The Freshman Research Initiative (FRI) at ISU introduces freshman undergraduates to authentic research. The goal is to engage more freshmen students in doing science, increase their enthusiasm for science and start to develop the skills involved in asking scientific questions that can be systematically investigated. To reach a large number of freshmen students, the FRI project consists of streams that have 10-20 freshmen students working collaboratively on a research project. This model complements the traditional model where one or two freshmen might work in a research lab. Some background and references on types of FRI projects can be found by visiting Freshman Research Initiative (FRI) website. We currently have five FRI streams in place during Spring 2016, visit Freshman Research Initiative Streams website for details.
We invite faculty members or departments to submit a proposal for a FRI research stream in STEM and encourage faculty to envision research streams that are closely aligned with their research programs.
We are currently accepting proposals for streams that will start in Spring 17.
To engage as many students as possible and to maximize flexibility a stream can
Utilize publicly available data in your research area or remote-accessible instrumentation, which reduces the learning curve for freshmen students and reduces demands on your time and lab facilities.
Be part of the Broader Impacts section of an NSF proposal
Connect to research being done in either your lab, or a research center on campus
Involve service learning projects.
The Howard Hughes Medical Institute (HHMI) grant will provide up to $6000 funding in the first year to help each FRI stream get started. These funds can be used for equipment, supplies and/or salary support for teaching assistants or a postdoc to develop the stream. For example some streams have used a ¼ time TA for a few months to expand one‐on‐one research projects into a research stream. Some projects use part of the funding to help with the first year of operational costs. However, part of the goal is to work with each stream to develop a plan to have ongoing operating costs not paid by the HHMI grant. We are encouraging streams to include sustainability from the outset.
Ana-Paula Correia, PhD, is an Associate Professor in the School of Education and a faculty member with the Human-Computer Interaction program at Iowa State University. Correia has been involved in online learning, curriculum development and program evaluation for more than 20 years. She is currently the inaugural faculty fellow for Engineering-LAS Online Learning. This unit oversees online education efforts of two colleges – the College of Liberal Arts and Sciences and the College of Engineering at Iowa State University. Her work on online teaching and learning has been published in top-tier journals, such as, Teachers College Record, the British Journal of Educational Technology, and Distance Education.
While teaching graduate courses at Iowa State University for the last 10 years, Correia strives to offer students both opportunities to learn new knowledge and to apply knowledge and skills through project-driven experiences in instructional design. She has also a great interest in leveraging e-learning as an entrepreneurial activity among her students. As a result, she created Learning Design Solutions at Iowa State University, which operates as an educational consulting center and represents an alternative for entrepreneurship and instructional design education.
Correia serves currently as the Chair for American Educational Research Association Special Interest Group in Design and Technology. She was the President for Association of Educational Communications and Technology (AECT) Research and Theory Division between 2010 and 2013. She received AECT Division of Distance Learning 2015 Best Practice award for her work on “Peer Facilitation of Online Discussions.”
Correia’s current research agenda encompasses three interrelated themes: online & mobile learning, collaborative learning, and curriculum development. She investigates these issues with her research group in Learning Design at Iowa State University.
A social psychologist and an engineering educator lead a discussion with participant examples!
In this interactive dialog webinar you will:
Explore examples of bias common in engineering.
Experience and learn a bias debriefing process.
Examine identity and its relationship to bias.
Learn of resources for developing bias reduction strategies.
Shape the discussion when you register. Following active learning principles, we invite registrants to share examples and experiences of unintended bias prior to the webinar to help us shape meaningful dialogue about bias.
Want to get MORE out of this webinar? Unfamiliar with unintended bias or need a refresher? Watch these brief prerecorded presentations on unintended biases:
Dr. Goodwin’s recording is entitled, “What ARE Unintended Biases?” In her presentation, Dr. Goodwin distills and shares research on the cognitive processes that lead to biases and consequences for equity and inclusion in engineering.
Dr. Cross’ recording is entitled, “Unintended Bias in Engineering Education.” In her presentation, Dr. Cross walks you through 3 case examples to assist you in the exploration of bias as it is embedded in common engineering education interaction.
