Finding one more way to encourage academic integrity (Teaching Tip)

Exams are a wonderful way for students to assess their learning and instructors to note progress. But how do we help encourage academic integrity within the testing environment? In addition to including an academic integrity statement on your syllabus, consider one of the following:

  • Before exam time, discuss with students how integrity, honesty, and responsible behavior are directly related to your field of study and the professional world beyond academia.
  • Attend the Panel, Exploring the benefits and shortcomings of TurnItIn, Feb. 12 (11:30 a.m.-1 p.m.); information about this special ISU Online Learning Community event is below.
  • Provide a sample exam question in the way of a no- or low-stakes formative assessment. This step provides students with experience in the format of the exam, as well as the content. The results can provide invaluable information on student preparedness.
  • Consider the benefits of open-book exams. Rather than, or in addition to, asking fact-based questions, open-book exams often work towards higher-order thinking.
  • Place an academic integrity statement prominently at the beginning of the assessment to emphasize responsible behavior.
  • Remind students of the Academic Success Center (ASC) programs, including academic coaching, Supplemental Instruction, Tutoring Services, and a wealth of resources related to studying skills, time management, and note-taking. Share a story of a past students’ success after engaging with the ASC.

With a joy for teaching,

Sara Marcketti, Director

Center for Excellence in Learning and Teaching


Full Teaching Tip

View the published CELT Teaching Tip: Finding one more way to encourage academic integrity (February 11, 2021 – Constant Contact) page.

Prefer a Print version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for February 11, 2021 (PDF).

Discover what’s working for your students (Teaching Tip)

Discover what's working for your students

You can learn a great deal about how your students are learning in a course and what adjustments both you and your students might make by asking your students to give your course a mid-term evaluation or periodic feedback.

Using a formative course feedback tool such as the Plus/Delta tool creates an excellent opportunity to discuss the shared responsibility for teaching and learning in a course. You can describe what changes you will (or will not) implement due to their feedback and why.

To get started, view the newly updated Use formative course feedback from your students page.

With a joy for teaching,

Sara Marcketti, Director

Center for Excellence in Learning and Teaching

Full Teaching Tip

View the published CELT Teaching Tip: Discover what’s working for your students (March 11, 2021 – Constant Contact) page.

Prefer a Print version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for March 11, 2021 (PDF).

Using Plus/Delta for Student Feedback (Teaching Tip)

Group of students meeting with Professor Joel Geske

We are officially almost one month away from the midterm of Spring 2022. In addition to preparing any summative assessments for midterms, consider integrating a way for students to provide feedback about how the course is going so far. One way to do this is the Plus/Delta (also called Plus/Change).

This Midterm Assessment Technique is used around the midpoint of a semester and asks students to reflect on what has been successful in helping them learn thus far (Helminski & Koberna, 1995). This is framed in a way that the student is asked what they should continue doing to support their learning (Plus). Additionally, it asks the students to provide feedback on what could be improved. The learner provides suggestions for improvements to support their learning (Delta).

Consider proposing these questions to your students through Canvas or Qualtrics, allowing for anonymous feedback. Some examples for Plus/Delta include:

Plus

  • What is helping me learn in this class? What is working well?
  • What am I doing, or what do I need to continue doing, to improve my learning in this class?

Delta

  • What changes are needed in this course to improve my learning? What isn’t working well?
  • What is something I need to improve my learning in this class?

At the conclusion of the Plus/Delta collection period, the instructor collects the information, breaks the feedback into themes, and reports the information back to the class. In doing so, it allows for an open conversation about the feedback and shared responsibility for the teaching and learning that takes place for the rest of the semester. To learn more about the Plus/Delta technique, check out the CELT website.

Resource

Helminski, L., & Koberna, S. (1995). Total quality in instruction: A systems approach. In H.V. Roberts (Ed.)., Academic initiatives in total quality for higher education, (pp. 309-362). ASQC Quality Press.

Full Teaching Tip

View the published CELT Teaching Tip: Resources for Success (February 10, 2022 – Constant Contact) page.

Prefer a Print Version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for February 10, 2022 (PDF).

