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    COVID-19 Message Archive

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    Emergency Response Fund

    Because many in the Colorado College community asked how they can help, we have established the Coronavirus (COVID-19) Emergency Response Fund to meet needs during these uncertain times. Many of our alumni, parents, and friends, as well as members of our Board of Trustees and the president’s cabinet, have contributed. The fund also provides the college with resources to respond to unexpected expenses developing during this crisis and for lost revenue.

    If you wish to contribute, please visit https://ourcc.coloradocollege.edu/covid19responsefund


    In response to inquiries, we have created a form for families interested in donating their room and board credit to the Coronavirus (COVID-19) Emergency Response Fund: https://ourcc.coloradocollege.edu/covid19refunddonation. Alternatively, please contact kbauer@coloradocollege.edu for more information.

    Teaching & Learning Resources

    There is a growing list of resources available to faculty who are working to make Block 7 and 8 courses available for distance learning, many of which are currently available.

    Updated April 23, 2020

    We understand that the transition to remote instruction will be challenging for many CC faculty and students. We also know that as a community we can draw upon our collective expertise to make Blocks 7 and 8 a rewarding (if imperfect) teaching and learning experience for all of us. 

    For Students

    We want to assure you that all the regular support services for teaching and learning will be accessible to you remotely. You will find information about how to access support services here. 

    Tips for Students:

    ITS created a web page with student resources for distance learning if you are looking for support accessing internet or are seeking equipment. Also see EveryoneOn, an organization that supports access to internet and computers. Their website is searchable by zip code.

    For Faculty

    Crown Faculty Center 
    In close collaboration with colleagues across campus, the transition team has created a tiered model of support in this emergency transition to remote instruction. The central hub for these resources is a Canvas site. You may self-enroll here. In this challenging period, we strive to ground our work in Crown’s longstanding priorities of equitable teaching and learning and faculty and student well-being. Please see the Crown webpage for updates on programs beyond the Block 7 and 8 transition.

    Test Canvas Courses
    ITS is organizing test courses for faculty to practice using distance learning tools (such as Canvas, Zoom, and Webex) in a low stakes environment with actual people.  Staff volunteers will pose as students in these test courses to simulate the online class environment. If you’re interested, please email Chad at cschonewill@coloradocollege.edu and he will work with you to set one up.

    ITS and members of the academic support staff at CC will be offering individual consultations with faculty as well as workshops.

    Tips and Workshops for Faculty:

    • Practices for Supporting International Students Abroad
    • Importing content from Canvas Commons into your course
    • Webcam tips in under 1 minute
    • Building a Functional Online Class (Jennifer Golightly; webinar passcode is uHch3Ccd)
      Topics covered include managing your Canvas dashboard; finding future courses; choosing a course homepage; course settings; choosing a plan for your online course; adding your syllabus and readings to the course; creating asynchronous discussions; web conferencing, particularly BigBlueButton; assignment types and grading in Canvas; quizzes and exams; building a page in Canvas; and working with the gradebook.
    • Webex, Canvas, and Big Blue Button (Weston Taylor)
      Technology training for Webex and BigBlueButton web conferencing tools and basic Canvas tools. Topics covered include setting up Webex; managing meeting participants; sharing your screen and whiteboarding; in meeting polls and recordings; linking Webex meetings to Canvas; Canvas course settings; Canvas discussions and assignments; recording content in Canvas.
      Start – Using Webex
      21:45 – Using BigBlueButton
      41:45 – Canvas tools and tips
      51:40 – Q&A
    • Hypothes.is webinar (Jeremy Dean from Hypothes.is)
      Topics covered include basic scope and purpose of Hypothes.is for close reading; adding Hypothesi.is to your course; how students use Hypothes.is in Canvas.
    • Building and managing asynchronous online discussions (Jennifer Golightly; webinar passcode is fKCPMcb6)
      Topics covered include reasons for using asynchronous discussions in your online course; creating asynchronous discussions in Canvas; discussion settings, particularly grading; creating groups in Canvas and assigning discussions to groups; and structuring discussions in your online course (e.g., how often to include them, how to evaluate them, facilitating rich discussions).
    • Online assignment submission and grading (Jennifer Golightly; webinar passcode is 5hSP9JV3
      Topics covered include the importance of using a mix of assessment types (e.g., high and low stakes) in your online course; using discussions and self-check quizzes as assignments; assigning and collecting papers for marking in an online course; how to create assignments in Canvas; options for assignment submission types (text entry, media recordings, file uploads); using peer review in Canvas; creating groups in Canvas and creating group assignments; using Speedgrader; and how students see instructor feedback.
    • Viewing your professor’s feedback on a paper in Canvas
    • Adding an image to a page in Canvas
    • Accessing Support Services
    • Troubleshooting residential internet connections

    Inclusion, technology, and instruction

    One of the advantages of having students attending classes at a physical campus is that we, as an institution, can at least mitigate disparities among students. In the online learning environment, the institution can no longer provide a more level playing field for all students. All the inequities that exist between them will be emphasized by online learning. In such an environment, designing your course to reduce the impact of these disparities between students is critical for students’ success, but also for their wellbeing. 

