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Amy Pinkerton, BSPH CTL Teaching Toolkit: Hello, and welcome to today's Ready to Go Start of Term Course Plus Refresher. My name is Amy Pinkerton, and I'm a Senior Instructional Designer at the Center for Teaching and Learning, or CTL. And I'll let my colleagues introduce themselves, starting with Brian.

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Brian Klaas: Sure, hi! My name is Brian Kloss, I am the Assistant Director for Technology at the Center for Teaching and Learning, and I also have a faculty appointment at the school, and I teach way too many classes, or at least that's the way it feels right now. I think I'm up to 5, maybe it's 6 now, I can't remember, but it's a lot.

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Lu Chi: My name is Lu Qi. I'm also an instructional designer at the Center for Teaching and Learning. Welcome to today's workshop.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Thank you. And also monitoring our chat today is my colleague Emily, so if you have questions, you can post those in the chat, and she will also be sharing a PDF of resources in the chat, so keep an eye out for that. And as I said, you can post questions in the chat. There will also be opportunities of Q&A throughout.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, what are we doing today? Oh, I just realized I am not sharing my screen.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Sorry about that. I'll share my screen.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: There we go. You should see learning objectives. So today, what we're gonna start out with is first identifying what is new in Course Plus, so new Course Plus tools and features, and then we'll discuss some start-of-term tasks and explain the role of Course Plus in accomplishing these start-of-term tasks.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And then, we have compiled a list of frequently asked questions that ZTAL receives around the start of term that we'll preemptively answer. And then finally, we'll share some resources and open the floor for Q&A.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, to start things off, I'll pass over to Brian to tell us what is new in Course Plus.

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Brian Klaas: Thanks, Amy. Alright, let me go ahead and share my screen here. I'm gonna try and get through this, relatively quickly, but,

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Brian Klaas: without too much delay. I always seem to take more time than I am allotted, in this process. So, there are a number of things that are new in Course Plus, certainly in, well, even in the last couple of days. The Course Plus team works to enhance Course Plus based on a lot of different feedback. Feedback from people within the Center for Teaching and Learning, and of course, our faculty, and then also our staff and our students. And the first thing

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Brian Klaas: I want to show you is something that

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Brian Klaas: We launched, just, I think it was in November, maybe it was October, but I think it was the end of November, or early November, and that's a new version of the My Calendar tool in Course Plus, and we tried to promote this as much as we can, but there's probably still lots of students who are not aware of this feature, simply because they got used to using other calendaring systems or other calendar tools to keep track of what goes on in their courses.

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Brian Klaas: And the My Calendar tab in Course Plus has been around for a long time, but we rebuilt it this past fall to make it more of a traditional calendar. It used to be kind of a linear list of what was due and when. Now it's a pretty comprehensive calendar that shows everything that is coming up in all your courses. We really encourage you to encourage your colleagues, your students, you know, whoever, whatever role you might

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Brian Klaas: be, to use this tool, because it's actually really quite helpful in terms of keeping track of work that needs to be done. You'll notice here that, like, each of my courses here, I only have right now, what is this, five of them, are listed here. It'll list everything that you're currently taking, as well as future courses. We prioritize things like due dates, so that due dates appear first before anything else. So you can see here on January 29th.

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Brian Klaas: I have 3 things that are due, plus 3 more events, and if I click on that, I see all of the things that are, due that day, or all the events on that day. The first day of the term, you can see that I have, well.

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Brian Klaas: I have a lot of events going on there, right? But again, this helps everyone keep track of things that they have done. Once you complete an assignment, as I have for myself, because I'm the faculty on this class, it gets struck out, so students can quickly see what things they haven't and haven't done. Students can also filter to only show due dates in the calendar, if that's something they want to do, and there is also a list view of everything that goes on.

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Brian Klaas: in the calendar here as well. So, this is a big improvement over the old version of the My Calendar tool, and we certainly encourage you, to, encourage your students to utilize this feature, or your peers to utilize this feature, because we think it's really, really useful. So that's one thing. The next thing I want to talk about is a feature that was just released, a small thing, but an important one, just a couple of days ago, yesterday as a matter of fact.

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Brian Klaas: So, now when you play back, lectures, this is a sort of a typical lecture in our courses, when you play back the lectures here, you're not going to hear my audio because I am just playing things back on my own.

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Brian Klaas: there… students have for a long time asked for the ability to quickly jump forward or backwards in the lecture playback of these videos that we host inside of Course Plus, and that's now been added in. This is something that's really common in, like, YouTube and Netflix, and is really useful, because a lot of times students will be taking notes, and they'll be like, wait, what did they just say? And there's no easy way to jump back.

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Brian Klaas: 15 seconds, and we've added that in now. So, here now we have buttons you can click on that jump forwards and backwards by 15 seconds. You can also double-click on the left or right side of the video to do that. And as part of this additional enhancement, we've also set up an autoplay feature. So if I enable autoplay, turn it on, when I reach the end of this section, and maybe I can actually jump far enough ahead to actually be able

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Brian Klaas: to do this with my imprecise mouse-clicking skills. When I reach the end of a section.

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Brian Klaas: it will go ahead and then jump ahead to the next section for me. Oops, and I've already sort of viewed this video. So, as you can see, it finished the one section and immediately jumped ahead to the next one. Now, there are some limitations, in terms of what browsers do, in terms of actually autoplaying video. This is… most browsers have this turned off because most people consider it to be an invasion of privacy.

