Learn@ISU Courses by Catalog

Course Information

Course ID: ACD-COE-FOSS-2014-ON

Course Title: Shop Safety Fundamentals - Basic Procedures and Policies

Delivery: On-Line

Description:

Covers basic procedures and policies for academic shop settings.

Duration: 1.00

Credit Amount: 0

Days Valid: 1,095

Last Changed:

Course Information

Course ID: BIO-LAB-BSL2-2012-CL

Course Title: Biosafety Level 2 Laboratories and You

Delivery: Instructor Led

Description:

This course is designed to inform personnel working in a BSL2 about the procedures and practices they should be aware of when working in the lab.

Participants will learn what biohazardous materials are, where they are found, principle routes of exposure, proper PPE, universal precaution, common techniques in a BSL2, decontamination of and disposal of biological materials, lab equipment used in a BSL2, engineering controls, reporting procedures, signage and standard operating procedures

Duration: 1.50

Credit Amount: 0

Days Valid: 1,095

Last Changed:

Course Information

Course ID: CCEE-CONE353SAFE-SOP

Course Title: ConE 353 Electrical Systems in Buildings Laboratory Safety

Delivery: On-Line

Description:
Standard operating procedure document for ConE 353 Electrical Systems in Buildings Laboratory Safety.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-LAB-ORIENT-HSO

Course Title: Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-MAND-COURSE-RES

Course Title: Listing of CCEE/EHS-mandated courses document for Lab Access

Delivery: On-Line

Description:

FlippingBook listing of CCEE/EHS-mandated courses document for lab access.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM112-ORIENT-HSO

Course Title: Room 112 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM116-ORIENT-HSO

Course Title: Room 116 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM120-ORIENT-HSO

Course Title: Room 120 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM122-ORIENT-HSO

Course Title: Room 122 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM123-ORIENT-HSO

Course Title: Room 123 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM124-ORIENT-HSO

Course Title: Room 124 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM130-ORIENT-HSO

Course Title: Room 130 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM138-ORIENT-HSO

Course Title: Room 138 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM142-ORIENT-HSO

Course Title: Room 142 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM147-ORIENT-HSO

Course Title: Room 147 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM148-ORIENT-HSO

Course Title: Room 148 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM155-ORIENT-HSO

Course Title: Room 155 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM156-ORIENT-HSO

Course Title: Room 156 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM159A-ORIENT-HSO

Course Title: Room 159A - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM159B-ORIENT-HSO

Course Title: Room 159B - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM159C-ORIENT-HSO

Course Title: Room 159C - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM159D-ORIENT-HSO

Course Title: Room 159D - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM159E-ORIENT-HSO

Course Title: Room 159E - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM159F-ORIENT-HSO

Course Title: Room 159F - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM159-ORIENT-HSO

Course Title: Room 159 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM160-ORIENT-HSO

Course Title: Room 160 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM162-ORIENT-HSO

Course Title: Room 162 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM164-ORIENT-HSO

Course Title: Room 164 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM168-ORIENT-HSO

Course Title: Room 168 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM175-ORIENT-HSO

Course Title: Room 175 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM177-ORIENT-HSO

Course Title: Room 177 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM34-ORIENT-HSO

Course Title: Room 34 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM40-ORIENT-HSO

Course Title: Room 40 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM42-ORIENT-HSO

Course Title: Room 42 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-RM55-ORIENT-HSO

Course Title: Room 55 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Delivery: On-Line

Description:

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-SAFE-CHECK-ON

Course Title: CCEE Laboratory and Fieldwork Safety Checklist for Trainee

Delivery: On-Line

Description:

Safety checklist for individuals who will work in CCEE lab spaces or in the field to electronically sign prior beginning their work.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-SAFE-POLICIE-RES

Course Title: CCEE Research and Instructional Laboratories and Field Work Safety Policies and Guidelines document

Delivery: On-Line

Description:
Lab and Fieldwork safety policies and guidelines for all CCEE employees in CCEE Department lab spaces or conducting field work.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-SAFE-POLICIES-ON

Course Title: CCEE Research and Instructional Laboratories and Field Work Safety Policies and Guidelines

Delivery: On-Line

Description:

Lab and Fieldwork safety orientation training for all CCEE employees in CCEE Department lab spaces or conducting field work.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CCEE-SAFE-POLICIES-RES

Course Title: CCEE Research and Instructional Laboratories and Field Work Safety Policies and Guidelines document

Delivery: Book

Description:

Lab and Fieldwork safety policies and guidelines for all CCEE employees in CCEE Department lab spaces or conducting field work.

Duration: None set

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-011719-INC-CL

Course Title: Inclusive Classroom Workshop (Jan. 17)

Delivery: Instructor Led

Description:

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

Duration: 3.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-011919-OLC-CL

Course Title: Seminar, ISU Online Learning Community (ISU-OLC) (Jan 2019)

Delivery: Instructor Led

Description:

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Registration is required at least one-day prior for this learning community.

About Faculty/Staff Learning Communities
Members of Faculty and Staff Teaching and Learning Communities are multidisciplinary faculty and professionals who attend monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-012319-AWRD-CL

Course Title: Award-Winning Series: Find Your Empowerment: Communities of change at ISU (nicci port)

Delivery: Instructor Led

Description:

Does Iowa State welcome and include you? Where at ISU can you find your influence and how can you join and create communities that support you?

nicci port (she|her|hers), Martin Luther King, Jr. Advancing One Community awardee, will illustrate the big changes at Iowa State over the last few years, share how they influenced the path that led to her role as a Project Director in the Office of the Vice President for Diversity & Inclusion (VPDI), and steps she took to set herself on that road. She will also share insight regarding what anyone can do to put themselves on their own course to success at ISU and elsewhere, using principles from her own journey.

Participants in this workshop will leave with an understanding of Iowa State’s recent history, the VPDI’s planned future and practical plans for empowering themselves and others in the ISU organization and beyond.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-012319-TBL-CL

Course Title: CELT Workshop Series: Research-Based Flipped Classroom Team-Based Learning (Spring 2019)

Delivery: Instructor Led

Description:

The research-based flipped classroom and team-based learning (TBL) is an increasingly-popular form of flipped-classroom where small-group learning can be implemented effectively in small or large classes. TBL was originally developed nearly 40 years ago by a professor of organizational psychology to maximize the power of teams, and carefully designed to avoid the pitfalls of small group learning. TBL provides students with a more intimate, small class feel even in large theater-style classrooms with fixed seats. TBL teachers report high levels of student attendance, preparation, participation and critical thinking. TBL students report enjoying class and being more motivated and actively engaged. Collaboration in teams builds student problem-solving skills that are valued by employers in real-life workplace environments. Just like on the job, participants are expected to be responsible and prepared as individuals and then bring their best efforts into group activities.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-012419-QMLC-CL

Course Title: Quality Matters Learning Community

Delivery: Instructor Led

Description:

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-012519-AWRD-CL

Course Title: CELT Award Winning Faculty Series: Solutions for Disparate Disciplines: Using researched-based changes to improve learning in your classroom

Delivery: Instructor Led

Description:

What measurements are “doable” for understanding how students in your classroom are learning? When you obtain concrete, actionable information, what practical changes can you make to effect learning? How are these methods scalable for large classrooms, student readiness for the next course in the sequence, and adapted to different fields of study? Attendees to this workshop will complete practical exercises to reveal instructional values and goals important to their classrooms, understand how to measure learning that prepares students for the disciplinary learning sequence, and discover a pathway toward workable solutions.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-012519-CRIT-CL

Course Title: Workshop, Encouraging Critical Thinking and Intellectual Risks

Delivery: Instructor Led

Description:

Do your students struggle to demonstrate their critical thinking skills? Instructor Rachindra Mawalagedara, Geological and Atmospheric Sciences, guides students in a sophomore-level large-lecture class to create and test scientific hypothesis. Physics is an important part of what drives weather--abstract and complicated concepts that intimidate new learners.

In Dr. Mawalagedara's class, students practice the scientific method in Thinkspace online learning software: gathering data, conducting experiments, testing hypothesis, receiving expert feedback. They then modify and revise methods in a safe environment where they are encouraged to take intellectual risks. Students not only demonstrate developing critical thinking skills, they report it's fun to do so. Participants in this session will leave with ways to not just demonstrate and simulate critical thinking in their classrooms but engage learners in these processes.

To participate fully in the workshop, attendees are encouraged to bring a laptop.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-012819-HIGH-CL

Course Title: Workshop, Do Your Students Need Help Writing for Research?

Delivery: Instructor Led

Description:

Do Your Students Need Help Writing for Research?

