Instructional Support

BSPH Faculty Resources - 2023-24 School Year

Process for a Student to Appeal a Grade

Steps to Minimize Disruptive Behavior & Violence

What Employers Look For (Academic Integrity Office)

Academic Integrity

Academic Integrity

The Academic Integrity Office is your resource for preventing and responding to academic integrity violations in your class (see for detailed information and resources for instructors and students). They are experts on how you can design into your classes some best integrity practices that will make cheating the exception and integrity the norm. They can teach you strategies for communicating integrity to your students, reducing cheating temptations and opportunities, integrating integrity lessons into your curriculum, and responding to cheating when it occurs in order to leverage the teachable moment. If you’d like a 1:1 consult or training for you and your Instructional Assistants, just send your request via an email to

The Academic Integrity Office recommends including a statement in your course syllabus regarding academic integrity. They recommend crafting a unique, personalized statement but if you choose to adopt a generic statement about "academic integrity at UCSD," you are asked touse the following:

"Academic Integrity is expected of everyone at UC San Diego. This means that you must be honest, fair, responsible, respectful, and trustworthy in all of your actions. Lying, cheating or any other forms of dishonesty will not be tolerated because they undermine learning and the University’s ability to certify students’ knowledge and abilities. Thus, any attempt to get, or help another get, a grade by cheating, lying or dishonesty will be reported to the Academic Integrity Office and will result sanctions. Sanctions can include an F in this class and suspension or dismissal from the University. So, think carefully before you act by asking yourself: a) is what I’m about to do or submit for credit an honest, fair, respectful, responsible & trustworthy representation of my knowledge and abilities at this time and, b) would my instructor approve of my action? You are ultimately the only person responsible for your behavior. So, if you are unsure, don’t ask a friend - ask your instructor, instructional assistant, or the Academic Integrity Office. You can learn more about academic integrity at” (Source: Academic Integrity Office, 2018)

We know from the research that having students sign an integrity pledge right before they are given the opportunity to cheat can reduce or eliminate cheating. If you’d like to try this, we recommend using this pledge at the beginning of the quarter, and then having students reaffirm that pledge (“I pledge that I completed this assignment/exam with integrity as promised”) on every exam and assignment. If despite your efforts, a student still violates academic integrity (between 10-43% of students admit to cheating at least once/year, so it’s bound to happen), you will want to respond in order to leverage the teachable moment. This means stopping the behavior in progress (if possible), collecting all of the applicable documentation, and reporting to the AI Office. The AI Office uses the cheating experience as a starting point in Kolb’s Experiential Learning Cycle to leverage that moment for learning. Students are always assigned AI Training, and a few students are suspended for their violations (and even fewer are dismissed). Students facing suspension or dismissal either have a violation history or their violation was so egregious that the University believes suspension is necessary to create the teachable moment. You can see our Administrative Sanctioning Guidelines online, where you can also receive faculty-to-faculty advice for issuing academic sanctions in response to integrity violations.

If you have general questions, feel free to contact the Academic Integrity Office ( or 858-822-2163) for assistance or consultation.

Resources: UCSD Policy on Integrity of Scholarship and Academic Integrity Office

Available Software Subscriptions

Available Software Subscriptions

The following software titles are available for faculty, staff, and/or student users by arrangement through UC or campus or for purchase with educational discounts. Follow the links below for information about the software, pricing options and who may order, where and how to order, licenses, and renewal dates.

Campus and Educational Licensing

Software Subscriptions

Department-licensed software can be pre-authorized to renew unless you opt out.

Opt out or change IFIS index information at least 2 weeks before renewals are due. Find renewal information in the application's information page or see this list of all software renewal dates.

For additional software not listed, please contact SHI for a quote.



Canvas is a learning management system produced by Instructure. Courses that are provided through Canvas make it possible to access assignments, discussions, quizzes, and grades via your laptop, desktop, phone, and/or tablet. 

After a thorough evaluation process, which relied heavily on feedback from our UC San Diego community, the university is transitioning to a new Learning Management System (LMS), Canvas, to better meet the community's needs. Canvas is currently available to instructors, along with a practice course which can be accessed from

It's time to make the switch! Request a 5 minute consultation with one of our EdTech team members. This consultation will include a high-level overview of Canvas and tips for a successful transition. 

Not sure what an LMS is? Read our "What is Canvas?" page for a description.

Need more information to get started? Utilize the various sections and pages of this site to get an idea of what to expect during the transitions to Canvas. Please consider attending one of our Canvas workshops or contacting the EdTech Support team to answer any of your questions.

How do I prepare for the Canvas move?

Switching to a new learning management system can be a daunting process, especially without a game plan in place. So where should you start?  Follow the five-step checklist at How do I prepare for the Canvas move? to get you ready for the move.

Canvas Features

There are many reasons Canvas adoption continues to grow within Higher Education. Canvas is dependable, rich with features, and intuitive. Canvas can be integrated with university systems and data sources, and with relevant third-party applications. Canvas has demonstrated that it can meet the high-level requirements in terms of usability, accessibility, learning tool integration and mobile use.

Here are some reasons why instructors will love Canvas:

Even more reasons to love Canvas:

Start-of-Term/Course Launch Checklist (Link)

In preparation for the start of the term, make use of the Canvas start-of-term checklist to get your course up and running. This checklist will guide you through what is required to ensure student access, content and grade visibility, and an eGrades-ready gradebook. For your reference, all checklist items have an accompanying visual aid.

Customize start and end term date (optional)

Students, by default, will not be able to access any content or messages prior to the official first day of the term. You can extend/shorten the student access period in your course by adjusting the start and end dates.

Step-by-step instructions with visuals

Add TAs and other instructional staff

TAs and other instructional staff can be added to a Canvas course by the instructor of record. The teacher role is typically reserved only for the instructor of record, and is, therefore, not an option for other users in the course.

Step-by-step instructions with visuals

Copy content from an old course (optional)

EdTech has and will continue to migrate your most recent TritonEd courses into corresponding Canvas courses*. These TritonEd courses will appear in your "All Courses" section of Canvas. You can copy part of or an entire course's content into a new course. 

*Note: You can choose to import other TritonEd courses by following the instructions on the TritonEd to Canvas Guide (pdf).

Step-by-step instructions with visuals

If using weights, make sure to set assignment groups appropriately

If you are using weighted grades (eg, exams are worth 60% while writing assignments are worth 40%) to calculate a final grade, please ensure that all the weights are defined in the assignments page by creating assignment groups and their corresponding percentages.

