The AY22-23 Training focuses on “Supporting our students through a mindful and learner-centered syllabus.” Upon completion of the Training (AY22-23), participants will be able to:
- Recognize how a syllabus can foster an inclusive classroom to support our students.
- Discuss how to make a syllabus matter to your students throughout the semester.
- Identify strategies to create a mindful and learner-centered syllabus.
What is an inclusive classroom?
An inclusive classroom refers to intentional approaches to curriculum, course design, teaching practice, and assessment that cultivate a conducive learning environment where students feel valued, respected, and supported to flourish at Iowa State University and beyond.
Our classrooms, studios, labs, and online learning environments may be the only spaces our students (especially non-traditional, distance learning, and commuter students) interact with faculty, their peers, and Iowa State University as a campus. We must purposefully create meaningful connections with (and among) students, their peers, and course content to foster a student’s health, well-being, and academic success (Kuh et al., 2008; Estrada et al., 2018; Redmond et al., 2018; Hehier et al., 2021; Ryan et al., 2022).
A syllabus demonstrates a commitment to an inclusive classroom
Your syllabus plays an important role in setting the tone of the course and demonstrating your commitment to an inclusive classroom.
🔖 Step 4. Prepare for the workshop with Scenario Summaries
- Scenario 1. Supporting underprepared students
- Scenario 2. Course policies to support student success
- Scenario 3. Encouraging student attendance
- Scenario 4. Supporting an overwhelmed student in a group project
- Scenario 5. Supporting neurodivergent students
Scenario 1. Supporting underprepared students
The course that you teach is foundational to your discipline. While you have taught the course for many years, some students are less prepared than in previous semesters. Students are engaged with the content and with you, but many lack the basic knowledge to complete your class and prepare for future coursework and careers. During a recent class, you overheard Matt, Ryan, and a few others say that they “didn’t learn about any of this in 101 last year.” You have considered asking students to review previous content independently or modifying your class schedule to give time to review previous concepts. You are wondering what you can do this semester and in future semesters to help support underprepared students with the tools to succeed.
In your small group, discuss the following:
- What could be included in a syllabus to support underprepared students?
- What tools or strategies do you use in your course plan to help underprepared students throughout the semester?
- How do you promote tips for success for your students throughout the semester?
Prepare to share themes from your group discussion with the larger group.
Attend the CELT-facilitated program
Attend your departmental training; see the Upcoming Scheduled Training page. We will provide an agenda, your scenario, and the toolkit during the CELT-facilitated program.
- Faculty who cannot attend their unit’s scheduled training will need to notify their chair/unit leader; then identify a different one on the Upcoming Scheduled Training page and request an invitation to participate by contacting the unit leadership.
- To request reasonable accommodations to participate in the Training (AY22-23) or if you have questions, please contact us via email at email@example.com or call 515-294-5357.
- Estrada, M., Eroy Reveles, A., & Matsui, J. (2018). The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways. Social Issues and Policy Review, 12(1), 258–297. https://doi.org/10.1111/sipr.12046
- Hehir, E., Zeller, M., Luckhurst, J., & Chandler, T. (2021). Developing student connectedness under remote learning using digital resources: A systematic review. Education and information technologies, 26(5), 6531–6548. https://doi.org/10.1007/s10639-021-10577-1
- Kuh, G., Cruce, T. M., Shoup, R., Kinzie, J., Jillian L., & Gonyea, R.M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education (Columbus), 79(5), 540–563. https://doi.org/10.1353/jhe.0.0019
- Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. doi:10.24059/olj.v22i1.1175
- Ryan, V.M., Kunicki, Z.J., Egan-Kunicki, J.N., & Harlow, L.L. (2022). Connectedness within the statistics classroom. Teaching of Psychology. https://doi.org/10.1177/00986283211070843