Teaching Continuity of Operations

Spring 2021 Instructional Resources

Engaging With Students Online

Guidelines for Quality Online Courses

Guidance Regarding Face Coverings in the Classroom

De-escalating Face Covering Confrontations

Dos and Don'ts: Voices of UWSP Students

Online Tool for Gathering Informal Student Feedback

Student Resources by Category - Dean of Students Office

Student Resources from the Tutoring-Learning Center

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Faculty Partners

In addition to the campus-wide support that the CITL team is providing, we have appointed faculty within each college to help provide discipline-specific advice to answer colleagues' basic questions about moving courses online. Please make use of their expertise!
College of Fine Arts and Communication:
Rachel Brashier - rbrashie@uwsp.edu  
Sarah Ross - saross@uwsp.edu  
Mark Tolstedt - mtolsted@uwsp.edu

College of Letters and Sciences:
Krista Slemmons - kslemmon@uwsp.edu

College of Natural Resources:
Holly Petrillo - hpetrill@uwsp.edu
Cady Sartini -  csartini@uwsp.edu

College of Professional Studies:
Brian Krolczyk - bkrolczy@uwsp.edu
Lyna Matesi -

General Principles for Online Instruction

Before you begin transitioning your course plans and materials for online instruction, please consider the following general principles.

Significant portions of this section were adapted, with permission, from UW-LaCrosse resources.

 Prepare for change and consider access

  • Prepare your students for change. Students should be aware that classes may be altered in approach or cancelled. Talk to students about being flexible and engaged in course material even if the schedule or technology changes. 
  • Communicate with your students early and frequently. Cultivating a sense that you are present with the students in a meaningful sense is crucial to successful online teaching. 
  • Think about access. Remember that your students may not all have the same level of access to internet connections, computer software, hardware, etc. Gather information about potential needs and brainstorm workarounds. Use the Student Survey referenced in the Canvas Commons section on this page.
  • Figure out ways to maintain your internet connection even if you are unable to come to campus. If you do not have access at your home or are concerned about reliable internet access, please discuss with your department chair who will relay this information to the appropriate Academic Dean. 

 Be flexible and accommodating

  • Revisit and update your course policies, specifically attendance policies, to ensure they allow for flexibility should unforeseen sickness or other interruptions occur. Create additional plans to assess attendance and/or participation, if needed. Consider that not all students will have continual access to technology and/or internet. 
  • Convert synchronous activities into asynchronous activities to ease scheduling and access (internet, computer, etc.) challenges. 
  • Explore and provide options where possible. What objectives can be met in different ways? What can be reordered? What knowledge or skills can be shown in a different way?  
  • Consider different ways for students to show their work or progress. It might be that exams or group presentations need to be reconfigured. Consider deliverables in the form of video recorded presentations or demonstrations, oral exams, small group creation of an artifact, developing an infographic, student created study guide, writing a research or opinion paper, a series of short quizzes, etc. Need more ideas? Contact CITL.
  • Think about what you will do if YOU get sick. Some options include adding an alternate instructor, ask students to do asynchronous work, record online lectures in advance, import or build online modules, utilize external resources or courses (for example, Coursera, EdX, FutureLearn – free online courses with modules you can assign), create a long-term project where students work on their own for a bit, etc.  

 Know your tools and resources

  • Use tools that are familiar to you and the students, to the greatest extent possible. If using new tools, provide directions and practice opportunities, if possible.  
  • Think about supplies that students could have at their home in advance to complete course work for studio or lab courses, or any hands-on activity. Share that list with students in advance. 
  • Inform students of technologies you might use and places to go for support so students can test and prepare for the technology. You do not need to provide technology support to your students, but you do need to give them information about where to go for such support. Two great places for students are Canvas student support and the UWSP IT Service Desk for all other technology needs.   
  • Learn about various technologies that could assist you. Keep reading to review what those technologies might be.
  • Replace physical resources with digital resources where possible. Remember that students who are not on campus will only have access to digital resources from the library, and some will lack access to their course textbooks. Digital resources from UWSP Libraries:
Library research and course guides http://libraryguides.uwsp.edu/?b=s

Online books https://uwi-primoalma-prod.hosted.exlibrisgroup.com/primo-explore/search?vid=SP&lang=en_US   (Search the catalog and limit to Online Resources and Books)

