LAS Teaching Excellence Resources
Top Priorities
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Build Build your Blackboard Site and Syllabus as Accessible Resources for your Students.
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Design Design Transparent Course Objectives, Learning Outcomes, and Assessments .
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Support Foster a Growth Mindset and Support your Students' Success.
LAS Syllabus Policies & Expectations
UIC requires that all courses, 0- 500 level, have a syllabus.
The resources below have been created to facilitate compliance.
Syllabus Checklist
UIC Syllabus Checklist
- Instructor and Course Details
- Course rubric, number, title, and credit hours
- Instructor name and contact information
- Student Drop-In (Office) hours and other instructor availability
- Course modality and schedule, including times, dates, and locations
- Course Information
- Course description and prerequisite statement
- Course goals and learning objectives
- For general education courses, include approved Gen Ed Learning Outcomes. Go to this Interactive Dashboard to search for the specific learning outcomes for your General Education course.
- Required and recommended course materials
- Course Policies and Classroom Expectations
- Grading policy and points breakdown, including a list of core assignments and assessments
- Policy for missed or late work, including acceptance of revised work, if applicable
- Attendance/Participation policy, including UIC Policy on religious holidays.
- Information about how to interpret midterm grades.
- Special policies for the course, if any (e.g., a policy that collaboration is permitted on take home work, a policy that calculators can be used on exams, penalties for late work, field work, etc.);
- Statement about academic integrity appropriate for the class and aligned with the UIC Student Disciplinary Policy (see Conduct Information for Students).
- Class Schedule – Weekly calendar of class topics, assignments, due dates, and deadlines. Must align with course level and contact/credit hour policies.
- Accommodations – Statement about disability services and letter of accomodation.
- Classroom Environment and Relevant Policies — Description of appropriate classroom behavior and consequences for inappropriate behavior. Some instructors, for instance, limit or prohibit cell phone usage, talking in class, eating in class, etc. Some instructors provide rules for classroom discussion or dress, etc. When necessary, a syllabus provides a reference for student disciplinary hearings. You may provide this information as a “Community Agreement” or “Classroom Conduct Policy.”
- Academic Integrity – Statement appropriate for the class and aligned with the UIC Student Disciplinary Policy (see Conduct Information for Students)Academic Grievance Policy and Procedure – Students may be directed to the UIC academic grievance procedure.
- Registration and Records Policies – Students may be directed to the Registrar’s website for a list of registration and records policies.
Templates
CATE has developed a fillable syllabus template that fully complies with the UIC Syllabus Policy. Additionally, as per the American Disabilities Act, all syllabi must be accessible for students with disabilities by Spring 2026.
The CATE template also includes optional sections and information that, while not required by the UIC Syllabus Policy, is highly recommended, leads to increased transparency, and results in a more inclusive syllabus and classroom environment.
Faculty is not required to utilize this template. Nevertheless, your syllabus must satisfy the UIC Syllabus Policy checklist above and be ADA-compliant.
LAS Competencies and Skills
LAS EPC-Endorsed Academic Competencies and Literacies
The document outlines transferable skills that we can reasonably assume UIC LAS students will have developed or mastered upon graduation, regardless of major.
Faculty should consider consistently presenting these competencies as part of their courses’ learning objectives and reinforce them throughout the semester.
Departments may consider using this resource when detailing the academic profile of their majors, minors, and certificates.
LAS Writing in the Discipline Major Requirement: Guidelines
Teaching a course designated as Writing in the Discipline for a major?
LAS Guidelines for Writing in the Discipline Courses
LAS General Education Resources Website
LAS General Education
Find additional resources relevant when teaching a general education course, including how to integrate the general education learning objectives approved for your course.
LAS Student Drop-In Hours Guide
LAS Student Drop-In Hours
Drop-In Hours (Office Hours) encourage and facilitate student communication with faculty. Research documents how quality interactions with faculty positively affect grades, persistence, and retention.
Tell me Your Story
Start a conversation, promote help-seeking behaviors, provide timely academic support, and encourage a growth mindset.
