Webinar: Strategies for Dealing with Emerging classroom dynamics (December 8)

National Center for Faculty Development and Diversity (NCFDD) Webinar:

Post-Election Q&A Call: Strategies for Dealing with Emerging classroom dynamics

December 8, 2016 from 1:00 – 2:30 p.m. (CST)

We have received numerous requests for a discussion of post-election stress and ways that under-represented faculty can cope with emerging classroom dynamics. So we’ve invited your favorite guest expert on race in the classroom to provide an open Q&A session. Bring your questions and concerns for Professor Chavella Pittman on Thursday, December 8 at 2pm ET.

The Facilitator

Chavella T. Pittman, PhD is Associate Professor of Sociology at Dominican University. She is a faculty development coach who nurtures effective faculty with strategies for efficient course planning, contextualized teaching evaluations, and inclusive college classrooms.

Her research interests include interpersonal oppression (e.g. race, social class, religion,gender, sexual orientation), and higher education. Her publications include “Multicultural Educationand Social Justice Actions” (Intercultural Education, 2009), “Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students” (Teaching Sociology, 2010), and “Exploring How African American Faculty Cope with Classroom Racial Stressors” (The Journal of Negro Education, 2010).

How to Register

To learn about more about the December 8 (1:00-2:30) webinar visit NCFDD’s Strategies for Dealing with Emerging Classroom Dynamics website. For directions on how-to use the the free registration read ISU-sponsored membership PDF.

About National Center for Faculty Development and Diversity

The National Center for Faculty Development and Diversity is an independent professional development, training, and mentoring community of over 90,000 graduate students, post-docs, and faculty members. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. We offer on-campus workshops, professional development training, and intensive mentoring programs.

How Do You Use a Learning Management System in Your Course?

A learning management system (LMS) contains a variety of functions and features to support teaching and learning. Most faculty use the core LMS features to organize and deliver learning content, manage course administration needs like enrollment, grades, communication, and student assignments. Many also use the LMS to assess students, foster student discussion, collaboration, and project-based work. Iowa State’s LMS is Blackboard Learn.

The current configuration of Blackboard Learn as a locally hosted (on ISU servers) LMS product is reaching an end of life state. As well, the current license with the Blackboard vendor ends December 2017. These two realities provide an opportunity to more thoroughly review ISU’s LMS needs and determine the future direction.

Between October 2016 and May 2017 myself and Mike Lohrbach, Director ITS Service Systems and Operations, will be co-leading an initiative to review the LMS and we are seeking broad input from across campus. A LMS Review website has been created to provide background and up to date information about the project. The site also includes a LMS Review Survey where faculty, staff, and students can provide input.
I encourage you to take a few minutes to complete the survey and share your insights. In early spring semester, I will use the Teaching Tip to communicate when vendors have been selected for a campus visit to demo their products, which will provide another opportunity for input.

Ann Marie VanDerZanden, Director

Center for Excellence in Learning and Teaching

2 Upcoming Live Webinars: Accessibility Support Model (Nov. 7) and Accessibility in Distance Education (Nov. 9)

Live Webinar: Accessibility Support Model – How a Large University Supports Diverse Learners Taking Online Courses (EduCause)

Monday, November 7 from 12:00 – 1:00 p.m., 2030 Morrill Hall or on your own

To view on campus register visit Learn@ISU website.
To view on your own register through Educause ELI webinar website

In this session, we will share the University of Central Florida’s Accessibility Support Model for online courses that was designed to provide a scalable and systematic approach to creating accessible online courses. This model consists of several strategies one of which is educating faculty on how to apply Universal Design for Learning principles to the design of their online courses.  We will also share the accommodations work flow that was implemented as part of this process and showcase strategies and resources that we have implemented to empower faculty to create accessible course materials and support diverse learning styles including just in time online resources as well as the Universal Design Online Content Inspection Tool (UDOIT). Learning Objectives:

  • Learn about UCF’s Accessibility Support Model: a scaleable and systematic approach to providing accommodations in online courses.
  • Learn about the accommodations work flow that was implemented as part of the accommodation process.
  • Learn about the strategies and resources that have been implemented to empower faculty to create accessible materials and support diverse learning styles.