Streaming video  http://libraryguides.uwsp.edu/findingVideos/streamingVideos

Databases   http://libraryguides.uwsp.edu/az.php 

Online journals  https://uwi-primoalma-prod.hosted.exlibrisgroup.com/primo-explore/jsearch?vid=SP&lang=en_US

E-magazines  https://www.uwsp.edu/library/SiteAssets/eMagazines.htm

Online Newspapers https://uwi-primoalma-prod.hosted.exlibrisgroup.com/primo-explore/npsearch?vid=SP&lang=en_US

Federal and State Publications http://libraryguides.uwsp.edu/govpubs

UW Digital Collections (including UWSP digitized resources) https://uwi-primoalma-prod.hosted.exlibrisgroup.com/primo-explore/search?vid=SP&lang=en_US  - Change the Search Scope at the top from Everything to UW Digital Collections

Kanopy -  There are over 6,000 videos organized by Collections, each one about 30 minutes in length.  The easiest way to find a video to incorporate into a class is:

    1. Go to the UWSP Kanopy site at  http://uwsp.kanopystreaming.com/
    2. Search for your topic
    3. Limit your results by Supplier/The Great Courses by using the filters on the left

Each of the collections has multiple videos on more specific subjects. Kanopy is also reaching out to other suppliers for other free availability.  Of course, faculty do not need to limit their choices of video to The Great Courses, but in some cases one of these collections might be a way to gain some time for planning.  

 Maintain continuity by focusing on outcomes

  • Focus on learning outcomes even if you need to adjust the specific activities that contribute to those outcomes. Keep students moving toward those outcomes. Avoid "busy work." 
  • Maintain normal course scheduling as much as you can. You can hold synchronous activities to promote community, but do not penalize students who cannot participate due to time zone differences, poor internet access, sickness, or similar factors. Record synchronous sessions for those unable to attend or wanting to review. Additionally, it's ideal to schedule synchronous activities during the normal class time (relative to the Central time zone), to avoid putting students in the untenable position of having to choose between simultaneous activities for different classes. 
  • Prioritize course activities and focus on delivering the ones with the most significant impact on learning outcomes. If necessary, rearrange course activities if needed to delay those activities where face-to-face interaction is most crucial. 


 Canvas - General


UWSP's Learning Management System. This provides instructors a way to put their classes online, and for students to access that material.

 Canvas Commons Imports


CITL created two Canvas modules and one entire Course template available in Canvas Commons so that instructors can import them directly into their own courses. There are two ways to access Canvas Commons. When you are on the homepage of a course, you can click the Import from Commons button found in the right navigation bar. From any Canvas page, you can also click the Commons button (letter C and an arrow) from the left navigation bar. Below you will find a link to a Canvas Guide that offers more detailed instructions.

How do I import and view a Commons resource in Canvas?

Student Survey-Are you able to complete online coursework? MODULE

The first module is the Student Survey – Are you able to complete online coursework? – UWSP module. This module contains a six-question quiz and supporting resources. These resources will help instructors assess whether students have the hardware necessary to complete online coursework, provides some possible solutions if students don’t, and also allows students to identify that they have accommodation needs. It is very important that instructors determine students’ access/ability to complete online work before they spend time developing course components.

To find this module, navigate to Canvas Commons and search “UWSP Survey”

Using Zoom in Canvas MODULE

The second module is the UWSP Using Zoom in Canvas module. This module contains information and resources on using Zoom for synchronous course meetings. The module contains resources for both instructors and students.

To find this module, navigate to Canvas Commons and search “UWSP Zoom”

UWSP Online Course Canvas Template FULL COURSE TEMPLATE

​There is also a full Online Canvas Template Course is available in Canvas Commons. The template course contains a student support module, provides links to resources for online instructors, and has many templates for instructors. 

NOTE: This an entire course template, unlike the modules listed above. Importing the entire course template will also import course settings.

TIP: If you create your own Master Course, then import the Online Template into it from Commons, you can then import individual components into any course you want to from your Master Course.

To find this course, navigate to Canvas Commons and search for "UWSP Online".

 Canvas Quizzes

​Canvas can deliver quizzes and tests to your students. CITL has the ability to convert a properly formatted text document into a quiz in bulk.