Step-by-step instructions with visuals

Set default grade posting policy to manual release (optional)

Hidden grades (formerly referred to as muted assignments) can now be set up in advance by selecting a default grade posting policy. The policy, by default, is set to automatically post a grade as soon as you enter it into the gradebook. However, you can choose to postpone and manually release grades when you're ready. Additionally, you can set exceptions for a specific assignment be defining its own posting policy*.

*To set up specific assignment exceptions see Post Grades for an Assignment (text-based instructions).

Step-by-step instructions with visuals

Review and set grading scheme (required for eGrades)

By default, students will see their final grade as a percentage. If you would like to associate the percentage with a letter grade, please enable a grading scheme in your course settings. When selecting (or creating) a grading scheme, please make sure to omit “D+” and “D-“, because eGrades does not accept these two letter grades.

Step-by-step instructions with visuals

Confirm student enrollment number

Students are typically added to Canvas courses the week before the start of the term. Once the course is populated with students, please review the roster and confirm student enrollment count by following the instructions below. Any discrepancies should be reported to

Step-by-step instructions with visuals

Hide total grade column (optional)

If you would like to hide the Total grade column from students, this is a good time to go into your course settings and temporarily disable students’ access to their final grade.

Step-by-step instructions with visuals

Publish! Publish! Publish!

Students won't be able to access files, assignments, pages, modules, etc., unless you publish those items. So don't forget to publish all your content items (eg, files and assignments). Publish your modules. And, last but not least, publish your course. 

Step-by-step instructions with visuals

Send students a course launch announcement

Help students find your course by sending them a welcome announcement. But before you send that announcement, keep in mind that Canvas course announcements will only send students email notifications after the start of the term, unless you have set a custom start date. Any announcements you send before the start of the term will not generate an email message.

Step-by-step instructions with visuals

End-of-Term Checklist (Link)

As you head into finals, make use of the Canvas end-of-term checklist to close out your course. This checklist will guide you through what is required to ensure accurate grades within Canvas, while also preparing your gradebook for export to eGrades. For your reference, each checklist item has an accompanying visual aid.

Review end term date and adjust, if necessary

Students, by default, will not be able to submit any assignments after the last day of the term. You can extend/shorten the student submission period in your course by adjusting the start and end dates.

Step-by-step instructions with visuals

Fill in grades, including zeroes, for all required assignments (use default grade feature)

The Canvas gradebook operates on a running total score. This means that assignments without scores (as denoted with “-“ in the cell) don't impact (negatively or positively) a student’s grade. Required assignments that have not been submitted need to have a “0” in the cell in order for the final grade to reflect accurately.

Step-by-step instructions with visuals

If using weights, make sure to set assignment groups appropriately

If you are using weighted grades (eg, exams are worth 60% while writing assignments are worth 40%) to calculate a final grade, please ensure that all the weights are defined in the assignments page by creating assignment groups and their corresponding percentages.

Step-by-step instructions with visuals

Display subtotal and total grade columns, if previously hidden

If you have previously hidden final grades from students, this is a good time to go back into your course settings and re-enable students’ access to their final grades.

Step-by-step instructions with visuals

Post all assessment grades to accurately reflect total grade

Hidden grades (formerly referred to as muted assignments) do not count towards the final grade, so please make sure to post grades for every required assignment.

Step-by-step instructions with visuals

Review and set grading scheme (required for eGrades)

By default, students will see their final grade as a percentage. If you would like to associate the percentage with a letter grade, please enable a grading scheme in your course settings. When selecting (or creating) a grading scheme, please make sure to omit “D+” and “D-“, because eGrades does not accept these two letter grades.

Step-by-step instructions with visuals

Export grades (recommended for eGrades)

If you would like to use the Canvas grade calculations for eGrades submission, download the populated and pre-formatted file from your Canvas course. Please be aware that you will need to have the "Default Grade Scheme" enabled for your course in order to successfully export grades. See the previous step to enable the grade scheme in your course.

Step-by-step instructions with visuals

Upload CSV file to eGrades

Once you've downloaded the CSV file from CourseFinder, make any final adjustments, such as altering a letter grade to incomplete or pass/no pass, and upload to eGrades. The Academic Records office is able to assist with any eGrades-related questions or issues. Their contact information is 858-534-3144 and

Step-by-step instructions with visuals

Need assistance?

The EdTech team is ready to help and support you in making the transition to Canvas. You can contact the EdTech Services office at 858-822-3315 or



Undergraduate courses are evaluated by Course and Professor Evaluations (CAPE). CAPEs begin Monday of Week 9 at 8:00am and end Monday of Finals Week at 8:00am. CAPE results are available AFTER final grades are posted. Instructors can view the participation of their class (updated live starting Tuesday of Week 9) here:

This handy link provides Instructors tips to increase response rate:

Accessing CAPE Data

Instructors, faculty, and staff can locate raw data, stats, and comments by logging in to This website will only contain data from winter 2013 to the current quarter. For comments before winter 2013, please contact

Additional FAQ for Instructors 

Class Lists

Class Lists

Listed below are instructions on how to access the Class List page from Blink. 

  2. Hover over the “Instruction Tools” tab
  3. Click on “Class lists
  4. Then it will take you to a page to login with your UCSD Single Sign-On, you should get to the page to find your class.

Classlist 1

Once on this page, it will look like this:

Class List 2

You then have the option of entering your corresponding Section ID or searching for your course to access your class list.

Educational Technology Services

Educational Technology Services

Academic Computing & Media Services is dedicated to meeting the needs of faculty through educational technology and support.  Instructors can evaluate class comprehension or retention of complex material and create an interactive learning experience by polling students using a student response clicker system. This instant feedback enables instructors to tailor lectures to their students’ needs by indicating whether to move forward or review material.  Information about i>clickers and how they work can be found at

Another resource available is CINFO provided by Educational Technology Services. CINFO requests ( are submitted by instructors who need non-standard computing resources or facilities for their courses. Such resources include discipline specific and productivity software, web and cloud resources like JupyterHub, WeBWorK, and Google Groups, additional disk space, designated computer lab resources, access to computer labs managed by ITS including door codes, and specialized software (such as ArcGIS, Adobe Suite, language software). There is also a section in the CINFO form where instructors can request resources not currently available.

Podcasting and video streaming options are also available.  More information about podcasting can be found here:

Additional resources for faculty through Educational Technology Services include Turnitin (originality checking software), Technology Enhanced Classrooms (includes projectors and document cameras), Computer labs and software (access to ACMS labs with licenses for lots of popular software), and Virtual Computing Labs (access to specialty software from a personal computer, tablet, or smartphone).

