Canvas Training Update

Hello from the Canvas Training Design Team,

The Canvas training series was launched back in June 2018 with the first offerings of the Level I three part “Essentials” trainings with sessions held through the summer, 38 people successfully completed Level I training. Additionally, special training sessions were held to prepare the Tech Ambassador group and the Graduate Education Online faculty for their course migration and Fall 2018 course launch in Canvas. Of the nearly 80 people that have engaged in the Canvas training process, 65 have completed the Level I training series or an equivalent special training.

For those of you not familiar with the CETL Canvas professional development plan, the training design was developed as a multi-level learning model, combined with a series of special topic “Spotlight” sessions to offer flexibility in developing individualized skills for leveraging the features and tools in the Canvas digital learning environment (DLE). All three training levels are delivered through a hybrid/blended modality, the training series is a scaffold design and build upon each other starting with Level I, and each level has multiple parts to the training sequence:

Level I – The Essentials includes;

  • face-to-face Introduction Session (50 minutes),
  • a Canvas Immersive Online Training component, self-paced online content delivered within the Canvas DLE (takes about 2-hour to complete),
  • an instructor guided hands-on Sandbox Session working within the Canvas DLE. (2-hour Session)

Level II – Student Success includes;

  • face-to-face Introduction Session (50 minutes),
  • a Canvas Immersive Online Training component, self-paced online content delivered within the Canvas DLE (about 2-hours),
  • an instructor guided hands-on Sandbox Session working within the Canvas DLE.

Level III – Student Engagement includes;

  • a Canvas Immersive Online Training component, with online content and activities using Canvas tools and features (about 2-hours),
  • 2-instructor guided hands-on Sandbox Sessions working within the Canvas DLE. (Each session 2-hours in length)

Spotlight Sessions – The CETL Canvas training design team recognized that not all members of the UW-Superior teaching community have the need to complete all 3 of the training levels to utilize the Canvas DLE in the same way they used D2L, this is where the “Spotlight” sessions come into the plan. Spotlight sessions focus on student centric DLE tools for the enhancement of student learning and achievement through the use of Canvas. Each session will cover a selected Canvas DLE tool or feature like quizzes, rubrics, group assignments, student collaborations or peer review tools. By combining a few select “Spotlight” sessions with Level I training for example, an instructor can develop their own unique toolkit of acquired skills for teaching with Canvas without the need to complete all 3 levels of the Canvas training series.

Next Steps?

CETL Canvas training team recommendations for “Next Steps” depends on where you as a member of the campus teaching community are at in this professional development process:

  • Haven’t started yet? We recommend you get engaged in the process, CETL has been offering multiple introduction sessions during this semester to help you get started and we can offer additional ways for you to engage in your professional development even if you have conflicts with our training schedule.
  • Got started and in-progress? Great, hang in there and keep an eye on the CETL events calendar for scheduled Canvas training events as more training opportunities will be added as we move forward.

The CETL Canvas training team recognizes the challenges some members of the teaching community face in the scheduling time for professional development. In response we have adapted some of our training sequences to better accommodate busy schedules and will be offering live Zoom web casts of training sessions and optional evening sessions. If you cannot attend one of our Level I or Level II Introduction sessions, we can still get you started in the online learning module portion of those training sequences.

Next steps for getting started and to complete Level I – Essentials training sequence:

  1. Sent an email to Del Wright at CETL requesting to be added to the online course in Canvas
  2. Once you get a course invite from Canvas, confirm your invitation and log into the course
  3. Complete the online training module
  4. Watch the CETL training schedule for upcoming Level I – Essentials 2-hour hands-on training events
  5. Pre-register for a Level I – Essentials 2-hour hands-on training event and either attend in-person on campus or connect remotely through our Zoom web conferencing link.

Please Note: our next 2-hour hands-on Level I – Essentials training session on Friday November 2, 9:00 A.M. – 10:50 A.M., completing the online module is a prerequisite for attending this session.