Live Webinar: Accessibility in Distance Education: Issues for a New Administration (Magna Publications)

Wednesday, November 9 from 1 – 2:00 p.m., 2030 Morrill Hall (on-campus viewing only)

To register visit Learn@ISU website.

Accessibility is an area of growing concern, especially for colleges and universities looking to attract global learners. This seminar will explain the steps educators and institutions can take to ensure that individuals with disabilities and differing abilities, as well as those from disparate intellectual, cultural, and economic backgrounds, can access educational opportunities on a nondiscriminatory basis.  Here is some of what you’ll learn during this 60-minute live webinar:

  • Understanding the current accessibility situation and barriers to digital inclusion
  • Uncovering necessary sources of knowledge and resources to better design programs and courses to engage learners of all abilities and disabilities
  • Knowing how to conduct an audit and/or review at an educational institution focused on positive outcomes rather than avoiding the punishments associated with noncompliance
  • Establishing institutional and faculty development programs to improve accessibility and learning opportunities
  • Evaluating learners’ bandwidth situations and ensuring that campuses can perform and are adequately staffed for evaluations of campus infrastructure, LMS, learning software, closed captioning systems, and assistive systems and devices to deliver online learning and distance education

Workshop teaches classroom inclusivity

Inclusivity. It’s a bit of a buzzword on college campuses these days. But at Iowa State, university administrators are walking the talk — developing programs that take inclusivity from ideas to action.

Last fall, under the direction of senior vice president and provost Jonathan Wickert, the Center for Excellence in Learning and Teaching (CELT) began creating a faculty workshop that focuses on inclusivity in the classroom. The class debuted earlier this semester and will continue monthly through April 2017. The next workshop is Nov. 9 (1:10-4 p.m., 2030 Morrill). Register in advance at Learn@ISU.

During the single, three-hour session, instructors learn how to:

  • Teach inclusively and why it’s important at Iowa State
  • Identify their personal attitudes toward inclusion, acknowledge how those attitudes impact teaching and develop strategies to become more inclusive
  • Enhance their self-awareness and instructional skills to contribute to an inclusive campus environment
  • Become familiar with the university’s student support resources

CELT will offer the workshop annually with separate training for new and continuing faculty members.

“The workshops are helping to build a standard of classroom inclusivity for faculty, helping them understand why it’s important to Iowa State and to student learning,” said Ann Marie VanDerZanden, CELT director and co-facilitator of the workshop.

Workshop prep

Prior to attending the workshop, faculty are required to complete four online modules to prepare for class discussions. Access to the modules is provided following registration for the workshop. The modules are:

  • ISU policies relevant to inclusion
  • Exploring your inclusive teaching persona
  • Developing a mindful syllabus and course design
  • Defining microaggressions and how they impact learning

“These changes can help students become more engaged in the classroom,” said Laura Bestler, CELT program director and co-facilitator of the workshop. “It’s a great opportunity for students to become better than they already are.”

Resources for writing syllabi and designing courses with an eye toward inclusivity are available on the CELT website for all instructors, whether or not they have completed the workshop.

Post-workshop opportunities

VanDerZanden and Bestler encourage workshop participants to attend a monthly discussion group, “Coffee and Crucial Conversations,” to continue the dialogue about teaching inclusivity on campus. The 7:30 a.m. to 9 a.m. discussions aim to help instructors create a stronger teaching community, create collaborative partnerships and develop effective teaching practices to meet the diverse needs of students. Visit Learn@ISU to view a schedule and register in advance.

VanDerZanden suggests departments continue – or begin – conversations about inclusive classrooms in staff or unit meetings.

“It’s important to have a conversation with your colleagues, if for no other reason than to be aware of your own internal biases and how classes can change to be inclusive for all students,” she said.