Jan. 28 (12:10-1:30 p.m., 2030 Morrill Hall)

Part of ISU’s strategic plan is to “Provide learning opportunities to prepare students for careers in a dynamic, global community” (subgoal 1.3) through their participation in at least two high impact educational activities. Metrics of success will include communication as measured by: communication intensive courses, in which typically >25% of the course grade is based on student’s writing assignments; capstone courses and projects, where students produce a report or presentation deliverable; and course-based undergraduate or graduate research, which enables students to share their discoveries beyond the course and enhance the university’s research profile. Do you engage your students in doing and reporting research? Are you ready to design and implement a high-impact activity for research writing? In this workshop, Elena Cotos, Assistant Professor in the English Department and Director of the Center for Communication Excellence of the Graduate College, will share research writing resources that you can seamlessly integrate into your courses or advising. Grounded in her scholarship in applied linguistics, these resources can help you foster your students’ awareness of the conventional and rhetorically constructed nature of research writing in the disciplines. You will also learn how your students can benefit from efficient feedback through automated analysis of their multiple continuously-improving drafts.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-012919-SM-CL

Course Title: Workshop, Where Do I Start? Using social media to support learning in your classroom

Delivery: Instructor Led

Description:

Are you interested in how social media may be changing students' concepts of literacy, digital citizenship, identity, relationships, and learning? What would it look like in your classroom? Come to this interactive work group to learn about the latest research on social media in higher education as well as to consider the range of possibilities for using social media for learning in your discipline. This workshop will balance playful inquiry with research-based theory and support each other's scholarship.

*About the Presenter*
Visit Ben Gleason's website.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-013119-AWRD-CL

Course Title: Award-Winning Faculty Series: Good Class Bad Class - Intentions vs. actions in classroom teaching (Raj Raman)

Delivery: Instructor Led

Description:

D. Raj Raman, Morrill Professor, Agricultural and Biosystems Engineering, reflects on the parallels between student motivation, which is well recognized as crucial for student success, and instructor motivation (and bandwidth). What are the “motivation killers” for us as instructors, and how can we overcome them and foster our own commitment, engagement, and excitement? There are many ways of succeeding, but there are some common attitudinal components to the success formula. Participants will leave this session with Dr. Raman’s key behaviors of successful instructors and a new motivation for teaching well.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-020419-DIS-CL

Course Title: Workshop: Effectively managing disruptive classroom behavior (Feb. 4)

Delivery: Instructor Led

Description:

When disruptive behavior takes place, a number of Iowa State University faculty members recommend addressing it immediately. Their advice: remain calm, assess the situation, listen to student concerns. Especially recommended: provide a clear, firm response that is consistent with responses you’ve given other students. The strategies and resources in this workshop will help you prepare for these moments before they occur. Learning objectives: recognize the appropriate responses to classroom disruption, include language about behavioral expectations and mutual responsibility in course syllabi, identify strategies and possible responses for in-and-out of classroom disruptions concerning student behaviors, and locate resources to develop strategies on how to respond to classroom disruptions. For additional information, visit CELT's Managing Disruptive Classroom Behavior website (http://bit.ly/disruptclass) and/or download CELT’s Effectively Managing Disruptive Classroom Behavior Toolkit (PDF) (http://bit.ly/isudispdf). Facilitator: Laura Bestler, Program Coordinator, CELT

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-020719-INC-CL

Course Title: 3-Part Series, Teaching with Transparency: Empowering equitable learning

Delivery: Instructor Led

Description:

**Registration opens on Novemember 1**

For this series, Sara Marcketti, Director, CELT, Professor, Apparel Merchandising, and Design; & Laura Bestler, Program Coordinator, CELT will lead an exploration of Transparency in Learning and Teaching in Higher Ed. (TILT Higher Ed) an award-winning national educational development & research project that helps faculty to implement a transparent teaching framework that promotes college students' success.


Transparency in teaching is the practice of sharing underlying reasons with students -- for example, why and how assignments and courses are set up the way they are. Though seemingly simple, transparency as a teaching practice ends up significantly boosting students' success, especially that of underserved students, in three important areas: academic confidence, sense of belonging, and mastery of key skills.

*This series will meet for three consecutive Thursdays, Feb. 7, 14, & 21 (3:30 - 5:00 p.m., 2030 Morrill Hall)*:

*February 7, Introduction to Teaching with Transparency (Part 1 of 3)*: During the first seminar we will share findings from seven US universities showing how transparent assignment design promotes students' success equitably, as well as educational research behind the concept of transparent teaching and learning. A curated list of resources will be provided and these artifacts will inform our work during our second workshop.

*February 14, Explore and reflect on readings and artifacts (Part 2 of 3)*: We will reflect, summarize and share our most interesting findings from the resources; as well as, share any new finds. The final workshop will provide opportunities to apply our exploration the design of class activities and course assignments in our final workshop.

*February 21, Applying Transparent Design (Part 3 of 3)*: The follow-up workshop gives you a chance to apply transparent design principles to an assignment or activity for a class of their choice, with expert guidance and feedback. You can use this opportunity to redesign an assignment or activity for a lecture course, a lab, a recitation, or even an independent study or research mentoring experience. You will leave with a draft assignment or activity and a concise set of strategies for designing future assignments that promote students' learning. Additionally, we will discuss the opportunity for our group to share our "Teaching with Transparency" experience during the 2019-2020 academic year.

To learn more visit the TILT Higher Ed website.

((This workshop description was adapted from Winkelmes, M. (2017, January 18). Teaching with transparency: Empowering equitable learning (keynote and workshop). California Institute of Technology, Pasadena, CA. Retrieved from http://www.caltech.edu/content/teaching-...e-learning))

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-020819-OLC-CL

Course Title: Seminar, ISU Online Learning Community (ISU-OLC) (Feb 2019)

Delivery: Instructor Led

Description:

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Registration is required at least one-day prior for this learning community.

About Faculty/Staff Learning Communities
Members of Faculty and Staff Teaching and Learning Communities are multidisciplinary faculty and professionals who attend monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-021219-INC-CL

Course Title: Inclusive Classroom Workshop (Feb. 12)

Delivery: Instructor Led

Description:

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

Duration: 3.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-021219-QMLC-CL

Course Title: Quality Matters Learning Community

Delivery: Instructor Led

Description:

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-022019-AWRD-CL

Course Title: Award Winning Faculty Series:A Day in the Life of a Rural African Woman: Bringing global experiences into the classroom

Delivery: Instructor Led

Description:

Looking for more ways to excite, activate, and engage students? Needing a solution to transform frustrated students into successful, passionate learners? Award-winning lecturer Dorothy Masinde, Global Resource Systems, Horticulture, has thirty years of experience inspiring learners of all ages and cultural backgrounds. Examples from a variety of learning situations in both traditional and non-traditional classrooms will be presented. Participants in this workshop will work together to discover how to bring real problems into their classrooms for students who want to make a difference in the world.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-022119-TH-CL

Course Title: Top Hat Updates and Issues

Delivery: Instructor Led

Description:

Come learn about the latest additions to Top Hat, an interactive student engagement platform that was standardized at Iowa State University in 2016. Several new functionalities, such as digital content authoring and secure test administration, have been added to the platform since then.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-030819-QMLC-CL

Course Title: Quality Matters Learning Community

Delivery: Instructor Led

Description:

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-031319-INC-CL

Course Title: Inclusive Classroom Workshop (Mar. 13)

Delivery: Instructor Led

Description:

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

Duration: 3.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-031519-OLC-CL

Course Title: Seminar, ISU Online Learning Community (ISU-OLC) (Mar 2019)

Delivery: Instructor Led

Description:

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Registration is required at least one-day prior for this learning community.

About Faculty/Staff Learning Communities
Members of Faculty and Staff Teaching and Learning Communities are multidisciplinary faculty and professionals who attend monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-032619-DIS-CL

Course Title: Workshop: Effectively managing disruptive classroom behavior (Mar. 26)

Delivery: Instructor Led

Description:

When disruptive behavior takes place, a number of Iowa State University faculty members recommend addressing it immediately. Their advice: remain calm, assess the situation, listen to student concerns. Especially recommended: provide a clear, firm response that is consistent with responses you’ve given other students. The strategies and resources in this workshop will help you prepare for these moments before they occur. Learning objectives: recognize the appropriate responses to classroom disruption, include language about behavioral expectations and mutual responsibility in course syllabi, identify strategies and possible responses for in-and-out of classroom disruptions concerning student behaviors, and locate resources to develop strategies on how to respond to classroom disruptions. For additional information, visit CELT's Managing Disruptive Classroom Behavior website (http://bit.ly/disruptclass) and/or download CELT’s Effectively Managing Disruptive Classroom Behavior Toolkit (PDF) (http://bit.ly/isudispdf). Facilitator: Laura Bestler, Program Coordinator, CELT

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-032619-TH-CL

Course Title: Top Hat Content Authoring

Delivery: Instructor Led

Description:

Top Hat is a an interactive student engagement platform that has been used in ISU's classrooms since 2016. The instructor's ability to add and author digital content in Top Hat is a recent addition.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-032719-AWRD-CL

Course Title: Award-Winning Series: Real Talk About Inclusion: Do your students feel safe?

Delivery: Instructor Led

Description:

How do you know if your classroom is inclusive? Can you be proactive instead of reactive to your classroom environment? What can you do to start learning how to address microaggressions embedded in your messaging? How can you ensure your good intentions aren’t undermining a high-quality learning environment? Audrey Kennis, Multicultural Liaison Officer, Design Administration, Iowa State University Inclusive Excellence Awardee, will guide you through critical issues we see manifesting in Higher Education and inclusion. Learn language and tools to both head off potential issues and respond to student concerns in the moment.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-040519-OLC-CL

Course Title: Seminar, ISU Online Learning Community (ISU-OLC) (Apr 2019)

Delivery: Instructor Led

Description:

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Registration is required at least one-day prior for this learning community.

