Inclusive Classroom Training (AY22-23)

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

Table of Contents

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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