Educational Technology Training Calendar - Want to learn more about using educational technology tools in your course?  Click on any class in the calendar to sign up (registration is required due to limited space). You will receive an email confirmation once you are signed up and an email reminder a day before the class. If you don't see a class that works with your schedule, just click here to send us a request for 1-1 training.  See detailed course descriptions

Education Continuity Tools and Resources (Remote Teaching)

Education Continuity Tools and Resources

For information about instruction, best practices for teaching and learning remotely, or assistance with instructional design, see the Teaching+Learning Commons COVID-19 Support page.  For questions, contact the Teaching+Learning Commons Digital Learning Hub.  Educational Technology Services, in collaboration with the Teaching and Learning Commons has developed a resource page where faculty can access tools, support and guidance for remote delivery of course materials or instruction. Questions can be directed to  In addition, the Teaching and Learning Commons, in partnership with Educational Technology Services offered Zoom sessions on Strategies for Planning Remote Instruction.  Each session has been recorded and available from the website.  



Gradescope ( streamlines the tedious parts of grading paper-based, digital, and code assignments while providing insights into how your students are doing.  It supports variable-length assignments (problem sets & projects) as well as fixed-template assignments (worksheets, quizzes, or exams).  In addition it stores all assignments and exams which will be helpful when the department is submitting information for CEPH accreditation.

Upon request to, instructors can link their TritonEd course rosters with Gradescope and sync grades from Gradescope with a column in their Grade Centers. Please send this request from your UCSD email address and include the course title. 

Gradescope Bubble Sheet Template - Includes version and questions 1-200

Instructor Frequently Asked Questions

Have questions that aren't answered below?  Contact Gradescope Support:


Getting Started with Gradescope Online Video Series

Course Management:


Assignment Workflow:

Gradescope Help Center

Course Workflow:

Assignment Workflow:

Student Workflow:

Guest Speaker/Panelist Reserved Parking

Guest Speaker/Panelist Reserved Parking

The Herbert Wertheim School of Public Health and Human Longevity Science (HWSPH) shares 4 reserved parking spaces with Family Medicine that can be requested by HWSPH course instructors and TAs. These parking spaces are to be used for visitors attending courses, such as guest speakers or panelists.  If you would like to request any or all of the reserved HWSPH parking spaces, please send an email request to Leanne McKenzie ( and include the following information in the request:

  • HWSPH Course
  • Event Title, Day, Time Frame
  • Number of Parking Spaces Requested (1-4)
  • Name of Visitor (NOTE: we are no longer able to list as “Guest”)
  • Make/Model and Color of car

It is strongly recommended that you submit your request at the beginning of the quarter to ensure the spaces are still available.

If these spaces are already reserved, HWSPH Course Instructors and TAs can purchase parking passes using the HWSPH Course Index through UCSD Special Events Parking by submitting a Special Events Parking Space Request Form.  These Visitor "V" Reserved spaces are available in the following parking structures:

  • Gilman Parking Structure (map)
  • Hopkins Parking Structure (map)
  • South Parking Structure (map)
  • Pangea Parking Structure (map)

Please note, a Special Events Parking Space Request Form must be submitted at least 3 business days before events needing 5 spaces or less or at least 2 calendar weeks before events needing more than 5 spaces.

UCSD Special Events Parking Contact Information
Daytime Phone: (858) 822-2624
Evening Phone: (858) 518-9516

Library Support for Learning & Research

Library Support for Learning & Research

SP20 Message from Erik Mitchell, The Audrey Geisel University Librarian

All of our online information resources are available at and we are staffing an online Library help desk at to answer any questions faculty, staff, and students may have.

Support for instruction and research

All Library instruction and research consultations will be conducted online for the Spring quarter. To schedule an instruction session, faculty and instructors can reach out to their Liaison Librarian via email or submit a request for instruction

Additionally, we are staffing a virtual research guidance service at, with email and 24/7 chat support.  

Support for students

If students have questions about Library research or use of resources, please direct them to our Library research guides, Liaison Librarians, and the virtual research guidance service at

Access to Library materials

All of the Library’s digital resources are available through our website  To better support online instruction and research, we are adding electronic resources and will continue throughout the Spring quarter.  An up-to-date list of new content is available through this webpage.

To enhance our support for online learning, we are adding funds for on-demand acquisition of digital materials and faster turnaround for article and book chapter requests.

Print books and physical media housed in the Library or at the Annex are not currently available due to campus safety protocols and guidelines although we are evaluating how we can safely support a ‘scan on demand’ service. When you need an item, please submit a request and we will do our best to get a digital copy to you as soon as we are able. 

Faculty and instructors who have specific needs for information resources should reach out to their Liaison Librarian or submit a material purchase request. We will work to get the resources you need efficiently and online when possible.

Electronic reserves 

For the Spring quarter, the Library will provide reserves through online delivery only. Please submit your course reserves request as soon as you can. We will work to locate and post a digital copy for you, or scan materials, when possible.  

Guidance on use of copyrighted materials in your online course

The Library is available to support your evaluation of the use of copyrighted materials in your online course instruction. An FAQ regarding the determination of Fair Use is available on the Educational Continuity site. 

Further details on these services and regular updates on Library developments are available on the COVID-19 response pages of our website:

Over the coming weeks and throughout the Spring quarter, we will regularly evaluate and adjust our services to best align with your needs and campus safety protocols.  

Media Support and Imprints

Media Support and Imprints

For courses on main campus, the Media Services team regularly checks all classroom media equipment to ensure it is working properly and will provide technical assistance to you during your class if you call 858-534-5784 from the phone near the Media Station. Technical assistance is available from 7:30am - 7:30pm Monday through Thursday and 7:30am - 5:30pm on Fridays.  If you need assistance using the installed equipment or Media Station controls, or if you are podcasting for the first time and need information about microphone placement, someone from the Media Services team can meet with you for some hands-on assistance.  Just send an email request to

For courses in the School of Medicine, the Health Sciences AudioVisual Services Unit provides prompt, reliable, courteous, and technically-competent service to instructors.  If you need assistance in your classroom please contact them at 858-822-5220.  AV Services operates from 7:30am - 4:30pm Monday - Friday.  You can also email them at

For podcasting like services in Garren or Leibow instructors will want to follow the following steps below:

  • Submit a ticket here: login to that site, scroll down and click these selections - "Request Something" > then "General Request" form in the 'Other Services' section on that page.

If the instructor is not able to access service now, then they can email for assistance.

