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University Guidance

Grade Submission to Howdy from Canvas

Use the seamless integration for submitting grades directly from Canvas into Howdy using the steps outlined below. Instructors will first want to review their Canvas course and gradebook setup prior to performing the grade submission in Howdy. The grade submission process will pull grades into Howdy from Canvas. Grades can be submitted for final grades and midterm grades (if applicable). 

Canvas Course


Howdy Grade Submission

Once the Gradebook in Canvas is set up correctly and reviewed for accuracy, the Instructor of Record or Grade Submitter roles can submit grades from Howdy to pull in Midterm or Final grades. If you have multiple sections, you will have to complete these steps for every course section, even if the course is merged in Canvas.

Office of the Registrar Online Grading Instructions for Howdy

What is a Canvas Grade Scheme? 

In Canvas, a grade scheme is a way of organizing student performance into levels of achievement. Grade schemes can include any number of achievement levels. Each achievement level has its own range, and a grade (e.g., A, B, C) or performance indicator (e.g., Excellent, Good, Fair) to represent it. Once the scheme is applied, the achievement level will appear after the numerical grade in the Canvas Gradebook Total column.

Please refer to these Canvas Community resources for step-by-step instructions on how to add a grading scheme in a coursehow to enable a grading scheme for a course, or contact the Office for Academic Innovation for additional support.


Fall 2020 Technology Guidance

Learn more about Fall 2020 Academic Operations

  • Cameras and microphones have been installed in all university-managed classrooms. The camera will be preset to capture broad area near front of the room, however, instructions for zooming and panning the camera will be provided in the near future for instructors desiring to change the settings.
  • Recording synchronous lectures through Zoom is encouraged so that students have an opportunity to revisit the class session. However, please observe the following: (1) at the beginning of each class period, please remind students that the session is being cloud recorded, and (2) the cloud recorded lecture may only be accessible to students enrolled in the course in the current semester through NetID and password. It is recommended that Course Instructors use the Zoom integration through the LMS (available in both eCampus and Canvas) to ensure access is limited to students enrolled in the course in the current semester.  Because of FERPA, be aware that recordings should not be used in future semesters.
  • All courses will be pre-loaded in both eCampus and Canvas. The course syllabus should clearly identify which LMS the students will use as both will be available for use during the next year. The Instructor of Record will be responsible for activating the course (in eCampus) or publishing the course (in Canvas), which will allow students to access content for their class.
  • The university has implemented a new Bring Your Own Device  policy that requires that students have access to technology for online and remote delivery. This policy allows inclusion of the cost of this device as part of the financial aid calculation. Additionally, students can request emergency aid to help purchase the required technology.

Engaging International Students


Considerations for Faculty to Encourage Learner Engagement Online


Effective Online Course Element

Graduate instructors should design online courses that allow for greater student agency, as students should better understand their own learning habits necessary for success.


In other words, instructors should move away from teaching strategies that prescribe a strictly defined set of learning activities, which may be more necessary for younger learners. Rather, graduate instructors should facilitate opportunities for students to engage with course material in multiple ways (see figure to the right), facilitated via multi-modal course delivery. Instructors of courses with online elements may want to design course components with some of the following concepts in mind:

Discussion icon with speech bubbles
Discussion Forums
- Stay away from formulaic questions or topics that ask students to recap the reading.
- Consider allowing multimedia responses (e.g., videos, concept maps).
- Provide prompt feedback to responses and privately encourage students who feel uncomfortable posting.
Pen and Paper icon
Frequent Quizzes
- While frequent quizzes can improve student attendance, they can also boost confidence when the time arrives to complete a more comprehensive exam.
- Frequent quizzes can also help students retain information, but should be low stakes.
Two people having a discussion icon
Chat Platforms
- Chat platform scan build community in online courses.
- Real-time instant messaging can be used to facilitate study groups. Instructors may want to schedule chat sessions for different times to accommodate students in different time zones, but also allow conversations before and after scheduled class sessions.
Cloud computer icon
Digital Portfolios
- Digital portfolios can provided added reflection opportunities for asynchronous students while also resulting in a professional work sample.
- Portfolios also require students to engage with course material but give them agency in selecting topics they find interesting.

Online Courses for International Students

Accommodate students unable to attend synchronous sessions

Establish clear course expectations

Set clear course plans and deliver content in multiple modalities

Use practices that engage international students 

Re-evaluate feedback and assessment practices 

Ensure students understand how to access lecture recordings and other course materials.

Develop a back-up plan for accessing course materials.

Convey clear course learning outcomes.

Provide clear guidance as to how, when, and where key course information will be published.

Develop a clear class structure and begin each session with an agenda introducing learning goals.

Use multiple modalities, including captioning, to facilitate revisiting of material.

Consider a flipped model that allows students to prepare for class in advance. 

Facilitate breakout sessions or other small group settings in which students may feel more comfortable.

Consider new ways to provide feedback, including online peer review or virtual conferences.

Develop clear assessment guidelines for students who may need to participate in asynchronous elements.

Build community

Promote respect for international students' cultural strengths

Develop opportunities for private meetings with students

Share institutional resources and provide support

Be flexible and accommodating 

Design activities to facilitate peer interaction.

Consider assigning a class “buddy” to international students not on campus.

Ensure respect for all levels of English proficiency, as international students’ work may be on greater display in an online setting.

Be aware of potential discrimination against Asian students in response to COVID-19.

Encourage attendance at virtual office hours and consider one-on-one meetings with disengaged or struggling students.

Consider using private chat functions when asking questions in class.

Understand institutional resources and contacts that international students have access to. 

Be understanding of individual student circumstances, including visa issues, financial concerns, safety, etc.

Be willing to negotiate a mutually acceptable solution for any issues that arise. 




Technological Considerations

In order to accommodate students with differing access to technology resources, instructors may need to consider developing course materials that are available in multiple formats. In addition to serving international students, such methods will also accommodate domestic students unable to return to campus due to personal or health reasons who live in underserved areas. Barriers that such students may face include low bandwidth, lack of technology, limited access to libraries or other public resources, or geographical and/or financial obstacles. As a result, while faculty members may naturally gravitate towards synchronous course sessions, developing an array of course materials for students with differing resources will be important in fostering access. Purdue University’s Innovative Learning team has developed the following strategies for instructors to consider: 

Video content should be short
(3-5 minutes), divided by
content, and use captions.

Content should be downloadable

Consider developing content
(e.g., Word documents) for students who
use screen readers.


Make use of alternative, free
materials fromOpen Educational
Resources (OER) repositories.​ 

Allow students to locate
their own materials
(e.g., articles, books, videos)
that relate to course topics.​

Course Design and Delivery 


For more information please refer to this Hanover report