Workshop Series Events

Maker Day Series

In this series from the Online Education team at the Center for Integrated Professional Development, Maker Days are a space where instructors can work independently and collaboratively to discuss topics related to teaching and develop artifacts that can be used in their courses. Each Maker Day will focus on a chosen theme with the first half dedicated to discussing shared experiences and best practices, with the second half focused on creating an artifact that can be used in your teaching.

Eligible Participants: Tenure-Track Faculty, Non-Tenure Track Faculty and Course Instructors, Graduate Students, Staff (AP and Civil Service).

Session 1

Effective Group Work Online

Register for this session by Monday, March 2

This workshop focuses on utilizing collaboration and group work in your courses. The first hour will focus on best practices for collaboration and group work in online and hybrid courses. The second hour will utilize a template to create a rationale, collaboration plan, and assignment sheet for a course. Registration is required.

Session 2

Improving Engagement of Online Students 

Register for this session by Monday, April 20

This workshop focuses on incorporating interactive design strategies and active learning methods into course planning to more effectively engage students in the online classroom. Participants in this session will learn techniques to foster collaboration, provide personalized and timely feedback, offer flexibility, and create a strong sense of community. Registration is required.

Peer Feedback Strategies for Teaching Effectiveness

This two-part workshop series equips college instructors with evidence-based strategies for gathering data on, and providing feedback about, the teaching effectiveness of their peers. Each session focuses on a distinct method—Midterm Chat – Small Group Instructional Diagnosis (SGID), classroom observation, and instructional artifact review—offering both theoretical grounding and practical tools. Participants will engage in reflective dialogue, hands-on practice, and collaborative analysis to enhance the rigor, fairness, and developmental value of peer feedback.  Registration is required for each session you wish to attend .

Eligible Participants: Faculty, Course Instructors, Staff with Teaching Responsibilities .

Session 1

Classroom Observation for Reviewing Teaching Effectiveness

Register for this session by Thursday, February 19

This session focuses on evidence-based approaches to classroom observation as a component of peer review of teaching. Participants will examine the observation process and protocols and discuss their alignment with evidence-based teaching practices. Emphasis will be placed on focused observation, minimizing bias, and providing formative, actionable feedback. Participants will engage in simulated observations and practice developing observation reports that support professional growth for reviewees and reviewers. 

Session 2

Reviewing Instructional Artifacts: Syllabi, Assignments, and Beyond 

Register for this session by Thursday, March 26

This workshop explores the review of instructional artifacts—such as syllabi, assignments, assessments, and course materials—as a lens for understanding teaching effectiveness. Participants will discuss criteria for assessing alignment with learning objectives, inclusivity and equity, student engagement, and transparency. The session will include hands-on analysis of sample artifacts and introduce frameworks that support consistent, equitable peer review. Participants will leave with tools to conduct artifact reviews that are both rigorous and collegial.  

Practical Advice for New Accessibility Standards Series

Join us for an engaging series of workshops designed to empower faculty with practical strategies for creating accessible learning environments! Each session will dive into the importance of accessibility in education, providing you with actionable tips and tools to enhance your teaching materials and strategies. Whether you're working with Canvas, documents, or videos, you'll leave equipped to foster inclusivity and support all students in their learning journeys. You’ll also be provided with a foundational overview of the Web Content Accessibility Guidelines (WCAG), helping you to build your ability to meet essential standards for inclusivity. For each session, feel free to bring your own materials from class so you can ask questions and apply the concepts taught in the workshop. Let’s make accessibility a priority together!

Eligible Participants: Tenure-Track Faculty, Non-Tenure Track Faculty and Course Instructors, Graduate Students, Staff (AP and Civil Service).

Session 1

Accessible Canvas

Register for this session by Wednesday, February 4

In this dynamic session, we’ll explore why accessibility matters in your courses and how it can transform the learning experience for all courses, whether you are teaching face-to-face or online. Discover the secrets to creating a consistent layout that enhances navigation and learn how to effectively use headings to structure your content. We’ll explore the essentials of alt text for images, crafting meaningful hyperlinks, and ensuring color contrast that is easy on the eyes. Plus, we’ll tackle cognitive load and how to simplify your course materials for better comprehension. Bring questions or ideas about your Canvas course, we will have some time for questions or hands-on practice. Get ready to make your Canvas courses more inclusive and engaging! Registration is required.

Session 2

Accessible Documents

Register for this session by Tuesday, February 17

Join us for an interactive workshop focused on making your Word, PDF, and PowerPoint documents accessible to every learner. We’ll kick off with a discussion on why accessibility is crucial in all formats. You’ll learn how to maintain a consistent layout across different document types, utilize headings for better organization, and add alt text that conveys the right message. We’ll also cover the importance of hyperlinks and color contrast, ensuring your documents are not only informative but also visually accessible. Bring questions or ideas about your Canvas course, we will have some time for questions or hands-on practice. By the end of this session, you’ll have the tools to create documents that everyone can read and understand! Registration is required.