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Brian Klaas: But in the blog post that we have about this feature, there's a link to a set of instructions that actually show you how to really allow autoplay to happen, so that the video starts playing back automatically on Course Plus, or I should say all videos start playing automatically on Course Plus. So, autoplayback of the next section of a lecture, as well as being able to jump forward and back, these are features, enhancements that students have been asking for

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Brian Klaas: for a couple of years, and we finally got around to doing it, which is high time, in my estimation. All right, next up, this is specific to… is another new feature that was just released yesterday. This is specific, a feature that's specific to faculty, instructional designers, TAs, basically the course teams. And that's this instructional notes feature that we've added here. So, for a long time.

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Brian Klaas: We've had in the Schedule Builder tool this additional information field, which is displayed to students. But people have used this to write notes to each other as they're sort of getting ready to, launch a course before a course begins, and the unfortunate reality is that you'd write a note in this additional information box, and then it was meant to be private, but everyone would see it, right? Your students would see it, like, you know.

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Brian Klaas: Don't forget, we need to tell students to do X, or don't forget, we need to update this lecture this year.

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Brian Klaas: And students would see that information, which is not great. So we added in another tool to each event in Schedule Builder, and that's this Instructional Design Notes option. So here you can see I've added a note to this particular lecture, Lecture 7, Replace in Fall 2026 with a new version, same objectives. And this information will only be seen inside of Schedule Builder, only by the faculty and TAs and course instructional team that have

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Brian Klaas: access to this. And this information gets copied over when you set up your site for the next time it's offered. So, if you want to take notes or make notes yourself about things you want to change, things you want to fix, for the next offering of your class, or even if there's something you need to send as sort of display notes in here for other people on your course team while the course is running, you can do that via the instructional design notes tool, and you know that a particular

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Brian Klaas: event has instructional design notes, but with this little sort of teal eye exclamation point, or sorry, exclamation point box right there. And you can add instructional

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Brian Klaas: design.

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Brian Klaas: Find notes by going to an event and clicking on the green button to show the instructional design notes.

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Brian Klaas: If there are instructional design notes, you will see this button at the top of the page, and I click on this, it automatically takes me to the very first event in the schedule where there is instructional design notes, so you don't have to go hunting for those there. So this is a nice little workflow enhancement for course instructional teams, to make it so that you don't have to, you have a way of sort of including notes about revisions, changes, things you only want your instructional design team

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Brian Klaas: Inside of Schedule Builder itself.

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Brian Klaas: Okay? So if you have any questions about any of this stuff, by the way, you can type it in the text chat, and I will gladly answer those for you.

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Brian Klaas: Next up, another feature that was added in the fall, in case you were not aware of this, is that, students now have the ability, when they are taking quizzes or exams, students now have the ability to strike out answers in multiple choice questions. This was, we did a, the center did a self-study…

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Brian Klaas: Earlier this year, and this was the number one… well, actually, the My Calendar tool, revised calendar, was the number one requested feature. The second most requested feature was the ability to strike out answers during quizzes or exams. So I can, as I'm taking a quiz or exam, I can strike out specific answers, that I know I don't want to answer, and I can go ahead and answer those

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Brian Klaas: my other responses as I go through. Now, if I leave the quiz and come back, if it's set up that way, the strikeouts remain, and then also in the activity log that faculty and TAs can see, the act of striking out answers is also logged in that activity log as well.

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Brian Klaas: So, a nice enhancement, another nice enhancement for students, just a really big quality of life improvement, and we've got a lot of positive feedback about it, which is wonderful.

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Brian Klaas: Alright, next thing I want to talk about is some generative AI stuff, because, you know, we can't avoid it, right? Generative AI, it's everywhere. So we do have a couple of tools, that are built into Course Plus that are generative AI tools that you may not be aware of that can both help students and course instructional teams get work done.

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Brian Klaas: The first one I want to talk about is the Draft Coach. So, the Draft Coach is a tool that we launched, gosh, last year, year before… 2025?

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Brian Klaas: 4, I think? And what the draft coach does is it gives students feedback on a written document. And I'm gonna go ahead and turn this on in this course just so you can see what it looks like. So, if I go to the draft coach, I get sort of first a… and this is a student-focused tool, I get a series of guidelines, like, this is what this tool does, here, how it works, you know, and then you confirm that you've actually read it.

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Brian Klaas: And then a student can then drag and drop a paper, a proposal, whatever it might be, in here and get feedback on it. And one of the changes we made earlier this year is that we added in some additional contextual guidance, like you have to say, what kind of document is this? Is it a paper? Is it a proposal? And who is this document for? Because that was one of the complaints we initially got from students about the tool, that it was just too broad, and

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Brian Klaas: it didn't really take into account some of the context in which they'd be writing. So a student would drag and drop their paper or proposal or whatever it is here, submit it, and then after about 2-3 minutes, they'll get something that looks a little bit like this, in terms of their feedback. They'll get emailed the feedback, it's not in real time, but they get feedback on their sort of content, the evidence they provide, the contextual relevance of their arguments.

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Brian Klaas: the overall writing quality, and then the style and tone of the writing. And then DraftCoach always gives them 5 specific improvements that they can make on their work. The tool does not rewrite student work in any way, shape, or form. It simply says, here's some feedback on your writing. We also encourage students very much to partner with the BSPH Writing Center in using the tool.

