1. From the course navigation, click on Settings.
2. From the Course Details tab, click the Enable course grading scheme checkbox.
3. Click the View grading scheme to view the current schemes available.
4. On the window that pops up, click on Select Another Scheme to select another or click on the Pencil icon to make changes to the default scheme. The Course Letter Grade will have the letter options for the range of 100-0 without the plus or minus and the Satisfactory/Unsatisfactory will have satisfactory 100-50 and unsatisfactory 50-0.
5. Click Done.
6. When complete with making changes, click Update Course Details.  

• Have you created all of your assignment groups to reflect your course grading policy in your syllabus? 
• If you use a weighted total with percentages, have you enabled the option to weigh the final grade using weights? 
• Are the weights accurate? 

• If you drop the lowest grade(s) in any of the assignments, have you added and reviewed the rules? 

• Have you entered all grades?
•  If you have a late policy, did all the assignments that are late receive the appropriate grade? 
• Have you entered 0s where appropriate for missing work?
• Have you marked students grades as excused where necessary? 

• Are all of your grades posted and visible to students? 

1. From the course navigation, click on Grades. 
2. On the top right, click on the Settings (gear) Icon.
3. On the menu that pops up, click on the Advanced tab.
4. Check the box for Allow final grade override.
5. Click Done.
6. Locate the Override column in your grade book and type the desired letter grade in the column. 

1. From the course navigation, click on Grades. 
2. On the top left of the gradebook, click on Actions, then select Export. 
3. When the export is completed, Canvas will download the CSV file automatically to your computer. 

1. 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 by pulling Midterm or Final grades from Canvas. If you have multiple sections, you will have to complete these steps for every course section, even if the course is merged in Canvas.  
2. In Howdy, click the Faculty/Teaching tab.
3. On the Faculty/Teaching tab, in the Instructor Class Management or Associate Self Service section, click Class Roster and Syllabus, locate the course, and then click View.
4. To proceed to grade submission, click the Enter link in any student’s Midterm/Final column. If there are existing grades, click the grade instead.
5. To import grades, click the Import Midterm/Final Grades from Canvas button. Wait until the process is complete and moves to the status page. 
6. Review the import errors and confirm grades appear successfully. This process will override grades each time that it is run, even manual updates. 
7. After the process is complete, users can manually add or change grades if needed before submitting.

1. To import grades, click the Import Midterm Grades from Canvas button. Wait until the process is complete and moves to the status page.
2. Review the import errors and confirm grades appear successfully. This process will override grades each time that it is run, even manual updates.
3. After the process is complete, users can manually add or change grades if needed before submitting.

Single SIS course with multiple sections combined into a single LMS course.
 
Example:
 

Undergraduate and graduate level SIS courses and sections from the same department combined into a single LMS course.
 
Example:
 

Multiple SIS courses and sections from different colleges or departments, combined into a single LMS course.
 
Example:
 

Several national universities are choosing to adopt this model so that students can participate regardless of their personal circumstances An additional layer of instruction, in which course sessions are recorded, could also facilitate participation from international students living across time zones This model can accommodate students with a range of personal circumstances, including domestic students who feel uncomfortable returning to campus or students who fall ill alter in the semester If this model is not feasible, TAMU can consider online courses with both synchronous and asynchronous components.

• Classroom instruction: Instructors will not necessarily know who will attend each class session in person and must develop course elements (e.g., groupwork) with flexibility. 
• Online synchronous instruction: Technology facilitates the live-streaming of classes for online students.
• Online asynchronous instruction: Content is shared via the Learning Management System (LMS) and is made accessible to all students regardless of delivery mode.

• Faculty may be unfamiliar with developing online courses and likely do not have experience creating a learning community for students engaging in multiple delivery modes.
• Faculty may also need to rearrange their working schedules to accommodate interactions with online students

Faculty must ensure they provide equal attention to students across all delivery modes and may require professional development to build effective engagement skills. 

• Faculty can typically assess learning in ways similar to traditional classes.
• Faculty may face greater difficulty in assessing online asynchronous students and may need to rely on alternative practices, such as discussion forums or digital portfolios. Instructors may want to consider developing assessments for all students that specifically keep asynchronous students in mind.

• Asynchronous course elements contribute to convenient access for students across time zones.
• Synchronous sessions will be scheduled to accommodate different time zones or will be offered multiple times. 
• Instructors will develop multiple pathways or alternative materials

Students will have access to supports like message boards and shared documents. 

• The removal of place will facilitate greater co-mingling among students.
• Guest speakers may be better able to participate in class sessions.

• Students will be able to monitor their progress through asynchronous activities like learning journals.
• Digital portfolios will allow students to demonstrate their skills to employers.

Stephen Caffey
David Cairns
Kathryn Falvo
Tara Gray
Beverly Irby
'Jon Jasperson
​Andrew Klein
Paulo Lima-Filho
Sven Lohse
Rajesh Miranda
Morgan Schweller
Tim Scott
Kristi J. Shryock
Heather Wilkinson