Session 3

Accessible Video

Register for this session by Wednesday, March 4

In our final accessibility session of the series, we’ll focus on the vital role of accessible videos in education. Discover why accessibility matters in video content and how it can enhance learning for all students. We’ll discuss the importance of providing descriptions and hints for low-vision students, ensuring that your visual content is inclusive. Learn how to create effective transcripts that support both comprehension and engagement. This workshop will equip you with practical tips to make your video materials accessible, engaging, and beneficial for every learner. Let’s bring your videos to life in a way that everyone can enjoy! Registration is required.

Recognize. Respond. Refer.: A Three-Part Series to Support Student Mental Health Across Campus

Student Counseling Services invites faculty and staff to participate in Recognize. Respond. Refer., a campus-wide series designed to support your ongoing efforts in fostering student well-being. This three-part series offers approachable, practical strategies to help you notice signs of student distress, respond with care and confidence, and connect students to helpful campus resources.

You don’t need to be a mental health expert to make a meaningful difference. While attending all sessions is not required, participating in the full series can deepen your comfort and capacity in supporting the diverse mental health needs of our campus community.

Each session will be offered twice. Parts 1 & 3 will offer a Zoom option. Registration is required for each session you wish to attend

Eligible Participants: Tenure-Track Faculty, Non-Tenure Track Faculty and Course Instructors, Graduate Students, Staff (AP and Civil Service).

Session 1

Recognize — Red Folder: Identifying Students in Distress

Option 1: Tuesday, January 27
Register for this online session by Monday, January 26

Option 2: Monday, February 9
Register for this in-person session by Friday, February 6

Adapted by Student Counseling Services and inspired by similar initiatives at other universities, the Red Folder is a quick-reference resource designed to help faculty and staff notice when a student may be struggling and feel confident in taking supportive action. This session introduces behavioral indicators, compassionate ways to check in, and how to use the Red Folder to connect students with the help they need.

This session will help you:

• Recognize common behavioral and emotional signs of student distress.
• Respond with empathy and confidence.
• Use the Red Folder to guide next steps and connect students to campus support.

Registration is required.

Session 2

Respond — Suicide Prevention and Empathetic Support with QPR Training

Option 1: Tuesday, March 3
Register for this session by Monday, March 2

Option 2: Thursday, April 9
Register for this session by Wednesday, April 8

Just as people trained in CPR help save lives, those trained in QPR (Question, Persuade, Refer) learn how to recognize the warning signs of a suicide crisis and take action to connect someone with help. As members of the ISU community, faculty and staff are often the first to notice signs of distress in students. This session positions you as a vital link in the chain of support and equips you with tools to respond with clarity and compassion. Participants will receive a QPR booklet containing helpful information and strategies to reinforce their learning and assist with future situations. Part 2 can only be offered in person. Registration is required.

This session will help you:

• Recognize the warning signs of suicide.
• Provide empathetic support and offer hope to students in need.
• Guide individuals toward appropriate professional help and resources.

Session 3

Refer — Let’s Talk: Student Mental Health Consultations for Faculty and Staff

Option 1: Tuesday, February 24
Register for this online session by Monday, February 23

Option 2: Monday, April 20
Register for this session by Friday, April 17

In your role as a faculty or staff member, students may turn to you for support, advice, or encouragement, often because they see you as a trusted presence. Let’s Talk is a consultation space designed to support you in those moments. Whether you're concerned about a specific student, navigating a classroom dynamic, or simply unsure of what resources are available, this session offers a space to connect with Student Counseling Services staff, ask questions, and collaborate with colleagues. Registration is required.

This session will help you:

• Know when and how to refer students to campus mental health resources.
• Consult with SCS staff about individual or group concerns.
• Receive support and guidance in navigating student mental health concerns.

Reimagining the General Education through Experiential Learning and Civic Engagement

This series of workshops will help faculty prepare general education courses for the new general education category in Experiential Learning and Civic Engagement. You may register for one or both sessions.  Registration is required.

Register for this session by Thursday, January 29

Eligible Participants: Tenure-Track Faculty, Non-Tenure Track Faculty and Course Instructors, Graduate Students

Session 1

The first workshop will present best practices in experiential learning and civic engagement and will help faculty design or redesign their syllabi to include assignments with real-world applications that build students’ civic knowledge and problem-solving skills through structured reflection. Participants will explore examples from ISU courses that have implemented civic learning projects in a variety of disciplines.

Session 2

The second workshop will focus on assessment and will teach faculty how to assess civic engagement and experiential learning assignments using a common rubric. Attendees will leave the workshops with a toolkit of strategies for embedding civic engagement and experiential learning into their curriculum.