Advancing student learning while providing valuable teaching feedback

The terms assessment and evaluation are often used interchangeably. However, they are different in their purpose, focus of measurement, and use. Assessment is typically formative, ongoing, and used to identify areas for improvement. Evaluation is summative, product-oriented, and used to arrive at an overall grade or score.

Classroom assessment techniques are relatively quick and easy methods that help you check student understanding in “real-time.” They can provide information that can be used to modify and improve course content, adjust teaching methods, and, ultimately improve student learning. Formative assessments are most effective when the information is used to effect immediate adjustments in the day-to-day operations of the course.

From the fourth to the eighth week of the semester, the Plus Delta Classroom Assessment Technique can provide extremely useful information. The beauty of this tool is that it asks students to focus on what is working to advance their learning in the course and what could be improved by the teacher and by the student. It helps students to think about their responsibility to the course and what they should continue doing to learn (PLUS) and what they need to change for the course to improve for them (DELTA) (Helminski & Koberna, 1995). The plus delta can also be completed on paper or online using Canvas, Qualtrics, or another software system asking these four questions:

Plus

  • What is helping me to learn in this class?
  • What changes are needed in this course to improve learning?

Delta

  • What am I doing to improve my learning in the course?
  • What do I need to do to improve my learning in this course?

Once the students complete the plus delta, collect these forms and then summarize them to report the themes in each category back to the class in the next session. The feedback loop is incredibly important as it creates the opportunity to discuss the shared responsibility for teaching and learning in a course. Instructors can also describe what changes will (or will not) be implemented as a result of their feedback. To learn more, visit CELT’s Using a PLUS/DELTA Assessment Technique website.

Kind regards,

Sara Marcketti, Interim Director
Center for Excellence in Learning and Teaching

Full Teaching Tip

View the published CELT Teaching Tip: Advancing student learning while providing valuable teaching feedback (February 1, 2018 – 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 February 1, 2018 (PDF)

Midterms: A valuable time for formative assessment

The midpoint of the semester is an important opportunity for students to understand their progress in a course. As an instructor, you can help students understand their standing in the course through midterm grade submission. Midterms are due Friday, October 12 by 2:15 p.m. and can be submitted electronically via Canvas or AccessPlus. More information about grading policies on the ISU Catalog Grading website. Read more about how to calculate midterms from the Calculate Grades for Submission in Canvas web guide.

Using midterms as an opportunity for meaningful and purposeful assessment paired with constructive feedback can help learners understand and address their achievement gaps and organize future learning. CELT has prepared information regarding low- and high-stakes quizzes within Canvas that provides a way for instructors to deliver helpful feedback, and assess learning via the Low and High-Stakes Quizzes in Canvas web guide.

This time in the semester is also a wonderful opportunity to informally collect student feedback on the day-to day operations of the course. The Midterm Assessment Technique (also known as the Plus/Delta) is a tool used in the fourth through eighth week of the semester. The beauty of this tool is that students are asked to focus on what is working to advance their learning in the course and what could be improved by the teacher and by the student. It helps students to think about their responsibility to the course and what they should continue doing to learn (PLUS) and what they need to change for the course to improve for them (DELTA) (Helminski & Koberna, 1995). The plus delta can be completed on paper, online using Canvas, TopHat, or Qualtrics, asking these four questions:

Plus

  • What is helping me to learn in this class?
  • What changes are needed in this course to improve learning?

Delta

  • What am I doing to improve my learning in the course?
  • What do I need to do to improve my learning in this course?

Once the students complete the plus delta, the instructor collects the information and summarizes it to report the themes in each category back to the class in the next session. The feedback loop creates the opportunity to discuss the shared responsibility for teaching and learning in a course. Instructors can also describe what changes will (or will not) be implemented as a result of their feedback. To learn more, visit CELT’s Using a PLUS/DELTA Assessment Technique webpage.

According to Dr. Kelly Reddy-Best, an assistant professor in the College of Human Sciences:

I have a class of 300 students resulting in lots of different types of people, and when I summarize it back to them it helps me show them why there are different types of activities in the course: readings, quizzes, group work. Some of them say they love the group work, but hate the quizzes, while the other say the opposite. The plus-delta summary helps show them why different methods are used in the course to cater to different learning styles!

