Inclusive Classroom Training (AY22-23)

Supporting our students through a mindful & learner-centered syllabus (AY22-23)

Table of Contents

The ISU Annual Inclusive Classroom Training results from the ten actions (PDF) outlined in President Wintersteen’s message that CELT will “… conduct annual training for faculty in each academic department on the importance of, and approaches to, creating an inclusive classroom environment.”

Objectives

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.

Pre-workshop content

CELT uses the flipped learning approach for you to engage with the pre-workshop content (readings, tasks, and submitting a self-reflection) before your CELT-facilitated program, then apply the concepts you discovered during it. This strategy allows us to devote more time to active learning (small group discussions, problem-solving, etc.) to solidify our understanding.

🔖 Step 4. Prepare for the workshop with Scenario Summaries

Unit leaders and department facilitators will choose from the following Student-Centered Scenarios (one topic for a 60-minute program and two or three topics for the 90-minute version) topics:
  • 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
Please read the scenario chosen, and reflect on how you would respond to it for your CELT-facilitated program.

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 celt@iastate.edu or call 515-294-5357.

See the list of scheduled departmental trainings for AY22-23.

Schedule training & departmental information.

Find your answers about the training, modules, and more.

Role overview and frequently asked questions.

  • 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
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