About Faculty/Staff Learning Communities
Members of Faculty and Staff Teaching and Learning Communities are multidisciplinary faculty and professionals who attend monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-041119-AWRD-CL

Course Title: Award-Winning Faculty Series: Teaching Playful Communication: Inspiration from a visual studio classroom (April Katz)

Delivery: Instructor Led

Description:

In this interactive workshop, Morrill Professor April Katz, Art and Visual Culture, shares how she helps learners discover and explore their own unique artistic voices and evoke varied responses. Participants in this session will leave with ideas for refining their own assignments to develop communication skills across a broad range of disciplines—assignments which reinforce and ensure basic skill acquisition, but also incorporate both playful engagement and creative thinking.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-041219-INC-CL

Course Title: Inclusive Classroom Workshop (Apr. 12)

Delivery: Instructor Led

Description:

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

Duration: 3.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-041519-QMLC-CL

Course Title: Quality Matters Learning Community

Delivery: Instructor Led

Description:

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-043019-INC-CL

Course Title: Building an inclusive and learner-centered syllabus (Apr. 30)

Delivery: Instructor Led

Description:

This conversation will be a starting place for thinking through how to implement inclusive pedagogy and learner-centered practices into your syllabus for the upcoming year. We will discuss strategies for producing a student-centered syllabus; as well as, the importance of establishing clear expectations and goals, using transparent teaching methods, and building rapport and community in your class.

Note: view on your own using Zoom by registering via http://bit.ly/2yGV2AA web link)

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-050119-QMLC-CL

Course Title: Quality Matters Learning Community

Delivery: Instructor Led

Description:

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-100118-INC-CL

Course Title: Online event, How Pervasive Is Implicit Bias in STEM? (CIRTLCast Series - Part 1 of 4)

Delivery: Instructor Led

Description:

*There are two ways to participate in this online event CIRTLCast Series:*

*1: To view this online event on your own* Visit the How Pervasive Is Implicit Bias in STEM? (CIRTLCast Series - Part 1 of 4) website and register for each online event.

*or*

*2: Participate in the series along with CELT staff in 2015 Morrill Hall* Using your netid/password via the Learn@ISU website, email celt@iastate.edu, or call 515-294-5357. Each event will be listed separately in the Learn@ISU catalog.

While the current bodies of literature on implicit bias are extensive, fewer studies focus on its scope in STEM teaching and learning. In the first session of this CIRTLCast series, invited speakers will discuss the prevalence of implicit bias in STEM, particularly in the context of higher education. We will define and discuss key terms, such as equity, oppression, privilege, and microaggressions.


Using Blackboard Collaborate, presenters will facilitate a discussion between speakers and participants based on their questions, comments, and experiences related to this issue. Guiding questions for this session include:

== Much of the research on implicit bias in STEM focuses on gender and racial bias. How does implicit bias in STEM impact non-traditional, international, and first-generation students?
== Implicit bias can manifest microaggressions (Harrison & Tanner, 2018). How do microaggressions impact STEM teaching and learning, and what are some strategies we can use to combat them?
== In what ways are implicit biases reflected in STEM higher education at the micro (e.g., peer-peer and instructor-student interactions) and macro levels (e.g., institutional policies, student admission, and faculty hiring/pay)?
== Forms of implicit bias in STEM include prove-it-again, the tightrope, the maternal wall, the tug-of war, and isolation (Williams, 2015). How do these biases impact STEM underrepresented students and faculty?

This CIRTLCast series will feature a short presentation of relevant publications, followed by a moderated discussion modeled after the Indiana University-Purdue University Indianapolis (IUPUI) learning community, and concluding with a synthesis of the information discussed. Participants will use handouts and resources during the session to identify practical applications of the concepts discussed.

*References*
Harrison, C. & Tanner, K. D. (2018). Language matters: Considering microaggressions in science. CBE - Life Sciences Education. doi: :10.1187/cbe.18-01-0011

Williams, J. C. (2015, March 24). The five biases pushing women out of STEM. Harvard Business Review. Retrieved from https://hbr.org/2015/03/the-5-biases-pus...ut-of-stem

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-100818-INC-CL

Course Title: Online event, How Can We Identify Implicit Biases in Ourselves and Others? (CIRTLCast Series - Part 2 of 4)

Delivery: Instructor Led

Description:

*There are two ways to participate in this online event CIRTLCast Series:*

*1: To view this online event on your own* Visit the How Can We Identify Implicit Biases in Ourselves and Others? (CIRTLCast Series - Part 2 of 4) website and register for each online event.

*or*

*2: Participate in the series along with CELT staff in 2015 Morrill Hall* Using your netid/password via the Learn@ISU website, email celt@iastate.edu, or call 515-294-5357. Each event will be listed separately in the Learn@ISU catalog.

Most often, implicit bias is subtle and unconscious, both of which pose challenges to fostering awareness. The STEM community's resistance to evidence of implicit bias compounds these challenges further (Handley, Brown, Moss-Racusin, & Smith, 2015).


In the second session of this CIRTLCast series, invited speakers will discuss reactions to implicit bias in STEM as well as reflecting on our own biases. We will define and discuss key terms, such as discrimination, prejudice, worldview, and cultural competency. Using Blackboard Collaborate, presenters will facilitate a discussion between speakers and participants based on their questions, comments, and experiences related to this issue. Guiding questions for this session include:
== What are the trademarks for identifying implicit bias?
== What are some strategies for responding to feedback on our implicit biases without getting defensive? How do we respond if we feel we haven't done anything wrong?
== How do other forms of bias, such as affinity bias, confirmation bias, and attribution bias, affect STEM students and instructors (Sekaquaptewa, 2011)?
== Handley et al. ask, "How can we successfully broaden the participation of women in STEM when the very research underscoring the need for this initiative is less valued by the majority group who dominate and maintain the culture of STEM (p. 13204)?"

This CIRTLCast series will feature a short presentation of relevant publications, followed by a moderated discussion modeled after the Indiana University-Purdue University Indianapolis (IUPUI) learning community, and concluding with a synthesis of the information discussed. Participants will use handouts and resources during the session to identify practical applications of the concepts discussed.

*References*
Handley, I. M., Brown, E. R., Moss-Racusin, C. A., & Smith, J. L. (2015). Quality of evidence revealing subtle gender biases in science is in the eye of the beholder. Proceedings of the National Academy of Science (PNAS), 112(43), 13201-13206.

Sekaquaptewa, D. (2011). Discounting their own success: A case for the role of implicit stereotypic attribution bias in women's STEM outcomes. Psychological Inquiry, 22(4), 291-295.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-102218-INC-CL

Course Title: Online event, How Can We Minimize Implicit Bias in Our Academic Communities? (CIRTLCast Series - Part 3 of 4)

Delivery: Instructor Led

Description:

Many view academia as an ivory tower, disconnected from the everyday challenges, controversies, and conflicts of the real-world. However, issues related to social justice, like implicit bias, are embedded in the very fabric of STEM and higher education.


In the third session of this CIRTLCast series, invited speakers will discuss minimizing implicit bias in STEM classrooms, higher education institutions, and beyond. We will define and discuss key terms, such as stereotype threat, internalized oppression, social justice, and the wage gap. Using Blackboard Collaborate, presenters will facilitate a discussion between speakers and participants based on their questions, comments, and experiences related to this issue.

Guiding questions for this session include:
== What kind of formal and informal structures, policies, and practices (e.g., diversity statements, grading practices) exist to minimize implicit bias in higher education?
== Stereotype threat in STEM can have devastating consequences, particularly on women and underrepresented racial/ethnic minorities (URMs) (Steele, 2010). As STEM instructors and students, how do we combat stereotype threat and reduce the achievement gap?
== How do curriculum and instruction in STEM disciplines consider implicit bias, diversity, and the different experiences/strengths of learners?
== What are some innovative strategies for minimizing implicit bias in STEM faculty hiring and professional development (Devine et al., 2017)? What are some challenges and possibilities?

This CIRTLCast series will feature a short presentation of relevant publications, followed by a moderated discussion modeled after the Indiana University-Purdue University Indianapolis (IUPUI) learning community, and concluding with a synthesis of the information discussed. Participants will use handouts and resources during the session to identify practical applications of the concepts discussed.

*References*
Devine, P. G., Forscher, P. S., Cox, W. T. L., Kaatz, A., Sheridan, J., & Carnes, M. (2017, July 6). A gender bias habit-breaking intervention led to increased hiring of female faculty in STEMM departments. PsyArXiv Prints. Retrieved from https://psyarxiv.com/tdvy7

Steele, C.M. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York, NY: Norton.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-102918-INC-CL

Course Title: Online event, How Can We Interrupt and Mitigate Implicit Bias When We Witness It? (CIRTLCast Series - Part 4 of 4)

Delivery: Instructor Led

Description:

*1: To view this online event on your own* Visit the How Can We Interrupt and Mitigate Implicit Bias When We Witness It? (CIRTLCast Series - Part 4 of 4) website and register for each online event.

*or*

*2: Participate in the series along with CELT staff in 2015 Morrill Hall* Using your netid/password via the Learn@ISU website, email celt@iastate.edu, or call 515-294-5357. Each event will be listed separately in the Learn@ISU catalog.

