Invitation to Participate or Present at the Summer Institute for College Faculty at DMACC on July 11

Monday, July 11, 2016 at DMACC, Ankeny, Iowa, FFA building

Mission: The goal of the Summer Institute at DMACC is to foster instructional excellence among college faculty and develop instructional expertise that will help advance student learning.

Theme: Complementary Instruction: Focusing on inclusion and collaboration within disciplines.

Agenda: The format of the day will include two nationally known presenters as keynote speakers and four breakout sessions (1 keynote and 2 breakout sessions in morning and in afternoon).

Keynote Speakers:

Leonard Gaddes

Leonard Gaddes, Creator of the Learn Well Projects, South Carolina. Title “Complementary Instruction: Creating Conditions for Developing Student Learning and Life Skills”
Sarah Wessling
Sarah Wessling-Brown, Johnston High School, 2010 National Teacher of the Year

If you are interested in presenting or participating please contact us by email before May 6:

Anna Conway, Ed.D.
Director of Teaching and Learning
Professor of Speech
Des Moines Area Community College
(515) 697 7781

Visit Summer Institute for College Faculty website.

Summer 2016 Offering for Team-Based Learning


CELT Associate Director Holly Bender has been offering her incredibly popular 5-week teaching circle focused on team-based learning each semester for a number of years now. Inevitably there are a handful of  faculty who are unable to participate because of conflicts with their teaching schedule. Holly is considering offering the teaching circle this summer if there is enough interest. If you are interested in participating respond by visiting Summer Offering for Team-Based Learning Survey website. All teachers, including faculty, graduate students, postdocs, advisors, and staff are welcome to join in.

Visit CELT’s Team-Based Learning website.


Register today: Disabling Difference In the STEM Classroom: The Disability & Universal Course Design You Need To Know for Inclusion (Summer 2016)

CIRTL LogoAs our classrooms become more diverse, and as we witness an increase in the number of students with disabilities (the National Council on Disability estimates that 11% of undergraduates in the US have a disability – that is 2, 000, 000 students) , so we need to formulate responses that respond to this reality.

In this series, our aim is to guide future faculty in developing inclusive courses and classrooms using the guiding principles of Universal Design. This will involve an in depth look at engaging learners of all abilities, representing information in multiple ways, and creating opportunities that allow students to express what they have learned in ways that are meaningful to both them and us. Ultimately, we would like participants who complete the course to learn how to teach inclusively as a habit, rather than by design.


Visit Disabling Difference In the STEM Classroom: The Disability & Universal Course Design You Need To Know for Inclusion website


Indrani Singh, Education Development Specialist in STEM, Center for Excellence in Teaching and Learning, University of Rochester; Jennifer Hadingham, Assistant Director, Center for Excellence in Teaching and Learning, University of Rochester; and Amy Clark, Access Coordinator, Center for Excellence in Teaching and Learning, University of Rochester

Course dates

Wednesday, June 15 through Wednesday, July 20, 2016

Online meeting times

Wednesdays at 2:15-3:30PM ET/1:15-2:30PM CT/12:15-1:30PM MT/11:15AM-12:30PM PT

Registration period

Monday, April 11 through Monday, May 9. Students will be notified of their enrollment status on Tuesday, May 10. When registration opens, we will update this page to include a link to our registration form.

Open to

Advanced graduate students, postdocs, academic staff, and faculty

Anticipated workload

1.25 hours per week in class, plus another 2-3 hours per week doing assignments and readings.


In addition to the online sessions that all students are required to attend on Wednesdays, instructors will post weekly assignments and readings on Moodle. Students will be expected to write several short reflections and create a revised teaching toll (eg. syllabus, activity, assessment) to incorporate the material they learn.

Required technologies

Blackboard CollaborateMoodle, and Google Docs. Please review our Course Logistics Page and Course Preparation Checklist for instructions on how to access Blackboard Collaborate. Students will receive a Moodle account once they are enrolled in this course.