If you are interested in assessment and midterm grading practices, join CELT at the ISU-OLC (Online Learning Community) meeting on Friday, October 12 (11:30 a.m.-1 p.m., 0031 Parks Library) register to attend through the Learn@ISU website.

Sara Marcketti, Director

Center for Excellence in Learning and Teaching


Full Teaching Tip

View the published CELT Teaching Tip: Midterms: A valuable time for formative assessment (October 4, 2018 – 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 October 4 (PDF)

Midterms: A valuable time for formative assessment (Teaching Tip)

The midpoint of the semester is an important opportunity for your students to examine their progress in a course. As an instructor, you can help students become aware of their standing through the midterm grade submission. Midterm grades are due on Friday, October 18 by 2:15 p.m., and are submitted electronically via Canvas or AccessPlus. Read about grading policies on the ISU Catalog Grading website. Learn how-to calculate midterms from the Calculate Grades for Submission in Canvas web guide.

Using midterms as an opportunity for purposeful assessment paired with constructive feedback can help learners identify and address their achievement gaps for learning. CELT has prepared information about low- and high-stakes quizzes in Canvas to provide a way for you to deliver valuable feedback, and assess learning via the Low and High-Stakes Quizzes in Canvas web guide.

This time in the semester is also a wonderful opportunity to informally collect student feedback on the day-to-day operations of your course. The Midterm Assessment Technique (also known as the Plus/Delta) is a tool utilized during the fourth through the eighth week of the semester. The advantage of this tool is that students are asked to focus on what is working to advance their learning, and what could be improved by the teacher and by the student. It helps students to reflect about their responsibility to your course, what they should continue doing to learn (PLUS), and what they need to change for the course to improve for them (DELTA) (Helminski & Koberna, 1995). The plus delta can be completed on paper, online using Canvas, TopHat, or Qualtrics, asking these four open-ended questions:

Plus

  • What is helping me to learn in this class?
  • What changes are needed in this course to improve learning?

Delta

  • What am I doing to improve my learning in the course?
  • What do I need to do to improve my learning in this course?

Once the students complete the plus delta, you collect the information and summarize it to report the themes in each category back to your class in the next session. The feedback loop creates the opportunity to discuss the shared responsibility for teaching and learning in your course. You may further specify what modifications will (or will not) be implemented as a result of their feedback. To learn more, visit CELT’s Using a PLUS/DELTA Assessment Technique webpage.

According to Dr. Kelly Reddy-Best, an assistant professor in the College of Human Sciences:

I have a class of 300 students resulting in lots of different types of people, and when I summarize it back to them it helps me show them why there are different types of activities in the course: readings, quizzes, group work. Some of them say they love the group work, but hate the quizzes, while the other say the opposite. The plus-delta summary helps show them why different methods are used in the course to cater to different learning styles!

With a joy for teaching,

Sara Marcketti, Director
Center for Excellence in Learning and Teaching


Full Teaching Tip

View the published CELT Teaching Tip: Midterms: A valuable time for formative assessments (October 3, 2019 – 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 October 3, 2019 (PDF)

Midterm Preparations: Reminders and Guides (Teaching Tip)

Student using a laptop for a meeting
As we wrap up September, we would like to remind you of the upcoming Midterm grade deadline and provide you with guides to assist you in the grade submission process.
 
Midterm grade submissions for Fall 2021 are due on Friday, Oct. 15, by 2:15 p.m. CELT’s guide to quizzes and exams provides information on assessment types, available tools and resources, and best practices surrounding the use of remote proctoring options. Then, review the key concepts for grading in Canvas before using ISU AdminTools to submit grades. This tool will walk you through a few self-guided checks of your grade book, then automatically transfer your identified midterms to the Office of the Registrar.
 
If you have any questions about the grade submission process or have any problems, email celt-help@iastate.edu to create a ServiceNow ticket, and one of our team members will work to assist you.
 
With a joy for teaching,
 
Sara Marcketti
Director, CELT

Full Teaching Tip

View the published CELT Teaching Tip: Midterm Preparations: Reminders and Guides (September 28, 2021 – Constant Contact) page.