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Brian Klaas: As a matter of fact, the Writing Center, starting this academic year, is now requesting that students do use the draft coach before they come to a Writing Center appointment, so they already have some feedback to work with. And we've gotten a lot of really positive feedback from both students and faculty on the use of this tool. And faculty can see who used the tool and when they uploaded things in there as well, but they don't

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Brian Klaas: really get… faculty don't get a copy of the student's work, or the student feedback. So, this is a nice tool. It's not enabled by default. Faculty do need to enable this in their classes, so it's not just there for students to use. Faculty need to opt in to using it in their course. And it's also important to note that this tool really works best with things like papers, proposals.

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Brian Klaas: op-eds, opinion pieces. It does not really work at all if you have, say, a series of, you know, homework exercises to do in a biostats lab, right? It needs a single, unified piece of writing in order to give feedback to students. But it's very powerful, very useful, and we're seeing increased adoption across multiple courses there. So that's the first generative AI tool I want to mention.

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Brian Klaas: The second one I want to mention is the AI Review Quiz Maker. So, you know, one of the things that's a challenge, and I include myself in this as a faculty member, is coming up with formative assessments that make it easier for students to review their understanding of basic didactic content that's shared in lectures, right? Did students really understand what was in my lecture without

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Brian Klaas: giving them a quiz or an exam that's going to be part of their grade. This kind of formative assessment, according to the literature, is extremely powerful and useful in terms of making sure that students understand the core knowledge and allowing them to self-check and feel like they're making progress in the course. But coming up with the time, or finding the time to come up with review quizzes is… is… can be challenging.

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Brian Klaas: And so, we added this AI Review Quiz Maker tool, and this is available to any Center for Teaching and Learning produced lecture. So, any lecture you see inside of these lecture materials boxes that has a transcript, because we rely on the transcript, the AI looks at the transcript and makes quiz questions based off of that. And it's a very simple tool. I can go into any lecture that has transcripts here in the lecture materials box while I'm editing the page.

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Brian Klaas: Click on AI Review Quiz Maker, gives you a basic sort of set of information, and then, basically, you can say, I want 5, 10, 20 questions, click on Generate a Review Quiz, and after about 3 or 4 minutes, you'll get something that looks a little bit like this, where it says, okay, based on the transcript documents, here's a 10-question quiz. And it has multiple choice, true, false, match from two lists.

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Brian Klaas: It gives you all the question, all the answers, and then it gives you an explanation of each correct answer, so that you are able to verify that it's actually giving you the correct answer in this case. Now, it's up to you to turn this into a quiz in the quiz generator. I have used this in multiple courses for myself to turn these into in-lecture quizzes. So these are simple quizzes that sort of appear…

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Brian Klaas: questions appear at different points within the lecture, so that as a student's watching that core lecture, I can reinforce core ideas with these quiz questions, or just stop the lecture and ask the student to reflect on an issue, or topic, or experience. And lecture quizzes can do all of those things. But the point of the AI Review Quiz Maker is it makes it much easier for you to come up with these sort of review quizzes, these formative assessments.

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Brian Klaas: for students. And students really appreciate this. I use them in many of my classes, and I get a lot of very positive feedback from students. They're like, thank you, I appreciate you making sure that I understand this, and they're kind of fun, and they break up

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Brian Klaas: What can sometimes be a kind of monotony of watching a 25, you know, 20-minute lecture section, or something like that.

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Brian Klaas: Alright, so I know I'm almost done with my time here. There's one of the other thing I want to point out that's been around for a while that many people don't know actually exists. Sometimes students will say, oh, I didn't get an email, I never saw that, I didn't know you sent me that, or I never got a confirmation for submitting for a file to my Dropbox.

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Brian Klaas: Well, as a faculty member or TA, or anyone who has editing access to a course site, you can look at this report that we have in the Report Center called Emails Sent to Each Student. And if I click on this, it will give me a list of all the emails that were sent to a student throughout the entire class. So I have things like, for the Dropbox, confirmation.

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Brian Klaas: of submission, right? So the student's like, no, no, you know, I never got a confirmation, I don't know if I submit it. Well, you can go in here and say, oh no, I can see right here that on October 1st at 5.01, you got that confirmation email. Same thing with the quizzes, right? Well, I didn't get my results. Well, you know, actually, they were sent to you on September 29th at 6.34 PM. So this is a really useful tool just to see, like, what were the messages that were sent to each student in my class.

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Brian Klaas: And when were they sent, by what tool, or who sent them, just so that you are aware of all the messages that are going out to a student.

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Brian Klaas: So that's all I really wanted to show today. I'm going to turn it back over to Amy and team, and they can decide… for more fun and exciting content. But if you do have questions about anything that I showed you, you can reach out to CTL help, or if you have a course instructional designer assigned to your class, your instructional designers would be happy to walk you through any of those tools.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, thank you so much, Brian, and we do have a few moments if anyone has any questions about any of the new tools and features that Brian just showcased.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, you can either post your questions in the chat, or you can raise your hand in Zoom and ask verbally.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, I'm not seeing any hands raised, but Emily, let us know if there's any questions in the chat.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So we'll go ahead and go on to our next section, which are our start-of-term tasks. And here, we'll discuss, recommended start-of-term tasks, and then explain how Course Plus can be used to help you accomplish those tasks.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, to start out, we're going to look at your teaching teams and bios, and then we'll look at syllabus and gradebook, followed by how to manage that last-minute content and resources right before term start, and then finally, some important start of term communication tips.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, so diving right in,

