CELT Talks: Student Engagement

Research has shown that instructors want to learn from other instructors and CELT Talks is an interactive platform where instructors can do exactly this. A panel of instructors from diverse disciplines will have up to 15 minutes each to share their expertise in forums on specific topics.

Student Engagement is the teaching and learning topic this month. Participants will learn about the student engagement strategies used by Sayali Kukday (Associate Teaching Professor of Genetics, Development & Cell Biology), Chad Cardani-Trollinger (Assistant Teaching Professor in Leadership Studies) and Gabriel Rodriguez (Assistant Professor of School of Education). Participants will leave the Zoom session with the top three tips recommended for building student engagement by each instructor.

If you are a person with a disability, please contact CELT at 515-294-5357 or email celt@iastate.edu to request reasonable accommodations to allow participation in this event.

If you would prefer to register outside of the link below, you can call CELT at 515-294-5357 or email   celt@iastate.edu (specify event title, date, name, and department with your request) if you’d like to register that way.

Award-Winning Seminar Series: Instructors share teaching strategies

Learn teaching strategies from faculty members who have demonstrated outstanding teaching performance early in their professional careers.  The 2021 ISU Award-Winning recipients for Early Achievement in Teaching hail from a variety of disciplinary content areas. Join our panelists, Cason Murphy (Music and Theatre), Mohamed Selim, (Electrical and Computer Engineering) and Melissa Tropf (Veterinary Clinical Sciences) as they share their best practices and classroom success stories.

Attendees will gain teaching strategies they can use in their own classrooms and explore the differences these strategies can make in their learning spaces.

If you are a person with a disability, please contact CELT at 515-294-5357 or email celt@iastate.edu to request reasonable accommodations to allow participation in this event.

If you would prefer to register outside of the link below, you can call CELT at 515-294-5357 or email celt@iastate.edu (specify event title, date, name, and department with your request) if you’d like to register that way.

Leveraging Affordable Course Materials for your Students

Did you know you can save your students money while using the best materials available for your teaching? Attend our panel to learn about affordable course material options available at Iowa State and how you can leverage them in your courses. Representatives from the University Library and University Book Store will share information about options like Course Reserves, Open Educational Resources (OER), and the Immediate Access program at ISU.

Participants will be able to ask the panelists questions about these course materials and more, while learning about the services available to support you as you get started.

If you are a person with a disability, please contact CELT at 515-294-5357 or email celt@iastate.edu to request reasonable accommodations to allow participation in this event.

If you would prefer to register outside of the link below, you can call CELT at 515-294-5357 or email   celt@iastate.edu (specify event title, date, name, and department with your request) if you’d like to register that way.

Register to attend online

CELT Talks: Large Enrollment Classes

Research has shown that instructors want to learn from other instructors and CELT Talks is an interactive platform where instructors can do exactly this. A panel of instructors from diverse disciplines will have up to 15 minutes each to share their expertise in forums on specific topics.

Our first teaching and learning topic discussed this fall will be Large Enrollment classes. Participants will learn about the strategies used by Jodi Sterle (Professor of Animal Science), Cristina Bonaccorsi (Teaching Professor of Chemistry), and Heather Bolles (Teaching Professor of Mathematics). Participants will leave the Zoom session with the top three tips recommended for large classes by each instructor.

If you are a person with a disability, please contact CELT at 515-294-5357 or email celt@iastate.edu to request reasonable accommodations to allow participation in this event.

If you would prefer to register outside of the link below, you can call CELT at 515-294-5357 or email celt@iastate.edu (specify event title, date, name, and department with your request) if you’d like to register that way.

Five strategies for a successful start for your students (Teaching Tip)

January brings with it the comfortable familiarity of a completed fall semester and the newness and opportunities of a spring semester waiting to begin. Before the first day of the semester, consider these strategies to promote student success.
  • Welcome students. Send a welcoming email or Canvas announcement to your class (see the communication strategies page). Let students know where and when the first class session occurs: in person or online, how to access the Canvas course page, include a copy of the syllabus, and share your student office hours. This welcome sets the stage for prepared students on the first day of class.
  • Do a readiness assessment. On the first day of class, include a short, no-stakes quiz with a mixture of prerequisite knowledge questions and topics that students will encounter in the course. This readiness assessment can provide you with diagnostic information about the new class. Further, providing the correct answer to the questions can serve as an early resource for content review. Get started by using the Quizzes and Exams strategies page.
  • Ask students for their goals. No matter the class size, ask students why they signed up for the class and how it will help them achieve their goals. Students can complete this information (including name and pronoun preferences) in word or sentence format using Qualtrics. Display the Qualtrics word cloud results in real-time or share them during the next class session.
  • Give a syllabus quiz. Instead of a detailed syllabus reading, give a short syllabus quiz in the first week of the term (see CELT’s Sample syllabus quiz questions page). This method is an easy first assignment win for students and can lessen potential anxiety about course expectations and grading.
  • Make Connections. Prepare a small follow-up assignment in which students actively engage and make a connection with the course material and their lives. Perhaps this is finding a news article or social media post related to your course content. Maybe it is asking students to identify something within their lives impacted by the course topic. At the next class session, create triads of students to share the information. This strategy is beneficial if you use permanent triads for discussion and project teams throughout the semester and further connections with content and between classmates. Find additional ideas for engagement on the Ideas to create a welcoming, engaging, and inclusive classroom page along with the Engaging Students Online page.
Continue to read the CELT Teaching Tip for the Start of the Semester Checklist, Instructional Tools & Updates, the CELT Teaching Spotlight, and CELT Upcoming Programs. The CELT staff eagerly awaits meeting and working with you in spring 2021!
With a joy for teaching,
Sara Marcketti, Director

Center for Excellence in Learning and Teaching


Full Teaching Tip

View the published CELT Teaching Tip: Five strategies for a successful start for your students (January 14, 2021 – Constant Contact) page.