Reducing implicit bias and promoting diversity in STEM is a science and innovation, workforce, and economic imperative (OSTP & OPM, 2016). While the first three sessions of this CIRTLCast series laid the foundation for understanding implicit bias in STEM higher education, in this final session, we will discuss recommendations for interrupting and mitigating implicit bias.


Recommendations will include concrete tips and strategies for future STEM faculty in all disciplines, levels, and roles within STEM. We will define and discuss key terms, such as intersectionality, positionality, and cultural responsiveness. Using Blackboard Collaborate, presenters will facilitate a discussion between speakers and participants based on their questions, comments, and experiences related to this issue.

Guiding questions for this session include:
== As a member of a minority or majority group, how does your identity and demographic reality impact how you address implicit bias? In what ways does intersectionality play a role in your approach to implicit bias?
== For STEM instructors, what are some strategies specific to addressing "hot moments" (i.e., controversial, conflictual, and/or emotionally-charged dialogues) in the classroom?
== In your experience, what key concepts, resources, strategies, or practices were most helpful for interrupting implicit bias? Were there any strategies omitted from this series that you would like to share?

This CIRTLCast series will feature a short presentation of relevant publications, followed by a moderated discussion modeled after the Indiana University-Purdue University Indianapolis (IUPUI) learning community, and concluding with a synthesis of the information discussed. Participants will use handouts and resources during the session to identify practical applications of the concepts discussed.

*References*
Interagency Policy Group on Increasing Diversity in the STEM Workforce by Reducing the Impact of Bias, Office of Science and Technology Policy (OSTP), & Office of Personnel Management (OPM). (2016). Reducing the impact of bias in the STEM workforce: Strengthening excellence and innovation. Washington, DC: OSTP.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-110718-AWRD-CL

Course Title: Award Winning Faculty Series: Among Others: How to Really Make Your Classroom More Inclusive

Delivery: Instructor Led

Description:

In our attempts to connect and help, we can cause others to feel as though they are “other,” or not as deserving, or as able as the majority. Javier Vela, Associate Professor, Chemistry, recipient of the Martin Luther King, Jr. Advancing One Community Faculty Award and a pioneer of change for the cultural climate of ISU, will help you develop your cultural literacy. Throughout his career, Dr. Vela has increased cultural understanding, awareness, and fostered conversations among people from different backgrounds. You will leave this session with practical ways to create a welcoming classroom environment, what to do when something that is not inclusive happens, and ways to challenge and reframe your own thinking to help create future world citizens who must be ready and able to work “among others.”

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-111318-INC-CL

Course Title: Conversation: Building an inclusive and learner-centered syllabus (Nov. 13)

Delivery: Instructor Led

Description:

This conversation will be a starting place for thinking through how to implement inclusive pedagogy and learner-centered practices into your syllabus. We will discuss strategies for producing a student-centered syllabus; as well as, the importance of establishing clear expectations and goals, using transparent teaching methods, and building rapport and community in your class.

*Two ways to participate in this workshop*

*1. Register via Zoom to view on your own*
Via the Zoom meeting for November 13 link. If you need assistance connecting via Zoom visit Zoom's Support website or Contact ISU's Solution Center at 294-4000

*1. Register to attend in-person*
Register via Learn@ISU website or if you would prefer:
Call CELT at 515-294-5357 / email celt@iastate.edu & specify: event title, date, name, department & email

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-111418-INC-CL

Course Title: Conversation: Building an inclusive and learner-centered syllabus (Nov. 14)

Delivery: Instructor Led

Description:

This conversation will be a starting place for thinking through how to implement inclusive pedagogy and learner-centered practices into your syllabus. We will discuss strategies for producing a student-centered syllabus; as well as, the importance of establishing clear expectations and goals, using transparent teaching methods, and building rapport and community in your class.

*Two ways to participate in this workshop*

*1. Register via Zoom to view on your own*
Via the Zoom meeting for November 14 link. If you need assistance connecting via Zoom visit Zoom's Support website or Contact ISU's Solution Center at 294-4000

*1. Register to attend in-person*
Register via Learn@ISU website or if you would prefer:
Call CELT at 515-294-5357 / email celt@iastate.edu & specify: event title, date, name, department & email

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-111618-OLC-CL

Course Title: ISU Online Learning Community (ISU-OLC)(Nov 16)

Delivery: Instructor Led

Description:

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-111618-QMLC-CL

Course Title: Quality Matters Learning Community

Delivery: Instructor Led

Description:

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

The discussions will focus on the practical use of the Quality Matters Standards, but all are welcome to join the conversations, even if they have not previously taken any Quality Matters workshops.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-111918-QMFU-CL

Course Title: Quality Matters: Improving Your Online Course (IYOC) Follow Up

Delivery: Instructor Led

Description:

The Quality Matters: Improving Your Online Course (IYOC) follow-up session provides you with additional time to improve your course based on the information you learned in the IYOC workshop. This is a completely hands-on session where you will have the opportunity to get assistance with meeting the Quality Matters Standards in your online course and your specific questions can be answered.

This follow-up session is not required for your IYOC certification, but a prerequisite of this session is that you have already completed the IYOC, DYOC (Design Your Online Course, or DYBC (Design Your Blended Course).

Duration: 2.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-112718-CTI-CL

Course Title: Conversation: Top 10 tips for creating an accessible course (Nov. 27)

Delivery: Instructor Led

Description:

This conversation will cover 10 basic strategies for creating accessible online course content. Participants will learn about the Quality Matters framework, specific approaches to address accessibility and usability, as well as how to build a timeline for implementing these changes. 'How to' resources will be provided.


View on your own using Zoom by registering via this http://bit.ly/2Mqlu5Q web link

The Conversations on Teaching Inclusively series provides an opportunity for faculty, staff and graduate students (who have a teaching role) to dialogue about teaching inclusively at Iowa State University. The intent of these conversations will be to help build a stronger teaching community, create collaborative partnerships, and develop effective teaching practices for meeting the diverse needs of our students. Each month we will choose a topic based on input from our teaching community.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-112718-DART-CL

Course Title: Documenting Your Teaching using the DART Matrix

Delivery: Instructor Led

Description:

In this interactive session, Sara Marcketti, Director, Center for Excellence in Learning and Teaching, Professor, Apparel Merchandizing, and Design, will lead you through a personalized workshop designed to help you consider where you are on the Dimensions of Activities Related to Teaching (DART) matrix. You will leave this session with a clear understanding of your teaching so far and a path for where you'd like to be. Participants will find this especially useful for documenting teaching for promotion, tenure, and professional development.

Duration: 1.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-113018-INC-CL

Course Title: Inclusive Classroom Workshop (Nov. 30)

Delivery: Instructor Led

Description:

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

Duration: 3.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-120618-CEL-CL

Course Title: Workshop: Turning your scholarly teaching into Scholarship of Teaching and Learning (SoTL)

Delivery: Instructor Led

Description:

Scholarly teaching focuses on student learning and is grounded in the subject matter being taught, and in the implementation of effective pedagogies. The scholarship of teaching and learning (SoTL) involves framing a research question related to student learning and systematically investigating it. The research methods often include qualitative and quantitative data collection as well as direct and indirect measures. Upon completion of the workshop participants will have: 1) identified and developed a researchable question; 2) developed a framework for data collection; and 3) completed a project timeline including milestones.

This CELT workshop is presented by Cindy Haynes, Horticulture Associate Professor and CELT Advisory Board Member, and Sara Marcketti, Director, CELT and Professor in Apparel, Events & Hospitality Management

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-120718-QMFU-CL

Course Title: Quality Matters: Improving Your Online Course (IYOC) Follow Up

Delivery: Instructor Led

Description:

The Quality Matters: Improving Your Online Course (IYOC) follow-up session provides you with additional time to improve your course based on the information you learned in the IYOC workshop. This is a completely hands-on session where you will have the opportunity to get assistance with meeting the Quality Matters Standards in your online course and your specific questions can be answered.

This follow-up session is not required for your IYOC certification, but a prerequisite of this session is that you have already completed the IYOC, DYOC (Design Your Online Course, or DYBC (Design Your Blended Course).

Duration: 2.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-121318-QMLC-CL

Course Title: Quality Matters Learning Community

Delivery: Instructor Led

Description:

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

The discussions will focus on the practical use of the Quality Matters Standards, but all are welcome to join the conversations, even if they have not previously taken any Quality Matters workshops.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-121418-OLC-CL

Course Title: ISU Online Learning Community (ISU-OLC)(Dec 14)

Delivery: Instructor Led

Description:

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-APPQMR-CL

Course Title: Applying the Quality Matters Rubric (APPQMR) Workshop

Delivery: Instructor Led

Description:

This Quality Matters (QM) flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.

After completing this workshop, participants will be able to:
1. Identify the underlying principles of QM. (Recognize key QM underlying principles and concepts.)
2. Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
3. Apply the QM Rubric to review online courses.
4. Make decisions on whether the sample course meets selected QM Rubric Standards.
5. Apply the concept of alignment.

The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.