 Canvas Assignments

The Canvas Assignment tool allows instructors to assign and collect student work. Canvas Assignments is the Canvas equivalent to Dropboxes in D2L

Canvas Guides:

Specific Strategies

Significant portions of this section were adapted, with permission, from UW-LaCrosse resources.

 Communicating with Students

​You are already familiar with communication via email, but you might wish to consider some other alternatives. 
  • The Inbox tool in Canvas allows students to contact you and their peers in one space where they access course materials as well.  Remind students about this tool, and consistently use it yourself.  It can be much easier to keep up with course related messages in the Canvas Inbox than in your email inbox.  
  • Consider using Zoom in Canvas to hold virtual office hours and to keep appointments with students. If your students do not have access to adequate bandwidth for video conferencing, you can use it strictly as a chat or voice meeting or consider using Microsoft Teams for real-time typed conversations, video or voice calls; or for asynchronous typed chat conversations with individuals or groups. 

  • Use the Canvas Scheduler in your course calendar to designate selected time slots for which students can sign up for one-on-one or group meetings with you.  
  • Announcements in Canvas can be used to help students have a centralized place within their course to see a history of updates, notes, reminders, etc. When set-up, notifications in Canvas will send emails or texts to users when announcements posts.  

 Delivering Lecture Content Online

If your plans for a canceled class include lectures or demonstrations, you can often use a recorded video to achieve the same effect. Furthermore, hearing your voice and seeing your face can help students maintain a sense of instructor presence, so important in online teaching and learning. 
  • You can prerecord your lecture from anywhere on or off campus using MyMedia (Kaltura).  
    • Kaltura allows you to present a slideshow, add voiceover, and add video.  
    • MyMedia (Kaltura) integrates directly with Canvas allowing for quick adding of videos in a course.  
    • Kaltura captioning happens within the software and Mediasite captioning happens with an external tool, IBM Watson. 
    • Please contact CITL for assistance. 
  • As an alternative to making your own videos, you could search for already created videos. Canvas has options already enabled to add videos from resources such as YouTube, Vimeo, TEDed, and Films on Demand  

    If you're making your own videos, try to employ the following practices: 
  • Keep your videos short, less than 15 minutes in length (following the Flipped Learning Global Initiative's recommended maximum of one minute per grade level). If your lecture would normally last longer than 15 minutes, divide it into smaller sections. 
  • If you have students watching multiple videos for a single class session equivalent, insert a learning activity between the video segments. This can be as simple as having students briefly derive a potential test question from the video they just watched, post a reaction in a discussion on Canvas, or take a brief content quiz either in Canvas or right in the video using Kaltura interactive video quiz. (These kinds of engagement breaks make face-to-face lectures more effective, too.
  • Prepare and use a script or talking points if you have time to do so. If you find that you must choose between audio quality and video quality, prioritize audio quality. Otherwise, don't worry too much about production values, keeping it real like in class helps students to connect.  
  • The easiest way to deliver videos you've made yourself would be to upload them to your MyMedia (Kaltura), in Canvas, so you can link or embed right into your courses.  
  • Finally, you could also simply provide students with the text of your lecture—again, preferably broken up into chunks punctuated by activities in which students interact with the material. 

 Running Lab or Studio Activites Online

​While it might be difficult to fully translate existing lab exercises to an online learning space, there are some steps that may work for some labs. 
  • Divide the lab experience into smaller segments and determine which segments can be delivered online. If you normally begin a lab session with an orientation to certain procedures or equipment, perhaps you could use a video recording to deliver the same information. This may require pre-planning to ensure access to necessary equipment to use.  
  • Investigate virtual labs (e.g., ChemCollective). In some circumstances, a virtual lab experience might be suboptimal but adequate. See the Pedagogy section below for links to virtual lab, theatre, and music options.
  • Reconsider what needs to be done and when. Are there ways to separate out giving information vs collecting data first-hand? If the primary learning outcome the lab experience addresses has to do with data analysis rather than data collection, consider providing the students with realistic data sets upon which to perform the required analysis. 

For a studio course, consider ways to use synchronous tools such as Zoom or Microsoft Teams to allow for one-on-one video teaching. Students can submit videos of their work in Canvas.

More lab and studio information is shared in the Pedagogy section below.

