Students remain in canvas courses unless the instructor sets the end date and limits user participation. For details on how-to restrict student access view the Canvas How do I change the start and end dates for a course? web guide.
Here’s an excellent article on Web Accessibility and the need to work toward compliance: “Why Law Firms Should Make Web Accessibility a Priority in 2018” (linked here). It addresses various lawsuits, connections to the Americans with Disabilities Act (ADA), and some quick ways to get started with Web Accessibility. Of course, we also have some great resources here at Iowa State found on the following websites:
The CELT Teaching Symposium will be held Aug. 14 (8 a.m.-noon, Scheman Building). This program, along with pre-symposium online learning modules, provides new faculty, staff who have a teaching role, and graduate teaching assistants an opportunity to prepare for a successful first semester of teaching. Registration is now open.
Instructors will want to download the grade center, grade history and course files from their courses prior to June 1 when access to Blackboard ends. These files are considered part of university records retention, according to the Records Retention website. More information is on a CELT web guide, Overview of the Process to Download Grades and Files Before Blackboard Disappears.
About Global Accessibility Awareness Day
The purpose of GAAD is to get everyone talking, thinking and learning about digital (web, software, mobile, etc.) access/inclusion and people with different disabilities. A list of GAAD activities can be found on the GAAD Website GAAD activities website or the Global Accessibility Awareness Day(GAAD) website.
Global Accessibility Awareness Day at Iowa State
To celebrate this day, CELT will be offering:
Workshop: Course, Document, and Web Accessibility Checkers: Open Up the Web to All of Your Student
In this workshop, you will learn to:
- Scan your Canvas course using UDOIT (the Universal Design Online content Inspection Tool) to make some improvements in your courses. You will find out how to configure and perform and UDOIT check, read the results from the check, and correct issues that UDOIT finds.
- Use the Microsoft Accessibility checkers and make changes to your Word documents and PowerPoint demonstrations.
- Discover other useful online accessibility checkers and how they can help to make your courses more accessible.
We encourage you to bring a laptop if you would like to work on the accessibility in your course; however, the laptop is not required.
Date: May 17, 2018
Time: 10:00 a.m.-11:00 a.m.
Location: Morrill 2015
*How to Register for CELT events*
Full Teaching Tip
View the published CELT Teaching Tip: Canvas is implemented, Now Submit your Grades! (April 26, 2018 – Constant Contact) website.
Prefer a Print version?
Last week, I asked my students in my 200-level “Creativity on Demand” course “how will you prepare for the final oral presentation to ensure it is professional?” You could have heard a pin drop. Hmm, I wondered, why were they all looking at me, but no one was responding? I waited the requisite 8 seconds and asked the question again. Crickets, nothing! Has this ever happened to you?
As you prepare your students for final exams, final presentations, and final projects, we can consider that sometimes the way that we ask questions can pose a challenge to undergraduate students. Trying to begin a discussion with a question that has “correct” answers can cause concern for students who do not want to look badly in the eyes or their peers. In this circumstance, students may wait it out until the instructor provides the answer to the question themselves. Something I did to my chagrin!
To solicit greater feedback, I could have asked the class something that they have all experienced. In my example above, perhaps I could have asked “what pitfalls have you seen that have made a presentation unprofessional?” Asking the question in this manner allows students to draw on experiences not necessarily central to themselves. I could have also written a concept on the board and asked students to suggest examples, either verbally or in small groups. For example, I could have written the words professional presentation on the board and asked students to suggest examples. This would have provided a wider option for responses rather than a very limited set of correct answers. Lastly, I could have asked the students to relate to examples of professional presentations (and unprofessional examples) that they may have read about in previous course materials. In this manner, students would have drawn on previous course material to think about their future presentation.
Next time you hear the sound of silence to a question that you pose, perhaps consider a different way to present the question to the students. I certainly will!
Sara Marcketti, Interim Director
Center for Excellence in Learning and Teaching
Full Teaching Tip
View the published CELT Teaching Tip: Preparing for Final Exams, The Sound of Silence (April 12, 2018 – Constant Contact) website.
Prefer a Print version?
The dean of students office announced a unit name change, effective April 2. The former Student Disability Resources is now known as Student Accessibility Services. Associate vice president of student affairs and dean of students Vernon Hurte said the name change shifts the focus from a medical model of ‘disability’ toward creating a campus climate where all students have equitable access to education. The new email for the office is firstname.lastname@example.org.
(repost from Inside Iowa State’s Announcements website).
The Lion in the Path: U.S. Science Policy in an Era of Political Polarization and Alternative Facts
April 3, 4:10 – 5:00 p.m., Cardinal Room, Memorial Union
Faculty, staff, and students are welcome to attend. Refreshments will be provided.
About Tobin (Toby) Smith
Tobin (Toby) Smith has served at Association of American Universities (AAU) since January 2003. As Vice President for Policy, he oversees AAU’s policy projects, initiatives and activities including the AAU Undergraduate STEM education and PhD education initiatives. He is responsible for matters relating to science and innovation policy and broader impacts of science. He shares responsibility for matters concerning research costs and compliance issues including facilities and administrative costs, export controls, scientific openness and security, technology transfer and regulatory reform. He also staffs the Senior Research Officers constituent group.
Smith has written and spoken widely on science policy and funding issues. He is a member of the National Academies of Sciences, Engineering and Medicine Roundtable on the Communication and Use of Social and Behavioral Sciences and serves on the Advisory Board to the National Alliance for Broader Impacts (NABI). Smith is also a fellow of the American Association for the Advancement of Science.
Contact the Office of the Vice President for Research, via email email@example.com or call 515-294-6344