Dr. Stephanie A. Goodwin
Director, Faculty Development and Leadership, Wright State University
Dr. Stephanie A. Goodwin assesses, develops, and implements campus-wide faculty development and leadership initiatives. Her scholarly expertise and interests include social biases (e.g, stereotyping, prejudice, discrimination), with projects on implicit biases, impression formation, and social power. Prior to her role in FD&L, Dr. Goodwin served as program director of a multi-institutional NSF ADVANCE effort to promote faculty equity and success in STEM disciplines. She earned a B.S. in Psychology from the University of Texas at Austin, and M.S. and Ph.D. degrees from the University of Massachusetts at Amherst. In 2008, Dr. Goodwin was elected Fellow of the Society of Experimental Social Psychology, in recognition of her contributions to social psychology as an empirical science.
Dr. Kelly J. Cross
Researcher, Illinois Foundry for Innovation in Engineering Education, University of Illinois at Urbana-Champaign
Dr. Kelly J. Cross collaborates with teams of engineering faculty on implementing and assessing instructional innovation. Her scholarly expertise and interests include diversity and inclusion in STEM, teamwork and communication skills, assessment, and identity construction. She earned a B.S. in Chemical Engineering from Purdue University, M.S. in Materials Science and Engineering from the University of Cincinnati, and a Ph.D. in Engineering Education from Virginia Tech. In 2015, Dr. Cross was inducted into the national Bouchet Honor Society, which recognizes outstanding scholarly achievement and promotes diversity and excellence in doctoral education and the professoriate.
Small teaching changes foster inclusivity
for women and underrepresented men
with benefits for ALL students
Engineering Inclusive Teaching
This webinar is a product of the Engineering Inclusive Teaching (EIT) project, a 3-year program led by WEPAN and funded by the National Science Foundation. Learn more about the project and sign up to be included on the EIT mailing list:
Kennesaw State University’s Center of Excellence in Teaching and Learning with the support of the University System of Georgia would like you to know about an exciting new conference that will be taking place this summer in Atlanta!
The Symposium for Part-time, Adjunct, and Contingent Educators (SPACE) was created to provide an opportunity for contingent faculty to participate in a peer-reviewed conference. Part-time and adjunct instructors make up the majority of faculty in higher education, but there are very few spaces for this group to share their academic work. As the first conference of its kind in the Southeastern United States, SPACE aims to provide an affordable and centrally located conference for part-time faculty to present on topics related to their teaching or their original research in their academic disciplines.
We are currently accepting proposals to this exciting, inaugural conference.
Visit Submit Proposal website to submit your SPACE proposal before March 15.
The Center for Excellence in Learning and Teaching (CELT) will be hosting three discussions for participants of the online course Accessibility: Designing and Teaching Courses for All Learners. This course, and our discussions, will help University community members to develop the knowledge and skills needed to design learning experiences that promote inclusive learning environments.
During this six-week course, you’ll learn how to:
Recognize and address challenges faced by students with disabilities related to access, success, and completion.
Articulate faculty and staff roles in reducing barriers for students with disabilities.
Apply the principles of Universal Design for Learning (UDL) in designing accessible learning experiences.
Analyze the benefits of Backward Design when developing learning experiences.
Use Section 508 standards and WCAG 2.0 guidelines to create accessible courses.
Determine which tools and techniques are appropriate based on course content.
Prepare to engage in thoughtful discussions, participate in peer review assignments, take short self-check quizzes, watch videos, and explore relevant readings. You will also earn badges that recognize your mastery of these competencies.
This spring, CELT has 2 teaching and learning circles and 5 teaching and learning communities for faculty, instructors, and staff to hear new teaching strategies, meet new colleagues, and build a community of practice. Teaching & Learning Circles are groups of 6-15 people who meet once weekly (or bi-weekly) for 4-6 times to discuss topics of common interest and/or books. Teaching and Learning Communities are multidisciplinary monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning. Registration is required via Learn@ISU website.
