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.

Objectives

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.

Registration

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


Quality Matters for online courses

QM

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:

Panelists

  • 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)


Registration Open: National Conference on Diversity, Race & Learning on May 2 & 3

The Ohio State University’s Vice Provost and Chief Diversity Officer, Professor Sharon L. Davies cordially invites you to join us for

The Ohio State University’s

22nd Annual National Conference on Diversity, Race & Learning

Monday, May 2 (Pre-Conference) and Tuesday, May 3 (Conference)

For more info & to register, visit National Conference on Diversity, Race & Learning website or click on the conference image below

22ndlogoforNationalConferenceonDiversityRaceandLearning

Please share with colleagues and friends (near and far)


Seeking Proposals for the Spring 2017 ISU Freshman Research Initiative (FRI) Research Streams

Picture of students working with laboratory equipment

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.

For more details, download Request for Proposal PDF.  Please send proposals email Elizabeth Sandquist by April 1, 2016.

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.

If you have questions please email Jeff Essner or email Craig Ogilvie

Supported by the Howard Hughes Medical Institute (HHMI), the College of Liberal Arts and Sciences and the Senior Vice President and Provost


Register Today: IDLA’s Spring Symposium “Innovation Practitioner”

Iowa Distance Learning Symposium (IDLA)

Innovation Practitioner

Tuesday, March 22, 2016

Visit Schedule website

8:45 am – 4:00 pm at Grand View University’s Student Center

Visit Symposium Registration website

About the Keynote

Ana-Paula Correia, Ph.D.

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.


Free Webinar: Recognizing and Reducing Unintended Bias in the Engineering Classroom

Engineer inclusive teaching faculty professional development - powered by WEPAN logo

bias

Tuesday, March 1 from 1:00 p.m. – 2:00 p.m. CT

Visit EventBrite website to register

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.

  1. Presentation Slides
  2. Recorded Presentation

 

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.

  1. Presentation Slides
  2. Recorded Presentation
  3. Cultural Diversity Self-Assessment

 

Our Facilitators

Doctor Stephanie Goodwin photograph
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.

Doctor Kelly Cross photographDr. 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:


Call for Proposals: Symposium for Part-time, Adjunct, and Contingent Educators (SPACE)

Logo - Symposium for Part-Time, Adjunct and Contingent Educators

Saturday, June 18, 2016 • Atlanta, Georgia

 

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.

Download SPACE flyer (PDF) or visit SPACE website to learn more

Visit Contact website to request additional information