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Amy Pinkerton, BSPH CTL Teaching Toolkit: I want to start by, saying, when you're going into a Course Plus site as, a faculty or a TA or a site content editor, the place where you want to navigate from is your Faculty Tools page. And this page is, accessible, there's always, under your name when you're logged into Course Plus and in your course site, you'll see this Go to Faculty Tools link, in the upper left corner.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So that's how you always get to this page. And from this page, it will… it'll do two things. First, it will mirror your content page, which is the page that you set up using Schedule Builder, under this Navigation Tools, box on the left. So that box will mirror, your content page, and then on the right, you'll see all of the activities and assignment links, and then also content

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Amy Pinkerton, BSPH CTL Teaching Toolkit: tools and administrative tools. So this is a great place at, a good starting point when you're navigating your course site.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, so, so, so from there, let's talk about our start of term tasks, and first we're going to talk about how do I add or remove teaching assistants and site content editors, because the start of term is a great time to check who has non-student access in your course.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, from your faculty page… Faculty Tools page, you're, you're going to go to Add Students, TAs, Editors, and Guest Faculty and Guests page, and from here, you can first verify who

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Amy Pinkerton, BSPH CTL Teaching Toolkit: who has non-student access to your course. So it will list all of your faculty of record, your TAs, your site content editors, and then also any guest faculty. So you can see exactly, who has non-student access, and verify who should be in there, and maybe who needs to be removed.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So from here, you can add people, and you can add them in various roles. And if you're not sure about what role to add a person in, there's a button that says, what can someone do in each role?

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Amy Pinkerton, BSPH CTL Teaching Toolkit: If you click that button, it'll expand, and it'll explain what each role is able to do and not do. So you can choose who should be what.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And let's say you have someone, like a TA that was your TA last year, but this year they're no longer a TA for your course, you can also remove access. And don't worry, if you accidentally remove someone, you can always re-add them. So, this is the way that you would manage your non-student access.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: One important thing to, mention here is that this is for managing non-student access, but you should not add or remove students using this screen. Students should always go through, be added to a course through registration.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, and then, after you've managed your non-student access.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: This is also a good time to update your bios on your syllabus faculty page. So, right before a term starts, it's good to go through and clean out, update your own faculty bio, look at your TAs and guest speakers. Perhaps you've changed some lectures, so maybe you want to add a new guest speaker, or remove a guest speaker who's no longer in the course. This is a good time to update that page.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And, I will say that the Course Plus faculty guide, has step-by-step instructions for how to update and use all of the tools that we're talking about today.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, and now I'll pass to Lou.

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Lu Chi: Thank you, Amy. So now, we are going to answer the very important question, how do I update my syllabus and gradebook?

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Lu Chi: The syllabus is your very first point of contact with students, so as a public page, students can see the syllabus before they even enroll in the course. So because of this, it's very important to always keep this page up to date.

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Lu Chi: The gradebook is how you will communicate grades to students, which we know is also very important.

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Lu Chi: So let's get started with reviewing how to get the syllabus up to date.

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Lu Chi: First, we recommend you read through and review the entire syllabus. Focus on consistency, as well as any outdated information that needs to be updated.

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Lu Chi: We also recommend placing yourself in the mindset of your students.

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Lu Chi: Do I need to expand on participation requirements, or do I need to add a masses of assessment details to explain my assessments more?

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Lu Chi: So once you review your syllabus, you are ready to make any necessary edits. You will need to go into edit mode in the syllabus to make changes.

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Lu Chi: Any section that has a little pencil icon next to it is a section that you can update. If there's no pencil icon, this section is pre-created by BSPH.

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Lu Chi: Any section that has a chain link next to it means you need departmental approval.

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Lu Chi: At this stage, it is most likely too late to add any sections and, you know, any loss of sections and receive approval in time for your course offering. So this might be an edit you need for the next year.

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Lu Chi: These chain link, sections will also be locked, once your course starts.

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Lu Chi: However, we recommend that all syllabus edits are made before the course offering.

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Lu Chi: Lastly, only use the syllabus on Course Plus. You should remove all other versions of your syllabus from the course set. This helps avoid inconsistency for students, as well as

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Lu Chi: possible conflicting information. It also makes life easier for you, as you only need to update this one version. In case you didn't know, students actually can print out the syllabus in PDF format directly from Course Plus.

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Lu Chi: All right, so now let's talk about grid work.

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Lu Chi: Before the term starts, you will want to make sure that your gradebook is set up and ready to go. You should first make sure that overall grade is based on the option you would like. You can choose between either percentages or points.

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Lu Chi: You may also have to, you know, have, want to create categories. Categories can be used in Gradebook to group together related atoms.

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Lu Chi: A category might be homework or weekly reflections.

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Lu Chi: In this image, you can see that our participation category was created for this gradebook, matching the syllabus Methods of assessment section.

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Lu Chi: In a percentage-based gradebook, the category 2 can automatically calculate the weight of each item within that category. For example, if the homework category contains 4 assignments, each can automatically be worth 25% of the total score for that category.

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Lu Chi: In a points-based gradebook, categories organize items together for display, but don't adjust the width of the category or assignments.

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Lu Chi: Each graded item in that category, in a points-based gradebook, is always worth exactly the points assigned to the graded item.

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Lu Chi: I recommend going back and review your methods of assessment section on your syllabus, and make sure that your gradebook matches the breakdown that is outlined in this section.

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Lu Chi: You will also want to go through and review each graded item. Graded items can stand alone, or they can be linked to Course Plus tools.

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Lu Chi: such as Dropbox, Quiz Generator, intellectual quizzes, discussion forum, peer assessment, or Pathfinder simulation. We want to go through each item and make sure that it is linked when, when applicable.

