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Access Tutorials & Resources


Do you need help with Canvas? PowerPoint? Zoom tech support or account services? Other technologies or teaching strategies?

Please email with your request. 


Are you new to Zoom? Want to have an "expert" help by sitting in on your first couple of sessions or running through a practice session? 

Request help here. 

Please see this table for a list of activities with different options for face-to-face or online teaching. 

See this handout for student centered teaching methods. 

Cornell's CTI has put together this useful handout outlining various CATs you can use in your own classes 

Gannon, K. (2018). How to Create a SyllabusThe Chronicle of Higher Education, September 12, 2018. Downloaded: October 5, 2018.


See Loyola's Syllabus Template for required syllabus information. 


Creating a Graphic Syllabus (10-22-19): Use password "Innovation"

Teaching Through Emergencies

First, take a breath. You are not expected to recreate an on-ground course.
Plan, adapt, communicate. 

In the event of an emergency that disrupts the residential learning environment, this guide provides instructors with a plan designed to lessen the impact. In preparation, instructors should make sure they have access to a quality webcam and a microphone for use on a home computer.  Please note that internet stability is critical when working remotely.  If you experience network slowness while working from home, you can also try turning off internet-heavy devices or services on your home network, like Netflix streams or video game consoles.

Access Tutorials and Resources - including Webinar Schedules. 

Access our "emergencies" workshop here (Note, the first 5 minutes or so are missing due to a recording issue. We also apologize for any audience question audibility). 

Access Loyola's FAQS For Faculty on the COVID 19 Page. 



Communicating with Students

Tips for effectively communicating with students online: 

  • Be consistent with the digital tool selected for online communications, and be sure to post this information in a prominent location, such as the Syllabus page in Blackboard. 
  • Set expectations for how students should engage in the communication, including how they should contact the instructor. 
  • Set expectations with students for how quickly the instructor will respond to online communication.
  • Try to respond to student questions in the coffee shop forum or by email within 24-48 hours. Let them know how long to expect until they will receive communications from you. 

Delivering a Virtual Lecture

There are many ways in which instructors can host lectures with their students, either synchronously or asynchronously, using digital tools provided by Loyola.  For a virtual, synchronous meeting Zoom web conferencing is a great solution.  In a Zoom meeting, both instructors and students can share audio, video and screen presentations.  There is also an option for the host of a Zoom video to record the session(s), which can be saved and posted to Blackboard after the session ends. Blackboard Collaborate may also be used, but Zoom is less clunky and will more easily meet your needs. 

To optimize your synchronous Zoom lecture, we recommend: 

  • Use headphones or earbuds with a microphone to minimize surrounding noise and maximize your voice.
  • In your Zoom settings, opt to Mute Participants upon entry into the meeting.  As the host of the meeting, instructors are able to mute and unmute participants at any point. QUICK TIP: Holding the space bar will allow a participant/host to quickly unmute. 
  • As the host of the meeting, instructors can turn on the Breakout Rooms  feature in their Zoom settings for group discussion or group problem sets. In a Breakout Room, instructors can split the large meeting into separate rooms for small groups of students to work collaboratively.  

To optimize your asynchronous Zoom lecture, we recommend: 

  • Draft a script or an outline of your ideas for your lecture before recording. 
  • Use headphones or earbuds with a microphone to minimize surrounding noise and maximize your voice.
  • Record longer lectures into smaller, separate video lectures, organized by topic, idea, or skill.  By watching video lectures of less than 15 minutes each, learners are more likely to maintain focus and retain key information.
  • Include quiz questions or polling throughout your lectures to engage learners and allow them to check for understanding as they watch. 
  • Upload PDF files, websites and media that support the content of your lecture to provide your learners a comprehensive and immersive learning experience.
  • Share your presentation with students before the live session so students can follow along on their own screens without needing to squint their eyes. 
  • Do not use the waiting room feature. Instead allow participants to join before you and chat amongst themselves or put up an image on your screen share that tells them to "please stand by". 

Use Blackboard Discussion Boards

Tips for administering effective online discussions: 

  • Communicate clear guidelines in the prompt that establish your expectations for students’ contribution to the discussion. Many instructors choose to provide details about the writing style (e.g., formal/informal), number of posts, length (e.g., number of words), frequency, tone, and content (e.g., elements that constitute “value added”). 
  • Use threaded discussion responses to allow students to respond to one another multiple times in an organized way in each discussion board post. 
  • Be present in the discussion board by providing feedback and coaching to student responses.
  • Encourage students to participate in a variety of ways that work for the individual student, including text, audio, or video. 
  • Create questions and prompts that require complex thinking and application of ideas to avoid repetitive student responses. 

Using Online Assessments

Tips for administering effective exams online: 

  • Create complex questions that require deep, analytical thinking skills to complete.
  • Use time limits for the exam availability to maintain students’ focus during the exam.
  • Allow students multiple attempts (e.g., 2) to allow for troubles with internet connectivity.
  • Randomize the questions of a quiz to maximize academic integrity.
  • Random question blocks allow you to use pools of questions to ensure not all students receive the same question on an online exam. 


What are other universities doing about continuity?

(Acknowledgments: Special thanks to Brown University for sharing their Teaching Continuity Guide with the community).


Need Help with Online Teaching?

CTRL and the Online Learning Team are here to help you navigate the world of online teaching and Canvas. We have developed multiple guides for online teaching and instructor support. Please see the Canvas Help Page for more information. 

Did you know we have a faculty innovation lab located in Monroe Library? Click here for more information.

Not sure who to contact? Please see this document for a list of available persons and their general roles.