LAS Become a Strategic Learner-Academic Skills Student Support
The Become a Strategic Learner Program provides students with access to a series of asynchronous modules designed to develop practical academic study skills. The modules feature step-by-step guides that highlight evidence-based strategies aligned with current research and best practices to maximize learning and impact. Each module concludes with a self-assessment tool that allows students to measure their level of attainment.
The asynchronous modules are found on the First-at-LAS Become a Strategic Learner website and are individually linked on the Faculty Quick Guide. We recommend that faculty promote the resource to their students in class and during Drop-In hours.
CATE Teaching Guides
On-demand resources provide an overview of evidence-based teaching practices and curricular strategies tailored for our UIC community.
Campus Instructional Design and Technology Support Services
UIC provides numerous services to support course design, Title II Accessibility Requirements, the LMS transition to Canvas, the technologies required for on-campus, hybrid, and asynchronous online instruction, and the implementation of open education resources.
Instructor Resources for Accessibility Compliance
ADA Title II Compliance
By April 26, 2026, all course materials must be ADA-compliant. The following resources facilitate that transition.
Accessible Course Design in Action: A Spring Faculty Lab
April 3, 2026, 1-5 pm on campus. Registration is required.
The lab features two simultaneous learning tracks during each session block, allowing participants to select the topics most relevant to their teaching and course development needs. Each session provides practical guidance, demonstrations, and hands-on support. DASE Track focuses on digital accessibility best practices and remediation strategies. LTS Track focuses on instructional technology tools and effective course design in Canvas.
Additional workshops and learning opportunities before the April 26 deadline can be found HERE.
Equalify Information Site
Digital Accessibility Session for January – Introducing UIC Equalify, Our New Web Accessibility Platform
What is UIC Equalify?
UIC Equalify is an open-source web accessibility platform adopted by UIC to support campus-wide accessibility and compliance efforts. It enables UIC teams to proactively test and monitor digital content through unlimited site scanning, on-demand scans, historical reporting, and a robust API, and is screen reader accessible by design, reinforcing accessibility as a public good.
Learning Management System (LMS)
- LMS Transition from Blackboard to Canvas – Timelines, training opportunities, support documentation, and FAQs.
Canvas
- UIC Canvas Accessibility – Guides instructors in creating accessible Canvas courses, covering content creation, Canvas tools, and an introduction to YuJa Panorama.
- UIC Accessible Canvas Templates – Provides accessible course templates designed specifically for UIC faculty and instructors
Blackboard
- Digital Accessibility Ally Score Challenge – Guidance for instructors to practice improving accessibility in their courses.
- Accessibility Tools in Blackboard – Information on specific tools such as Ally, EquatIO, and Eye-Able.
YuJa Panorama
YuJa Panorama empowers instructors to create accessible course materials through real-time analysis and feedback. The platform provides an accessibility score—visible only to instructors—offering a clear snapshot of how well course content meets accessibility standards.
Beyond scoring, YuJa Panorama distinguishes itself as a more robust solution through its inline remediation capabilities, allowing instructors to address accessibility issues directly within their course materials. This hands-on, guided approach transforms accessibility from a one-time task into an ongoing, collaborative effort to enhance the learning experience for all students.
Resources for Instructors
Accessible Syllabus
- CATE Inclusive Syllabus Design Quick Guide – Offers practical tips for creating welcoming and accessible syllabi.
- CATE Syllabus Template – Ready-to-use Word template with instructions.
Accessible Documents
- Accessibility Guides by Software – Quick guides on Word, PowerPoint, PDF, and Panopto, etc.
- DRC Guide to Online Captioning – Explains Zoom auto-transcription and how to set up captioning for live sessions.
- Workshop on Microsoft Word Accessibility Best Practices.
Digital Accessibility Consultations
Accessibility consultation services are available for units and departments for 30 minutes. The consultation services cover UIC websites, web applications, electronic documents, and general IT accessibility.
Digital Accessibility Exception Request
Anyone adopting inaccessible technology must submit a request to initiate the Digital Accessibility Exception Process using the Accessibility Exception Request Form.