For Exam printing instructors have the option to go through Campus Imprints using PrintConnection.  If you don’t yet have an account you will want to create a new account online.  Once you have an account, log into PrintConnection, then select the type of print job you need and click “Begin.”  They do require a minimum of 1 week notice to ensure the exams will be ready in time.  If you wish to have free delivery instead of you or the TA/Reader/UGIA picking up the exams, you will want to include that in the Special Instructions section of the form.  You can also call (858) 534-3020 to confirm the free delivery of your order. 

Instructors and TAs also have the option of using one of the two photocopier/scanner machines in the department.  Please see the Scanner/Photocopier for Public Health Education Programs tab for more information.

Office for Students with Disabilities (OSD) Accommodations

Office for Students with Disabilities (OSD) Accommodations 

The Public Health Education Programs are obligated to provide accommodations to every student who provides his or her Authorization for Accommodation (AFA) letter. Students must present copies of their AFA letters both to their instructors and to the Public Health Student Affairs Office. If you have any questions or concerns, please contact the OSD department liaison Dina Rodgers (

Please contact the corresponding Student Affairs Staff if you need to reserve a room for a student exam as soon as possible so there is no delay in arranging for accommodations. As a reminder the Public Health Student Affairs Team can no longer administer exams on behalf of the instructor. All proctoring of OSD exams will need to be handled by the course teaching team.

Forms and Resources for Faculty

Student OSD Resources


Please make sure to check for important updates from OSD. Additionally, OSD is working with ETS and the Commons to provide information on how instructors can create accessible remote content for students.

Religious Accommodations

Religious Accommodations

It is the policy of the university to make reasonable efforts to accommodate students having bona fide religious conflicts with scheduled examinations by providing alternative times or methods to take such examinations. If a student anticipates that a scheduled examination will occur at a time at which his or her religious beliefs prohibit participation in the examination, the student must submit to the instructor a statement describing the nature of the religious conflict and specifying the days and times of conflict. (

  • For final examinations, the statement must be submitted no later than the end of the second week of instruction of the quarter.
  • For all other examinations, the statement must be submitted to the instructor as soon as possible after a particular examination date is scheduled.

If a conflict with the student’s religious beliefs does exist, the instructor will attempt to provide an alternative, equitable examination that does not create undue hardship for the instructor or for the other students in the class.

Reserving Rooms for Review Sessions

Reserving Rooms for Review Sessions 

If you wish to reserve a room outside of your scheduled class time (for instance, for a review session), please send your request at least one week in advance and include the class number, size, and requested date(s) and time(s).  Please note that review session rooms are typically only available in the evenings.

Please contact the corresponding Student Affairs Staff for any requests.

Scanner/Photocopier for Public Health Education Programs

Scanner/Photocopier for Public Health Education Programs

Two HWSPH Scanner/Photocopier Machines are available for course Instructors and TAs to use. The first machine is located in the MTF Building on the second floor (map). The second machine is located in the Student Affairs Advising Office in Pepper Canyon Hall (map). A green card and course chartstrong # is required for use and all files must be in Pdf format (word documents will not be recognized). The green card is attached to both machines. Please note, the Scanner/Photocopier Machine located in the Student Affairs Advising Office can only be used with a USB and doesn’t have email capabilities.

Scanner/Photocopier Machine in the MTF Office

Instructors and TAs should email MTF Admin ( to schedule time to use the machine located in the MTF Office to ensure availability at the desired time to use the machine. 

Scanner/Photocopier Machine in the Student Affairs Advising Office

Instructors and TAs should email Leanne McKenzie ( to schedule time to use the machine located in the Student Affairs Advising Office to ensure availability and that the office is open at the desired time to use the machine.

Need a course chartstring # for the Scanner/Photocopier Machine?

Instructors and TAs can email Leanne McKenzie ( for the course chartstring # for the Scanner/Photocopier Machine. Please make sure to include the following details in the message:

  • Instructor's Name
  • Education Program of Course (i.e. BSPH, MPH, JDP, Biostats)
  • Course #

Instructions to use the Scanner/Photocopier Machine

  1. Turn on machine if asleep
  2. Insert USB (document must be in Pdf format)
  3. Swipe green card
  4. Enter 8 digit code with a - before the last digit
  5. Press enter
  6. Start using machine as soon as the following message appears "Transaction Approved"


SPSS Software Access

SPSS Software Access

Available to: Staff, Faculty, and Students

Platforms: Windows/Mac

SPSS is now available via a site license for use by staff/faculty, students and researchers. The budgeting model for this site license has not been finalized. Currently there are no fees associated with using SPSS, however, there may be a need to assess cost-sharing fees for continued use at some time in the future. Ample notice will be given in advance regarding any future fee structure.

SPSS STAT (Premium Bundle) is available including all modules. and can be used by staff, faculty and students. The terms of the license allow for home use installations for active affiliates. SPSS is licensed for academic, research and administrative use. Students must have an email account and currently be enrolled in a course at UCSD.  For access to SPSS, please contact UCSD Software Distribution for details on obtaining the software and license keys. Professors that wish to use SPSS for a class, please fill out an Instructional Technology Request (CINFO) to request SPSS.

SPSS AMOS is also available. 

For Classroom Requests: Email and include SPSS in the subject line, and tell us about the class and the number of students.

Student Athlete Services

Student Athlete Services

UC San Diego Athletics is committed to the physical, intellectual and personal development of its student-athletes. They strive to make the UC San Diego student-athlete experience the best possible, and as such, they hold our student-athletes to the highest standards. As representatives of the University, both on campus and within the community, we expect UC San Diego student-athletes to lead by example. Therefore, it is the responsibility of every member of the UC San Diego Athletics community to understand and abide by this Code of Conduct.

As leaders, it is the UC San Diego student-athletes' responsibility to conduct themselves in accordance with relevant Department, University, Conference and NCAA policies, in addition to federal, state and local laws.

SP23 Message from Intercollegiate Athletics: 

* Please note that as we continue our transition to NCAA Division I, the Athletic Department is piloting a new policy for exam conflicts for the Spring 2023 quarter. The pilot only includes Baseball, Golf, Softball, Men’s Volleyball, and Women’s Water Polo. All other Athletic teams are still utilizing the old policy. If youhave any questions or concerns, please contact us. We appreciate your patience as we work toward updating our policy . *

If a schedule conflict exists, I am hopeful that this notification might enable you to assist the student in making arrangements to meet their academic responsibilities, so that they can successfully represent UCSD in both their academic and athletic pursuits. To remain compliant with the NCAA Division I Athletics academic standards, we have listed the options for resolving class/travel conflicts:

  • The student can take the exam on the scheduled date while being proctored via Zoom by the professor or TA
  • The student can take the exam before or after travel in the Triton Testing Center (TTC); the student will be proctored by TTC staff
  • If neither of the above options is sufficient, and only as a final resort, the Athletics department can arrange to have an Athletics Administrator, the FAR, or the host institution’s Athletic staff or testing center proctor the exam

Please feel free to contact Intercollegiate Athletics: (858) 822-2665 (, Anju Stringer, Athlete Development and Eligibility Advisor, ( or Pilar Malim, Athlete Development and Eligibility Advisor (, if any absence creates any difficulties or if you have any concerns about a student. 