We strive to be inclusive of anyone interested in participating in our activities, programs, and courses. If you have specific accessibility needs, please contact Kate Diamond (kdiamond3 AT in advance so that we may make the necessary accommodations.


This event is promoted by the Center for Excellence in Learning and Teaching (CELT). Iowa State University is a member of The Center for the Integration of Research, Teaching, and Learning (CIRTL) Network. CIRTL is an NSF Center for Learning and Teaching in higher education. Visit the CIRTL website to learn more.

Iowa State’s course in personal and family finance passes quality certification

jeannanationphotoIowa State’s course in personal and family finance passes quality certification: The course, HDFS 283, taught by lecturer Jeanna Nation, recently passed its three-person external course review and can now be referenced as a Certified Quality Matters course. Nation is working through the final paperwork to receive the actual certification, but that should be completed in the next week or so. The course scored 97/99 and an 84/99 was required to pass. Contact Jeanna Nation in human development and family studies or call 515-294-8644.

 View original post on College of Human Sciences Announcements website

More information

For more information about participating in Quality Matters programming, contact CELT assistant director Allan Schmidt, 294-5357.

Visit Quality Matters Tracks for Faculty Development at Iowa State website.

Seminar: The Flipped Classroom and the New Student Learning Path: how improvements in technology have changed the economics classroom

Dr. José J. Vázquez-Cognet is one of the authors of material in the FlipIt Econ product available through MacMillan that we saw demonstrated earlier in the semester, and uses the product to teach a 900 student section of principles of Economics. He will make a formal presentation on Monday, April 18 from 3:40-5:00 pm in 368A Heady Hall. He will be here most or all of the day, and there should be opportunities for individual meetings with him as well. Questions? Email Joshua Rosenbloom, Ph.D., Professor and Chair or call (515) 294-1257

About the Presenter

José J. Vázquez-Cognet is a Clinical Professor in the Department of Economics, and the Coordinator of e-Learning for the School of Liberal Arts and Sciences at the University of Illinois Urbana-Champaign (UIUC). During his tenure at Illinois he has received several teaching awards, including twice The Outstanding Teacher of Freshmen Award , a campus-wide award given every year by the Alpha Lambda Delta Honor Society. He also has been included in the List of Teachers Ranked as Excellent for four consecutive years. Before returning to Illinois, he was the Associate Director of the Teaching and Learning and Center at the University of Texas at San Antonio. Dr. Vazquez-Cognet specializes in developing technologies that can be used in large enrollment courses, particularly classroom simulation games and web-based assessments/activities. He has published this work in several academic journals including the International Journal of Economic Education, and has presented at numerous academic conferences. In addition to his teaching experience at UIUC, he has also taught at The College of Wooster in Wooster, Ohio and at Hamilton College, in Utica New York.


Register Today for the Web Accessibility MOOC for Educators (Apr. 18-May 8)

With campuses now under fire for their course content not complying with 504, 508 and WACG2.0 guidelines, it is timely to visit the topic of accessibility in the educational setting. This MOOC introduces the importance of accessibility as an essential communication tool to provide equal, barrier-free access to information for educational institutions. Participants will be exposed to the legal guidelines and standards which affect most educational institutions. The MOOC will focus on accessibility principles and techniques, contextualized for educational users but will also be useful for anyone interested in applying accessibility tools to their communication. Topics covered in the MOOC:

  • Principles of accessibility, why it is important, and who is affected in educational institutions.
  • The effect of accessibility barriers on people’s access to information.
  • WACG 2.0 guidelines and resources as the international standard for web accessibility
  • Creating accessible MSOffice and PDF documents.
  • Creating accessible images, diagrams and charts.
  • Creating accessible audio and video resources.
  • Creating accessible HTML pages.