Duration: 480.00

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-CAN-BUILD-CL

Course Title: Workshop, Building a Canvas Course that Makes Sense to Your Students (Canvas Track 1)

Delivery: Instructor Led

Description:

Learn about the top five strategies to ensure that your Canvas course is navigable and user-friendly! Upon completion, participants will be able to do the following:

Upon completing this workshop, participants will be able to do the following in their Canvas courses:
1. Choose a landing page
2. Create an attractive homepage
3. Add an introductory module to their courses
4. Clean up the navigation
5. Calibrate the course's settings

Facilitated by CELT staff

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-CAN-DATA-CL

Course Title: Workshop, Grading and Student Data in Canvas (Canvas Track 1)

Delivery: Instructor Led

Description:

Use the power of Gradebook and student data in Canvas to fuel your students' progress! Upon completion, participants will be able to do the following:

1. Organize your Gradebook in ways that make sense to you

2. Experience grading as a student

3. Calculate course grades

4. Use the SpeedGrader for making and grading student work

5. Articulate where in Canvas student data can be collected

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Information

Course ID: CELT-CAN-GRP-CL

Course Title: Workshop, Group and Collaborative Work in Canvas (Canvas Track 1)

Delivery: Instructor Led

Description:

Canvas has several options for organizing effective groups and collaborative work in Canvas. Upon completion, participants will be able to do the following:

1. Decide on the type of group/collaborative work for a variety of contexts

2. Create different types of groups

3. Use different communication channels for group work

4. Enable collaborations

5. Explore the Canvas functionalities that foster collaborative work

Duration: 1.50

Credit Amount: 0

Days Valid: 0

Last Changed:

Course Title and Description Catalog Pricing
Course Title and Description Catalog Pricing
Shop Safety Fundamentals - Basic Procedures and Policies

Covers basic procedures and policies for academic shop settings.

Environmental Health and Safety $0.00
Biosafety Level 2 Laboratories and You

This course is designed to inform personnel working in a BSL2 about the procedures and practices they should be aware of when working in the lab.

Participants will learn what biohazardous materials are, where they are found, principle routes of exposure, proper PPE, universal precaution, common techniques in a BSL2, decontamination of and disposal of biological materials, lab equipment used in a BSL2, engineering controls, reporting procedures, signage and standard operating procedures

Environmental Health and Safety $0.00
ConE 353 Electrical Systems in Buildings Laboratory Safety
Standard operating procedure document for ConE 353 Electrical Systems in Buildings Laboratory Safety.
Civil, Construction and Environmental Engineering $0.00
Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Listing of CCEE/EHS-mandated courses document for Lab Access

FlippingBook listing of CCEE/EHS-mandated courses document for lab access.

Civil, Construction and Environmental Engineering $0.00
Room 112 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 116 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 120 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 122 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 123 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 124 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 130 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 138 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 142 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 147 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 148 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 155 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 156 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 159A - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 159B - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 159C - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 159D - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 159E - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 159F - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 159 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 160 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 162 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 164 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 168 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 175 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 177 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 34 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 40 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 42 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
Room 55 - Laboratory and Field Work Safety Checklist for Lab Manager or Coordinator

Checklist of orientation topics discussed by lab manager/coordinator and individual (trainee) who will work in CCEE labs or the field under their management.

Civil, Construction and Environmental Engineering $0.00
CCEE Laboratory and Fieldwork Safety Checklist for Trainee

Safety checklist for individuals who will work in CCEE lab spaces or in the field to electronically sign prior beginning their work.

Civil, Construction and Environmental Engineering $0.00
CCEE Research and Instructional Laboratories and Field Work Safety Policies and Guidelines document
Lab and Fieldwork safety policies and guidelines for all CCEE employees in CCEE Department lab spaces or conducting field work.
Civil, Construction and Environmental Engineering $0.00
CCEE Research and Instructional Laboratories and Field Work Safety Policies and Guidelines

Lab and Fieldwork safety orientation training for all CCEE employees in CCEE Department lab spaces or conducting field work.

Civil, Construction and Environmental Engineering $0.00
CCEE Research and Instructional Laboratories and Field Work Safety Policies and Guidelines document

Lab and Fieldwork safety policies and guidelines for all CCEE employees in CCEE Department lab spaces or conducting field work.

Civil, Construction and Environmental Engineering $0.00
Inclusive Classroom Workshop (Jan. 17)

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

CELT: Center for Excellence in Learning and Teaching $0.00
Seminar, ISU Online Learning Community (ISU-OLC) (Jan 2019)

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Registration is required at least one-day prior for this learning community.

About Faculty/Staff Learning Communities
Members of Faculty and Staff Teaching and Learning Communities are multidisciplinary faculty and professionals who attend monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning.

CELT: Center for Excellence in Learning and Teaching $0.00
Award-Winning Series: Find Your Empowerment: Communities of change at ISU (nicci port)

Does Iowa State welcome and include you? Where at ISU can you find your influence and how can you join and create communities that support you?

nicci port (she|her|hers), Martin Luther King, Jr. Advancing One Community awardee, will illustrate the big changes at Iowa State over the last few years, share how they influenced the path that led to her role as a Project Director in the Office of the Vice President for Diversity & Inclusion (VPDI), and steps she took to set herself on that road. She will also share insight regarding what anyone can do to put themselves on their own course to success at ISU and elsewhere, using principles from her own journey.

Participants in this workshop will leave with an understanding of Iowa State’s recent history, the VPDI’s planned future and practical plans for empowering themselves and others in the ISU organization and beyond.

CELT: Center for Excellence in Learning and Teaching $0.00
CELT Workshop Series: Research-Based Flipped Classroom Team-Based Learning (Spring 2019)

The research-based flipped classroom and team-based learning (TBL) is an increasingly-popular form of flipped-classroom where small-group learning can be implemented effectively in small or large classes. TBL was originally developed nearly 40 years ago by a professor of organizational psychology to maximize the power of teams, and carefully designed to avoid the pitfalls of small group learning. TBL provides students with a more intimate, small class feel even in large theater-style classrooms with fixed seats. TBL teachers report high levels of student attendance, preparation, participation and critical thinking. TBL students report enjoying class and being more motivated and actively engaged. Collaboration in teams builds student problem-solving skills that are valued by employers in real-life workplace environments. Just like on the job, participants are expected to be responsible and prepared as individuals and then bring their best efforts into group activities.

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters Learning Community

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

CELT: Center for Excellence in Learning and Teaching $0.00
CELT Award Winning Faculty Series: Solutions for Disparate Disciplines: Using researched-based changes to improve learning in your classroom

What measurements are “doable” for understanding how students in your classroom are learning? When you obtain concrete, actionable information, what practical changes can you make to effect learning? How are these methods scalable for large classrooms, student readiness for the next course in the sequence, and adapted to different fields of study? Attendees to this workshop will complete practical exercises to reveal instructional values and goals important to their classrooms, understand how to measure learning that prepares students for the disciplinary learning sequence, and discover a pathway toward workable solutions.

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop, Encouraging Critical Thinking and Intellectual Risks

Do your students struggle to demonstrate their critical thinking skills? Instructor Rachindra Mawalagedara, Geological and Atmospheric Sciences, guides students in a sophomore-level large-lecture class to create and test scientific hypothesis. Physics is an important part of what drives weather--abstract and complicated concepts that intimidate new learners.

In Dr. Mawalagedara's class, students practice the scientific method in Thinkspace online learning software: gathering data, conducting experiments, testing hypothesis, receiving expert feedback. They then modify and revise methods in a safe environment where they are encouraged to take intellectual risks. Students not only demonstrate developing critical thinking skills, they report it's fun to do so. Participants in this session will leave with ways to not just demonstrate and simulate critical thinking in their classrooms but engage learners in these processes.

To participate fully in the workshop, attendees are encouraged to bring a laptop.

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop, Do Your Students Need Help Writing for Research?

Do Your Students Need Help Writing for Research?

Jan. 28 (12:10-1:30 p.m., 2030 Morrill Hall)

Part of ISU’s strategic plan is to “Provide learning opportunities to prepare students for careers in a dynamic, global community” (subgoal 1.3) through their participation in at least two high impact educational activities. Metrics of success will include communication as measured by: communication intensive courses, in which typically >25% of the course grade is based on student’s writing assignments; capstone courses and projects, where students produce a report or presentation deliverable; and course-based undergraduate or graduate research, which enables students to share their discoveries beyond the course and enhance the university’s research profile. Do you engage your students in doing and reporting research? Are you ready to design and implement a high-impact activity for research writing? In this workshop, Elena Cotos, Assistant Professor in the English Department and Director of the Center for Communication Excellence of the Graduate College, will share research writing resources that you can seamlessly integrate into your courses or advising. Grounded in her scholarship in applied linguistics, these resources can help you foster your students’ awareness of the conventional and rhetorically constructed nature of research writing in the disciplines. You will also learn how your students can benefit from efficient feedback through automated analysis of their multiple continuously-improving drafts.

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop, Where Do I Start? Using social media to support learning in your classroom

Are you interested in how social media may be changing students' concepts of literacy, digital citizenship, identity, relationships, and learning? What would it look like in your classroom? Come to this interactive work group to learn about the latest research on social media in higher education as well as to consider the range of possibilities for using social media for learning in your discipline. This workshop will balance playful inquiry with research-based theory and support each other's scholarship.

*About the Presenter*
Visit
Ben Gleason's website.