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Lu Chi: For each item, you also have the option to exclude from the final grade, display grade in student's view, and mark if the item counts as extra credit. We also have a Course Plus feature where, you can now add rubrics to the gradebook.

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Lu Chi: Under Edit for each grade item, you will see the option to click Enable Rubric-Based Grading. You can attach your rubric to any gradebook item that doesn't already get its score from another source, like a peer assessment or quiz.

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Lu Chi: Very quickly, I just wanted to give you some reminders on how to manage your gradebook during the course.

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Lu Chi: First, you can, you know, enter grades by atom, or student, or group.

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Lu Chi: You can view students' view of gradebook, you can upload a file and or text feedback to the entire class or individual students or groups.

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Lu Chi: You can override the feedback for any students. You can also override the grade, synchronized from associated to, such as peer assessment or quiz generator.

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Lu Chi: Finally, I really want to remind you of the importance of timely grading. You should have a plan in place for who will grade which items and by what date.

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Lu Chi: I recommend reviewing our workshop, give you students effective feedback. The link to this workshop will be located in the resources document that Amity just shared with you.

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Lu Chi: No, let's answer the questions.

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Lu Chi: How will my students access the content?

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Lu Chi: Students will, you know, access majority of course content resources from the content page. When you click edit the schedule on the content page, you are taken to the schedule builder to edit this page.

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Lu Chi: All your CTL-produced lectures will be linked to the content page. Activity pages, assignments, lab talks, and even job boxes can be linked to the content page.

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Lu Chi: By now, your content page should be set up and should just need a quality check to make everything is up to date.

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Lu Chi: Just a reminder, a version of your schedule builder page with no hyperlinks is also available to the public.

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Lu Chi: So, for this reason, please do not place any information private to the class, specifically, you know, Zoom links on this page, as anyone can view it.

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Lu Chi: You can also add event items or entire categories on content page, and when event items are linked to other tools, such as Dropbox, quiz generators, the dates will sync to what's in the Schedule Builder.

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Lu Chi: As mentioned, the students will notify students of upcoming due dates. Students can also download the schedule to their

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Lu Chi: E? Sorry, it's this?

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Lu Chi: Okay.

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Lu Chi: Oh, did I miss something?

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Lu Chi: Okay, so this is talking about the calendar thing. I can quickly, brought this up before I jump to this page. So, students can download the schedule to their personal calendars. When the students

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Lu Chi: has downloaded the calendar, it doesn't automatically update their calendar when changes are made. So, announcing their calendar when changes are made.

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Lu Chi: So… so yeah, announcing all changes to the course schedule after the term starts is very important to alert students to update their personal calendars.

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Lu Chi: All right Oops, okay, so now let's talk about what different days mean in the Schedule Builder.

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Lu Chi: So, specifically, now is the time to verify the dates on your content page. When you create or edit event in the Schedule Builder, you will see a different date listed. So the first one is available on.

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Lu Chi: The date that students can access, also referred to as the open date.

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Lu Chi: Deal date. The date that students are reminded to submit by.

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Lu Chi: And then next is access ends dates. This date is that students can no longer access a page or a two. Lastly, sometimes these items are set by the type of event they are associated with, such as a quiz.

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Lu Chi: And others, depending on the event, you can also mask the available date, so it doesn't show to students, or mark the schedule builder item to be always available.

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Lu Chi: All right. Oh, I think I already… next page, please. Yeah, so I already talked about the calendar thing. Let's go to next page.

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Lu Chi: This time, you should also check open and closed days for other resources not, you know, are not linked to the schedule. Depending on your course, this may include

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Lu Chi: Job boxes, sign-up sheets, discussion forum items, online library items, quizzes, and more.

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Lu Chi: All right.

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Lu Chi: So now, I wanted to quickly go over how to check this in your online library, as we get a lot of questions about this topic.

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Lu Chi: So sometimes you don't realize there are date controls that can determine which files are visible to students. The faculty can either remove these dates or edit them. I will show you how to do this shortly.

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Lu Chi: Another issue may be that the folder is marked hidden. This means you can see it, but students cannot.

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Lu Chi: If you go to Manage Online Library, go to edit a folder by selecting the pencil icon, and you can then see a checkbox next to the hidden folder. If this box is checked, it means you will need to uncheck it for students to have access.

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Lu Chi: There's a pro tip, you know, while you're checking the online library dates, also check for any hidden files or folders or out-of-date resources. You can quickly replace a file with a newer version using the online library admin, too.

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Lu Chi: All right, as promised, I will go in to quickly review, how to manage open and closed days.

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Lu Chi: So you can click on online library, and Manage Online Library.

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Lu Chi: Add or edit a file or folder. To set an open day or remove an open day for Atom, click on the space next to the calendar icon for use open

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Lu Chi: To set a close date for that item, click the space next to the calendar icon for use close date.

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Lu Chi: Select the appropriate date and time from the calendar and time control.

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Lu Chi: If you don't want a specified open or closed date, just make sure these boxes are empty. Unless there's a reason why you want to limit students' access, I would recommend not having open and closed days.

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Lu Chi: Lastly, click the Add or Edit pin at the bottom of the form to save your work.

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Lu Chi: Now I'm going to pass it back to Emmy to talk about the communication.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, thank you, Lou. So now, we're going to switch gears a little bit and talk about communication, especially communication around the start of term. And we're first going to answer the question, how will I communicate with my students and welcome them to the course?