Prefer a Print Version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for September 28, 2021 (PDF).

Slow Down to Speed Up (Teaching Tip)

Person writing in notebook in front of a computer
Midterm time can feel like a fast-moving roller-coaster breezing towards the end of the semester. When you return from the well-deserved and needed break, take a moment at the beginning of the next class session to take a pulse on the students’ knowledge, skills, attitudes, and well-being.
 
Try, for example, 3-2-1, asking students to write down 3 concepts they absolutely know, 2 concepts that they need more work on, and 1 lingering question. Or experiment with the super easy Thumbs Up / Thumbs Down when you present new or review old content. Regarding students’ wellbeing, ask them to think of one word to describe their mood. Following each of these, you can adjust, review, respond, and make sure students are on track.
 
By taking a few moments to slow down, check student learning, and then make slight, yet significant adjustments, students gain the perspective that teaching and learning are ongoing processes that require full participation. Review other CATs on the CELT website.
 
If you’re looking for other ways to check in with your students, we have a number of talks and workshops coming up. Check out:
 
 
With a joy for teaching,
 
Sara Marcketti, Director 
Center for Excellence in Learning and Teaching

Full Teaching Tip

View the published CELT Teaching Tip: Resources for Success (March 10, 2022 – Constant Contact) page.

Prefer a Print Version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for March 10, 2022 (PDF).

Resources for Success (Teaching Tip)

Students and an instructor in a lecture hall using Top Hat

We’re preparing to welcome everyone back to campus. This fall semester brings many back to the Iowa State University campus. There is a lot to prepare for as we all get ready for an academic year in-person and we’re here to help.

These CELT resources can help your semester start off smoothly:

  • Start of Semester Checklist: The how-to with pictures of preparing your Canvas course: The Start of Semester Checklist
  • Quick Start Guide – Updated: This updated guide contains strategies to help you prioritize and communicate with your students this fall: Quick Start Guide 
  • AY 2021-22 Recommended Statements: Three new statements have been added to the list of recommended statements of inclusion for syllabi. Review CELT’s Required and Recommended ISU Syllabus Statements page and the message from the provost’s office for more information.
  • Prepare for CELT Programming: Make sure you have the time blocked off for all of the CELT programming you’re interested in. August and September events are listed below but you can check out our website for more information.

Full Teaching Tip

View the published CELT Teaching Tip: Resources for Success (August 19, 2021 – Constant Contact) page.

Prefer a Print Version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for August 19, 2021 (PDF).

Five Things to End the Spring 2022 Semester (Teaching Tip)

Photo of the blooms in the Lagomarcino Courtyard
As you prepare for finals next week and plan ahead for the end of the 2021-2022 academic year, we have compiled a list of five things we wanted you to know – with resources! – before we wrap up the year:
 
  1. Grades are due on May 17: Grades are due by 2:15 p.m. on Tuesday, May 17. If you need help or a review on how to submit grades, review our ISU AdminTools page for grade submission.
  2. Prepare your Canvas course for course conclusion: Your Spring 2022 Canvas Course will be concluded in January 2023. Review Course Conclusion in Canvas to ensure you’re prepared ahead of time.
  3. Manage incomplete students: You can follow these steps or watch the video to help guide you through managing any incomplete students in your Canvas course.
  4. New Quizzes will be available soon: Canvas New Quizzes will be available for the entire ISU campus on June 1. There are several upcoming training opportunities. If you’d like CELT to visit your department for a department-specific demonstration or training, please fill out this Qualtrics form and we will reach out to schedule that training.
  5. CELT summer hours begin May 16: CELT will remain open this summer, with modified summer hours. You can find us in 3024 Morrill from 7:30 a.m.-4 p.m. all summer. You can also email celt@iastate.edu or call (515) 294-5357. Normal hours of operation will resume on August 15.
For those who are teaching during the summer session or getting a headstart on future courses, you can always access our Start of Semester checklist.
 
Best wishes on the end of the semester!

Full Teaching Tip

View the published CELT Teaching Tip: Resources for Success (May 5, 2022 – Constant Contact) page.

Prefer a Print Version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for May 5, 2022 (PDF).

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