Teaching Tip: Updating Canvas for the Start of the Semester

This updated checklist intends to help your course meet the minimum expectations of Quality Matters and have proper settings and organized content. The Canvas Instructor Guide is a great resource if you have questions about using Canvas. As you prepare your course for the new semester, check off items on this list when you have confirmed they are complete.

Canvas Setup

  • Import from previous semesters - Make sure your course content has been successfully imported from previous semesters. (Instructor Guide: How do I copy content from another Canvas course?) 

  • Validate Links - Use the Validate Links tool to check all the links in a course at the same time. Links can get broken during the import process. You can find this tool under Settings in the left-hand navigation panel.

  • Combine sections of a course. - This feature allows you to move section enrollments from individual courses and combine them into one course. This feature is helpful for instructors who teach several sections of the same course and only want to manage course data in one location. (Instructor Guide: How do I combine sections of a Canvas course?)

  • Review dates. - Review the start and end dates for the course and ensure they accurately reflect the course term and include a short period of time after the end of the term for students to check final grades and assignment feedback. (Instructor Guide: How do I change the start and end datesfor a course?)

  • External tools - Check if all external tools (e.g., Kaltura, TopHat, InScribe, etc.) are working properly, and make sure provide students the links to download the software.

  • Homepage - Set up or choose a home page to help your student get started. These homepage recommendations help your students familiarize themselves with your course and/or find the most recent announcements each time they enter your course. (Instructor Guide: How do I change the Course Home Page?)

  • Course card - Consider adding a course card to your page. A course card provides visual representation of the subject by adding an image in Course Settings. Canvas Guide - Add Image to Course Card

  • Syllabus - Set up your syllabus page by uploading your syllabus in Word/PDF format or edit the syllabus tab from the left navigation menu (Instructor Guide: How do I use the Syllabus as an instructor?) Having access to syllabi at least a week in advance would be extremely beneficial so that students can plan and organize their time for the semester ahead. The syllabus tool is a function in Canvas that allows students to see your syllabus and a list of assignments in the course in one easy to view location. You can see how it works on the Canvas Syllabus help guide (More on the syllabus will be provided next week).

  • Check for ADA accommodation requests - Do any of your students have accessibility accommodations this semester? It's important to make sure all your students are set for success. This can mean adding extra time to an exam for a student, ensuring your content is screen reader ready, or adding alternative text to images. https://community.canvaslms.com/t5/Accessibility/General-Accessibility-Design-Guidelines/ba-p/252642

  • Contact Information - Instructor has provided contact information which may include biography, availability information, communication preferences, response time, and picture. 

  • Navigation - Disable any features you and your students will not be using. For example, if you have decided not to use LinkedIN Learning, you should hide the link on the sidebar. (Instructor Guide: How do I manage Course Navigation links?)

Getting Started with Gradescope

Gradescope is an online grading platform that streamlines the grading process for assignments, quizzes, and exams. It offers features such as AI-assisted grading, rubric-based assessment, and detailed analytics, making it a valuable tool for both instructors and students.  Some of those features include:

  • Customized Rubrics: Instructors can create customized rubrics within Gradescope that outline specific grading criteria and expectations for assignments. By tailoring rubrics to align with learning objectives and student skill levels, instructors can provide more personalized feedback that addresses individual strengths and areas for improvement.

  • Individualized Feedback: Gradescope allows instructors to provide individualized feedback on student submissions. Instructors can leave comments directly on student work, offering personalized guidance, suggestions, and encouragement to support each student's learning journey.

  • Assignment Variations: Gradescope allows instructors to create multiple variations of certain assignment types, each with its own set of questions or parameters. This feature enables instructors to provide students with personalized assignments based on factors such as skill level, learning style, or individual interests.

  • Flexible Grading Options: Gradescope offers flexibility in grading options, allowing instructors to choose between manual grading, automated grading (using, or a combination of both. This flexibility enables instructors to adapt grading methods to suit the needs of different assignments, courses, and student populations.

  • Grade Adjustments: Instructors can easily adjust grades within Gradescope based on individual circumstances or extenuating factors. Whether accommodating accommodations for students with disabilities, considering exceptional circumstances, or recognizing exceptional effort, Gradescope allows instructors to personalize grading decisions while maintaining consistency and fairness.

  • Learning Analytics: Gradescope's analytics dashboard offers insights into student performance trends, allowing instructors to identify patterns, common misconceptions, and areas for improvement. This data-driven approach enables instructors to personalize grading strategies and instructional interventions to address specific learning needs.

