ChatGPT Teaching Talk Series (2023 Spring)

Join us this 2023 spring semester to explore ChatGPT, and Artificial Intelligence (AI) in Teaching and Learning.

Upcoming Talks

March Teaching Talk

Join us on March 9 from 2-3 p.m. for “Preventing Cheating with AI: Strategies for Dealing with ChatGPT Misuse,” Presented by Christine Denison, Roger P. Murphy Professor in Accounting / Associate Professor. RSVP to attend.

Previous Talks

January Teaching Talk

“Pallbearer for the Term Paper: Beyond ChatGPT,” presented by Michael Bugeja, a distinguished professor at the Greenlee School of Journalism and Communication, January 3o, 2-3 p.m. View Bugeja’s Talk on YouTube, download the Talk bibliography (docx), and read the recent essay, “If AI kills the essay, I will be a pallbearer at the funeral” (Poynter Institute, January 24, 2023).

February Teaching Talk

“How to Use ChatGPT to Boost Your Research and Teaching,” presented by Abram Anders, Associate Professor of English and Director of Communication Innovation,



Ready, Set…Here we go online! (CELT Teaching Tip)

As we move to the online environment for teaching and learning, follow these fundamental principles:

Keep it Simple
Don’t try to create a whole online course now. While commercial and non-commercial companies are flooding your inboxes, now is not the time to try to learn and implement more technology than you and your students need. What are the essential skills, knowledge, and attitudes that students need to practice and show mastery? What are the simplest ways to assess these skills, knowledge, and attitudes? Do not lose sight of your primary purpose and student learning outcomes for your course.

Expect the unexpected
Technology will fail. People will have emergencies. The ability to concentrate will be less than usual (for our students and us). Test your technology before you use it. Have a backup plan if the technology fails. Determine what is necessary to keep in your course.

Consistency and Clarity are Key
In times of crisis, we need consistency and routine. Students expect syllabi and grades in Canvas. Canvas has many apps built-in, including course materials and Webex, so that students need to log into only one place and not figure out different apps, logins, and passwords. Remember, your students are in 3 to 5 separate courses. They need consistency and clarity of expectations. Consider numbering your announcements, or removing old announcements, such that information is up to date and precise.

Be Compassionate and Flexible
You and your students are under stress. Between changed routines and many uncertainties, choose to be kind, choose to be generous, choose to be compassionate, choose to be flexible.

Stay Connected
In this time of social distancing (pdf), we need community as much as we ever did, and it does not require lots of new techniques from you. Simple things like emailing your students once a week to check-in and offer updates are valuable for building community. Host office/student hours via Zoom or Webex. Provide individual feedback as much as you can. We are all in this global health pandemic together.

Practice Self-Care
Please take a moment for yourself when you need it. A few deep breaths can promote a state of calmness. A walk outside can be reinvigorating. Engaging in a creative activity like journaling or doodling can relieve stress. Keeping a gratitude journal can inspire hope. Please encourage your students to also pursue activities that bring them joy in this time of uncertainty.

To help you in this shift, CELT has created this Quick Start Guide page.

Our ISU Campus Partners are here to help, call us through the CELT Response Team 515-294-5357 (Monday-Friday, 8-5 p.m.). We have staff across campus willing to assist. If needed, the campus partners will meet with you virtually using Webex. Additionally, you may wish to contact one of the support units directly.

With a joy for teaching,

Sara Marcketti, Director
Center for Excellence in Learning and Teaching

This CELT Teaching Tip is adapted from resources on the Plymouth State University’s Preparing to Teach During COVID19 site.

Full Teaching Tip

View the published CELT Teaching Tip: Ready, Set.. Here we go online! (March 20, 2020 – Constant Contact) website.

Prefer a Print version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for March 20, 2020 (PDF)

Classroom technology for fall 2020 (ITS)

Information Technology Services (ITS) Audiovisual Experience Team (AVXT) is equipping general university classrooms with technology for live synchronous learning, asynchronous lecture capture, or both.

Some classrooms will include pan/tilt/zoom cameras and integrated audio. These classrooms will enable lecture capture using Panopto with cloud storage, and/or connect with the instructor’s device for videoconferencing or recording. Other classrooms will include a web camera and desktop microphone compatible with conventional software. Some general university classrooms will not have this new technology installed by August 17, and installations will continue into the first several weeks of the semester. Information Technology Services is providing a printed sheet of in-room instructions to assist instructors in using the new technology. To review this overview, download from CyBox the Fall 2020 Classroom AV Presentation.pptx.