Earl Edwards Director of Athletics 858.534.4211
Wendy Taylor May Deputy Director of Athletics 858.534.8417
Tod Bannister Senior Associate AD - Corporate Partnerships & Development 858.534.8460
Richard Kilwien Senior Associate AD - External Operations 858.534.9147
Dr. Matt Kritz, PhD Senior Associate AD - Athletic Performance 818.324.3159
Katie McGann (UCSD '05) Senior Associate AD - Ethics, Compliance & Scholar-Athlete Success 858.534.8700
Nick Feller Associate AD - Branding & Fan Engagement 858.534.2508
Jose Genao Associate AD - Compliance 858.822.5172
Danielle Melman (UCSD '03) Associate AD - External Engagement & Marketing 858.534.3186
Vanessa Yang Associate AD - Sports Medicine 858.822.0895
Scott Flanders Assistant AD - Communications 858.534.8437
Jessica Roswell Assistant AD - Marketing 858.246.5390
Corey Robinson Director of Events & Operations 858.822.5892
Sara Allard Athletic Strategic Plan Coordinator
Charity Anderson Athletic Office Coordinator 858.822.5892
Compliance, Ethics & Scholar-Athlete Success
Katie McGann (UCSD '05) Senior Associate AD - Ethics, Compliance & Scholar-Athlete Success 858.534.8700
Jose Genao Associate AD - NCAA Compliance 858.822.5172
Rachel Wall Assistant Director of NCAA Compliance 858.822.7837
Frederick Trujillo Assistant NCAA Compliance Coordinator 858.246.0635
Mary Angell Academic Success & Student Development Coordinator 858.246.3126
Cliff Kubiak Faculty Athletics Representative 858.822.2665
Rhonda Hackshaw Sports Psychologist 858.534.5981
Megan Gesner (UCSD '16) Equity, Diversity, & Inclusion Assistant 858.822.3325


Eric Newman Head Coach 858.534.8162
Jonathan Johnston Assistant Coach 858.822.0741
Bryson LeBlanc Assistant Coach 858.246.1648
Matt Harvey Assistant Coach - Pitching Coach 858.246.1648
Michael Ramazzotti Assistant Coach 858.822.0741
Justin Beck Undergraduate Assistant Coach 858.822.0741
Basketball - Men's
Eric Olen Head Coach 858.534.8453
Clint Allard (UCSD '08) Associate Head Coach 858.822.6553
Brendan Clowry Assistant Coach 858.822.6553
Terry Ryan Assistant Coach 858.822.6553
Christian Bayne Assistant Coach/Director of Operations 858.822.6553
Basketball - Women's
Heidi VanDerveer Head Coach 858.534.8441
Chelsea Carlisle (UCSD '12) Associate Head Coach 858.246.0750
Britinee Yasukochi Assistant Coach 858.534.2035
Dalayna Sampton (UCSD '18) Assistant Coach  858.534.2035
Edward Dizon (UCSD '18) Director of Operations 858.534.2035
Beth Mounier (UCSD '17) Video Coordinator 858.534.2035
Cross Country - Men's/Women's
Nate Garcia (UCSD '00) Head Coach 858.534.0328
Addy Royal Assistant Coach 858.534.0328
Anthony Garcia (UCSD '05) Assistant Coach 858.534.0328
Fencing - Men's/Women's
Juan Ignacio Calderon Head Coach 858.705.3073
Josh Runyan Associate Head Coach 858.735.0512
Aaron Villaseñor Assistant Coach 858.534.9816
Katherine Gillcrist Assistant Coach 858.534.9816
Raul Perojo Valdes Assistant Coach 858.534.9816
Dave Burgess Armorer 858.534.9816
Golf - Men's
Fred Hanover Head Coach  760.855.1444
Joel Wermter Assistant Coach
Rowing - Men's
Zach Johnson Director of Rowing 858.822.2671
Sam Sweitzer Assistant Coach 858.822.2671
Rowing - Women's
Colin Truex Head Coach 858.534.8452
Kimberly Dale Associate Head Coach 858.246.2694
Marites Exume Assistant Coach 858.246.2694
Charlotte Smith Assistant Coach 858.246.2694
Soccer - Men's
Jon Pascale Head Coach 858.534.8165
Ryan Hernandez Associate Head Coach 858.534.8165
Gareth Tomlinson Assistant Coach 858.534.8165
Ian Macauley Assistant Coach 858.534.8165
Jeremy Clark Assistant Coach 858.534.8165
Jeff Powers Assistant Coach 858.534.8165
Soccer - Women's
Kristin Jones (UCSD '04) Head Coach 858.534.8456
Greg LaPorte Assistant Coach 858.534.8456
Trent Painter Assistant Coach 858.534.8456
Jackie Altschuld Assistant Coach 858.534.8456
Patti Gerckens Head Coach 858.534.8442
Jessica Millsap Associate Head Coach/Recruiting Coordinator 858.534.8442
Ray Noelte Assistant Coach 858.534.8442
Eva Watson Assistant Coach 858.534.8442
Swimming & Diving - Men's/Women's
Marko Djordjevic Head Coach 858.534.8463
Kirk Kumbier Assistant Coach 858.822.7569
TBD Head Diving Coach 858.822.7569
Zachary Gebhardt Assistant Coach 858.822.7569
Kayla McCormick Assistant Coach 858.822.7569
Tennis - Men's
Timmer Willing Head Coach 858.534.8457
Tavi Popaluca Assistant Coach 858.534.8457
Mason Fuller Assistant Coach 858.534.8457
Tennis - Women's
Liz LaPlante Head Coach 858.534.8455
Denny Fafek Assistant Coach 858.534.8455
Track & Field - Men's/Women's
Tony Salerno Head Coach - Men 858.822.2833
Darcy Ahner Head Coach - Women 858.822.2833
Nate Garcia (UCSD '00) Assistant Coach - Distance 858.534.0328
Mick Gieskes Assistant Coach - Sprints 858.822.2833
Mike Kuoppamaki Assistant Coach - Pole Vault 858.822.2833
Addy Royal Assistant Coach - Distance 858.534.0328
Anthony Garcia (UCSD '05) Assistant Coach - Distance 858.534.0328
Volleyball - Men's
Kevin Ring (UCSD '96) Head Coach 858.534.8458
Jon Girten Assistant Coach 858.534.8458
Jake Penolio Assistant Coach 858.534.8458
Paul Warren (UCSD '92) Assistant Coach 858.534.8458
Paul Lotman Volunteer Assistant Coach 858.534.8458
Volleyball - Women's
Ricci Luyties Head Coach 858.534.8443
Jaye Loyd Assistant Coach/Recruiting Coordinator 858.534.8443
Roberto Rodriguez Assistant Coach 858.534.8443
Water Polo - Men's
Denny Harper Head Coach 858.534.6037
Matt Ustaszewski (UCSD '04) Associate Head Coach 858.531.4082
Glenn Busch (UCSD '01) Assistant Coach 858.534.6037
Water Polo - Women's
Brad Kreutzkamp Head Coach 858.822.3578
Nicki Davidson Associate Head Coach 858.822.3578
Randy Franke Assistant Coach 858.822.3578