CELT: Center for Excellence in Learning and Teaching $0.00
Award-Winning Faculty Series: Good Class Bad Class - Intentions vs. actions in classroom teaching (Raj Raman)

D. Raj Raman, Morrill Professor, Agricultural and Biosystems Engineering, reflects on the parallels between student motivation, which is well recognized as crucial for student success, and instructor motivation (and bandwidth). What are the “motivation killers” for us as instructors, and how can we overcome them and foster our own commitment, engagement, and excitement? There are many ways of succeeding, but there are some common attitudinal components to the success formula. Participants will leave this session with Dr. Raman’s key behaviors of successful instructors and a new motivation for teaching well.

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop: Effectively managing disruptive classroom behavior (Feb. 4)

When disruptive behavior takes place, a number of Iowa State University faculty members recommend addressing it immediately. Their advice: remain calm, assess the situation, listen to student concerns. Especially recommended: provide a clear, firm response that is consistent with responses you’ve given other students. The strategies and resources in this workshop will help you prepare for these moments before they occur. Learning objectives: recognize the appropriate responses to classroom disruption, include language about behavioral expectations and mutual responsibility in course syllabi, identify strategies and possible responses for in-and-out of classroom disruptions concerning student behaviors, and locate resources to develop strategies on how to respond to classroom disruptions. For additional information, visit CELT's Managing Disruptive Classroom Behavior website (http://bit.ly/disruptclass) and/or download CELT’s Effectively Managing Disruptive Classroom Behavior Toolkit (PDF) (http://bit.ly/isudispdf). Facilitator: Laura Bestler, Program Coordinator, CELT

CELT: Center for Excellence in Learning and Teaching $0.00
3-Part Series, Teaching with Transparency: Empowering equitable learning

**Registration opens on Novemember 1**

For this series, Sara Marcketti, Director, CELT, Professor, Apparel Merchandising, and Design; & Laura Bestler, Program Coordinator, CELT will lead an exploration of Transparency in Learning and Teaching in Higher Ed. (TILT Higher Ed) an award-winning national educational development & research project that helps faculty to implement a transparent teaching framework that promotes college students' success.


Transparency in teaching is the practice of sharing underlying reasons with students -- for example, why and how assignments and courses are set up the way they are. Though seemingly simple, transparency as a teaching practice ends up significantly boosting students' success, especially that of underserved students, in three important areas: academic confidence, sense of belonging, and mastery of key skills.

*This series will meet for three consecutive Thursdays, Feb. 7, 14, & 21 (3:30 - 5:00 p.m., 2030 Morrill Hall)*:

*February 7, Introduction to Teaching with Transparency (Part 1 of 3)*: During the first seminar we will share findings from seven US universities showing how transparent assignment design promotes students' success equitably, as well as educational research behind the concept of transparent teaching and learning. A curated list of resources will be provided and these artifacts will inform our work during our second workshop.

*February 14, Explore and reflect on readings and artifacts (Part 2 of 3)*: We will reflect, summarize and share our most interesting findings from the resources; as well as, share any new finds. The final workshop will provide opportunities to apply our exploration the design of class activities and course assignments in our final workshop.

*February 21, Applying Transparent Design (Part 3 of 3)*: The follow-up workshop gives you a chance to apply transparent design principles to an assignment or activity for a class of their choice, with expert guidance and feedback. You can use this opportunity to redesign an assignment or activity for a lecture course, a lab, a recitation, or even an independent study or research mentoring experience. You will leave with a draft assignment or activity and a concise set of strategies for designing future assignments that promote students' learning. Additionally, we will discuss the opportunity for our group to share our "Teaching with Transparency" experience during the 2019-2020 academic year.

To learn more visit the
TILT Higher Ed website.

((This workshop description was adapted from Winkelmes, M. (2017, January 18). Teaching with transparency: Empowering equitable learning (keynote and workshop). California Institute of Technology, Pasadena, CA. Retrieved from http://www.caltech.edu/content/teaching-...e-learning))

CELT: Center for Excellence in Learning and Teaching $0.00
Seminar, ISU Online Learning Community (ISU-OLC) (Feb 2019)

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Registration is required at least one-day prior for this learning community.

About Faculty/Staff Learning Communities
Members of Faculty and Staff Teaching and Learning Communities are multidisciplinary faculty and professionals who attend monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning.

CELT: Center for Excellence in Learning and Teaching $0.00
Inclusive Classroom Workshop (Feb. 12)

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters Learning Community

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

CELT: Center for Excellence in Learning and Teaching $0.00
Award Winning Faculty Series:A Day in the Life of a Rural African Woman: Bringing global experiences into the classroom

Looking for more ways to excite, activate, and engage students? Needing a solution to transform frustrated students into successful, passionate learners? Award-winning lecturer Dorothy Masinde, Global Resource Systems, Horticulture, has thirty years of experience inspiring learners of all ages and cultural backgrounds. Examples from a variety of learning situations in both traditional and non-traditional classrooms will be presented. Participants in this workshop will work together to discover how to bring real problems into their classrooms for students who want to make a difference in the world.

CELT: Center for Excellence in Learning and Teaching $0.00
Top Hat Updates and Issues

Come learn about the latest additions to Top Hat, an interactive student engagement platform that was standardized at Iowa State University in 2016. Several new functionalities, such as digital content authoring and secure test administration, have been added to the platform since then.

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters Learning Community

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

CELT: Center for Excellence in Learning and Teaching $0.00
Inclusive Classroom Workshop (Mar. 13)

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

CELT: Center for Excellence in Learning and Teaching $0.00
Seminar, ISU Online Learning Community (ISU-OLC) (Mar 2019)

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Registration is required at least one-day prior for this learning community.

About Faculty/Staff Learning Communities
Members of Faculty and Staff Teaching and Learning Communities are multidisciplinary faculty and professionals who attend monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning.

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop: Effectively managing disruptive classroom behavior (Mar. 26)

When disruptive behavior takes place, a number of Iowa State University faculty members recommend addressing it immediately. Their advice: remain calm, assess the situation, listen to student concerns. Especially recommended: provide a clear, firm response that is consistent with responses you’ve given other students. The strategies and resources in this workshop will help you prepare for these moments before they occur. Learning objectives: recognize the appropriate responses to classroom disruption, include language about behavioral expectations and mutual responsibility in course syllabi, identify strategies and possible responses for in-and-out of classroom disruptions concerning student behaviors, and locate resources to develop strategies on how to respond to classroom disruptions. For additional information, visit CELT's Managing Disruptive Classroom Behavior website (http://bit.ly/disruptclass) and/or download CELT’s Effectively Managing Disruptive Classroom Behavior Toolkit (PDF) (http://bit.ly/isudispdf). Facilitator: Laura Bestler, Program Coordinator, CELT

CELT: Center for Excellence in Learning and Teaching $0.00
Top Hat Content Authoring

Top Hat is a an interactive student engagement platform that has been used in ISU's classrooms since 2016. The instructor's ability to add and author digital content in Top Hat is a recent addition.

CELT: Center for Excellence in Learning and Teaching $0.00
Award-Winning Series: Real Talk About Inclusion: Do your students feel safe?

How do you know if your classroom is inclusive? Can you be proactive instead of reactive to your classroom environment? What can you do to start learning how to address microaggressions embedded in your messaging? How can you ensure your good intentions aren’t undermining a high-quality learning environment? Audrey Kennis, Multicultural Liaison Officer, Design Administration, Iowa State University Inclusive Excellence Awardee, will guide you through critical issues we see manifesting in Higher Education and inclusion. Learn language and tools to both head off potential issues and respond to student concerns in the moment.

CELT: Center for Excellence in Learning and Teaching $0.00
Seminar, ISU Online Learning Community (ISU-OLC) (Apr 2019)

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

Registration is required at least one-day prior for this learning community.

About Faculty/Staff Learning Communities
Members of Faculty and Staff Teaching and Learning Communities are multidisciplinary faculty and professionals who attend monthly or bi-weekly meetings to engage in a topic related to the scholarship of teaching and learning.

CELT: Center for Excellence in Learning and Teaching $0.00
Award-Winning Faculty Series: Teaching Playful Communication: Inspiration from a visual studio classroom (April Katz)

In this interactive workshop, Morrill Professor April Katz, Art and Visual Culture, shares how she helps learners discover and explore their own unique artistic voices and evoke varied responses. Participants in this session will leave with ideas for refining their own assignments to develop communication skills across a broad range of disciplines—assignments which reinforce and ensure basic skill acquisition, but also incorporate both playful engagement and creative thinking.

CELT: Center for Excellence in Learning and Teaching $0.00
Inclusive Classroom Workshop (Apr. 12)

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters Learning Community

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

CELT: Center for Excellence in Learning and Teaching $0.00
Building an inclusive and learner-centered syllabus (Apr. 30)

This conversation will be a starting place for thinking through how to implement inclusive pedagogy and learner-centered practices into your syllabus for the upcoming year. We will discuss strategies for producing a student-centered syllabus; as well as, the importance of establishing clear expectations and goals, using transparent teaching methods, and building rapport and community in your class.

Note: view on your own using Zoom by registering via http://bit.ly/2yGV2AA web link)

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters Learning Community

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

CELT: Center for Excellence in Learning and Teaching $0.00
Online event, How Pervasive Is Implicit Bias in STEM? (CIRTLCast Series - Part 1 of 4)

*There are two ways to participate in this online event CIRTLCast Series:*

*1: To view this online event on your own* Visit the
How Pervasive Is Implicit Bias in STEM? (CIRTLCast Series - Part 1 of 4) website and register for each online event.

