Training Frequently Asked Questions

Training Frequently Asked Questions

If your question is not answered below, please call CELT at 515-294-5357 or email

Overall questions

Department chairs/unit leaders are the primary contact for participation in tracking and organizing the local departmental/unit-level training.

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.”

CELT’s mission is “Partnering with educators to advance student-centered learning at Iowa State University.” You’ll notice TEACHING is what we do, and our directive is to focus on the inclusive classroom. CELT coordinates the Training each year.

Questions? If you have questions about the expectations, contact your department chair or Dean.

Our directive from the senior leadership is for CELT to “… conduct annual training for faculty in each academic department on the importance of, and approaches to, creating an inclusive classroom environment,” which supports the “University actions to address racism and discrimination” outlined in these ten actions (PDF), and President Wintersteen’s message from Nov. 8, 2019 (PDF)


CELT developed the ISU Annual Inclusive Classroom Training (AY20-21), based upon the 2015 Inclusive Classroom framework, in consultation with our CELT Faculty Fellows, the CELT Advisory Board, faculty members, campus partners, and Office of the Senior Vice President & Provost. 

Since 2015, CELT has presented the Inclusive Classroom workshops to over 400 individuals. The Inclusive Classroom Task Force, whose membership included faculty senate representatives, faculty, staff members, graduate students, and undergraduate students, developed the 2015 Inclusive Classroom framework for the workshops. 


No. CELT will facilitate mirrored objectives, content, and activities in both modalities (online synchronous or face-to-face).

The annual training is a different focus each year.

It is the result of 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.”

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.

The AY21-22 training focused on “Our Students: Creating a sense of belonging.” Objectives:

  • Recognize how teaching plays an important role in a student’s sense of belonging.
  • Identify strategies to create a student’s sense of belonging in your teaching.
  • Locate student support resources and use/share them with students.

The AY20-21 training focused on:

  • Recognize why teaching inclusively is important.
  • Identify course-specific improvements to foster inclusive excellence in the classroom.

CELT facilitates the face-to-face/synchronous program, curated resources, and learning modules. 

Tracking of participation and scheduling of the Training is at the local departmental/unit level; see the Department Responsibilities & Scheduling page.

When a faculty member attends a different unit’s training, the hosting unit leader should send a notification of the completion to the faculty member’s chair. 

As an additional record of your completion of the face-to-face/online synchronous session, we encourage participants to take a photo or selfie of the experience to record their attendance.

Contact the leadership listed on the training schedule for the departments

Departmental facilitators for AY22-23 will assist and create synergy at the local level throughout the inclusive classroom annual training. The Department Chair/Unit Leader determines who the departmental facilitator is for their unit and notifies CELT of their selection.

See the Departmental Facilitator Responsibilities & Frequently Asked Questions page.

Because participation tracking is at the local level, you may contact your department chair/unit leader for any specific requirements.

The average time is 45 minutes to engage fully with the content (reading, task, and submitting self-reflections) on the Training (AY22-23) page. Then, during the CELT-facilitated program, you will apply the concepts discovered while participating in the small group discussions, student-centered scenarios, etc.  

If you require reasonable accommodation, you may use the information on the University Human Resources Disability Accommodations page or inform us of what you require/prefer to participate in the Training.

Faculty who cannot attend their Unit’s scheduled training will need to notify their chair/unit leader; then identify a different one and request an invitation to participate by contacting the leadership listed on the training schedule for the departments’ pageThe Unit will provide the Training’s Zoom login information or physical location.

When attending a different unit’s training, please ask the hosting unit leader to notify your chair of the completion. 

Also, consider taking a screenshot or a selfie to record your participation.

How can I continue the work from the Inclusive Classroom training?

Here are some ways for you to continue the work from the Inclusive Classroom annual training:

  • Discuss supplementary CELT inclusive classroom-related programming, resources, and strategies during your unit meetings. See the CELT’s Creating an Inclusive Classroom page.
  • Host a discussion about the remaining student-centered scenarios during your faculty/departmental meetings. Each scenario includes a summary with reflection questions, and strategies. 
  • Stay current with the bi-weekly CELT Teaching Tips
  • Continually promote Campus Resources to Support Students at Iowa State University.
  • Share inclusive classroom examples, recent publications, and field-related research with your colleagues periodically. 
  • Research your disciplinary journals and distribute key articles with your colleagues. For help, consider consulting with your subject librarian via ISU’s Find your Librarian webpage.
  • Recognize and celebrate your colleagues’ Inclusive Classroom successes with unit leadership and the College administration.
  • Consider hosting a unit-wide Inclusive Classroom teaching and learning community to build community.
  • Communicate any feedback, strategies, or successes received from your colleagues about the Inclusive Classroom through email to