 Conducting Discussions and Collaborative Work Online

​Translating a seminar-style discussion into an asynchronous format is different, but keeping those conversations going throughout any course cancelations promotes student community as well as student learning. The Discussion tool in Canvas provides a digital space for these conversations to happen.  
  • Begin with some type of course content—typically a reading or video—designed to elicit student response. 
  • Require students to make an initial post that responds to that content in some well-defined way. Canvas allows student not only to type responses, but also, to post audio or video responses, add links, or attach content to help make discussions more interactive.  
  • Require students to return later to the discussion and provide response to one or more posts by their classmates. Be specific about when students should complete each component. By iterating through this cycle several times with relatively short time between deadlines, you can get a little bit closer to the feel of an in-class discussion. 
  • Make your discussion prompts as specific as possible, especially for lower-level courses, but also open-ended. 
  • If you would grade the discussion in a face-to-face setting, grade it also in the online setting. In Canvas, while creating the discussion post you can turn on the graded option.
  • Moderate your own participation. Intervene if necessary, to keep the discussion going, but be even more patient with silence than you would be in a face-to-face discussion, keeping in mind the asynchronous nature of an online forum. Let the conversation develop between students.
  • Remind your students that an online course forum is an extension of the classroom, and the same expectations of civility and critical thinking apply as when you're face-to-face. You might want to share with your students eLearning Industry's "10 Netiquette Tips for Online Discussions." 
  • Consider important differences between online and face-to-face communication and urge your students to do the same. Tone of voice, body language, and general demeanor translate poorly into text-only communications, so think before you write and encourage your students to do the same. In particular, be aware that countering a student's perspective with an alternative perspective can have a chilling effect on a conversation, so try to allow those alternatives to arise from other students whenever possible. 
  • You can conduct group work using similar principles. Canvas supports the creation of groups within a class. When groups are created, students get their own group page where they can create pages or collaborations, have discussions, and share files. Beyond their educational value, group activities can support class cohesion during periods when students are physically far away from each other. 
  • If you have a relatively small class, you may be able to organize a synchronous discussion session using Zoom or a similar web conferencing tool. However, please do not penalize students who cannot participate in synchronous meetings. 

 Receiving Student Presentations Online

​Since student presentations usually take the form of short lectures, they can be delivered to you and to the class in the same way that you can deliver your own lecture content to the class. 
  • Students today generally know how to make short videos on their laptops or phones, assuming they have access to devices and internet. Students also have access to Kaltura to use screensharing and audio in a presentation format. Advise students how you want them to submit their videos, via an assignment, discussion, or through the inbox with links or embedding the content.  
  • Having students post in discussions, where other students can comment on their classmates' presentations, may offer the nearest analogue to a synchronous face-to-face presentation.  If you're inviting peer review, encourage students to make both appreciative comments and comments that could lead to improved performance in the future. 

 Administering Tests and Quizzes Online

Administering a high-stakes assessment online during the stressful events surrounding a campus closure is probably ill-advised, but low-stakes assessments like daily reading quizzes or concept checks can easily be delivered through the Quizzes tool in Canvas. Good practices in online quizzing include: 
  • Focus on low-stakes assessments. 
  • Allow students to use the resources at hand (like an "open book" test). Design the assessment appropriately and place a time limit, word count limit, or both on the exercise. Canvas makes it easy to add accommodations on timed assignments or number of attempts for students that may need them or for errors in taking the quiz.  

Honorlock is an online exam proctoring tool that can be used with Canvas Quizzes.

Instructors who are interested in using Honorlock in Fall 2020 courses need to complete the Honorlock Exam Proctoring Request Fall 2020 form. At this time, Honorlock needs to be manually installed in each course in which it will be used, so a separate form needs to be completed for each course.

 Additional Resources

Here are a few good articles and resources about going online in a hurry. Note that not all ideas, recommendations, or technologies are available or best suited for UWSP.  


 Instructor Resources - Specific (Labs - Theatre - Music)

Teaching Theatre Online

Guide to Remote Music Education

Online Science Simulations and Laboratory Resources

Multi-View Zoom Delivery of Physics Laboratory:

Method: Zoom meetings with the following components

  • Multi-View Instructor Presentation of experimental apparatus and procedure enabling students to remotely observe the setup of the experimental apparatus, view alignments, read instruments, interact with the procedure, and record the data.
  • Student Breakout Sessions enabling students to collaboratively analyse observations and data, discuss conclusions, and build consent in their production of a final report.
  • Student Team Presentations to provide students with the opportunity to present their work and peer review the work of other’s.