Student in Need/Distress Resources for Faculty

Student in Need/Distress Resources for Faculty

How to Help a Student in Need

If your students are experiencing heightened feelings of anxiety and would like to access counseling services, there are resources available.  Please have them call Counseling and Psychological Services (CAPS) at 858-534-3755, 24/7, for assistance.  All services will be offered via telehealth.  No onsite services will be available at this time.  Counseling may be available in their native language if that is their preference. 

Connecting After Crisis

Compassion and Excellence in Education

Closing the Quarter with Compassion: Black Lives Matter

  • Send your students a message acknowledging the potential impact of current, traumatic events on students and expressing your support. Research suggests that students appreciate faculty members’ acknowledgement of traumatic events in the classroom.
    • Affirm students’ feelings of sadness, frustration, and anger, and express understanding for the difficulty of completing coursework at this time. If you are able to offer flexibility in course requirements for completing your class, share these accommodations and actively encourage students to make use of them without stigma. You can also use this message to connect students with campus support (see below).
    • Example of a message to support students.
  • Share campus and other support resources for students.
    • CAPS is available to support students with tele-health counseling. Their crisis number (24 hrs) is: 858-534-3755. CAPS also has group workshops and open forums that students can join to share experiences and access support.
    • Campus Community Centers, including the Black Resource Center and the Cross-Cultural Center, provide spaces for community, support, and dialogue.
    • Blackline, focused on support for Black, Black LGBTQI, Brown, Native and Muslim communities, provides call and text support for those in crisis and for reporting anti-Black encounters with police and vigilantes.

Student Resources for Remote Learning

UC San Diego has many resources available to support students who are studying remotely. OASIS and Student Success Coaching will continue to make available remote study and coaching sessions via Zoom and by phone. The Teaching + Learning Commons will continue to have tutoring and writing support available remotely. Additional remote learning resources and strategies are available at the Keep Learning site.
The Laptop Lending program will continue to make available loaner laptops, loaner hot spots and loaner iPads.
Our Resource Centers, Case Managers and Deans of Students are also available to work directly with students to assess their specific situations and find solutions.
  • Student services and programs will be available remotely and, whenever possible, in-person in compliance with UC San Diego’s physical-distancing and face-covering policies.
  • This includes programs like Student Success Coaching, advising for thesis and dissertation completion, OASIS Learning Communities, Recreational Programs, the Basic Needs Hub, Student Health Services, Counseling and Psychological Services (CAPS), Health Promotions Services and the Community Resource Centers.
  • Student advising will be available primarily through the Virtual Advising Center, with some in-person advising appointments available. The Colleges and the Graduate Division will continue to provide remote and in-person programs and services for students living both on- and off-campus.
  • The International Students & Programs Office (ISPO) has also ​developed programming to engage incoming international undergraduate and graduate students.

TA, Reader, and UGIA Responsibilities

TA, Reader, and UGIA Responsibilities

A Teaching Assistant (TA) assists in the instruction of a course at the under the supervision of a faculty member. The TA primarily assists the faculty member in charge of the course by conducting discussion or laboratory sections that supplement faculty lectures and by grading assignment and examinations.  A TA may also assist with the development of assignments or exams, hold office hours, and proctor exams, and scribing. In the case of basic language, reading and composition, some other skills building courses, and a few other courses, a TA may lead the class meetings, but as with all other TAs, the general instructional content of the course as well as the official assignment of student grades and decisions on grade appeals are the responsibility of the faculty member in charge of the course.

A Reader assists a course instructor by grading homework, papers, or exams and may also hold office hours to answer students’ questions about such assignments.  Readers may be expected to attend all lecture classes at the discretion of the instructor and should expect to assist with proctoring examinations and scribing. 

One of the important duties assigned is proctoring exams. The instructor and TA/Reader need to meet to discuss what the process and expectations will be for proctoring the exam. For example, how to actively monitor the exam by walking around the room. 

Undergraduate Instructional Apprentice (UGIA) duties will be inclusive of a combination of the following responsibilities, depending on instructor's instructional needs.

  • Throughout the quarter, UGIA should meet with instructor on a regular basis (e.g., weekly) to ensure ongoing communication regarding progress of students and course.

  • Attend all class lectures and instructional meetings.
  • Lead sections or discussions (depending on instructional need). UGIA is expected to have mastery of course material to provide quality services to students during discussions sections or office hours.

  • Hold office hours - minimum of two hours per week.

  • Assist with course preparation (e.g. research articles for use in course, preparation of exam questions, lecture presentations, and photocopying course material).

  • Assist with proctoring examinations, scribing, and grading.

Assigned Hours for TAs: Please keep in mind that a 50% TA can work a maximum of 220 hours for the quarter, cannot work over 40 hours in any one week and cannot work more than 8 hours in any one day.  This applies proportionally for TAs at other appointment percentages (e.g., 25%).  Please see Teaching Assistant (TA) Support for additional information and resources.

Assigned Hours for Readers: Please keep in mind that a Reader is 25% and can work a maximum of 110 hours for the quarter, cannot work over 10 hours in any one week and cannot work more than 8 hours in any one day. 

Assigned Hours for UGIAs: Please keep in mind that a UGIA is 25% and can work a maximum of 110 hours for the quarter, cannot work over 10 hours in any one week and cannot work more than 8 hours in any one day.  Please see Undergraduate Instructional Apprentice (UGIA) Support for additional information and resources.