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, there are many forms of communication happening within a course, and there are different Course Plus tools that can be used for each type, but we're going to focus on faculty-to-student communication tools, for today's session.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And if you'd like to, dive deeper into nurturing classroom connections through communication, then we have a workshop recording that is on our research

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Amy Pinkerton, BSPH CTL Teaching Toolkit: one-page PDF that's been shared in the chat, called Nurture Classroom Connection, Tips for Writing Course Communication for Adult Learners, and that's also on our on-demand workshop videos page, if you'd like to dive deeper into communicating with your adult learners.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, so the first form of communication we're going to talk about are, is, is your welcome message. And usually, you would… most faculty post their welcome message using an email plus a class announcement. You can also have a welcome message that's another format, like an audio or video recording with a transcript, or perhaps you might use an activity page, or even a

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Amy Pinkerton, BSPH CTL Teaching Toolkit: discussion forum introduction activity.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: But it's important that you welcome your students to your course, as a… as a way to set the stage for the tone and community building of your course.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, using, and since the class email tool is the most frequently used format, we'll look at that in more detail.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, when you're using the class email tool, you're going to, first select your email recipients. For a welcome message, it's just gonna be send message to everyone, and then select listed.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: But if you wanted to send a specific email to only certain recipients, you can choose your recipients using the filter tool.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And then, for a welcome email, most likely you're going to want to also display that as an announcement on the course homepage. So you would select this display as an announcement on course homepage, so that it's visible both as an email and an announcement to students.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: You can also, use the Enable Schedule Delivery feature in the email tool. This is really great if you have some, emails, including your welcome email, that you want to draft ahead of time, and then have them ready to go throughout the term.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So you can draft your email, proofread it, it's ready to go, and then using the enable scheduled delivery, you can select the date and time that you want it to be delivered to students. And again, that's great for a welcome email, it's also great, say, if you have… you know you want to send a midterm reminder or a final email, you can draft some of those now to save you time during the academic term.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Another, feature of the Course Plus email tool is that you can archive and reuse past emails. So if you have… if you have a course that's run for more than one term, you may have saved past emails to your email archive.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And now you can go back and reuse those as templates in the current offering.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Just make sure that if you're using an archived email as a template, to proofread it and remove and update any outdated information. That's very important. You don't want any 2024 or 2025 dates in your 2026 emails.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, and then I mentioned filters a little bit earlier, but they really are powerful tools to save you and your course team time. So, if you, go through the filters, you can, there are a number of different options.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, you can filter based on students who have not logged into the course site within the first week of term, so you can reach out to students who might not be participating in the course. You can also filter by assignment or activity, and whether or not a student has completed or not completed.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, for example, say you have… you want to send one email to students who have submitted a Dropbox, but another email to remind students who have not submitted their Dropbox yet. You can use filters to do that work for you. So you don't have to, spend time maintaining… creating and maintaining manual email lists.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, so switching gears a little bit, we were just talking about email, now let's talk about another important communication tool, and that's the discussion forum. And the discussion forum is organized by category, and then by topic.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And, categories and category groups are set up by the faculty or TAs, and then within those, topics and categories can be started by teaching teams or by students.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: depending on the category settings. So if you want your students to be able to create topics, you would create the category, and then set it up so that they can create topics within that category.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Also, great start of term task. While you're looking at your discussion forum setup.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: I recommend creating a course Q&A discussion forum where students can post questions about the course. This is the online equivalent to a student raising their hand in class and asking a question.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: This benefits students because they can see the questions and answers that other students have asked, and then this also benefits you because you're… you only need to answer each question once, instead of answering the same question over and over again via email, for example.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, so as you're going through your discussion forum settings, there are a lot of different ways that you can set up your discussion forum categories and topics. So for example, the categories can be graded and linked to the gradebook.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And, that's indicated by this little book icon. And then, you can also… another popular category or setting is, students must post before viewing. This means that students have to post their

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Amy Pinkerton, BSPH CTL Teaching Toolkit: their post before they can see what other students have posted, and that's indicated by this, PBV, icon.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, as you're setting up your discussion forum, decide what works best for you and your students, and then these icons will appear depending on what settings you choose, to help you and your students navigate the discussion forum.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, and then, the starter term is also the time to set up any course groups and sign-up sheets, if needed. So, let's start with sign-up sheets.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Sign-up sheets are a really great tool. They, they were created, I think, a few years ago to, in response to faculty who are maintaining a bunch of spreadsheets and Google Forms and Microsoft Forms, and all these things, trying to organize their, their students.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And now we have a robust sign-up sheet tool directly in Course Plus.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And you can set it up depending on your needs. It can be used for office hours, selecting course group members, and claiming project topics, etc. So it's really a robust and versatile tool. Any kind of sign-up sheet that you might need for your course, you can set it up in the sign-up sheet tool.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: I mentioned that you can use sign-up sheets to create course groups, but you can also, have course groups set up to automatically assign students, or, like, randomly assign students, or if you want to, you can also manually assign students to course groups.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And then while you're in the course group setup, you can also create discussion forums and wikis that are private for each course group, meaning that only the faculty, TAs, and students within that group can see the, discussion forum and wiki for…

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Amy Pinkerton, BSPH CTL Teaching Toolkit: each group. So, students in Group A can't see students, the wiki for students in Group B.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, so we've gone over a lot so far. We went over, faculty teams, syllabus and gradebook, content and resources, and then finally some communication tools. Are there any questions before we dive into, frequently asked questions?