Participants will be able to:

  • Demonstrate knowledge of and use of the correct terminology to define accessibility in an educational setting and understand challenges associated with non-accessible content for persons with disabilities
  • Identify the elements of MSOffice and PDF documents necessary for meeting accessibility compliance
  • Locate the accessibility tool to correct identified errors and issues in a PDF
  • Identify areas to provide alternative text descriptions for images, diagrams and charts, and demonstrate techniques for making images, diagrams and charts accessible.
  • Demonstrate knowledge and use of POUR to develop accessible web pages and apply techniques to correct common web accessibility problems
  • Demonstrate knowledge and process of creating a transcript for an video or audio file and how to insert a transcript or create closed captions to a video for YouTube, or similar video hosting solution.


Visit Web Accessibility MOOC for Educators Canvas Network website to register for this free MOOC

Quality Matters for online courses


The Center for Excellence in Learning and Teaching (CELT) is offering a new professional development opportunity for instructors interested in improving their online classes and possibly receiving certification through Quality Matters, a nationally recognized certification process of online course design.

What is Quality Matters?

Quality Matters (QM) evaluates online courses using a panel of external reviewers who measure classes against eight standards in QM’s higher education rubric. The standards are:

  • Course overview and introduction
  • Learning goals and objectives
  • Assessment of student learning
  • Instructional materials
  • Course activities and learner interaction
  • Technology
  • Learner support
  • Accessibility and usability

Each of these standards consists of additional substandards. The substandards are assigned values depending on their impact on the overall course design. To achieve certification, the online course must achieve a minimum of 85 percent of QM’s expectations and also receive full credit for all essential, high-impact standards, as noted in the rubric.

How CELT can help

CELT recently launched three new professional development tracks with the goals of not only helping ISU faculty enhance their online courses but also preparing them for the QM certification process. However, faculty who enroll in CELT’s QM courses are not required to seek QM certification.

“CELT is focused on what is most beneficial to ISU’s faculty and instructional designers when it comes to Quality Matters,” said Ann Marie VanDerZanden, director of CELT. “We’ve provided a forum to help our faculty learn ways to improve their online courses while also getting through the QM courses. Whether or not they choose to certify their courses is up to them.”

The three tracks are:

  • Basics of online teaching
  • Beyond the basics of online teaching
  • Universal design for teaching online

Each course within a track takes about two weeks to complete. The QM courses cost between $150 and $300 each. However, CELT will reimburse participants 50 percent of that cost upon successful completion of the course. QM charges $1,000 to certify a course. That cost is paid by the college where the course resides.

Successful certification

So far, Iowa State has one QM-certified online class — Case Studies IV: Emerging and Exotic Diseases of Animals/Initial Accreditation Training (VMPM 378, EEDA/IAT) in the College of Veterinary Medicine. The course received certification last fall after an 18-month process of internal reviews, tweaks and enhancements. A handful of other classes across campus are in the process of certification.

VMPM 378, EEDA/IAT is used not only at ISU, but components of the course are taken by thousands of students in every veterinary school in the nation. The class, first developed in the early 2000s by Iowa State, the University of Georgia, Athens, and the University of California, Davis, now is managed by an ISU team led Gayle Brown, senior lecturer and veterinary specialist at the Center for Food Security and Public Health in the College of Veterinary Medicine.

“Because we’re responsible for keeping this course current and available to all veterinary colleges, we wanted to know that we were providing high-quality online training,” Brown said. “We wanted this course to be the best.”

She and her team worked with CELT and the Quality Matters organization, conducting internal reviews of the course, making design and content changes based upon those reviews, and taking required online QM courses prior to certification. Brown is pleased with the result.

“The improvements we made to the course as a result of the certification process made the course better for the students, and that’s what QM is really all about — enhancing the student experience,” Brown said.

More information

For more information about participating in Quality Matters programming, contact CELT assistant director Allan Schmidt, 294-5357.

Visit Quality Matters Tracks for Faculty Development at Iowa State website.