If you have any questions please contact us at CETL, additional information and our updated calendar is available on our webpages. Link to our Calendar –

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Meet the CETL Team

On behalf of the CETL team, I would like to welcome you to fall semester.

I would like to introduce you to the CETL staff

Hilary Fezzey, Interim Director of CETL: In addition to coordinating CETL, I am available for consultation regarding any topic related to teaching and learning on our campus for all faculty and staff who interact with students.

My office hours in CETL in Swenson 2072 are by appointment and as follows:

  • Mondays (1st and 3rd): noon-1:00
  • Tuesdays (1st and 3rd): 1:00-2:15
  • Wednesdays (1st, 3rd, 4th): 1:00-2:50
  • Thursdays: 1:00-2:15


Rebecca Graetz, Ed.D, Instructional Program Manager II: Rebecca consults with faculty on course design focusing on the pedagogy of online learning, student success and student engagement as well as Universal Design for Learning and accessibility.  She is currently a certified QM Peer Reviewer as well as an Instructional Design Mentor for Educause.  As part of the CETL Migration Team moving from D2L to Canvas, Rebecca’s role is to promote quality course design as well as the UDL and accessibility as it pertains to diversity and inclusion for learning.


Stacy Leno, Information Processing Consultant-Senior: Stacy is the primary person for the Learn@Superior Digital Learning Environment (D2L and Canvas) and provides consultation on the use of tools in those systems (including Kaltura, Blackboard Collaborate, and TurnItIn) as well as the “behind the scenes” management of Learn@Superior.  She will also provide training on the development of posters (i.e. research symposiums, senior year presentations, etc.) but not the editing or printing of them.


Thora Papineau, University Services Program Associate: Thora is the newest CETL team member just finishing her first 6 months working on campus (though she’s an aluma too!).  Thora helps to coordinate all the details of CETL from event logistics, expenses, CETL-related travel planning & TERs, as well as overseeing the Yellowjacket Pantry.  Her background is in human resources, process improvement and technology implementations, which fit well with the scope of CETL’s trajectory!  She’s happy to share a warm smile for all who come to CETL for events, consultations and questions.


Del Wright, M.Ed, Media Specialist:  Del provides instructional technology services in collaboration with Academic Departments to support faculty, staff, and students with instructional technology and course-related resources for classroom, online and hybrid learning. He works with other CETL team members participating in the instructional design process for instruction specific to incorporating the use of digital technologies. He also serves as the lead for faculty and instructional staff professional development training related to UW-System migration from D2L to the Canvas Learning Management System (LMS), including development and delivery of instructional interventions.


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Welcome – Share your strategies

There are many wonderful things happening on our campus to engage students, promote learning, and support retention and success. Please share your ideas by posting here in “leave a reply”.

For example, you might include a specific assignment, discuss how you use it, then share its impact on student learning and engagement.

Please remember to include your contact information so that colleagues can reach out to you.

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Important Information for Canvas Migration

March 29, 2018

The Center for Excellence in Teaching and Learning is committed to supporting and equipping your department in migrating courses to Canvas.  This email provides additional information on the process and how we’ll work with academic departments.

The process:

  1. Monica will meet with department chairs (and departmental colleagues as invited) by May 1, 2018 to discuss needs for each department (requests to meet will be sent to chairs by CETL staff). The purpose of the meeting is to:
  2. Review the course rotation to determine priority for migrating courses (i.e. those courses planned for Fall 2019 will ideally be migrated first)
  3. Identify instructors for courses (including master courses with multiple sections)
  4. Determine the preferred method of migration; options are 1) instructor migrates the course 2) CETL staff migrate the course
  • Migration is defined as: The logistical process of moving a course from D2L and Canvas.  It does not include changes in content, pedagogy, etc. except as identified by the instructor for the course.
  • Enhanced migration is defined as: The logistical process of moving a course from D2L to Canvas AND training and consultation as related to pedagogy, student engagement, and other areas.
  1. Concurrent trainings will be offered for the campus in preparing for the migration and use of Canvas beginning in June through December 2019 (and beyond, based on campus needs). Please see the attached Canvas Training Calendar, included in a monthly format as well the overall Canvas Training Plan. These include:
  2. Preparing a course in D2L for migration
  3. How to migrate a course
  4. How to use Canvas tools
  5. Pedagogy related to Canvas tools
  6. Student engagement related to Canvas tools