(meets 5 consecutive Wednesdays) Jan. 27, Feb. 3, 10, 17, and 24 (1:10 – 2:30 p.m., 192 Parks Library)
“The research-based flipped classroom and team-based learning (TBL),” an increasingly-popular form of flipped-classroom where small-group learning that can be implemented effectively in small or large classes. TBL provides students with a more intimate, small class feel even in large theater-style classrooms with fixed seats. TBL teachers report high levels of student attendance, preparation, participation and critical thinking.TBL students report enjoying class and being more motivated and actively engaged. Collaboration in teams provides students with valuable experience that is reflective of problem solving in real-life workplace environments. Just like on the job, participants are expected to be responsible and prepared as individuals and then bring their best efforts into group activities. Facilitator: Holly Bender, CELT Associate Director. Registration is required via Learn@ISU website
(meets for 5 consecutive Mondays) Feb. 22, 29, Mar. 7, 21, and 28 (12:10 – 1:30 p.m., 2030 Morrill Hall)
Learning occurs when students understand class content and perceive they are understood by classmates and instructor. Understanding is achieved as a result of interpersonal communication that occurs in the classroom, between students and instructors. The purpose of this learning circle is to examine and practice interpersonal communication competencies that will contribute to understanding in the classroom. Discipline-specific communication researcher Denise Vrchota, Assistant Professor, English, will share common foundations and unique communication strategies that enhance the interpersonal communication in your classes. Topics covered include field-specific communication, listening competencies for academic and professional success, giving and receiving effective feedback, methods of conflict management, and recognizing essential nonverbal communication. Participants will engage in individual consulting with the leader to apply interpersonal competencies to the classes consistent with their disciplinary traditions.
Blackboard – BbLearn users discussing various topics related to the use of Blackboard in teaching and learning
Flipped Class – helps instructors to get started with the development of their courses to in the flipped classroom approach.
Game-Based Learning – interactive discussions and seminars examine how game based learning may guide our students’ learning processes and enhance your curriculum.
Service-Learning – a dynamic, interdisciplinary group as we walk-through the process of integrating service-learning into the curriculum.
Team-Based Learning* – Graduates of the TBL Teaching and Learning Circles are invited to participate in the TBL Faculty/Graduate Student/Postdoctoral Fellow Learning Community. We work as teams to optimize application exercises, readiness assurance tests, peer evaluation, and other aspects of course design, and also invite speakers to facilitate discussions of TBL theory, research and classroom application.
Once you have clear learning objectives for students, you can better measure what they know coming into your class, and observe where they are currently. The use of formative assessment as a diagnostic tool helps everyone, by giving students multiple opportunities to practice and self-assess their skills and knowledge in a developmental way before they are actually tested in a high-stakes setting.
Wednesday, January 20
12:00 pm to 1:00 pm in 2030 Morrill Hall
or visit the CIRTLCast Series website to join on your own
*Facilitated by:* Barbara Masi, Director of Education, Innovation & Assessment Initiatives; Arts, Sciences & Engineering, University of Rochester
*CIRTL Cast Series: January: Assessing What Students Are Learning*
This series will provide new and experienced instructors with a stronger foundation in designing classes around meaningful learning outcomes and authentic strategies for assessing what really matters. Each session will include opportunities for practice with assessment techniques being introduced, via discipline-specific case studies for discussion in smaller breakout rooms. This series is organized by Cornell University through the CIRTL Network.
This event is coordinated 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.
The first CELT Teaching Tip of each semester I seem to focus on revisiting your syllabus and strategies for getting your course off to a great start. So, why break tradition this spring!
Your syllabus is such an integral part of your course that it always merits a critical review. A well-designed syllabus describes your expectations of students, establishes course policies so students know what they can expect, and outlines what you will cover in the course. More information on syllabus best practices is available on the CELT website. Also be sure to include the ISU recommended syllabus statements. If you are teaching the same course you’ve taught before its helpful to revisit the syllabus to see if you can realistically complete all of the material, assessments, and evaluations you have planned. What changes might you make to ensure there is deep learning and that students are able to achieve the course learning outcomes?
In the spirit of getting the semester off to a great start consider how you can:
create a welcoming atmosphere for students;
set a positive tone for learning;
engage the students actively;
provide support for students, and show them where they can find support; and