Panel: How to Manage Disruptive or Distressed Students in Your Classroom

Join our conversation on Thursday, April 7 from 12:10 – 1:00p.m., 2030 Morrill Hall to discuss how student stress, depression, and anxiety often manifest themselves as disruptive and distressed behaviors. Reducing stress, depression, and anxiety increases student engagement, ability to learn, and the mental health and well being of our communities. This panel will provide information and resources for helping faculty identify and respond compassionately and effectively to students exhibiting these behaviors. Visit Learn@ISU website to register for the event.

Key Resources:


  • Sara Kellogg, Assistant Dean/Director of Office of Student Conduct
  • Kipp Van Dyke, Assistant Dean of Students/Director for Student Assistance and Outreach


TurningPoint 5 phased out after May 2016, an alternative clicker solution determined shortly

The company that provides the TurningPoint 5 software, Turning Technologies, has discontinued support of the TP5 software.  Consequently, ISU support staff will no longer be able to provide support past the end of the Spring 2016 semester.  In an effort to be proactive to this change, CELT and ITS conducted a pilot of alternative clicker solutions in several ISU large and small enrollment classrooms in Fall 2015. The pilot results are expected in early March 2016.

Meanwhile, current clicker hardware will not work with MS Office versions higher than 2013 (Windows) and 2011 (OS X). Support staff will assist with workaround solutions for the remainder of this semester. If you are having trouble with current clicker hardware and Turning Point 5, please email clicker support team.

Miller projects will advance undergraduate teaching

Story originally published by Anne Krapfl on Inside Iowa State.

Five proposals for innovative approaches to undergraduate teaching will share about $51,000 in Miller Faculty Fellowship grants next year. The Center for Excellence in Learning and Teaching, which administers the program for the president’s office, will supplement the Miller funds with nearly $8,000. Matching funds — which aren’t required — total nearly $36,000.

The project names and awards for the 2016-17 academic year are:

  • Developing an instructor survey to measure the key principles of team-based learning instruction, $15,000
    Faculty team: Cassandra Dorius, Sarah Bickelhaupt, Meghan Gillette and Jeanna Nation, human development and family studies; Lisa Orgler, horticulture; Melissa Rands and Sandra Gahn, School of Education; Michael Dorneich, industrial and manufacturing systems engineering; Monica Lamm, chemical and biological engineering; Jane Rongerude, community and regional planning; Laura Bestler, CELT; Ann Smiley-Oyen, kinesiology; and Holly Bender, veterinary pathology
  • Integrating computational design and digital fabrication technology, $12,380
    Faculty team: Nick Senske and Shelby Doyle, architecture
  • Implementation of assessment of cooperative learning in a large engineering course, $14,601
    Faculty member: Benjamin Ahn, aerospace engineering
  • Genetics laboratory: Integrating training in molecular techniques and bioinformatics tools to promote deeper understanding of core biology concepts, $8,700
    Faculty team: Jelena Kraft and Marna Yandeau-Nelson, genetics, development and cell biology
  • Research, teaching and community engagement: Experiential learning through field ecology, $8,000 (65 percent of request)
    Faculty team: Timothy Stewart, Janette Thompson, Cassandra Nuñez, Michael Rentz and Peter Wolter, natural resource ecology and management; Joanne Olson and Kristina Tank, School of Education

The faculty must complete their projects by June 30, 2017, and submit final reports to CELT a month later. During fall semester, CELT hosts a luncheon at which the previous year’s recipients share their results and the current year’s recipients outline their projects.

CELT’s advisory board reviewed and ranked 19 proposals requesting a total of nearly $210,000 and recommended five for funding. Senior vice president and provost Jonathan Wickert gave final approval.

All Iowa State faculty (tenured, tenure-track and non-tenure eligible) may apply for funds, either individually or in teams. The maximum award is $15,000.

Visit Academic Year 2016-2017 Miller Faculty Fellowship Grant Abstracts (PDF)