  • Student Engagement Tracking: Gradescope allows instructors to track student engagement with assignments and assessments, including submission times and completion rates. By monitoring student activity, instructors can identify students who may need additional support or encouragement and tailor grading strategies accordingly.

Additional resources:

Quick Tip: Deliver Assignment Instructions as a low-stakes quiz

There are several ways that you can provide students with directions for an assignment:

  • Provide a write up in a handout or post in Canvas. 

  • Read parts of the directions to the class and ask if anyone has questions. 

  • Create a quick video explaining the assignment. 

As an alternative, you can use the Canvas quiz or quick check function to walk students through assignment expectations step-by-step. Students have to affirmatively answer questions - ranging from a simple “Yes, I understand” to choosing between options - about different components of the assignment.

A question about the components of a final programming assignment, for example, might ask them to think about how many different smaller assignments they’ll need to complete over the semester. While this adds a little extra step, it helps reinforce the importance of carefully reading assignment instructions. Additionally, once you’ve created the quiz once, you can re-use it for every assignment. 

Delivering the assignment instructions as a quiz walks students through assignment expectations step-by-step and makes students affirm that they have read the instructions. Every small thing we can do to encourage students to slow down and read instructions carefully is helpful.

Strategies to Help Struggling Students Turn It Around

The following tips were adapted from materials developed by Doug Holton, PhD. They are intended to help faculty support students at the midpoint of the semester who are struggling in class:

Integrating Retrieval Practice into classroom instruction

Retrieval practice is one of the most effective methods of learning and remembering information for long-term use. During retrieval practice, students “retrieve” what they know about a topic or lesson out of their memory. Retrieval practice requires effort on the part of the student to recall specific information, which is beneficial to improving learning and strengthening students’ memory. Retrieval practice can be “…a no-stakes learning opportunity that increases student performance, beyond formative and summative assessments” (Agarwal & Bain, 2019, p.4).

In general, giving students multiple opportunities for practice and retrieval will break up a lecture with short brain breaks and prove valuable in the effective learning process. If we can work these methods into our instruction and teach students how to use them on their own, our students stand a much better chance of actually remembering our material (Gonzalez).

Effective Learning and Studying Strategies Examples adapted from ASEE:

Spaced practice and interleaving

  • Spaced practice: Study material over longer, spaced intervals instead of cramming. For example, review material a day after class and then again a few days later, and so on.

  • Interleaving: Mix your practice of different subjects or skills together. For instance, instead of doing all your math problems in one go, mix problems from different chapters to improve your ability to switch between concepts. 

Jot Recall (Oakley, et al., 2021, p. 12-13)

  • Students check understanding of concept by recalling information without aids.

  • Promotes retrieval and spaced repetition to reinforce long-term memory.

  • Can be used in class or out of class as a study technique.

  • Pause and have students use a blank piece of paper to recall concepts by writing notes or making a drawing

  • Have students compare and discuss within a small group

Retrieval practice and elaboration

  • Retrieval practice: Actively recall information from memory rather than just rereading notes. This can be done by testing yourself with practice questions or by explaining concepts aloud in your own words.

  • Elaboration: Expand on new information by asking questions and connecting it to what you already know. For example, relate new theories to real-life situations or stories. 

Notetaking (Oakley, et al., 2021, pp. 25, 30-31)

  • Students are offered handouts or outlines of lecture materials to assist with notetaking.

  • Helps students actively engage with class material, instead of struggling to make sense of content and take notes at the same time.

  • Provides better studying references.

Scaffolding (Alber, 2011 and “Scaffolding,” n.d.)

  • Students move incrementally (via ‘scaffolds’) towards a deeper understanding of material.

  • Allows students to gradually build understanding.

  • Consider that students come to your classroom with varying backgrounds, experiences, and abilities.

Varied Practice (Oakley,, et al., 2021, p. 7)

  • Incorporating opportunities for students to practice what they’re learning in different ways and contexts.

  • Helps students consolidate material.

  • Aids long-term memory.

Other effective strategies

  • Dual coding: Combine words with visuals. Create concept maps, diagrams, or sketches to represent information, which can lead to a deeper understanding.

  • Concrete examples: Think of specific examples and non-examples to clarify the meaning of a concept.

  • Teach others: Explaining a concept to someone else is a powerful way to solidify your own understanding.

  • Elaboration: Students take the time to ask themselves complex and open-ended questions about the content they are learning or studying. This improves learning and goes beyond simple recall of information.