People will have the opportunity to determine which level they wish to achieve by completing related Canvas trainings. There are four levels: Canvas Essentials, Student Success Advocate, Student Engagement, and Ambassador (see definitions in the attached Canvas Training Plan).

  1. Course migration will happen department-by-department on a timetable (see attached Canvas Timetable to be revised in collaboration with departments). The intent of the timetable is to help manage the workload for CETL staff so that we provide valued and effective services to all academic departments.  We simply do not have the staffing to work with a high volume of people in a short time period before the migration and thus need to spread the work across the academic year.

During department and open campus meetings, these are common questions that have arisen.

When must undergraduate courses use Canvas?  All undergraduate courses will use Canvas in Fall 2019 and forward.

Which courses will be migrated? ALL courses will be migrated: face-to-face, online and hybrid.

Why can’t we use D2L after Fall 2019?  Why can’t we use Canvas earlier? The migration as a single campus unit in one semester is critical to student learning. Student feedback has been clear: the use of two learning management systems (D2L and Canvas) at one time would be detrimental to their learning. Thus, we will all use Canvas beginning Fall 2019 as a commitment to our students. All new and returning undergraduate instructors will need to use D2L until Fall 2019.

When will migration happen? When will I begin to work with my courses in Canvas?Courses will be migrated to a development shell/sandbox beginning in THIS summer (2018) so that instructors have time to revise and work with course(s) before the semester it is taught (Fall 2019 or after).


How much work will I need to do to migrate my courses? What training is available?  This is where CETL staff come in! Our role is to either migrate your courses or help you migrate your courses; work with you to understand your needs and interest in using Canvas; provide training on Canvas tools; and consult as needed on instructional pedagogy, accessibility, and student engagement.

Will I be paid for the Canvas training and migration? We do recognize and appreciate the additional work to migrate to Canvas and maintain currency in the learning management system. A budget request for additional support for the migration has been submitted to administration but at this point, there are no additional stipends for migration.  CETL staff have done our best to plan and schedule many opportunities within the regular academic year in addition to summer sessions. This includes participation in our professional development community related to our core functions as faculty and staff in teaching and learning.  The extended timeline for migration, with training dates shared now, is intended to provide people with the opportunity to plan accordingly across the year to help mediate the impact of migration.

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Connecting with Community

March 12, 2018

Advisement, mid-terms, spring break….the semester is moving along and soon we’ll be attending senior presentations and celebrating graduation. In the midst of the semester, things can seem all-encompassing and at times overwhelming. (For tips on managing work while promoting student learning, please see

The ability to connect with others whether in a learning session, over coffee, or at a campus event builds community even as it helps us know that we’re not alone in our work with students.

Community is evident in the work of CETL! While we have many “bright spots”, I’d like to highlight a few:

  1. The Scholarship of Teaching and Learning Homegrown Poster session was last Wednesday.  Scholars highlighted their results and shared ideas on their path in SoTL.  I saw connections being made with links for future collaborative endeavors. Kudos to the scholars and facilitators Hilary Fezzey and Sakib Mahmud for their work! For information on each of the projects, please go to our CETL blog at The call for proposals for this year’s group is out (due date April 16); please see attached and contact Hilary and Sakib with questions.