Prefer a Print version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for January 14.

Winter Course Design Institute 2022 (Teaching Tip)

Four people using laptops

Registration is open for the 2022 Winter Course Design Institute (CDI). The CDI is open to 40 faculty or staff with teaching responsibilities. All disciplines are encouraged to participate.

The CDI provides a space for faculty to build community, review effective assessment, active learning techniques, and overall course design. Attendees will have the opportunity to design or substantially revise their online or hybrid courses. The presenters for the 90-minute sessions 2022 CDI are Drs. Lesya Hassall (CELT), TJ Stewart (School of Education), Cristina Bonaccorsi (Department of Chemistry), and Monica Lamm (Department of Chemical and Biological Engineering). Topics include course design elements, building community, effective assessment, and active learning techniques.

This year, the CDI will be offered January 4-7. Each day will feature a 90-minute session discussing different components of online or hybrid learning environments. The sessions will take place from 9-10:30 a.m. each of those days and will conclude with an optional 30-minute guided discussion and individual, scheduled consultations.

Registration will be accepted until November 30 through this Qualtrics survey. Those who fully engage in the four-day CDI and complete a self-evaluation of your course (materials provided by CELT), will receive a $500 professional development stipend from the Office of the Senior Vice President and Provost.

Full Teaching Tip

View the published CELT Teaching Tip: Resources for Success (November 11, 2021 – Constant Contact) page.

Prefer a Print Version?

To view the Teaching Tip as a printable document with web addresses, download the CELT Teaching Tip for November 11, 2021 (PDF).

Online Workshop Series: Applying the Quality Matters Rubric (APPQMR)

** This Applying the Quality Matters Rubric (APPQMR) workshop meets both mornings of Thursday, October 20th, and Friday, October 21st from 9 a.m.-1:00 p.m.

Learning Objectives:

    • Recognize the foundational concepts of Quality Matters.
    • Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
    • Apply the QM Rubric to review online courses.
    • Make decisions on whether the demo course meets selected QM Rubric Standards.
    • Apply the concept of alignment.
    • Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.

Requirement

This virtual offering will be delivered via Zoom and is split into three hours of training delivered over two days. Upon completion of the entire workshop, participants may pursue certification for attaining the QM roles of Peer Reviewer and Master Reviewer.


Online Workshop Series: Applying the Quality Matters Rubric (APPQMR)

** This Applying the Quality Matters Rubric (APPQMR) workshop meets both mornings of Thursday, October 20th, and Friday, October 21st from 9 a.m.-1:00 p.m.

Learning Objectives:

    • Recognize the foundational concepts of Quality Matters.
    • Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
    • Apply the QM Rubric to review online courses.
    • Make decisions on whether the demo course meets selected QM Rubric Standards.
    • Apply the concept of alignment.
    • Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.

Requirement

This virtual offering will be delivered via Zoom and is split into three hours of training delivered over two days. Upon completion of the entire workshop, participants may pursue certification for attaining the QM roles of Peer Reviewer and Master Reviewer.


Demystifying QM Certification: A Panel of Instructors

Mystified about what online/blended course certification from Quality Matters (QM), a faculty-driven non-profit organization means? Not sure why you need to have your online/blended course certified? What are the benefits for your students and you, the instructor? What is involved in the certification process? Is it worth the effort?

Join us for a virtual panel on QM course certification! Four instructors will share their experiences about receiving the QM certification mark for designing courses that met QM Standards at a level of 85% or greater in an official review process conducted by external reviewers.

Listen to their course certification stories and decide whether you would like to initiate QM certification for your own courses.


Good Course Design Makes All The Difference

Start with the end in mind. It seems like pretty straightforward advice for a lot of things in life. And, although it isn’t always considered Faculty member speaking with three strudentswhen creating a new course, or modifying an existing one, it can create a very useful framework for course design.

Often this approach to course design is called “backward design”. The process starts with identifying the course learning goals. Next, you determine the best ways to assess and evaluate if students are achieving these goals. Then after the goals and evaluation strategies are established the course content is considered. Designing and teaching courses this way puts learning first and content coverage second. It can help students achieve higher levels of cognitive development (i.e. higher order learning as described in the Revised Bloom’s Taxonomy) than classes that have content coverage as a primary focus.

The CELT website has a set of resources available to help with your course design:

Additionally, CELT is offering a 5-part workshop series- Best Practices in Online Course Design starting January 31st (registration is now closed for the spring series – CELT will be offering this series again in the near future – if you are interested email CELT). The workshop series is based on the research-based Quality Matters (QM) framework. You may learn more about this framework through CELT’s Quality Matters Tracks for Faculty Development website.

(On a personal note, last fall semester I worked with a graduate student in my program to develop a non-credit online course using the Quality Matters framework. It was a big undertaking, but the QM framework provided a fantastic guide and ensured we implemented a number of best practices for online learning. We’ve had great response from many of the participants as well.)

Ann Marie VanDerZanden, Director
Center for Excellence in Learning and Teaching

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