• Canvas Resources
  • Who Does What?
  • Teacher Tools
  • Technology
  • Course Design
  • Professional Development

Tools

High-Impact Practices

  • : Discover how to help your students engage with material in an active way to increase long-term retention.

Teaching Strategies

Diversity, Equity, Inclusion

  • 6 Ways to Encourage Accessibility in Canvas:
    1. Use headings in course design including Pages, Quizzes, and Assignments
    2. Include Alternative Text descriptions on all images and graphics placed within a course.
    3. Include tables when displaying data. Offering multiple ways to review the same data allows for better understanding of material.
    4. Using descriptive names when creating a web link is an easy way to make content more accessible.
    5. Leveraging tools available within the Canvas LMS such as the Accessibility Checker are beneficial to ensure accessibility standards are met.
    6.  Add in captions for any video uploaded.

 

Canvas Support

This guide offers an overview of the Canvas learning management system (LMS). With over 600 articles answering questions related to using the interface well, this guide offers a comprehensive overview. Content ranges from course navigation to understanding the Teacher role, Classic versus New Quizzes, Assignments, Attendance, gradebook usage, course communication, and more. 

Specific usage questions can be researched in this active community. This useful platform connects Canvas LMS users, administrators, instructional designers, and educational professionals together in order to problem solve issues within the platform and share LMS specific tools.

(2 min. read)

The setup tutorial helps users understand the feature areas available in a Canvas course. Displaying a brief overview, and links to user guides that relate to that feature, the tutorial is useful when creating a new course or learning about an individual feature area.

Feature areas include: Announcements, Assignments, Collaborations, Conferences, Course Import, Discussions, Files, Grades, Home Page, Modules, New Analytics, Outcomes, Pages, People, Quizzes, Rubrics, Settings, Syllabus, and Zoom LTI integration page.

Course Evaluation Checklist v3

This course evaluation helps ensure that educators are designing courses which consider both curriculum and learning design principles. Checklist categories include course structure and content, formative and summative assessment, course accessibility for differently abled learners and more. It is a good tool for ensuring curriculum and design course modalities are of high quality.

This self-paced course builds confidence in faculty advising by introducing CSC-specific principles, tools, and strategies based on standards developed by Dr. Lorie Hunn and endorsed by academic leadership.

This self-paced course helps instructors build essential Canvas skills and apply best practices for online teaching, with flexible assignments designed to enhance real course content and improve the learning experience at CSC.

Course Design

Course Design

Course Design- Canvas Resources

Course Design- Design Examples & Samples

Additional Resources

Syllabus Considerations

AI Use: Sample Statements & Reference Citations: This PDF offers tiered statements and sample citation formatting that faculty can use in syllabi or assignment instructions. Visit CSC's Library webpage, "Guides & Tutorials," for more instructional support when citing AI.

This following statement was created by Laura Bentz and shared with her permission. Please attribute credit to Laura Bentz when using this material:

" Students are expected to learn and demonstrate their understanding of the course material - they may be asked to do this through written responses, quizzes, and even hands-on artmaking. Students are expected to complete assignments on their own, creating their own original work; using AI tools like Grammarly AI to refine or assist in the technical writing of an assignment can help students better understand how to construct coherent sentences and articulate essays/papers. AI should be viewed as a tool rather than a means to plagiarize. It is crucial to realize that responses crafted by ChatGPT, Google AI, or similar tools may not correctly convey terminology and information or demonstrate the student's ability to apply what they know. "

 

AI & Higher Ed Resources

 

Turnitin AI Resources

File requirements for submission to be processed for Turnitin AI writing detection:

  • File size must be less than 100 MB.
  • File must have at least 500 words of prose text and not exceed 15,000 words.
  • File must be written in English long form writing format.

Accepted file types: .docx, .pdf, .txt, .rtf

A graphic of a white piece of paper with black lettering saying Who Does What? ºÚÁÏ´óÊÂ¼Ç State College Eagle logo included

The purpose of this information is to enhance communication and use of resources for faculty but also enhance collaboration across campus. Please contact us if information needs updated or if you would like to have more categories included.

What Who Does It?
Accessibility or Accommodations

Deena Kennell, Disability Services Coordinator
Bringing a Speaker to Campus/Contracts

Tjaden Roenfeldt, Project Coordinator
Canvas Issues

If a student has questions- The course instructor is first place for them to ask. If unsolved after reaching out to instructor, please contact TLPEC.

If a faculty member has issues with Canvas, please contact TLPEC.
Eagles360

Fill out the form here:  

Questions? Contact Austen Stephens, Dean of Student Affairs
Enrollment and MyCSC START               308-432-6061          start@csc.edu
Extended Absences Austen Stephens, Dean of Student Affairs
FERPA Questions Melissa Mitchell, Registrar
Financial Aid Questions START               308-432-6061          start@csc.edu
Issue With CSC Athletics Dr. Kimberly Cox, Faculty Athletics Rep
IT Help  IT Helpdesk      308-432-6311          helpdesk@csc.edu
Publicity/Advertising for an Event

Tena Cook, Marketing Coordinator

Sydney Brown, Public Information Specialist

Publish Announcement in CSC Digest
Refer a Student Mental Health Concern
Refer a Student to Tutoring Chantel Merchen, Director Office of Academic Success
Scheduling an Event/Facility Conferencing   308-432-6380          conferencing@csc.edu
Student Activities Elise Gamble, Student Activities Coordinator
When to Be Concerned

Check out this resource: /care/when-to-be-concerned/ 

Questions? Contact Austen Stephens, Dean of Student Affairs
Are we missing resources you want to see here? Let us know.