2.       This coming Friday, March 16 from 11:30 a.m. – 12:50 p.m. in the CETL conference room (Swenson 2074) is Freedom of Speech, Academic Freedom, and Freedom of Expression. This session is the second in our series CommUnity Conversations, a collaboration with Equity, Diversity and Inclusion. A growing national debate has broken out over the extent to which colleges/universities, the media, places of employment, and other entities should monitor individual expression and speech. Particularly in places of learning, most would agree that a balance must be established between community standards, students’ rights to feel safe, academic freedom, and the ability of individuals to express controversial or unpopular opinions and perspectives. Come and learn about the legal boundaries and implications of free speech in the University setting. Light refreshments will be served.

  1. The Global Awareness and Inclusivity Community of Practice (which meets THIS Wednesday from noon – 12:50 p.m. in CETL) developed a book club last fall, focusing on“White Folks” by Tim Lensmire. Several book groups met multiple times for discussion, and Lynn Goerdt is organizing a final group of folks before the author comes to campus on March 29 from 11:30 to 1 p.m. in the Multicultural Center. Please contact her if you’re interested, or Jerel Benton to learn more about the event ( Additionally, please see a list of events related to equity, diversity and inclusion attached that was developed by the CoP.

The CETL staff continues to grow our own culture and community as we expand in staff and services. We were pleased to welcome Thora Papineau, our new CETL program associate. An alumni of UW-Superior, she is quickly learning the current context, processes and policies of our campus even as she brings new and insightful ideas to CETL.

Not a day goes by in CETL without a consultation, collaborative meeting, or event. Some of the more common topics we’re working with folks on:

  • using D2L functions to heighten student learning and help with time management;
  • creating flipped classrooms and videos for face-to-face and online classrooms;
  • implementing critical incidence questionnaires for formative assessment of classroom learning and culture.

Thank you for engaging with our staff and services! Please let us know your ideas and how we can better serve you by emailing me or


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Celebrating the Scholarship of Teaching and Learning Homegrown Scholars Part II

February 27, 2018

Those teachers who are students of their own impact are the teachers who are most influential in raising students’ achievement. ~ John Hattie

We are pleased to host our 2017-18 Scholarship of Teaching and Learning Homegrown Showcase on Wednesday, March 7 from 11:30 a.m. to 12:50 p.m. in the Berchild Lounge (Swenson Hall 2ndfloor landing).  Our scholars will share their projects with the campus community.  ALL are invited – students and staff alike. Light refreshments will be served.

Last week, I shared information about the scholars and their projects (For more information on each of the projects, please visit our blog at

This week, I’d like to share reflections by our two wonderful co-facilitators, Hillary Fezzey and Sakib Mahmud.

From Hilary:  This has been an exciting year for UWS’s SoTL Homegrown Program.  We have expanded our program to include participants from a variety of co-curricular units on campus.  Over the course of the summer, fall, and early spring, I have had the pleasure of seeing our current SoTL scholars refine their research to get at the central learning outcomes that their projects aim to improve.  This year’s scholars are investigating a variety of types of SoTL, including what is, what works, and theory building.  Many participants have found that they have already been evaluating their student learning outcomes using some aspects of SoTL.  The SoTL Homegrown Program allows them to receive formal training, funding and recognition for doing SoTL.  It is particularly helpful for our educators who may not have time to do research, as SoTL allows them to do research that incorporates assessment of student work that they may be doing already that is directly applicable to their work with students.

From Sakib: Being one of the facilitators, I found UWS’s SoTL Homegrown Program to have significant influence on SoTL scholars in developing, refining, and implementing their projects to meet their students’ learning goals and outcomes. It is fascinating to have participants coming from different disciplines, programs, and the co-curricular units from our campus. What I really liked about the SoTL Homegrown Program is the way the participants communicated and helped each other to improve and finalize their projects by identifying SoTL types that best represent their research interests associated with teaching and learning.

We are pleased to announce the application for our 2018-19 scholars (see attached)! The deadline for applications is April 16, 2018 submitted to Hilary and Sakib will once again guide the scholars. They can be reached for questions at and

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Celebrating our Scholarship of Teaching and Learning Homegrown Scholars!

