Supporting our students through a mindful & learner-centered syllabus (AY22-23)
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.
Complete the Training (AY22-23)
To accommodate those faculty who could not attend their departmental or a university-wide training, we are providing this asynchronous version. Follow the units below to complete yours:
Unit ① Read an Overview of the AY22-23 Focus
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.
Unit ② Choose Your Scenario for the Self-Guided Program
To illustrate various practices, CELT developed five student-centered scenarios based on conversations with campus partners in the Division of Student Affairs and feedback from AY22-23. Choose which topic you would like to engage with as a scenario, and download the corresponding handout:
- Scenario 1. Supporting underprepared students; download the Handout with Scenario 1 (PDF)
- Scenario 2. Course policies to support student success; download the Handout with Scenario 2 (PDF)
- Scenario 3. Encouraging student attendance; ; download the Handout with Scenario 3 (PDF)
- Scenario 4. Supporting an overwhelmed student in a group project; download the Handout with Scenario 4 (PDF)
- Scenario 5. Supporting neurodivergent students; download the Handout with Scenario 5 (PDF) and CELT’s Strategies to Support Neurodivergent Students (PDF).
Unit ③ Final Self-Guided Program (Asynchronous)
The following asynchronous tasks will take approximately 60 minutes to complete. This timing resembles attending the face-to-face or synchronous Training (AY22-23).
📺 Step 1. Watch the CELT-Facilitated Training Video (AY22-23)
Watch the Annual Inclusive Classroom Training (AY22-23) video in Studio (22m 31s). Note: You will pause and return to this video after engaging with your chosen student-centered scenario.
📖 Step 2. Engage with Student-Centered Scenarios (AY22-23)
Please watch or read your chosen scenario (below), and reflect on how you would respond. Once finished, return to your paused video before completing your self-reflection.
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.
💡Step 3. Complete the self-reflection
To complete your AY22-23 Training, please respond to the reflection for the AY22-23 Unit 3 • Final self-guided program (in Microsoft Forms). Important: Before submitting your responses, check the box “Send me a receipt of my responses,” to receive access to them and you may print them for your records or to share them with your unit leader as proof of completion.
University-Wide and Departmental Trainings Finished (AY22-23)
- Dec. 1 (2:10-3 p.m.)
- Dec. 9 (10:10 a.m.-11 a.m.)
- Jan. 19 (11 a.m.-12 p.m.)
- Jan. 25 (2-3 p.m.)
- Feb. 15 (3:10-4 p.m.)
- Mar. 10 (11 a.m.-12 p.m.,
|Date||Time||Unit||Unit Leader||F2F or Zoom|
|15-Aug||10-11:30 a.m.||Plant Pathology & Micro & Entomology||Steven Harris||Zoom|
|15-Aug||2-3 p.m.||Ivy Business Career Services||Valentina Salotti||F2F|
|15-Aug||2-3 p.m.||Ivy Graduate Programs||Valentina Salotti||F2F|
|15-Aug||2-3 p.m.||Ivy Undergraduate Programs||Valentina Salotti||F2F|
|17-Aug||9-10 a.m.||Biomedical Sciences||Michael Kimber||F2F|
|18-Aug||12:30-2 p.m.||Management and Entrepreneurship (MGTEN)||Deidra Schleicher||F2F|
|18-Aug||9:30-10:30 a.m.||Ag Biosystems Engineering||Amy Kaleita||F2F|
|19-Aug||1-2 p.m.||AESHM (Apparel, Events, and Hospitality Management)||Eulanda Sanders||F2F|
|24-Aug||4:25-5:25 p.m.||Computer Science||Hridesh Rajan||Zoom|
|25-Aug||9-10 a.m.||Veterinary Pathology||Amanda Fales-Williams||F2F|
