Supporting our students through a mindful & learner-centered syllabus (AY22-23)
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
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.
Download Mindful and Learner-Centered Syllabus Toolkit
- Download the Mindful and Learner-Centered Syllabus Toolkit (PDF).
- Follow the steps on how to use the Toolkit.
We will provide an agenda, your scenario, and the toolkit during the CELT-facilitated program.
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Instructions
- Reflect upon the AY22-23 pre-workshop content, including the Mindful and Learner-Centered Syllabus Toolkit (PDF).
- Access the Self-Reflection (AY22-23) Google form (opens in a new tab).
- Include your iastate email (you will receive a copy of your self-reflection).
- Answer the two questions and submit your responses.
All data gathered will be pooled, reported in an aggregated form, and remain confidential. CELT will use the data to inform the facilitated workshop. With this in mind, please review the Netiquette at ISU page.
Questions? Please email celt@iastate.edu.
đź”– 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.
Scenario 2. Course policies to support student success
The large enrollment course you teach is required for students within your major. As you prepare for this semester, you recall a previous student, Tiana, a junior, who missed the mid-term exam due to the death of an immediate family member. Upon return to campus, Tiana provided documentation and requested to make up the mid-term. Unfortunately, she did not do well on the exam, presumably due to stress, and almost failed the class. Failing would have delayed her graduation. You made a note on your syllabus to revisit the grading policy and assessment structure to be more flexible and support your students, but you are wondering how to do that with such a large enrollment course.
In your small group, discuss the following:
- What could be included in a syllabus to address unexpected absences and changing personal circumstances?
- How do you build flexible course policies to support student success?
- What do you do/could you do throughout the semester to balance flexibility with course policies?
Prepare to share themes from your group discussion with the larger group.
Scenario 3. Encouraging student attendance
Drawing on the virtual experiences of the last two years, you are excited to share your updated online content plus the rich in-person experience with students in real-time. At the beginning of the semester, students filled the seats as you lectured, and most completed the Canvas quizzes. As you approach the mid-semester, most students continue to complete their quizzes and other asynchronous work but stop showing up to class. When you teach, it feels like you are lecturing into a void with a surprisingly large number of empty seats. You are wondering what you can do this semester and in future semesters to help encourage student attendance while maintaining robust online resources.
In your small group, discuss the following:- What could be included in a syllabus to encourage students to attend class, participate and engage with one another?
- What do you do/could you do to build community throughout the semester?
- What do you/could you do to encourage/motivate students to attend class throughout the semester?
Prepare to share themes from your group discussion with the larger group.
Scenario 4. Supporting an overwhelmed student in a group project
At the beginning of the semester, Syd participated enthusiastically during class, submitted homework on time, engaged in group work discussions, and performed well on exams. Unfortunately, when you assessed Syd’s work for the group formative assignment mid-semester, it indicated that Syd lacked knowledge of the rest of the group members’ work. You emailed Syd and requested they schedule a meeting with you or stop by student office hours.
Via email, Syd responds, “I’ve been overwhelmed with my job, attending all my in-person classes, and getting homework done. It’s just been a lot to manage.” Syd continues, “I know I let the group down because I didn’t show them my work before submitting it. I couldn’t make the group meeting time because of work. Now, I am seriously stressed about the final group project.” You are wondering what you can do this semester and in future semesters to help encourage meaningful group work and support overwhelmed students.
In your small group, discuss the following:
- What could be included in a syllabus to encourage a successful team experience?
- What do you do/could you do throughout the semester to promote group success?
- How do you/could you promote wellness to your students throughout the semester?
Prepare to share themes from your group discussion with the larger group.
Scenario 5. Supporting neurodivergent students
A student in your class, Bailey, turns in papers and assignments with such clarity and insight that you are confused by their behavior in the classroom setting. After explaining assignments or projects, you often notice that Bailey unexpectedly walks out or blurts out responses/questions at inopportune times. You are impressed by Bailey’s work on assignments from the detailed instructions in Canvas, but you are confused by the many questions and comments after you verbally explain something in class.
During your virtual student office hours, Bailey stops by and asks for clarification on an assignment. Near the end of the conversation, you asked Bailey what worked well for them during their coursework at ISU. Bailey stated, “When I started college, I could manage easily. But now, I am anxious about different instructors’ expectations and last-minute changes to assignments. In high school, my family requested an IEP for my autism.” You recognized the initials IEP stand for Individualized Education Program for U.S. elementary/secondary school accommodations, but you haven’t received a Notification Letter for Bailey from Student Accessibility Services. You wonder what you can do this semester and in future semesters to support Bailey and the success of neurodivergent students.
In your small group, discuss the following:
- What could be included in a syllabus to clarify course policies and schedule planning to help students succeed?
- How do you/could you create assignments with a clear purpose, specific instructions, and examples for your students?
- What do you/could you do to promote academic support services with your students throughout the semester?
Prepare to share themes from your group discussion with the larger group. 
Read our new resource guide: We collaborated with our Office of Student Accessibility Services colleagues to develop teaching and learning examples and recommendations to support Neurodivergent student success Download CELT’s Strategies to Support Neurodivergent Students (PDF).
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.Â
- 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.
References
- 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