Goal Setting: Impact on students’ self-confidence and self-motivation
Jen Bird, Tammy Fanning, Allison Garver, and Nate Field, Student Affairs
During the fall of 2017, the instructors of IDS 130 sought to determine if students would report higher self-confidence and self-motivation after they learned and applied goal setting strategies. The students were taught strategies that focused on goal setting, activities included: DAPPS Rule (Dated, Achievable, Personal, Positive, Specific), 32 Day Commitment, Formula for Motivation (VxE=M), and the Four Quadrants (Acting on Purpose/Prioritizing). Students also completed a pre and post self-assessment survey from the textbook On Course (2017) which measured “self-motivation” and “believing in myself” as well as other components.

The methods used to collect data included the self-assessment surveys as well as qualitative data collected through self-reflective writing assignments. Preliminary findings of the aggregate data from four of the five courses (n =27) show a mean increase of 1.26 points in relation to “self-motivation” and a mean increase of 2.56 points in relation to “believing in self.” Preliminary results of the qualitative data show that the activities positively impacted the “self-motivation” and “belief in self” of nearly all students who participated in the study. The team will continue to evaluate the data and determine potential areas for future research.

What motivates our campus language learners? An exploration of directed motivational currents (DMC’s) in university students studying content in a second language
Kate Nolin-Smith, Writing and Library Science and English as a Second Language
My research question is “How does visualizing the end goals of speaking English impact motivation to learn and use it?” The course involved in this study was ESL 131 Reading, sec. L11 and L12, Fall 2017.

To get a holistic view, this research project used a mixed methods approach. Data collection included self-report Motivation Charts in which students indicated the level of motivation to use the additional language (English) each day. In addition to the charts, there were corresponding open-responses to elaborate on the reasons influencing the level of motivation for those days.

Based on the Motivation Chart responses and written explanations for motivation levels, the preliminary results indicate that very few students reported extended periods (more than 5 days in a row) of high or intense motivation to use the additional language. Furthermore, students reported to be more motivated by daily circumstances rather than an end goal for language usage.

Moving forward, I will survey my future students at the beginning of each semester to not only understand what is motivating them to improve their language skills but also to identify their specific end goals for using the additional language. I will also continue to use motivation charts each semester as a reflective tool for the students. However, instead of reflecting on the charts at the end of the semester, I plan to review them weekly to see “where my students are at” academically, socially, emotionally, and physically in order to better support their language acquisition as they work towards meeting their language end goals.

Cultivating a Growth Mindset in Visual Arts Students
Susan Maguire, Visual Arts
My SOTL project explores the question: What percentage of our students hold a fixed mindset when it comes to visual arts? While researching my topic, discussing it with SOTL colleagues, and designing a survey tool, I determined to concentrate on whether or not I could reveal information about students’ mindsets related to intelligence in general, artistic ability specifically, and work habits. Sixty students taking Visual Arts courses completed the survey. I am still analyzing the results but one preliminary conclusion is that most students generally hold a growth mindset. Indications for a growth mindset drops, however, on questions about art ability (talent) and work habits compared to questions about intelligence.

Do video lectures improve student assessment scores for distance learning students?
Nathan Anderson, Natural Sciences Department
Physical Science at UW-Superior (PHYS160) is a course with a wide range of topics that make it difficult for students, especially distance learning students, and difficult to find a text that addresses each area of content to the desired depth. Over 60 lecture videos (about 10 and a half hours of content) were created as the primary learning source, replacing the previous text. The students went through the same weekly agenda as previous semesters watching three to six videos instead of reading a chapter from the text and took the same four online exams. Student assessment scores did not show significant change. A knowledge pre-test/post-test did show an increase in performance, and perhaps more important, student qualitative responses were mostly positive supporting the watching and learning from videos over reading from a science textbook.

Examining a Cohort Model of Student Organization Training
Allison Garver, Student Involvement
Does participation in a cohort group enhance the experience of students in a training program? This year Student Involvement is piloting an optional leadership certificate program for student organization leaders/officers and student supervisors employed within Student Affairs. Twelve (12) students initially signed up for the training program, but only three (3) students have completed multiple workshops towards earning the leadership certificate.