Teaching+Learning Commons Instructional Support for TAs and IAs

Teaching + Learning Commons

Teaching + Learning Commons

Check out the resources available to instructors and TAs through the UCSD Center for Teaching Development Teaching + Learning Commons (  They offer helpful workshops throughout the quarter, and you can arrange for a consultation or assessment to get feedback on your teaching.

For information about instruction, best practices for teaching and learning remotely, or assistance with instructional design, see the Teaching+Learning Commons COVID-19 Support page.  For questions, contact the Teaching+Learning Commons Digital Learning Hub.  Educational Technology Services, in collaboration with the Teaching and Learning Commons has developed a resource page where faculty can access tools, support and guidance for remote delivery of course materials or instruction. Questions can be directed to  In addition, the Teaching and Learning Commons, in partnership with Educational Technology Services offered Zoom sessions on Strategies for Planning Remote Instruction.  Each session has been recorded and available from the website.



The Student Affiars Staff can request desk copies for required textbooks for the number of graduate TAs assigned to the course if asked by the instructor of record in advance. 

Course Books 101 Handout

Please contact the corresponding Student Affairs Staff if if you have any questions regarding textbooks.

Time with Profs Program

Time with Profs Program

The Public Health Education Programs offer the Time with Profs Program for HWSPH teaching faculty to provide a meal out with their TAs, Readers, and/or UGIAs one time per quarter.  The deadline to take part in this program is the Tuesday after Final Exams.

Instructors are welcome to take out the teaching team to any location (both on campus and off campus) and get reimbursed by submitting the receipt to Leanne McKenzie (  Please make sure to Cc Dina Rodgers ( for BSPH courses and Rosemarie Subala ( for MPH courses.  A max of $16.50 per person can be reimbursed.

UCSD Campus Location Options:

  • UCSD Faculty Club
  • Zanzibar at the Loft
  • Art of Espresso Coffee Cart
  • 64 Degrees Dining Hall
  • 64 North
  • Club Med

PLEASE NOTE:  The Time with Profs Program is available for one meal or coffee per student with the instructor.  No alcohol can be reimbursed.  If alcohol was purchased, please ask for a separate receipt that does not include the alcohol for reimbursement.



Canvas has replaced TritonEd effective Spring 2020. Learn about the Canvas migration.

TritonEd, formerly known as "Ted", ( is a course management system you can use for your course. You can upload your syllabus, post course content, create a discussion board, and post or email students course reminders and announcements. TritonEd also provides a secure way to post exam grades that only enrolled students can access. If this is your first time using TritonEd please go to for additional assistance.  On TritonEd, you will also be able to indicate the names and official UCSD emails of your TAs/Readers as well as what level of access the TAs/Readers should have to the class. This should be done as soon as possible so the TAs/Readers can begin assisting with the class. Upon request to, instructors can link their TritonEd course rosters with Gradescope and sync grades from Gradescope with a column in their Grade Centers. Please send this request from your UCSD email address and include the course title. 

Triton Testing Center (TTC) and Proctor Pool

Triton Testing Center (TTC)

The TTC exists to provide secure and integrous testing services to students who need to take their paper-based tests outside the time and space constraints of the classroom. These might be students with accommodations or students taking make-up tests, but we can provide the service to any student who is unable to test with you in the classroom for any reason.

Unfortunately, the TTC is not equipped to host computer-based tests at this time.

For detailed instructions on how to have the TTC host tests for you, go to

We recommend that you register the testing dates/times with the TTC by the end of Week 2 even if you are unsure if you will need TTC services or if you haven’t yet finalized all of the conditions for your tests (e.g., authorized aids). This will ensure that your tests are administered to your specifications and students have a smooth testing experience, and enables us to plan for adequate staffing and space. After you’ve provided your testing dates/times, you can update your test information anytime, including adding specifications (e.g., authorized aids) and the test files themselves.

Proctor Pool

The Proctor Pool is available to assist faculty with proctoring in-class tests.  Individual course instructors can request in-class proctors using this form –


  • By End of Week 2: submit your testing dates to the TTC and your Proctor Pool requests for the entire quarter
  • Add the following to your syllabus: Students with testing accommodations or permission from me to take a make-up test will be testing with the Triton Testing Center (TTC). See for more information.
  • Registering tests after Week 2: you can still submit requests to the TTC or Proctor Pool after Week 2. We ask that you do so at least 5 business days before the testing date, but as soon as you possibly can.

If you run into any issues, our team is here to help! Please reach out to and we will be more than happy to assist you.

Zoom - Video and Web Conferencing

UC San Diego Zoom - Video and Web Conferencing

Learn about Zoom, a web-based teleconference and video conference solution, the UC replacement for ReadyTalk.

Remote Users

If you are working remotely and having trouble with Zoom, check out our Survival Guide FAQs and Getting to Know Zoom.

UC San Diego Health Zoom Web/Video Conferencing

To support the transition toward online instruction and increased telecommuting in response to COVID-19 planning, all campus faculty, staff, teaching assistants and enrolled students have been provisioned with Zoom Pro accounts.

Zoom allows for video, audio, and screen sharing between participants. It can be used from any computer, laptop, tablet, or phone, and it works on PC, Mac, Android and iOS devices.

Zoom, UC San Diego's Health video and web conferencing tool, is now available to all campus faculty, staff, and currently-enrolled students.

Anyone in the world can join a Zoom meeting, but only a host can start/schedule meetings.

Getting Started

1. Download Zoom for your computer or mobile device.

2. If you are UC San Diego Health Staff, Faculty or Affiliate and require a ZOOM Pro Account Click Here to request a UC San Diego Health Zoom Pro account.

3. If you are in need to host Webinars of any size, or to hold Meetings with more than 300 attendees, please submit a request for additional Large Meeting or Webinar licensing Zoom ADD-ON License. Place in the comments section of the form any details that will help approve the request and remote meeting attendee details. We have limited add-on licenses and the request will be vetted on a case-by-case basis.

4. Use the app or webpage to start, join, or schedule meetings.

Questions? Email us -

Review our User Guide for detailed instructions.


UC San Diego Health has a separate instance of Zoom for Health Sciences.
UC San Diego Health faculty and staff can create Zoom accounts at

Zoom Pro account - no limit meetings

Key Features

Webinar Licensing

If you need capacity greater than 300 attendees, Large Meeting and Webinar licenses are available.  

*SAVED* 2020 Faculty Workshops

2020 BSPH Instructor Mini Retreat - Teaching + Learning Commons Presentation with Q&A - Followup Message from Leah Klement and Erilynn Heinrichsen

Dear All, 

Thank you for joining Erilynn and I last Friday for our session on fostering student engagement in remote learning. We enjoyed meeting you all! I am writing to share with you the recording and slides from our session, as well as a few of the resources that came up in discussion, and tools that we tried out. If you have feedback you’d like to share with us on our session, the poll is still open at this link, and we would welcome your comments. If you would like to meet individually with a member of ETH staff, we would be glad to do so. You can access our consultation request form here.