Would you like to know General University Classrooms (GUC) and the currently installed or proposed audiovisual equipment?

Visit the IT Audiovisual Classroom Technology: General University Classroom Equipment page.

If assistance is required, contact the IT Solution Center via phone 515-294-4000 or email

This information is from the August 12, 2020: Fall Semester Updates (SVPP COVID-19 Communication #17)

Download the New Playbook for Delivering High-Quality Instruction Online

Delivering High-Quality Instruction Online in Response to COVID-19 is a faculty-focused playbook intended to improve course design, teaching, and learning in online environments. With special attention to the needs of instructors teaching online for the first time, the guide offers strategies for getting started and improving over time.

Developed by the Online Learning Consortium, the Association of Public and Land-grant Universities, and Every Learner Everywhere, with support from the Bill & Melinda Gates Foundation, the playbook provides a path for continuous improvement of instruction along a quality-oriented continuum.

  • Design guides immediate and basic needs for moving a course online. It is useful for translation of face-to-face or blended courses for fully-online delivery.
  • Enhance provides options to strengthen the student learning experience. It is useful for improving face-to-face course elements that do not translate easily to online modalities.
  • Optimize offers ideas and resources for online teaching that aligns with high-quality, evidence-based instructional practices. It is useful for continuous improvement of the online learning experience and student outcomes.

In addition, Delivering High-Quality Instruction Online in Response to COVID-19 addresses online teaching and learning in both emergency and non-emergency contexts with special attention to course design, course construction, course management, course evaluation, and strategies for continuous improvement.

The Every Learner Everywhere network includes Achieving the Dream, the Association of Chief Academic Officers, the Association of Public and Land-grant Universities, the Digital Learning Research Network, Digital Promise Global, EDUCAUSE, EdSurge, Intentional Futures, the Online Learning Consortium, SxSW EDU, Tyton Partners, and WCET (the WICHE Cooperative for Educational Technologies).

Learn more and download the Faculty Playbook from Online Learning Consortium.

The Online Learning Consortium (OLC) is a collaborative community of higher education leaders and innovators dedicated to advancing quality digital teaching and learning experiences designed to reach and engage the modern learner – anyone, anywhere, anytime. OLC inspires innovation and quality through an extensive set of resources, including best-practice publications, quality benchmarking, leading-edge instruction, community-driven conferences, practitioner-based and empirical research, and expert guidance. The growing OLC community includes faculty members, administrators, trainers, instructional designers, and other learning professionals, as well as educational institutions, professional societies, and corporate enterprises. Learn more at

Every Learner Everywhere (Every Learner) is a network of 12 partner organizations that collaborate with higher education institutions to improve student outcomes through innovative teaching strategies, including the adoption of adaptive digital learning tools. Evidence demonstrates active and adaptive learning has the potential to improve course outcomes and digital solutions lower the cost of course materials, particularly for low-income students, and students of color. Our network partners represent leaders and innovators in teaching and learning. We have specific expertise in the adoption, implementation, and measurement of digital learning tools as they are integrated into pedagogical practices. Learn more at

The Association of Public and Land-grant Universities (APLU) is a research, policy, and advocacy organization dedicated to strengthening and advancing the work of public universities in the U.S., Canada, and Mexico. With a membership of 246 public research universities, land-grant institutions, state university systems, and affiliated organizations, APLU’s agenda is built on the three pillars of increasing degree completion and academic success, advancing scientific research, and expanding engagement. Annually, member campuses enroll 4.9 million undergraduates and 1.3 million graduate students, award 1.3 million degrees, employ 1.3 million faculty and staff, and conduct $44.9 billion in university-based research. Learn more at

Get Ready for Fall Semester! (Teaching Tip)

Fall semester, beginning August 17th, is right around the corner. As you prepare, CELT has you covered with website resources, programming, and the ISU Course Template. Of great interest:

  • ISU Course Template: Easy to use and to adapt, the ISU Course Template contains the fundamental components for a quality online course. The template is pre-loaded with a homepage, modules, and necessary information of value to you and your students. Instructors such as Professor Stacy Cordery, History, have raved “The savings to me in terms of time, energy, and anxiety are incalculable. I know it’s going to be a great tool for faculty and students, whose lives will surely be made a bit easier with some uniformity and predictability as they try to navigate all their different syllabi (online, in class, and hybrid).” See the ISU Course Template page,
    Register to attend a webinar, Online Course Essentials (ONCE) using the ISU course template,

  • Quick Start Guide: Apply these strategies to help you prioritize and communicate with your students this fall, Quick Start Guide.
  • Teaching with Technology: Whether you are teaching face to face, hybrid, or online, check out the redesigned “teaching with technology” web resources. These resources include everything from the new Canvas @ ISU site, instructional strategies about teaching, including web conferencing (yes, info about Webex and Zoom!) to instructional tool how-tos to ideas for engaging students in the online environment. Review and bookmark the Teaching with Technology page.
  • Programming: Mark your calendars for exciting CELT programming from 30-minute “choose your instructional tool adventures” to hour-long discussions of course design, engaging students, inclusion, accessibility, web conferencing (Webex, Zoom, MS Teams), managing disruptive conduct in learning spaces to semester-long teaching and learning communities, via the Upcoming Events page.

Do you have questions, concerns, ideas about teaching and learning? Or ideas about programming? Email

With a joy for teaching,

Sara Marcketti, Director
Center for Excellence in Learning and Teaching

Full Teaching Tip

View the published CELT Teaching Tip: Get Ready for Fall Semester! (July 29, 2020 – Constant Contact) website.

Prefer a Print version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for July 29, 2020 (PDF).

Finding success, FAQs & Canvas basics (Teaching Tip)

This teaching tip includes answers to the most frequently asked instructor questions as well as Canvas basics for those new to ISU’s learning management system (LMS) Canvas.

In addition, we want to share how faculty are finding success while delivering content online:

Do you or your colleagues have success stories to share? Email us at

With joy for teaching,

Sara Marcketti, Director
Center for Excellence in Learning and Teaching

Frequently Asked Questions

What is the difference between synchronous and asynchronous teaching and learning?

Synchronous happens in ‘real-time’ at a specific virtual location during one particular time of the day using video conferencing tools (Webex, Zoom) to live stream a lecture/meeting. For example, every Monday at 2:10 p.m. (Central Savings Time) in a Webex virtual room. Use synchronous mode for student office hours and courses where oral communication and live discussions are crucial to attaining learning objectives.

Asynchronous happens on your schedule: materials, lectures, and assignments posted in Canvas for students to access. There are due dates, but there is also flexibility in when and where students access and complete the tasks. Self-guided lesson modules, streaming video content, virtual libraries, posted lecture notes, and exchanges across discussion boards are examples. The asynchronous model allows time for students to settle into the learning routine and for instructors to pace their facilitation.

How do I “deliver content”?

  • Consider recording short, up to 8-minute videos of mini-lectures.
  • Create videos in Canvas Studio (located on the left global navigation bar above ? help) and post them inside your online course. Videos uploaded to Studio are compacted and more accessible to students with limited internet access. For advice on how to do these things and more, see the Canvas Studio guide in MyCanvas Teacher.
  • Or consider an even more accessible option, posting mini-lectures in the form of PowerPoint slides with notes, or even a PowerPoint file and a pdf of the Notes documents, in which instructors describe the slides.

How do I deliver exams and promote academic integrity?

Assessments are powerful learning tools and provide useful information to you as an instructor.

If you have not seen your questions answered here, please consult the Deliver course content table on the Quick Start Guide page for other ideas on transforming your in-person sessions into the online environment or email

3 things to emphasize to all ISU students

Senior Vice President and Provost Wickert asked us to share this with you, “As you send messages (via email or Announcements, Canvas Inbox) to students regarding ISU’s conversion to virtual instruction, it is helpful to emphasize these three points consistently:

5 steps to successful teaching in Canvas

Use these key Canvas steps to ensure a successful teaching and learning experience. Conversations with undergrad and graduate students, instructional designers, and examination of tickets submitted to the ISU Solution Center helped create these points.