*or*

*2: Participate in the series along with CELT staff in 2015 Morrill Hall* Using your netid/password via the Learn@ISU website, email celt@iastate.edu, or call 515-294-5357. Each event will be listed separately in the Learn@ISU catalog.

While the current bodies of literature on implicit bias are extensive, fewer studies focus on its scope in STEM teaching and learning. In the first session of this CIRTLCast series, invited speakers will discuss the prevalence of implicit bias in STEM, particularly in the context of higher education. We will define and discuss key terms, such as equity, oppression, privilege, and microaggressions.


Using Blackboard Collaborate, presenters will facilitate a discussion between speakers and participants based on their questions, comments, and experiences related to this issue. Guiding questions for this session include:

== Much of the research on implicit bias in STEM focuses on gender and racial bias. How does implicit bias in STEM impact non-traditional, international, and first-generation students?
== Implicit bias can manifest microaggressions (Harrison & Tanner, 2018). How do microaggressions impact STEM teaching and learning, and what are some strategies we can use to combat them?
== In what ways are implicit biases reflected in STEM higher education at the micro (e.g., peer-peer and instructor-student interactions) and macro levels (e.g., institutional policies, student admission, and faculty hiring/pay)?
== Forms of implicit bias in STEM include prove-it-again, the tightrope, the maternal wall, the tug-of war, and isolation (Williams, 2015). How do these biases impact STEM underrepresented students and faculty?

This CIRTLCast series will feature a short presentation of relevant publications, followed by a moderated discussion modeled after the Indiana University-Purdue University Indianapolis (IUPUI) learning community, and concluding with a synthesis of the information discussed. Participants will use handouts and resources during the session to identify practical applications of the concepts discussed.

*References*
Harrison, C. & Tanner, K. D. (2018). Language matters: Considering microaggressions in science. CBE - Life Sciences Education. doi: :10.1187/cbe.18-01-0011

Williams, J. C. (2015, March 24). The five biases pushing women out of STEM. Harvard Business Review. Retrieved from https://hbr.org/2015/03/the-5-biases-pus...ut-of-stem

CELT: Center for Excellence in Learning and Teaching $0.00
Online event, How Can We Identify Implicit Biases in Ourselves and Others? (CIRTLCast Series - Part 2 of 4)

*There are two ways to participate in this online event CIRTLCast Series:*

*1: To view this online event on your own* Visit the
How Can We Identify Implicit Biases in Ourselves and Others? (CIRTLCast Series - Part 2 of 4) website and register for each online event.

*or*

*2: Participate in the series along with CELT staff in 2015 Morrill Hall* Using your netid/password via the Learn@ISU website, email celt@iastate.edu, or call 515-294-5357. Each event will be listed separately in the Learn@ISU catalog.

Most often, implicit bias is subtle and unconscious, both of which pose challenges to fostering awareness. The STEM community's resistance to evidence of implicit bias compounds these challenges further (Handley, Brown, Moss-Racusin, & Smith, 2015).


In the second session of this CIRTLCast series, invited speakers will discuss reactions to implicit bias in STEM as well as reflecting on our own biases. We will define and discuss key terms, such as discrimination, prejudice, worldview, and cultural competency. Using Blackboard Collaborate, presenters will facilitate a discussion between speakers and participants based on their questions, comments, and experiences related to this issue. Guiding questions for this session include:
== What are the trademarks for identifying implicit bias?
== What are some strategies for responding to feedback on our implicit biases without getting defensive? How do we respond if we feel we haven't done anything wrong?
== How do other forms of bias, such as affinity bias, confirmation bias, and attribution bias, affect STEM students and instructors (Sekaquaptewa, 2011)?
== Handley et al. ask, "How can we successfully broaden the participation of women in STEM when the very research underscoring the need for this initiative is less valued by the majority group who dominate and maintain the culture of STEM (p. 13204)?"

This CIRTLCast series will feature a short presentation of relevant publications, followed by a moderated discussion modeled after the Indiana University-Purdue University Indianapolis (IUPUI) learning community, and concluding with a synthesis of the information discussed. Participants will use handouts and resources during the session to identify practical applications of the concepts discussed.

*References*
Handley, I. M., Brown, E. R., Moss-Racusin, C. A., & Smith, J. L. (2015). Quality of evidence revealing subtle gender biases in science is in the eye of the beholder. Proceedings of the National Academy of Science (PNAS), 112(43), 13201-13206.

Sekaquaptewa, D. (2011). Discounting their own success: A case for the role of implicit stereotypic attribution bias in women's STEM outcomes. Psychological Inquiry, 22(4), 291-295.

CELT: Center for Excellence in Learning and Teaching $0.00
Online event, How Can We Minimize Implicit Bias in Our Academic Communities? (CIRTLCast Series - Part 3 of 4)

Many view academia as an ivory tower, disconnected from the everyday challenges, controversies, and conflicts of the real-world. However, issues related to social justice, like implicit bias, are embedded in the very fabric of STEM and higher education.


In the third session of this CIRTLCast series, invited speakers will discuss minimizing implicit bias in STEM classrooms, higher education institutions, and beyond. We will define and discuss key terms, such as stereotype threat, internalized oppression, social justice, and the wage gap. Using Blackboard Collaborate, presenters will facilitate a discussion between speakers and participants based on their questions, comments, and experiences related to this issue.

Guiding questions for this session include:
== What kind of formal and informal structures, policies, and practices (e.g., diversity statements, grading practices) exist to minimize implicit bias in higher education?
== Stereotype threat in STEM can have devastating consequences, particularly on women and underrepresented racial/ethnic minorities (URMs) (Steele, 2010). As STEM instructors and students, how do we combat stereotype threat and reduce the achievement gap?
== How do curriculum and instruction in STEM disciplines consider implicit bias, diversity, and the different experiences/strengths of learners?
== What are some innovative strategies for minimizing implicit bias in STEM faculty hiring and professional development (Devine et al., 2017)? What are some challenges and possibilities?

This CIRTLCast series will feature a short presentation of relevant publications, followed by a moderated discussion modeled after the Indiana University-Purdue University Indianapolis (IUPUI) learning community, and concluding with a synthesis of the information discussed. Participants will use handouts and resources during the session to identify practical applications of the concepts discussed.

*References*
Devine, P. G., Forscher, P. S., Cox, W. T. L., Kaatz, A., Sheridan, J., & Carnes, M. (2017, July 6). A gender bias habit-breaking intervention led to increased hiring of female faculty in STEMM departments. PsyArXiv Prints. Retrieved from
https://psyarxiv.com/tdvy7

Steele, C.M. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York, NY: Norton.

CELT: Center for Excellence in Learning and Teaching $0.00
Online event, How Can We Interrupt and Mitigate Implicit Bias When We Witness It? (CIRTLCast Series - Part 4 of 4)

*1: To view this online event on your own* Visit the How Can We Interrupt and Mitigate Implicit Bias When We Witness It? (CIRTLCast Series - Part 4 of 4) website and register for each online event.

*or*

*2: Participate in the series along with CELT staff in 2015 Morrill Hall* Using your netid/password via the Learn@ISU website, email celt@iastate.edu, or call 515-294-5357. Each event will be listed separately in the Learn@ISU catalog.

Reducing implicit bias and promoting diversity in STEM is a science and innovation, workforce, and economic imperative (OSTP & OPM, 2016). While the first three sessions of this CIRTLCast series laid the foundation for understanding implicit bias in STEM higher education, in this final session, we will discuss recommendations for interrupting and mitigating implicit bias.


Recommendations will include concrete tips and strategies for future STEM faculty in all disciplines, levels, and roles within STEM. We will define and discuss key terms, such as intersectionality, positionality, and cultural responsiveness. Using Blackboard Collaborate, presenters will facilitate a discussion between speakers and participants based on their questions, comments, and experiences related to this issue.

Guiding questions for this session include:
== As a member of a minority or majority group, how does your identity and demographic reality impact how you address implicit bias? In what ways does intersectionality play a role in your approach to implicit bias?
== For STEM instructors, what are some strategies specific to addressing "hot moments" (i.e., controversial, conflictual, and/or emotionally-charged dialogues) in the classroom?
== In your experience, what key concepts, resources, strategies, or practices were most helpful for interrupting implicit bias? Were there any strategies omitted from this series that you would like to share?

This CIRTLCast series will feature a short presentation of relevant publications, followed by a moderated discussion modeled after the Indiana University-Purdue University Indianapolis (IUPUI) learning community, and concluding with a synthesis of the information discussed. Participants will use handouts and resources during the session to identify practical applications of the concepts discussed.

*References*
Interagency Policy Group on Increasing Diversity in the STEM Workforce by Reducing the Impact of Bias, Office of Science and Technology Policy (OSTP), & Office of Personnel Management (OPM). (2016). Reducing the impact of bias in the STEM workforce: Strengthening excellence and innovation. Washington, DC: OSTP.