The three active participants in the program completed a six-question survey to share the benefits, drawbacks, and perceptions of the cohort experience.
Overall the students preferred being part of a cohort training group (vs attending a one-time workshop). They found the environment to be welcoming and respectful with open communication. Participants gained new perspectives and strategies from each other by sharing leadership experiences. One downfall to this model, which was experienced at times by this group, is not having enough participants show up. With few group members, discussion and sharing ideas becomes difficult.
Through the information gained from the pilot program, Student Involvement will be looking to expand the leadership certificate program next year using cohort groups.

Teachers are: Metaphorical representations of effective teaching
Matt Ridenour, Teacher Education
What are the dominant teaching metaphors of pre-service educators? What do these metaphors reveal about pre-service educator perceptions, identity and approach to the classroom?

This research study utilized the Conceptual Metaphor Theory of Lakoff & Johnson (1980) within the conceptual analysis framework of Long & Richards (1999). Data was gathered from students in TED 339, all of whom were pre-service K-12 educators at the time. As a course assignment, students were prompted to complete the sentence “Effective teachers are” and elaborate on their metaphor in written form. Data was then synthesized using the aforementioned theoretical and analytical framework. The study was approved by the UW-Superior IRB under protocol #1400. The initial findings indicate that these particular pre-service educators see effective teaching as an intentional act and a teacher-driven struggle. These gestalt characteristics are pervasive across metaphors and may well be predictive of future teaching-style and classroom approach.

People have the right to make bad decisions
Mandy Lilly, Human Behavior, Justice and Diversity (Social Work)
This study examines how social work students apply and interpret the concept of client self-determination. Conducted through an assignment within Social Work 341: Individual Casework, students were asked to review four case studies and decide upon a course of action. They were then asked to reflect on the influences of their decisions. Preliminary results show the influence of family, life experiences, and strong values of independence, duty, and safety as impacting their decision-making. Though students understand the practical definition of self-determination, they are ultimately influenced by the filter of their life experiences and values.

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Welcome to Spring 2018 and CETL event calendar

January 22, 2018

Welcome back to Spring 2018 semester.  Wow – this “winter break” seemed to pass quickly.  Congratulations to those instructors who taught during our inaugural J-term!

I am resending the CETL newsletter with events included.  This has been REVISED with correct dates.  You may have read in my previous email that Nicole has departed for warmer climes and new opportunities, and we sure miss her! She was my proof-reader for many semesters. I apologize for the mix-up in dates – the ones in this document are correct, and the event notifications will be in our CETL emails as well as the Staff Digest.

(BTW, were are hiring for the CETL program associate. This is a 60% time position.  For more information, please see  You may know of someone who is interested; please encourage them to contact me with questions at 715-394-8486.)

Our sessions are intended to engage you in learning new ideas, sharing strategies, and developing our campus community. We are pleased that we can web-conference nearly every session held in CETL, for those staff who are off-site and would like to participate. Please see our attached schedule for information on planned sessions. If you would like to propose a session, please contact me at or x8486.

Our new Yellowjacket Pantry developed in collaboration with Student Affairs continues to grow with an increasing number of students visiting. The Pantry provides food and personal items to current students and is easily accessible in the CETL Suite. Please feel free to send students our way!  They are able to submit food requests anytime between 8 a.m. and 4:30 p.m., with food pick-up from 3 – 4:30 or as arranged.  For more information, please contact our student employee, Guilia Maciel Martins at

As shared at the end of last semester, Nicole and Tom have departed UW-Superior for new and exciting professional opportunities.  Del Wright and I are still here and happy to consult, including on instructional pedagogy and the use of the learning management system (D2L).  Feel free to contact us. The CETL suite is open 8 a.m. to 4:30 p.m. Monday-Friday.

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