  1. Announcements. Every time a student logs into your course, they see whatever you provide them via the front page (How to set a Front Page guide) as well as announcements (How to add an announcement guide). During this time of uncertainty, be sure to create an informational front page and add (and remove outdated announcements) to keep students up to date.
  2. Update Notifications. Students can turn off Canvas notifications! Set your notification preferences and then explain how students can update their notifications to ensure that they receive all Canvas updates in their emails.
  3. Modules for Organization. Make your course easy to navigate so that students can concentrate on the subject matter at hand. Within each module, you can include PowerPoint slides, lectures, quizzes, assignments, and discussion prompts. Some instructors organize modules by weeks and some by multi-week units under the same topic.
  4. SpeedGrader. This Canvas tool is an easy and effective way to provide an electronic record of the students’ work, your feedback, and the grade (How to use SpeedGrader guide).
  5. Publish. One of the most frequent issues submitted to the ISU Solution Center is that students cannot access the course, the modules, quizzes, tests, or assignments. The solution? Publish each content item, and use Student View to make sure that they see what you see (How do I view a course as a student? web guide).

Full Teaching Tip

View the published CELT Teaching Tip: Finding success, Frequently Asked Questions & Canvas basics (March 26, 2020 – Constant Contact) website.

Prefer a Print version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for March 26, 2020 (PDF).

Helping students achieve success (Teaching Tip)

This fall semester brings more complications than any semester before. However, many fundamental aspects of teaching at Iowa State University remain the same. Our students bring their dreams and their aspirations with them to Ames. Whether the students know exactly what to study or are still figuring out their focus, it is our opportunity and responsibility to help them succeed.

Provide a roadmap to success

Share with your students why what they are learning is essential. What does it matter for the major and for their future careers? Provide a roadmap for them to succeed using transparent assignments that give students enough information to know how to meet the learning objectives.

Create connections between students, content, and you

Students bring with them the desire to not only learn the material but also to learn more about themselves and others. Students are still forming their identities shaped by their experiences. Provide multiple ways for students to connect, the content, and with you, the instructor. In all modalities, face-to-face, hybrid, and online, there are many ways to encourage connections. Such as synchronous meeting times, the formation of small pods of students, group projects that require the group to work together (but apart) on weighty problems significant to the discipline, and the use of discussion boards. Discover these strategies and more via the Engage Students Online webpage.

Care for our students, and ourselves

The university-wide Syllabus statement clarifies how we can keep each other safe and be sure to use the COVID-19 health and safety requirements statement. The Dean of Students office has extensive resources/services, including helpful scenarios to consider. If you are concerned about a student’s well-being or behavior, contact the Dean of Students Office at 515-294-1020, send an email to, or use the “refer a student” link at the top of the Office of Student Assistance page.

Good luck and best wishes for the fall semester,

Sara Marcketti, Director
Center for Excellence in Learning and Teaching

Full Teaching Tip

View the published CELT Teaching Tip: Helping students achieve success (August 12, 2020 – Constant Contact) website.

Prefer a Print version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for August 12, 2020 (PDF).

A workaround for the disruptive trolling act known as “Zoombombing”

Table of Contents

In response to the growing problem of ‘Zoombombing’, Zoom has updated the default settings. Updates include a ‘Waiting Room’ and password protection (updated on April 4, 2020).

Zoom workaround

To address this problem, Zoom has recommendations for avoiding Zoombombing.

Zoom Password Protection

A password is now required for:

  • All new meetings
  • All instant meetings
  • Participants joining by phone
  • Previously scheduled meetings – there are two options
    • Participants can enter the password when they join
    • You will have to resend the meeting link with the newly embedded password

To find the password settings, go to your online Zoom portal (Sign in with your ISU NetID and password at

  • To resend the meeting invitation from the online Zoom portal, click on your specific meeting, then click Copy the Invitation
    • This link contains the embedded password
  • To resend the meeting invitation from the meeting room, click the Invite button at the bottom of the window, then Copy the Meeting Invitation

Zoom Waiting Room

  • Waiting Room allows the host to control when a participant joins the meeting. This can be disabled in the meeting room settings, as well as during the meeting.
  • When Waiting Room is enabled, you will receive on-screen prompts through the Participant box.
  • For more information about Zoom Waiting Rooms, visit their Waiting Room tips page.

Webex workaround

Zoombombing would also be possible if you are using the Webex tool (Not the Canvas Integration) and can be deterred by locking the meeting once everyone has joined.

NOTE:  If you are using the Canvas Integration this is not necessary and can cause issues with your meeting.

To stay up-to-date on all known issues

Bookmark or favorite the Canvas News and Updates.