CELT: Center for Excellence in Learning and Teaching $0.00
Award Winning Faculty Series: Among Others: How to Really Make Your Classroom More Inclusive

In our attempts to connect and help, we can cause others to feel as though they are “other,” or not as deserving, or as able as the majority. Javier Vela, Associate Professor, Chemistry, recipient of the Martin Luther King, Jr. Advancing One Community Faculty Award and a pioneer of change for the cultural climate of ISU, will help you develop your cultural literacy. Throughout his career, Dr. Vela has increased cultural understanding, awareness, and fostered conversations among people from different backgrounds. You will leave this session with practical ways to create a welcoming classroom environment, what to do when something that is not inclusive happens, and ways to challenge and reframe your own thinking to help create future world citizens who must be ready and able to work “among others.”

CELT: Center for Excellence in Learning and Teaching $0.00
Conversation: Building an inclusive and learner-centered syllabus (Nov. 13)

This conversation will be a starting place for thinking through how to implement inclusive pedagogy and learner-centered practices into your syllabus. We will discuss strategies for producing a student-centered syllabus; as well as, the importance of establishing clear expectations and goals, using transparent teaching methods, and building rapport and community in your class.

*Two ways to participate in this workshop*

*1. Register via Zoom to view on your own*
Via the
Zoom meeting for November 13 link. If you need assistance connecting via Zoom visit Zoom's Support website or Contact ISU's Solution Center at 294-4000

*1. Register to attend in-person*
Register via Learn@ISU website or if you would prefer:
Call CELT at 515-294-5357 / email celt@iastate.edu & specify: event title, date, name, department & email

CELT: Center for Excellence in Learning and Teaching $0.00
Conversation: Building an inclusive and learner-centered syllabus (Nov. 14)

This conversation will be a starting place for thinking through how to implement inclusive pedagogy and learner-centered practices into your syllabus. We will discuss strategies for producing a student-centered syllabus; as well as, the importance of establishing clear expectations and goals, using transparent teaching methods, and building rapport and community in your class.

*Two ways to participate in this workshop*

*1. Register via Zoom to view on your own*
Via the
Zoom meeting for November 14 link. If you need assistance connecting via Zoom visit Zoom's Support website or Contact ISU's Solution Center at 294-4000

*1. Register to attend in-person*
Register via Learn@ISU website or if you would prefer:
Call CELT at 515-294-5357 / email celt@iastate.edu & specify: event title, date, name, department & email

CELT: Center for Excellence in Learning and Teaching $0.00
ISU Online Learning Community (ISU-OLC)(Nov 16)

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters Learning Community

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

The discussions will focus on the practical use of the Quality Matters Standards, but all are welcome to join the conversations, even if they have not previously taken any Quality Matters workshops.

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters: Improving Your Online Course (IYOC) Follow Up

The Quality Matters: Improving Your Online Course (IYOC) follow-up session provides you with additional time to improve your course based on the information you learned in the IYOC workshop. This is a completely hands-on session where you will have the opportunity to get assistance with meeting the Quality Matters Standards in your online course and your specific questions can be answered.

This follow-up session is not required for your IYOC certification, but a prerequisite of this session is that you have already completed the IYOC, DYOC (Design Your Online Course, or DYBC (Design Your Blended Course).

CELT: Center for Excellence in Learning and Teaching $0.00
Conversation: Top 10 tips for creating an accessible course (Nov. 27)

This conversation will cover 10 basic strategies for creating accessible online course content. Participants will learn about the Quality Matters framework, specific approaches to address accessibility and usability, as well as how to build a timeline for implementing these changes. 'How to' resources will be provided.


View on your own using Zoom by registering via this http://bit.ly/2Mqlu5Q web link

The Conversations on Teaching Inclusively series provides an opportunity for faculty, staff and graduate students (who have a teaching role) to dialogue about teaching inclusively at Iowa State University. The intent of these conversations will be to help build a stronger teaching community, create collaborative partnerships, and develop effective teaching practices for meeting the diverse needs of our students. Each month we will choose a topic based on input from our teaching community.

CELT: Center for Excellence in Learning and Teaching $0.00
Documenting Your Teaching using the DART Matrix

In this interactive session, Sara Marcketti, Director, Center for Excellence in Learning and Teaching, Professor, Apparel Merchandizing, and Design, will lead you through a personalized workshop designed to help you consider where you are on the Dimensions of Activities Related to Teaching (DART) matrix. You will leave this session with a clear understanding of your teaching so far and a path for where you'd like to be. Participants will find this especially useful for documenting teaching for promotion, tenure, and professional development.

CELT: Center for Excellence in Learning and Teaching $0.00
Inclusive Classroom Workshop (Nov. 30)

After participating in the pre-workshop learning modules and the face-to-face program, faculty, staff and graduate students (who have a teaching role) will:

1. Identify specific improvements to foster inclusion in the classroom.

2. Develop an individual action plan for promoting inclusion in the classroom.

3. Become familiar with the campus resources and programs that support diversity and inclusion.

Pre-workshop learning modules will be available at least one week prior to the workshop and will be instrumental to our face-to-face program; therefore, we ask that you complete the modules prior to the event. Prerequisite: This workshop is for faculty and staff (who have a teaching role). Facilitated by: Laura Bestler, Program Coordinator, CELT

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop: Turning your scholarly teaching into Scholarship of Teaching and Learning (SoTL)

Scholarly teaching focuses on student learning and is grounded in the subject matter being taught, and in the implementation of effective pedagogies. The scholarship of teaching and learning (SoTL) involves framing a research question related to student learning and systematically investigating it. The research methods often include qualitative and quantitative data collection as well as direct and indirect measures. Upon completion of the workshop participants will have: 1) identified and developed a researchable question; 2) developed a framework for data collection; and 3) completed a project timeline including milestones.

This CELT workshop is presented by Cindy Haynes, Horticulture Associate Professor and CELT Advisory Board Member, and Sara Marcketti, Director, CELT and Professor in Apparel, Events & Hospitality Management

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters: Improving Your Online Course (IYOC) Follow Up

The Quality Matters: Improving Your Online Course (IYOC) follow-up session provides you with additional time to improve your course based on the information you learned in the IYOC workshop. This is a completely hands-on session where you will have the opportunity to get assistance with meeting the Quality Matters Standards in your online course and your specific questions can be answered.

This follow-up session is not required for your IYOC certification, but a prerequisite of this session is that you have already completed the IYOC, DYOC (Design Your Online Course, or DYBC (Design Your Blended Course).

CELT: Center for Excellence in Learning and Teaching $0.00
Quality Matters Learning Community

The Quality Matters (QM) Learning Community is designed to help you improve your courses using the Quality Matters Standards. Members will have opportunities to hear about ways to meet the QM standards, as well as discussing best practices, experiences, and solutions to course design problems.

The discussions will focus on the practical use of the Quality Matters Standards, but all are welcome to join the conversations, even if they have not previously taken any Quality Matters workshops.

CELT: Center for Excellence in Learning and Teaching $0.00
ISU Online Learning Community (ISU-OLC)(Dec 14)

The purpose of the ISU-OLC is to share campus best practices to improve online teaching and learning; see how others are using the University Learning Management System (LMS) to create innovative learning experiences, inform the campus about existing and new web-based instructional technologies, participate in new technology testing and evaluation; as well as, to leverage LMS expertise, experience and training resources across campus.

CELT: Center for Excellence in Learning and Teaching $0.00
Applying the Quality Matters Rubric (APPQMR) Workshop

This Quality Matters (QM) flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.

After completing this workshop, participants will be able to:
1. Identify the underlying principles of QM. (Recognize key QM underlying principles and concepts.)
2. Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
3. Apply the QM Rubric to review online courses.
4. Make decisions on whether the sample course meets selected QM Rubric Standards.
5. Apply the concept of alignment.

The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop, Building a Canvas Course that Makes Sense to Your Students (Canvas Track 1)

Learn about the top five strategies to ensure that your Canvas course is navigable and user-friendly! Upon completion, participants will be able to do the following:

Upon completing this workshop, participants will be able to do the following in their Canvas courses:
1. Choose a landing page
2. Create an attractive homepage
3. Add an introductory module to their courses
4. Clean up the navigation
5. Calibrate the course's settings

Facilitated by CELT staff

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop, Grading and Student Data in Canvas (Canvas Track 1)

Use the power of Gradebook and student data in Canvas to fuel your students' progress! Upon completion, participants will be able to do the following:

1. Organize your Gradebook in ways that make sense to you

2. Experience grading as a student

3. Calculate course grades

4. Use the SpeedGrader for making and grading student work

5. Articulate where in Canvas student data can be collected

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop, Group and Collaborative Work in Canvas (Canvas Track 1)

Canvas has several options for organizing effective groups and collaborative work in Canvas. Upon completion, participants will be able to do the following:

1. Decide on the type of group/collaborative work for a variety of contexts

2. Create different types of groups

3. Use different communication channels for group work

4. Enable collaborations

5. Explore the Canvas functionalities that foster collaborative work

CELT: Center for Excellence in Learning and Teaching $0.00
Workshop, Personalized Learning in Canvas (Canvas Track 2)

Personalized learning is the type of instruction that targets individual student's needs. How does personalized learning look like in Canvas? Upon completion, participants will be able to do the following:

1. Use the module's prerequisites and requirements for personalized learning

2. Track student completion of module's prerequisites and requirements

3. Articulate what is a Mastery Path in Canvas

4. Create mastery paths

5. Use the Learning Mastery functionality in the Gradebook