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So you can post questions in the chat, or you can raise your hand in Zoom.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, I'm not seeing any questions, but if you do have a question, please, you can post that in the chat, and we'll also have one final Q&A at the end.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So now I'll pass to Lou to start us off on some start-of-term frequently asked questions.

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Lu Chi: All right, thank you, Amy. So now, we will have a quick review on the most asked questions from faculty and students after the term starts.

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Lu Chi: So our first, you know, frequent asked question is, you know, why are students unable to access my course?

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Lu Chi: So, if this course is fully online, yearly because the start date has not yet arrived. For example, Term 2 online courses will not be available until October 22nd.

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Lu Chi: If the course is not fully online, such as in person, it's usually because the faculty have not made the site available.

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Lu Chi: So, to do this, you can click on Faculty Choose link at the top left of any course page. Click on Make Available button in the top right of the main Faculty Choose page.

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Lu Chi: All right, the second question. A student may ask, I register for, you know, whatever course, but it is not showing up in my Course Plus account.

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Lu Chi: There are a couple of reasons. So, if a student does register, it can take a couple hours for the course to appear in Course Plus.

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Lu Chi: If the course is fully online, the students may not have complete Intro to online learning course, which is a prerequisite for fully online courses.

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Lu Chi: If there are multiple sections and a student drops one but adds another of the same course, this will usually conflict and cause them to stay dropped. These students should reach out to City Help to have the problem solved.

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Lu Chi: Lastly, the students may just need to log out of course, plus and log back in again to see if the course, appears.

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Lu Chi: Alright, next questions, students may ask.

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Lu Chi: I completed an intern to online learning, but the site doesn't reflect this. Why?

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Lu Chi: The answer could be, you know, oftentimes students complete a couple of exercises, but not all three. Sometimes the only portion they forgot is a final validation step on an exercise.

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Lu Chi: But this will still prevent them from fully completing the course.

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Lu Chi: Sometimes students will register for multiple offerings, and they complete work in both. This will not allow them to complete the course as… as effective.

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Lu Chi: If the student is confident they… very confident that, you know, they completed the course, they can always reach out to CTL help for further assistance.

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Lu Chi: Alright, next question. How do I see the roster for my course?

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Lu Chi: Sometimes, you know, we get this question from, faculties and TAs. You can see that the current registration in a course by navigating to the roster page. This can be found under Communication tab and roster in the top menu bar.

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Lu Chi: Course pass is synchronize with, students' information system every 30 minutes, so new registration will be slightly delayed, before they appear in the course set.

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Lu Chi: All right, next question. You know, students are having issues, accessing a link on the schedule. Why?

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Lu Chi: Students usually encounter error messages from atoms on the schedules, because the setup is not configured properly. The most common problem is that the Atom is linked to a tool, such as a dropbox.

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Lu Chi: but then not linked to the specific drawbacks. In other words, the associated event ways field

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Lu Chi: has a selection for the first drop-down menu, but not the second. The solution is to make sure a selection has been made in that second drop-down menu. Another common source of this issue is that faculty mistakenly provide students with admin link to a page.

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Lu Chi: You're already a page builder page, instead of the student link.

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Lu Chi: The key difference between the links is that students' URL will contain view, whereas the admin URL will contain edit.

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Lu Chi: Faculty can easily retrieve the student's URL of a page and their navigation tools on the faculty's page.

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Lu Chi: All right, I'm going to pass it back to Emmy to cut us out with some helpful resources.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, thank you, Lou. We also had a good question in the chat that was posted, asking about, setting up a course site, and Brian indicated that when you're setting up your course site.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: You'll click on the site before it's set up in Course Plus, and you'll see an option, Set Up Site for this course, and you'll have the option, if you, if the course has been offered previously, you'll have the option to select a past offering to copy over, and if the course is new, then it'll just say, create a blank site.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And it looks like Brian had some more in the chat, but that was a good question task. And if you have other questions, if anyone has any other questions, they can post that in the chat, or again, you can raise your hand. But first, I will share some CTL resources.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So, for our resources that we're going to talk about in a moment, they're all in the PDF that Emily's been sharing in the chat. But before we share our final resources and highlight what's in that PDF document, I would love to spend a minute just to invite you to fill out our workshop evaluation survey.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Emily will share the link to the survey in the chat, or you can scan the QR

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Amy Pinkerton, BSPH CTL Teaching Toolkit: code on the screen. And we do value your feedback, and we use your feedback to plan future, future workshops like this one. So please, take the two minutes to fill out this survey. So I'll give you a moment to either open the link in the chat, or,

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Scan the QR code.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Thank you, Emily.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, I'll just give it a few seconds, because I know we're getting close to 11.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Okay, and now I'll share… I'll go over the resources that are in our PDF document.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So first, and foremost, as you're going through and setting up your course site, I highly recommend having the Course Plus Faculty Guide open. That is a guide for faculty and TAs that gives you step-by-step instructions on how to use all of the tools and features within Course Plus. While you're there, if you notice if you're having a technical issue, or if something's not working, as planned.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: You can also reach CTL help from that course site by opening a help call.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Another really great resource is the, CTL's Teaching Toolkit website. This is a repository of all things teaching and learning at, from CTL at BSPH, and this has information on, how-to guides and recommended practices from things like course design and development, adult teaching and learning, information tech