STEM for the Public Good Workshop Series

This workshop series, supported by the Excellence by Design Strategic Initiative Fund, offers STEM faculty opportunities to explore how civic and community contexts can enrich teaching, research, and student learning. Participants will be invited to consider civic engagement as a flexible and practical strategy for advancing work they already care about – strong courses, meaningful scholarship, and well-prepared graduates. Faculty will learn from concrete examples and from one another as they examine how real-world problems and partnerships can deepen disciplinary learning, spark student engagement, and create new opportunities for impactful and fundable research. Through conversation, shared experimentation, and applied design, participants will leave with course ideas or research concepts that connect STEM expertise to the public good in ways that feel authentic, achievable, and professionally rewarding. Lunch will be provided. Registration is required.

Eligible Participants: Because of the specifications of the grant, only pre-tenure faculty (i.e., rank of Assistant Professor) from the following departments can participate; all faculty from the College of Engineering are welcome. Tenured faculty may request to participate on a case-by-case basis by reaching out to the co-facilitators.

• School of Biological Sciences
• Department of Chemistry
• Department of Physics
• Department of Geography, Geology, and the Environment
• College of Engineering
• School of Kinesiology and Recreation
• Department of Mathematics
• Department of Technology
• School of Information Technology
• Department of Agriculture
• Department of Health Sciences
• School of Creative Technologies

Session 1

STEM for the Public Good: Disciplinary Pathways to Civic Impact

Register for this session by Friday, January 23

This workshop offers STEM faculty a discipline-specific introduction to civic engagement as a meaningful context for applying disciplinary expertise to complex public challenges. Participants will explore how STEM fields contribute to pressing societal and community issues such as public health, sustainability, infrastructure, data equity, and ethical technology. Through examples drawn from multiple disciplines, the session highlights ways engaged teaching and scholarship align naturally with core STEM values, faculty roles, and ISU’s mission and vision. Faculty will be invited to reflect on where their own interests and expertise intersect with the public good and to identify approachable entry points for integrating this work into their teaching or research. Lunch will be provided.

Session 2

Civically Engaged STEM in Practice

Register for this session by Friday, February 13

This workshop focuses on what civically engaged STEM looks like in everyday academic practice. An external expert in STEM civic engagement will join the session to introduce forward-looking practices and national perspectives. Participants will examine evidence-based models for engaged STEM teaching and scholarship, analyze examples from multiple disciplines, and consider how these approaches tackle real-world challenges while sustaining academic rigor and strengthening student motivation and persistence. The session creates space to talk openly about questions, challenges, and possibilities, with an emphasis on actionable strategies for adapting engaged STEM models to participants’ own disciplines and ISU’s institutional context. Lunch will be provided.

Session 3

Integrating Civic Engagement into STEM Courses

Register for this session by Friday, February 27

This workshop invites STEM faculty to design course modules that connect learning content and techniques with real-world impact. Participants will explore curricular strategies such as project-based learning with community data, authentic problem sets, and stakeholder-informed design challenges. The session includes discussion of how ISU’s Civically Engaged Learning Goals can align with disciplinary goals, accreditation standards, and program-level outcomes to support student success. Faculty will also examine approaches to assessment, student preparation, and ethical engagement. Participants will leave with a draft concept for a civically engaged course module suited to their discipline and teaching style. Lunch will be provided.

Session 4

Engaged Scholarship in STEM: Rigor, Recognition, and Impact

Register for this session by Friday, March 20

This workshop supports STEM faculty in exploring how civic and community engagement can strengthen their research agendas while maintaining high standards of scholarly merit. Participants will discuss how engaged scholarship fits within hypothesis-driven, applied, and translational research models, and will examine examples of engaged STEM research that are both rigorous and impactful. Topics include framing impactful research questions, selecting methodologies suited to civic and community contexts, publishing engaged work, and pursuing external funding. The session also addresses how civic engagement is rewarded within ISU’s evaluation, promotion, and tenure system. Faculty will leave with strategies for advancing research that is both academically rigorous and socially meaningful. Lunch will be provided.

Session 5

Preparing Students for Socially Relevant STEM Careers

Register for this session by Friday, April 3

This workshop encourages STEM faculty to consider how civic engagement can help students connect their STEM learning to meaningful and evolving career pathways. With insights from an external expert, participants will explore careers that blend STEM expertise with public service, policy, nonprofit work, socially responsible industry, public-interest technology, and community-based innovation. The session highlights how civically engaged courses and research experiences can support student motivation, skill development, and career readiness. Faculty will leave with ideas for making these connections more visible and intentional within their teaching and mentoring.

Session 6

Assessing and Communicating Your Civically Engaged STEM Work

Register for this session by Friday, April 24

This workshop focuses on how to make engaged STEM work visible, compelling, and influential. Participants will explore approachable methods for assessing student learning, research outcomes, and community impact using qualitative and quantitative methods. Topics include developing meaningful indicators of impact, collecting evidence ethically, and aligning assessment with institutional reporting and disciplinary expectations. The session also addresses strategies for communicating engaged STEM work through public-facing outlets, grant narratives, and scholarly venues. Faculty will leave with tools for amplifying the reach, credibility, and career value of their work. Lunch will be provided.