|26-Aug||3:30-4:30 p.m.||Finance||Jamie Brown||Zoom|
|29-Aug||3:30-4:30 p.m.||Food Science Human Nutrition||Lorraine Lanningham-Foster||Zoom|
|30-Aug||12-1 p.m.||Chemistry||William Jenks||Zoom|
|31-Aug||12:30-1:30 p.m.||Sociology||Leana Bouffard||F2F|
|2-Sep||10-11 a.m.||Art & Visual Culture||Sarah Kyle||F2F|
|2-Sep||3-4 p.m.||Kinesiology||Li-Shan Chou||F2F|
|6-Sep||11 a.m.-12 p.m.||Chemical & Biological Engineering||Andrew Hillier||F2F|
|6-Sep||4-5 p.m.||Aerospace Engineering||Alric Rothmayer||F2F|
|8-Sep||4-5 p.m.||Philosophy and Religious Studies||Heimir Geirsson||Zoom|
|9-Sep||3:15-4:15 p.m.||Agronomy||Kendall Lamkey||Zoom|
|12-Sep||4-5 p.m.||Info Systems & Bus Analytics||Kevin Scheibe||F2F|
|14-Sep||11 a.m.-12 p.m.||Statistics||Dan Nettleton||Zoom|
|14-Sep||8-9 a.m.||Vet Diagnostic & Production Animal Med||Pat Halbur||F2F|
|16-Sep||1-2:30 p.m.||Community & Regional Planning||Francis Owusu||Zoom|
|19-Sep||10-11 a.m.||Mechanical Engineering||Caroline Hayes||F2F|
|20-Sep||3:30-5 p.m.||Economics||Joshua Rosenbloom||Zoom|
|22-Sep||2-3 p.m.||Military Science & Tactics||Lt. Col. Jeremy Paul||F2F|
|23-Sep||3:30-4:30 p.m.||Supply Chain Management||Scott Grawe||F2F|
|26-Sep||2:20-3:30 p.m.||Human Development and Family Studies (HDFS)||Carl Weems||Zoom|
|27-Sep||12:10-1:10 p.m.||Biochem, Biophys & Molec. Biol||Mark Hargrove||F2F|
|27-Sep||3-4 p.m.||Industrial Design||Akshay Sharma||F2F|
|28-Sep||8-9 a.m.||Veterinary Clinical Sciences||David Wong||Zoom|
|30-Sep||8-9 a.m.||Horticulture||Jeff Iles||F2F|
|4-Oct||11 a.m.-12 p.m.||Political Science||Alex Tuckness||F2F|
|5-Oct||12-1 p.m.||Music and Theatre||Brad Dell||F2F|
11 a.m.-12 p.m.
|Materials Science & Engineering||Chris Cornelius||F2F|
|7-Oct||10-11 a.m.||Natural Resource Ecology & Management||Stephen Dinsmore||F2F|
|7-Oct.||2-3 p.m.||Marketing||Sekar Raju||Zoom|
11 a.m.-12 p.m.
|Genetics, Development & Cell Biol||Yanhai Yin||F2F|
|11-Oct||4-5 p.m.||Mathematics||Eric Weber||Zoom|
|13-Oct||12-1 p.m.||Civil, Construction, & Enviro Engr||David Sanders||F2F|
|14-Oct||11 a.m.-12 p.m.||Graphic Design||Paul Bruski (interim)||F2F|
|19-Oct||2-3 p.m.||Library||Susan Vega-Garcia||Zoom|
|21-Oct||10-11:30 a.m.||Ag Ed & Studies||Michael Retallick||F2F|
|21-Oct||2:30-3:30 p.m.||Accounting||Brad Trinkle||F2F|
|25-Oct||12-1 p.m.||Animal Science||Jason Ross||F2F|
|25-Oct||4-5 p.m.||Physics & Astronomy||Frank Krennrich||Zoom|
|26-Oct||10-11 a.m.||Air Force ROTC||Lt. Col. Eric Lopez||F2F|
|26-Oct||10-11 a.m.||Naval Science||Captain Joey Frantzen||F2F|
|28-Oct||3-4 p.m.||Electrical & Computer Eng||Ashfaq Khokhar||Zoom|
|31-Oct||3-4 p.m.||Ecology, Evolution, & Organismal Biol||Lynn Clark||Zoom|
|2-Nov||12-1 p.m.||Architecture||Deborah Hauptmann||Zoom|
|2-Nov||12-1 p.m.||Interior Design||Deborah Hauptmann (interim)||Zoom|
|4-Nov||11:30-12:30 p.m.||School of Education||Mary Gresham||F2F|
|4-Nov||2-3 p.m.||Greenlee School of Journalism & Communication||Michael Dahlstrom||Zoom|
|8-Nov||3:40-4:40 p.m.||World Languages & Cultures||Michael Bailey||Zoom|
|9-Nov||8-9 a.m.||Vet Microbiology & Preventive Med||Cathy Miller||F2F|
|14-Nov||3:20-5 p.m.||Psychology||Susan Cross||Zoom|
|15-Nov||3-4 p.m.||History||Simon Cordery||Zoom|
|16-Nov||12-1 p.m.||Landscape Architecture||Carl Rogers||F2F|
|17-Nov||3:30-4:30p.m.||Industrial and Manufacturing Systems Engineering||Sarah Ryan||F2F|
|29-Nov||4:10-5:10 p.m.||Geological & Atmospheric Sciences||Kristie Franz||F2F|
|7-Dec||1-2 p.m.||English||Volker Hegelheimer||Zoom|
- 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