Report a Digital Accessibility Problem
The University of Illinois Chicago is committed to ensuring that our IT resources, including websites, web applications, teaching and learning technologies, digital content, and other electronic platforms and communications, are accessible to all community members.
Canvas
Canvas Transition Timeline, Resources for Faculty, and Upcoming Accessibility Trainings and Events
Because LAS is so large, we are being transitioned department by department. So far, CLJ, LALS, and the School of LCSL have begun the process of transitioning to Canvas with the help of LTS’ Instructional Designers (IDs). The English Department is slated for transition in Spring 2026, with all other departments transitioning in Summer or Fall 2026. By Spring 2027, all courses must be taught in Canvas, since Blackboard will be retired at the end of 2026; see the timeline below.
When LTS begins transitioning your department, you will receive a Qualtrics survey from LTS about your needs. It is very important that you fill out the survey if you want help transitioning your courses to Canvas.
- Spring and Summer 2026: Colleges and schools continue to move their courses to Canvas. Instructors are teaching in both Blackboard and Canvas.
- Fall 2026: This is the final semester Blackboard will be available for active teaching.
- December 31, 2026: Anthology will retire Blackboard Original. After this date, all Blackboard courses will shift to Read-only mode.
- Spring 2027: All courses must be taught in Canvas during the spring term.
- June 30, 2027: Many university-provided transition resources and specialized support contracts will conclude at the end of the fiscal year.
Resources for Faculty
You do not need to wait until your department is formally transitioned by LTS to start working in Canvas. There are resources available for faculty on the LMS Transition website, including the names of the department-specific liaisons for the transition to Canvas, whom you can also contact for more information.
If you want to begin working in Canvas now, go to canvas.uic.edu and log in using your NetID. Faculty who wish to begin working in Canvas before their scheduled transition may request a Canvas copy of an existing Blackboard course (including the term, CRN, and course title) or a Canvas prep site course to start building. Email lts@uic.edu to request either option.
There is also a Student Guide to using Canvas on the LTS website: Student Guide to Using Canvas | Learning Technology Solutions | University of Illinois Chicago.
Upcoming Accessibility Trainings and Events
Instructure-led Canvas training sessions are available, and they’re designed specifically for UIC. These live sessions are an excellent way for faculty to become comfortable building, teaching, and managing their courses in Canvas. Please take advantage of these workshops now.
Here are workshops coming up in the next month:
Canvas Grading & Feedback March 16, 2026 | Monday, 4:00 pm–5:30 pm
Canvas Course Design Best Practices March 17, 2026 | Tuesday, 9:00 am–10:30 am
YuJa Panorama Hands-on Workshop: Slides March 19, 2026 | Thursday, 10:00 am–10:45 am
Teaching in Canvas March 20, 2026 | Friday, 12:00 pm–1:30 pm
Blackboard to Canvas March 31, 2026 | Tuesday, 12:00 pm–1:30 pm
Canvas Assignments April 3, 2026 | Friday, 9:00 am–10:30 am
Accessibility Basics in Canvas April 7, 2026 | Tuesday, 9:00 am–10:30 am
Advanced Accessibility in Canvas April 7, 2026 | Tuesday, 12:00 pm–1:30 pm
Canvas New Quizzes and Item Banks April 7, 2026 | Tuesday, 4:00 pm–5:30 pm
Group Work in Canvas April 8, 2026 | Wednesday, 9:00 am–10:30 am
Canvas Grading & Feedback April 13, 2026 | Monday, 12:00 pm–1:30 pm
Course Data & Analytics in Canvas April 14, 2026 | Tuesday, 9:00 am–10:30 am
Canvas Page Design April 15, 2026 | Wednesday, 12:00 pm–1:30 pm
You can view the full workshop schedule and register on the LTS LMS & EdTech Events page. All sessions will be recorded and posted on the LMS Transition website under the webinar tab.
Generative Artificial Intellingence
CATE
UPCOMING CATE SHORT COURSE: “Refreshing Your Assignments for the Age of AI”
Spring 2026 Short Course
The Generative AI landscape is rapidly changing and becoming ubiquitous in higher education and the professions.