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Amy Pinkerton, BSPH CTL Teaching Toolkit: technology, accessibility, there's a lot on this site, and it has a helpful search bar at the top where you can search for different topics. That site also houses our events calendar and our on-demand videos page, where you can see upcoming events, like, workshops like this one, and then also our library of past workshop recordings on our on-demand videos page.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: If you're looking for something that's the latest from CTL, or just-in-time information, then I recommend subscribing to our CTL blog. Brian mentioned the blog earlier when he was talking about updates to Course Plus. Usually when there's a major update to Course Plus, there's an associated blog post about it going into more detail, so it's a great place to stay up-to-date from CTL.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And then finally, if you are a teaching assistant, or if you're a faculty who has teaching assistants.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Then we highly recommend checking out the Teaching Assistantship Training Course. It's an online, self-paced course for students, to prepare them for the many roles and responsibilities of teaching assistantship at BSPH. And we just, started our new offering in January 1st. So, it's self-paced and enrolling admission, so you can always,

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Amy Pinkerton, BSPH CTL Teaching Toolkit: TAs can always join at any time.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: But if you have questions about TA, the TA training team is actually here today, on this… in this session.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: So now I'll stop sharing my screen, and the floor is open to any questions that you might have about any of the things we went over today, or, anything Course Plus, because we have, we have Brian, we have instructional designers here, so we are… the floor is yours, and we're here to help.

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Lymari Morales: Hi guys, this is Lamari. Thank you so much for this. I definitely learned some things about some features I was not aware of, and really appreciate you guys putting this together. I have a… something I'm trying to do for my third term course is copy a quiz from my co-instructor's version of the course, so I know how to copy a quiz from

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Lymari Morales: I can see that I can duplicate a quiz from past versions of my course.

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Lymari Morales: And I'm a guest faculty on my co-instructor's version, but I'm trying to access the co-instructor versions of the quiz, and I can't see how to copy them over. And I did check… I searched quiz in the Resource Center, and I didn't see the answer, so…

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Lymari Morales: I was gonna email Kathy, but here we are.

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Brian Klaas: So, if you're a guest faculty in the other class, you would not be able to copy over content into your class.

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Brian Klaas: Including quizzes and things like that. You'd have to be in the TA role, or an editor role in the other class in order to copy it over. But CTL Help can do this for you, so just send a message to CTL Help saying, here's my class, here's the exact quiz that I want to copy from this other class, and they can take care of that for you.

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Lymari Morales: Thanks, Brian. Could I also just then ask the co-instructor to make me an editor?

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Brian Klaas: Yeah, yeah, exactly. And then, once they do that, you have to sign out of Course Plus, sign back in for that change to take effect, and then you can go into that other class… sorry, then you can go into your class, and when you search for available quizzes to copy from, that class should come up for you in, in that view.

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Lymari Morales: Great, thank you for clarifying.

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Lymari Morales: And look, Kathy and Celine have shown up like angels.

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Celine Greene: I just want to… I just want to add on to Brian, because I think sometimes people are surprised by this. The other instructor would have to actually remove access from you, and then re-grant the access in the different role. So you're going to get emails that say, hey, you've been removed. But then don't worry, it's a second before you get the email that says, hey, you're back in.

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Lymari Morales: So what would you guys recommend? Do you want us to ask for help, or would you prefer that they change the role?

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Kathy Gresh: I think it'd probably be… this is the other, the, what's this called? This is Gabriel's mother. Yeah, I would just ask him to make you a site content editor.

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Kathy Gresh: share so much in both courses over the years between the institutes, so just ask him to do that for you.

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Lymari Morales: Okay, great. And also on the quiz point with the link that was shared, it's very interesting, the idea of having AI create a…

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Lymari Morales: Review quiz, but that would only apply to recorded lectures.

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Lymari Morales: Obviously, there's no word.

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Brian Klaas: Yes, because we need the transcript, from that lecture in order for the generative AI to sort of analyze it and pull out and extract and create questions.

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Lymari Morales: Okay. Something to think about would be, would there be a way in the future to upload slides, which we use in the in-person lecture, have the same…

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Lymari Morales: Opportunity.

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Brian Klaas: Yeah, that's certainly a possibility. The question is, do the slides contain enough content, for the, you know, for the generative AI tool to actually, create useful questions from that?

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Lymari Morales: Okay. And for me, I do have in-person and recorded versions of my lectures, but they don't exist in the same course instance.

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Lymari Morales: So…

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Brian Klaas: Well, you know, you can… you can generate those review quizzes in the, where… in the version, the offering of the course where you have,

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Brian Klaas: the recorded lectures, the CTL ones, because we're not actually creating quizzes from those. Remember, it just sends an email. So really, you could take that output, and then you would review it, decide which questions you want to use, and then create those quizzes in whatever courses you wanted to create them in.

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Lymari Morales: Okay, that's helpful, thank you.

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Celine Greene: Lamari, I'll just go on to say, and I can work with you and Kathy on this, for something that is

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Celine Greene: not in the lecture materials, or anybody. Hopgpt, the chat GPT, will do some of that. What's nice about the

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Celine Greene: the way that it's done through Course Plus is it's… you really are just pressing buttons, you're not uploading anything, you don't have to make a well-constructed prompt and everything else, but we could find alternate things that work for you that stay within a

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Celine Greene: private, secure environment, so you're not throwing your lecture materials or any other course resources out to, you know, other AI to learn, and for students to, like, find… I mean, students are going to find topics anyway, but, but we can work with you just to introduce you to HopGPT also.

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Lymari Morales: Helpful, thank you, Celine.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, and then, we are now at time, so I want to be mindful of everyone's time, and I'm going to go ahead and stop the recording, but if anyone has any.