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CTL’s Fall Intensive

Mapping your course using backwards designÌý

Creating and using course learning outcomesÌý

Choosing materials and methods to deliver course contentÌý

Designing assessmentsÌý

via the CU Book StoreÌý

Finding syllabi from past courses at CU via the

Designing an inclusive and accessible syllabusÌý

Getting to know Ìý

Getting to know

Creating attendance policiesÌý

Learning about Flex Plans and other accommodations offered through CU Disability ServicesÌý

Including in your syllabus

. Canvas isÌýCU’sÌýLearning Management SystemÌý(LMS). This site includes links to resources for creating a Canvas site; posting documents, media, and other content to your Canvas site; creating graded assignments, quizzes, and discussions; publishing your Canvas course; and other helpful information from CU’s Office of Information Technology (OIT).

Note: If you need to add eBooks or other digital resources to your Canvas site, you may need direct assistance from the publisher of those digital resources (e.g., Norton).

. This site includes links to resources for setting up a grading scheme and grade cutoffs in Canvas, setting up assignment groups and weights in your Canvas gradebook, setting up assignment drop policies and other grading policies in your Canvas gradebook, hiding and posting grades, etc.Ìý

(TAs, graders, etc.) to your Canvas site

through CU’s Office of Information Technology (OIT)

, the developer and publisher of Canvas

Getting to know instructional technologies like Canvas, iClickers, VoiceThread, and Zoom

(for classroom polling, attendance, quizzes, etc.)

Capturing high-quality video recordings of your lectures with . (Note that only certain classrooms are eligible)

Deciding where and when to hold your office hours: Consider asking your colleagues what office hours modality (in-person, remote over Zoom, or hybrid) and days and times they recommend. You can also ask your colleagues where to find guidance on department- or program-specific requirements regarding office hours (e.g., required number of office hours per week).Ìý

Note: If you do not have a campus office and wish to hold in-person office hours, you may need to talk with your department about reserving a physical space for your office hours.Ìý

(for remote or hybrid office hours).

Establishing TA responsibilities and expectations via an Instructor/TA agreementÌý

Sending out a welcome email: Consider sending out a welcome email to welcome your students to your course. It is recommended that instructors send out welcome emails at least a week before the first day of class and include when and where your class will meet, required textbooks or other course materials or technology (e.g., clickers), and any other information that will help students prepare for your course. The welcome email is also a great opportunity to begin building rapport with your students by introducing yourself and sharing why you are excited to teach this course!

Using a (e.g., to learn more about your students’ identities and backgrounds or needs or concerns they have heading into the semester)Ìý