Short Course Objectives
After participating in this short course, you will be able to:
- Evaluate existing assignments for vulnerabilities and opportunities related to generative AI.
- Revise assignments to measure authentic student learning and promote academic integrity in an AI-saturated environment.
- Collaborate with colleagues to share and refine effective teaching and course design practices for an AI-saturated environment.
Wednesday group meetings: 2/18, 2/25, 3/4; 3:00 – 4:00 PM on Zoom
Thursday group Meetings: 2/19, 2/26, 3/5; 3:30 – 4:30 PM on Zoom
If you have any questions about the short course, don’t hesitate to get in touch with the event lead, Patrick Horton
Enroll by Friday, February 13, 2026, to participate.
For more information and ideas on how to incorporate and limit the unethical use of AI in writing assignments, go to the CATE AI Writing Tools resource website.
CATE also offers the Enhancing Teaching and Learning with Generative AI Tools Workshop (See the Workshop Slides).
UIC Technology Solutions manages and makes available these AI Resources for all faculty and students.
The U of I System offer the following resources to help guide faculty and students on best practices and potential risks.
ChatGPT: Perspectives and Strategies for Prohibiting, Reducing, or Embracing it in Your Curriculum
UIC Information Technology: Statement on Responsible and Acceptable Use of AI
Generative AI Guidance for Instructors
Generative AI Guidance for Students
External Resources:
University of Michigan
Getting Started with Generative Artificial Intelligence: Instructor Guide.
American Association of Colleges and Universities:
2025 Student Guide to Artificial Intelligence
Designing & Teaching an Online Course
CATE
CATE has designed a course to share best practices, resources, templates, and technologies to create a quality online course. This course has been developed as an online course to help model best practices and research on online learning.
If you are interested in being enrolled in the Designing & Teaching an Online Course, please complete this Google Form to be enrolled. Each module contains guidance and advice that you can use to design your online course by yourself or with the help of an instructional designer.
Micro-Lesson Videos Resource Guide
Micro-lesson videos are short instructional videos (typically three to eight minutes long) designed to support online asynchronous courses or to supplement instruction in other course modalities (e.g., on-campus, synchronous distributed, hybrid, or online synchronous courses).
EdTech Tools for Student Assignments
EdTech tools – including educational software, web applications, and mobile apps – can augment traditional paper-writing, problem-set, and exam-based assignments, or can support authentic assessments, including podcasts, video essays, websites, and more.
Instructional Design and Media Production Studio
Instructional designers use educational research and innovative instructional practices to help instructors enhance student engagement, satisfaction, and learning outcomes.
Course Design & Reviews
If you would like to partner with the instructional design team for a course design or course review project, please contact us, and the senior instructional designer will set up a meeting to discuss your course needs.
The Studio also assists in multimedia production, including general consultations about multimedia use for instruction, graphic design, media conversion, closed captioning, and video production.
If you would like to partner with the instructional design and media production studio, please schedule a 25-minute or 50-minute consultation with an instructional designer to discuss your course design needs.
Learning Technology Solutions
LTS’s core mission is to facilitate the meaningful use of new technologies to improve teaching, learning, and research outcomes. Collaborating with colleges, departments, faculty, and staff, LTS will now provide consulting, design, and training for specialized educational technologies. We will also support active learning spaces and offer general assistance with all teaching and learning applications.
For more information on the services the LTS Support Team offers, go here.
OER
UIC’s Open Educational Resources Program
“Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student, or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, and many more resources contained in digital media collections from around the world.” – OER Commons
Online Learning Readiness Training for Students
To help students assess their online readiness and increase their readiness before taking an online course, the Studio has developed an Online Learning Readiness Training for Students. This training module is designed for online students who are enrolled in one of the following course modalities: online asynchronous, online synchronous, hybrid, and synchronous distributed.
You can utilize this training module in two ways:
Send an email to your students before the term starts with a link to the Online Learning Readiness Training for Students: Email Template to Send Students a Link to the Training.