A definition

in·clu·siv·i·ty (noun): The active, intentional and ongoing engagement with diversity — in the curriculum, co-curriculum and in communities (intellectual, social, cultural, geographical) with which individuals might connect — in ways that increase awareness, content knowledge, cognitive sophistication and empathic understanding of the complex ways individuals interact within systems and institutions. – Association of American Colleges and Universities

Originally posted October 27, 2016 in Inside Iowa State. Retrieved from Inside Iowa State website

Framing How You Think About Your Teaching

A recent article published by Kern, et al. (2015) provides insightful consideration of the role the scholarship of teaching and learning (SoTL) plays in the academy. The authors state the goal of the paper is “to present a model to assist both faculty and administrators with appropriately positioning SoTL’s role within the academic missions of universities.” As part of their research the authors conceptualized teaching related activities using two dimensions resulting in four quadrants. These quadrants include: “the practice of teaching, sharing about teaching, scholarly teaching, and scholarship of teaching and learning”. The quadrants combine to create the DART Matrix and each quadrant includes an array of activities and outputs that relate to the quadrant title. I found that the concept and the matrix itself helped me re-frame how I think about my teaching. The article reference is below, and I think it is well worth the time to read.

On November 3rd, Sara Marcketti Professor and CELT Associate Director for SoTL, is leading a session on the DART Matrix. In this session, she will guide participants through a reflective exercise to consider the teaching activities they are currently engaged in and how they may further develop their teaching or SoTL practice in the future. Additionally, she will describe how faculty might use the DART matrix to document their teaching. To participate visit Documenting Your Teaching using the DART Matrix website.

We hope to see you there.

Ann Marie VanDerZanden, Director
Center for Excellence in Learning and Teaching

Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s scholarship reconsidered. JoSoTL Journal of the Scholarship of Teaching and Learning, 15(3), 1. doi:10.14434/josotl.v15i3.13623 Retrieved from http://josotl.indiana.edu/article/view/13623

Faculty workshop focuses on an inclusive classroom

CELT is offering a 3-hour faculty workshop on classroom environments that are inclusive and support all students. It will be offered two more times this fall semester (Nov. 9 and Dec. 1) and five times during spring semester (Jan.5, Jan. 27, Feb. 22, Mar. 28, and Apr. 20). Faculty participants complete online learning modules in the week prior to the face-to-face workshop. Register online via Learn@ISU.

Inclusive Classroom Faculty Development Workshop

Today’s university classrooms are more diverse than in the past. With this diversity of students comes the need to ensure the learning environments associated with courses are inclusive and designed to support all students. This faculty workshop includes pre-workshop online learning modules and an interactive face-to-face workshop focused on creating an inclusive classroom environment. Pre-workshop learning modules will be available at least one week prior to the workshop and should be completed prior to the start of the face-to-face program. By participating in this workshop faculty will:

  • Learn about teaching inclusively and why it is important at Iowa State University
  • Identify their own attitudes towards inclusion, acknowledge how it impacts teaching, and develop strategies to be more inclusive
  • Enhance self-awareness and instructional skills that may contribute to our inclusive campus environment
  • Become familiar with student support resources at Iowa State University

Prerequisite: Faculty may choose to attend one of the following program offerings by registering via Learn@ISU website:

Fall 2016

  • Wednesday, Nov. 9, 1:10 – 4:00 p.m., 2030 Morrill Hall
  • Thursday, Dec. 1, 9:00 a.m. – 12:00 p.m., 2030 Morrill Hall

Spring 2017

  • Thursday, Jan. 5, 1:10 – 4:00 p.m., 198 Parks Library
  • Friday, Jan. 27, 9:00 a.m. – 12:00 p.m., 2030 Morrill Hall
  • Wednesday, Feb. 22, 2:10 – 5:00 p.m., 2030 Morrill Hall
  • Tuesday, March 28, 2:10 – 5:00 p.m., 2030 Morrill Hall
  • Thursday, April 20, 2:10 – 5:00 p.m., 2030 Morrill Hall

Inclusive Classrooms Benefit All Learners

University classrooms are more diverse today than ever before. With this diversity of students comes the need to ensure the learning environments we create in our courses and in the classrooms are inclusive and designed to support all students. We need to acknowledge and accept students with perspectives other than our own, to diversify our syllabi, to be more aware of classroom dynamics, and to pay more attention to how our students are experiencing the learning process.