Slides and Recording

Further Resources from our Conversation

  • Copyable Zoom basics slide you are welcome to use in your own presentation to orient students to how you would like them to use Zoom in your course: view or make a copy
  • Further information on Perusall, the social annotation tool (this integrates with Canvas and is a supported third-party tool on our campus). I’ve also attached more details on how Perusall does its automatic scoring (which is adjustable by the instructor). Scoring Details (PDF)
  • To quickly collect student responses to lectures and class meetings, here is a sample “exit ticket” you are welcome to copy: view or make a copy
  • We tried out Zoom’s annotation feature, a nice way to have students interact with content that is being shared on screen. Here also is information on Zoom’s in-meeting security features, which allows you to easily turn interactive features like annotation, chat, and screen sharing on and off during your meeting.
  • We also used Padlet to collect your responses to our question about engagement strategies (we used text boxes, but you can also upload images, links, videos, and audio, and it can be a nice way to collect student work and view all together on a canvas-like tool). A screenshot of our Padlet and the responses exported to PDF are also attached. Padlet Screenshot (PDF) & Padlet Tools (PDF)
  • There was a remaining question about office hours. Zoom’s waiting room feature (click for further information) is a great tool for this – it allows you to have students in a waiting room, and call them into your meeting room one by one for private conversations.

Please don’t hesitate to reach out to Leah ( or Erilynn ( with any further questions. It was a pleasure meeting you all.

Best wishes,

Leah and Erilyn

2020 Public Health Education Committee - Interactive Remote Teaching Workshop by the Teaching + Learning Commons

Facilitators: Elizabeth Bullard, Madison Edwards, Noel Martin (Graduate Teaching Consultants, Engaged Teaching Hub)

This presentation covers best practices for online teaching and learning.  Presentation discusses 1) forms of remote interaction and associated obstacles 2) adapting interactive techniques to the remote environment 3) practices for supporting student interaction and engagement. 

Video Link

*SAVED for Reference Only* WI20-SU21 Coronavirus (COVID-19) Important Updates

Where to Find COVID-19 Important Updates

Listed below are important links to reference during this fast-evolving situation.  Under each link are highlighted relevant instructional information as of 8/25/2020.  Please check the links regularly for the most up-to-date information.

COVID-19 Information for the ‎UC San Diego Community

Return to Learn Fall 2020 Plan


  • Spring Quarter instruction will commence on March 29th, as originally scheduled. To reduce anxiety and demonstrate compassion for our students, we strongly recommend that faculty consider the following for the first week of instruction: (a) taking measures to help students familiarize themselves with the remote instruction tools for the course, (b) making review and introductory material available via Canvas so students joining the course late can catch up, and (c) refraining from having assignments or assessments due that week.
  • To further enhance opportunities for social distancing, UC San Diego courses will either be offered in-person with remote options, fully remote, or a hybrid of the two for the entire Fall Quarter, including laboratories, studio classes, small group discussions and seminars. NOTE: Any in-person or hybrid option is subject to change throughout the quarter to ensure continued safety of the instructors and students.
  • Lectures can be delivered in real-time and students can be required to attend lectures, discussions, labs, and exams as listed on the schedule of classes. Any student who is affected by COVID-19 and is unable to participate in the course in a synchronous format (at any time throughout the quarter) MUST be provided an asynchronous format for the course and modifications made for any synchronous coursework. Per the Academic Senate, no documentation can be requested of the student to verify their information. 
  • All course materials must also be provided asynchronously for all students to access anytime online. This means lectures that are provided in real time in the classroom or through Zoom, should still be recorded and posted on Canvas along with all assignments and other course materials. 
  • Per The Office of the Chancellor, use of CANVAS is mandatory for all courses.
  • The Academic Senate, Dean of Undergraduate Education, and/or Graduate Division can request or require additional accommodations throughout the quarter. All updates to policy will be emailed to instructors as soon as updates occur. All instructors should be prepared to be flexible with their course instruction.

COVID-19 FAQ on Educational Continuity

COVID-19 Academic Affairs FAQs and Resources

COVID-19 Campus Requirements and Recommendations in Support of Educational Continuity

Responsibilities of the Instructor of Record:

  • Place all course gradebooks in Canvas.
  • Place all course materials in Canvas.
  • Have students submit all assignments remotely by uploading them in Canvas.
  • Hold quizzes and exams via Canvas, using tools like ProctorU to ensure academic integrity. Details of the online secure proctoring services campus supports are found here.  Interested faculty may contact Digital Learning at
  • Make videos or audio podcasts of lectures and post them on Canvas, or class websites linked from Canvas.
    • Give strong consideration to providing permission for colleagues to use your podcasts during the emergency period, for the benefit of our students.
    • Check the existing  online inventory of course podcasts to see whether podcasts of your course already exist. These can be a great resource for you and your students.
  • Ask ETS and the Commons for help as needed. On-demand helpdesk assistance is also available. For support from Digital Learning in the Commons, email
  • If you require resources to deliver your course remotely or other alternative format, it is your duty to ask your chair to help you acquire those resources, so we can serve our students.

COVID-19 Academic Senate Updates

Fall 2020 Instruction: Remote Delivery of Courses

  • The Educational Policy Committee (EPC) approved on May 10, 2020 a request from the Chancellor for a one-time emergency exception to EPC’s Policy on Distance Education to allow for the use of remote instruction in Fall 2020 as part of a flexible instruction plan due to the current public health emergency associated with the COVID-19 pandemic.
Remote Instruction
This is the only option without an element of in-person instruction. Instruction and all course materials are provided remotely and asynchronously, just as courses are currently being delivered in our remote learning environment. This option provides the most flexibility for students and instructors to continue the course with minimal disruption during the university’s transition back to campus. This may be an appropriate option for instructors who are unable to return to campus, for classes that are too large to be safely accommodated, and classes with large populations who may be unable to join us in person.
In-Person Instruction
Similar to the In-Person Only option, In-Person courses will be delivered on campus with students and instructors physically present in the classroom. However, all course materials must also be provided asynchronously for students to access anytime online . For example, lectures are provided in real time in the classroom, recorded, and posted on Canvas along with all assignments and other course materials. This is appropriate for courses that benefit, but do not depend on physical presence, where the connection between student and instructor are particularly important (e.g. foundation courses), or for instructors that prefer to engage with their students in-person.