Or place the shareable link in your course site: Shareable Link to Online Learning Readiness Training for Students.
Additional Teaching Design Guides and Resources
Resources that offer further teaching guidance, focusing on cognitive and non-cognitive student academic success strategies.
Learning Matrix
The Science of Learning Research Center has developed a Higher Education Learning Framework Matrix Handbook. The focus is on how students learn to learn.
They also provide a very useful Summated Matrix, including teaching, student, and assessment perspectives for each topic.
Topics include:
1. Learning as becoming
2. Contextual learning
3. Emotions and learning
4. Interactive learning
5. Learning to learn and higher order thinking
6. Learning challenge and difficulty
7. Deep and meaningful learning
RIT
Research-informed teaching (RIT) can take different forms:
- research-led -where students are taught research findings in their field of study.
- research-oriented -where students learn research processes and methodologies.
- research-tutored -where students learn through critique and discussion between themselves and faculty.
- research-based learning -where students learn as researchers.
For more information on RIT best practices and considerations, see the following:
SMART
What’s SMART?
A SMART goal functions as a driver toward a larger achievement and has five components. The goal must be specific, measurable, attainable, relevant, and time-based.
Overarching goals such as “I want an A in this class” do not fit this framework. Examples would be “I will visit the Math and Science Tutoring Center once every week;” or “I will visit my professor’s Student Drop-In Hours with questions four times this semester;” or “I will visit the Writing Center with a draft of my work each time I have a writing assignment.” Faculty who work with their students to establish individual or community SMART goals have found a notable improvement in student success in the course.
growth mindset
Research demonstrates that when students have a growth mindset about their ability to grow and develop new skills and expertise, they are better able to persist through setbacks and are more likely to embrace challenges as opportunities for growth.
A pivotal time to encourage students to adopt a growth mindset is right before and right after the first two substantial assessments in your course. Please see this resource:
Psychologically attuned assessment wrappers with specific sections for pre-assessment AND post-assessment messaging.
assignment calculator
Assignment Calculators break down projects into manageable steps based on due dates. Each step includes helpful hints and “how-to” links.
Any interim due dates provided by the professor (for working thesis, bibliography, first draft, etc.) take precedence over dates suggested by the Assignment Calculator.
The link to an Assignment Calculator may be included on your Canvas page. You may refer your students to these resources:
University of Minnesota
- Select the type of assignment:
VALUE Rubrics
American Association of Colleges and Universities: Valid Assessment of Learning in Undergraduate Education (VALUE)
VALUE rubrics are open educational resources (OER) that enable educators to assess students’ original work. AAC&U offers a proven methodology for applying the VALUE rubrics to evaluate student performance reliably and verifiably across sixteen broad, cross-cutting learning outcomes.
STEM DFW
The Big Ten Academic Alliance (BTAA) Cluster examined student STEM course data and the practices and policies affecting success rates in entry-level courses, emphasizing closing achievement gaps for historically underserved student populations.
The following learning memo highlights the cluster’s work to examine how an analysis of DFW rates reveals equity gaps and understand how these grade markers correlate with student retention and graduation outcomes.
Campus Teaching-Related Policies
Dean of Students
The Office of the Dean of Students strives to be the campus leader in fostering a caring and supportive environment where all students matter. They assist students in resolving pressing issues and faculty in processes related to academic integrity or misconduct.
U of I Mental Health Training Modules for Instructors and Students
A series of mental health trainings to meet several of the requirements in the Mental Health Early Action on Campus (MHEAC) Act. These training courses provide education on identifying and addressing mental health concerns, common mental health conditions, the ADA and Rehabilitation Act, and available resources both on campus and within the community.
Concerned about a Student's Mental Health?
Faculty, staff, friends, and loved ones are usually the first people that students will turn to for support with their mental health concerns. We’re grateful that you want to provide that support to a student, and want to assist you in helping them.
Other Student Support Resources
Students often need support. UIC has ample mechanisms, services, and centers to support academic success and wellbeing. LAS has curated some of the most important categories and sites for you.