Initial developments were delivered for the following laboratory experiments: RC circuit, RLC circuit, Induction, Kirkhoff’s Rules, Focal Lengths of Lenses, Diffraction Grating Spectrometer.

Method and Procedure can be viewed in first presentable recordings of the introduction and the two sections of the Diffraction-Spectrometer-Lab: Introduction, Mercury Diffraction Spectrum, Hydrogen Spectrum




Zoom is an easy to use video conferencing solution allowing you to connect with people via computer or phone. It can be used to share your computer screen, or to host a meeting. Zoom meetings can be recorded, downloaded, and shared within your course through Kaltura.

Canvas module: Using Zoom in Canvas at UWSP

Instructions - Record in Zoom and Upload to a Canvas Course

The Zoom Professional Training team will be hosting a Zoom Meetings for Education Webinar focusing on the following topics:
How to download the Zoom applications and join a Zoom meeting
How to schedule a meeting and send out invitations
Overview of In-meeting controls and Virtual Classroom tools 
We also have the following videos and documents to help students and teachers get up and running with Zoom:
Zoom 101: Sign Up & Download
Zoom 101 : In Meeting Controls (Basic)
Comprehensive Guide to Educating Through Zoom
Tips and Tricks for Teachers Educating on Zoom

 Honorlock (Online Exam Proctoring)

UWSP has extended the contract with Honorlock through August 2023. Honorlock is an online exam proctoring tool that can be used with Canvas Quizzes. UWSP is required to pay per student for each exam. Please use Honorlock for only high-stakes summative assessments. 

Due to the pandemic and all UWSP courses being offered fully online after Thanksgiving break, Honorlock can be used in any Fall 2020 courses with no fees being charged to departments, regardless of the modality of courses. In the future, departments will likely be asked to pay for usage in courses that are not 100% online since Honorlock is funded by the Distance Education Service Fee.

Learn more about Honorlock.    

Instructors who are interested in using Honorlock in Fall 2020 courses need to complete the Honorlock Exam Proctoring Request Fall 2020 form. At this time, Honorlock needs to be manually installed in each course in which it will be used, so a separate form needs to be completed for each course.

 Office 365


Your personal email, calendar, contacts, OneDrive files, Microsoft Teams, and other data is all stored in the cloud.

 Kaltura (Integrated with Canvas)

Kaltura provides video and screen recording features. Use Kaltura to save and share video files within Canvas, and to record webcam and screen captured lectures and messages to your students. Information about using the Kaltura integration.

Using Kaltura - Student Instructions

 LinkedIn Learning (formerly Lynda)


Provides a library of video training material on wide variety of topics. This can be used to learn how to use Zoom or Office 365, as well as topics like project management and digital multimedia.

 Online and Remote Computer Lab

Information Technology is using a new technology that lets students log into our computer labs without having to visit our campuses. All they need is a computer connected to the internet!

To use this service, visit the Online Access for UWSP Computer Labs page, select a link to one of the UWSP Computer labs and, from the Address column, click on an available computer. Next, double-click the .rdp file that downloads and then enter your username and password to finish the login process.

There are a few things to note:

  • To use a Mac with this service, you need be running MacOS 10.12 (Sierra) or newer and install the Microsoft Remote Desktop 10 client.
  • The General Access Labs are open to all UWSP students. Other labs are restricted to specific courses.
Of course, UWSP students can continue to use UWSP's other on-line computer lab option,


Virtual computer lab workstations available 24/7.

Frequently Asked Questions

 Does Canvas have the capacity to handle the number of classes we're expecting to go online?

Absolutely. Canvas is hosted on one of the largest cloud computing platforms available and has the capacity to scale as large as it needs to go. The same is true of the other tools that we will depend on during a break in face-to-face instruction.

 Some of us use iPad apps to capture and post lectures. However, Canvas takes a quite some time to upload and convert the videos. Can this process be improved? Again, what is Canvas's bandwidth?

The best place to put video for online classes is within Kaltura. Upload times are dependent on the internet connection of the person doing the upload. Additionally, both the Canvas and Kaltura platforms need time to convert the video into formats that are optimized for student viewing. Canvas courses are capped at 500MB per course. Kaltura has unlimited storage available to us.

 Do students have Zoom access, so that we could hold virtual office hours, or virtual classes? If not, how would campus recommend doing office hours, or virtual classes?