Incorporating inclusiveness into our teaching requires a purposeful approach. In speaking to other faculty about this topic I’ve heard a common theme of “I’m not sure where to start”. CELT’s Inclusive Classroom Workshop is a great place to start. In spring 2016 CELT led an Inclusive Classroom Task Force of undergraduate and graduate students, and faculty with expertise in diversity and inclusion issues. The task force was charged with designing a faculty development program that includes online learning modules and a face-to-face workshop. Task force members provided guidance in creating an inclusive classroom framework titled Strategies to Create an Inclusive Course (PDF), and also a Mindful and Learner-Centered Syllabus Checklist (PDF). Their input also shaped the content of the online learning modules and the workshop. The workshop is scheduled monthly throughout this academic year and the upcoming dates are below. Please visit CELT’s Creating and Inclusive Classroom website for additional resources.

We can all play a role in creating an inclusive and supportive learning environment for our students.

Ann Marie VanDerZanden, Director
Center for Excellence in Learning and Teaching

Time to Apply for the CELT Miller Faculty Fellowship Program

The Miller Faculty Fellowship has been in existence at Iowa State University since 1996. The competitive grant program supports faculty members to “enhance their scholarly work in the undergraduate academic programs of the university and to develop innovative approaches to enhance student learning”. Over the course of twenty years, the Miller Fellowship Program has funded over $3 million dollars worth of projects to nearly 600 faculty members within each of the colleges of the university. Previous Miller Faculty Fellows have noted that the funding not only improved their undergraduate teaching, but also furthered their professional development when the funds served as seed-funding for external grants, created opportunities for scholarship of teaching and learning (SoTL), and provided other reputation-building opportunities. One former Miller Faculty Fellowship recipient noted-
“Since the Miller Funding, I have written three articles and am currently composing a book. I have also written and obtained a grant from an external agency. This all stemmed from the initial Miller grant funding.”

CELT is now accepting proposals for 2017/2018 Miller Faculty Fellowships
The proposal deadline is Monday, December 5, 2016. Please see Miller Faculty Fellowship Program for 2017 – 2018 for full details. If you have questions, please contact Sara Marcketti, CELT Associate Director for the Scholarship of Teaching and Learning at sbb@iastate.edu.

If you are interested in presenting your scholarship of teaching and learning work at a regional conference, I would encourage you to submit a proposal for the 18th Midwest SoTL Conference, which will be held in South Bend, Indiana on April 7, 2017. The conference theme is Big Gifts Come in Small Packages: Small Changes That Work! I’ve attended the conference in the past and found it to be a great opportunity to meet other colleagues involved in SoTL projects in the Midwest. Proposals are due February 3, 2017 and more information is available on the Midwest SoTL Conference website.

We hope to see you there,
Ann Marie VanDerZanden, Director
Center for Excellence in Learning and Teaching

2017 Conference on Higher Education Pedagogy: Call for Proposals Due on October 14

Conference on Higher Education Pedagogy

February 15-17, 2017

The Inn at Virginia Tech, Blacksburg, Virginia

The 9th Annual Conference on Higher Education Pedagogy is focused on higher education teaching excellence and the scholarship of teaching and learning. The conference showcases the best pedagogical practices and research in higher education today. Sessions address disciplinary and interdisciplinary instructional strategies, outcomes, and research.

Call for Proposals due on October 14

Proposals are sought for sessions focused on effective instructional practices and research aimed at improving the quality of teaching and learning in higher education. Four types of conference sessions are offered: Practice Sessions, Research Sessions, Conversation Sessions, and Poster Sessions.

To learn about potential topics and how to submit a proposal visit Conference on Higher Education Pedagogy website.