing assumptions,…

  • Classroom Assessment Techniques (CATs)

    Written by

    Makena Neal (she/they)

    Classroom Assessment Techniques (CATs) are quick, often anonymous, low-stakes, and non-graded activities used by instructors to gather immediate feedback on student learning during a lesson. These formative tools allow educators to adjust teaching methods in real-time to address gaps in understanding, rather than waiting for graded assignments. If you’re looking for more information on student feedback generally,…

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