Yes, students also have access to Zoom. The campus is fully licensed, and Zoom is under contract to assist in support of "first tier issues".

 What about labs? While we're the curricular experts, we need guidance from administration. If we cancel classes, we can't simply give out several hundred incompletes. These are extraordinary times.

  • Consider for each lab course what are the essential skills/outcomes that each course obtains through its labs?  Could students fulfill the course outcomes having missed a number of labs and/or is a final grade assignable without some of these labs/experiences?
  • If not, assuming face-to-face meetings are resumed during spring term, can the critical labs be tentatively scheduled for make-up either on evenings or weekends? Plan for how labs might be assigned to special make-up times during an evening or a weekend if  face-to-face instruction is permitted.  Keep in mind that we know that some students, regardless of these makeup options, may not be able to attend these.
  • Is an "Incomplete" for students in these courses a final option should essential outcomes be (currently) unmet and unachievable online and no makeup sessions be usable?  Awarding an "I" commits both students and institution to helping make up the work.  This might be the most appropriate approach for some courses, but we should be cognizant of what it binds student and instructor (and department) to fulfill.
  • With these courses the discussion has to happen among departmental colleagues.  Reaching out to colleagues in your disciplines at other institutions to see what they are planning will also be helpful. 
  • Share with CITL and colleagues at other institutions  the innovations you come up with to overcome the difficulties in delivering course work. This will help CITL help others solve similar problems in their teaching.

 For those who don't have webcams at home, does campus have a way of dealing with face-to-face communications with students?

IT is trying to purchase a supply of USB webcams, but supplies are tight everywhere. We hope to have something to hand out in these situations soon. Most faculty have laptops with webcams / microphones built-in, but we understand there will be a demand. It should also be noted that Zoom can be operated without a camera/mic.  The instructor can just screenshare their desktop (even from home) and call into the Zoom meeting via phone.

 Is there a list of tools that can be used for virtual classes? Are there tutorials for them? While some of us use software and platforms quite readily, others will be forced out of their comfort zones.

This is enumerated at the top of this page.

 Will faculty have access to their offices if classes are canceled?

While face-to-face instructional activities will be suspended, at this point the plan is that campus buildings and offices will be open and accessible.

 We have equipment that needs to be maintained. We need a SOP for accessing and maintaining what we have, even if the campus is shuttered. We can't afford to not maintain our infrastructure.

Campus will remain open, but face-to-face classes will be suspended. There is no reason that you can't perform needed maintenance on your equipment.

 Some faculty had hoped to use the lecture capture technology in the CBB. Is that feasible?

While face-to-face instructional activities will be suspended, at this point the plan is that campus buildings and offices will be open and accessible.

 How do we accommodate students with limited internet access?

Students should be able to function with DSL (128Kbps) internet or better. Though it will be inconvenient and slow, videos will eventually load.  In Zoom meetings, voice and video functionality for students with low bandwidth will be limited.  Allow students to skip sharing their video, and encourage them to join Zoom meetings with audio over the phone (students will be asked when they join a meeting if they want to use their phone or computer for audio.) It may also be helpful to ask all students participating in an online meeting to mute their audio and turn off their cameras during meetings where students with limited bandwidth are participating.
  • Extending the time limit that you normally place on quizzes will help these students.  
  • Configuring quizzes to only show one question per page will help ensure that if a student loses connection during a quiz they will not lose work.
  • It may be prudent to offer these students alternative methods for completing quizzes and exams. Allowing them to take a quiz offline through email correspondence may be necessary.
  • Avoid placing file type limits on Assignment submissions. This ensures students can submit smaller file types.
  • The default setting for Canvas courses allows students to download content in a viewer package. Students worried about limited bandwidth should do this before leaving campus for break. When working from home, students can setup downloads to run at night.

The best accommodation we can make for students with limited internet access is to be compassionate. Understand that students with slow connections will have a hard time participating in online meetings and watching course video. Keep in mind that UWSP's strategy is to ultimately hold students harmless for the hardships that moving everything online will entail.

 How will we administer exams and other assessments?

Exams can be administered through Canvas.  Other assessments that don't fit into the model of a typical exam will need to be considered on a case-by-case basis. CITL is available to help instructors figure out the best methods of assessing their learning outcomes as needed.
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