    Include a statement on your syllabus about the technological demands of the class. For example, “This class will require students to meet synchronously for 2 hours 3 days a week and assumes that each student can procure access to a laptop, tablet, or smartphone for these meetings. If you do not have a device that will allow you to join these meetings, ITS can arrange to ship a laptop or tablet to you prior to the start of the block.” Such a statement will help students to decide whether they (a) should take the class and (b) what preparations they will need to make to be successful in the class.   

    Include language on your syllabus and in an announcement about how students may be able to gain access to reliable, high-speed internet. Many internet service providers are, for the duration of the many stay-at-home orders currently in effect in most states, providing service or increased service for free. A list may be found here: https://www.coloradocollege.edu/offices/its/guides/connect-from-off-campus/student-resources-for-distance-learning.html

    Include language about support services—academic and emotional—on your syllabus. For many students, their academic wellness, or how well they’re doing in your course, is connected to their emotional wellness. For many students, participating and succeeding in your course will provide critical stability and a sense of normalcy during a time that may be deeply traumatic for them. A list of academic support resources for students may be found here: https://www.coloradocollege.edu/other/coronavirus/teaching-learning-support.html. A list of wellness & mental health resources is available here: https://www.coloradocollege.edu/other/coronavirus/wellness-mental-health.html. If you have concerns about any of your students during the block, please send those concerns to Teresa Leopold. She will ensure that they are sent to the correct support center on campus. 

    Allow students to join Zoom meetings using Zoom backgrounds. These backgrounds can be a way for students to maintain privacy in general, but for students who are uncomfortable allowing their professors and peers to see their homes, they’re particularly useful. If you prefer, students can use a solid-colored, plain background rather than some of the more distracting ones available, or students can upload a photo of their choice to serve as a background. Note that Zoom backgrounds would not protect the privacy of other people entering the student’s screen.  

    Allow students to join Zoom/synchronous calls by phone, rather than over their computers. All synchronous web conferencing tools allow participants to join by phone rather than using voice over the internet (VOIP). If students join the synchronous class meeting by phone, the demand for high-speed internet and potentially for device are reduced considerably. Such a provision may require that you consider “flipping” your lectures—e.g., recording a short video lecture that students can watch before they attend the synchronous session—in lieu of using the synchronous meeting time for your lectures or presentations.

    Synchronous class meetings (classes meet online but in real-time):

    ITS recommends using Zoom for online class meetings and discussions because it’s integrated with Canvas and is therefore easy to use to invite students registered for the course. https://support.zoom.us/hc/en-us/articles/206618765-Zoom-Video-Tutorials

    BigBlueButton is another option for online class meetings and discussions. It’s also integrated with Canvas (it’s the “Conferences” tool in the course menu in your Canvas course) and is therefore easy to use to invite students registered for the course. BigBlueButton includes an interactive whiteboard, screensharing, and the option to record sessions. https://community.canvaslms.com/docs/DOC-12848-415265961

    Webex is a good secondary option. CC already has institutional licenses, and all CC staff and faculty have Webex accounts they can use. Webex doesn’t have an interactive whiteboard, but it does offer options for recording sessions. https://www.coloradocollege.edu/offices/its/guides/phones-webex-and-jabber/conference-calls.html

    Asynchronous class meetings (classes meet online but not in real-time, so participants log in and post when they’re able):

    Class meetings and lectures can be recorded using a tool such as BigBlueButton, Webex, or Zoom, or by using a smartphone or a computer and then uploading the video file to Vimeo or YouTube for hosting or to Canvas for sharing.

    Quizzes and assessment:

    For low-stakes exams and quizzes, Canvas offers a robust tool for building and autograding tests. Take-home, open-book exams can be shared via Canvas, OneDrive, Google Drive, or Dropbox.

    Proctoring generally isn’t used at CC due to the honor code. However, for high-stakes exams, various proctoring apps are available for installation through Canvas.

    • RPNow
    • Proctortrack

    Access to Course Content:

    • Use Canvas to post readings, links to audio, or video recordings of lectures
      • Canvas offers a variety of apps that can be integrated for lecture capture, including Classroom Replay and Collaaj
    • Use Canvas, OneDrive, Google Drive, or Dropbox to provide online access to homework assignments and other course materials
      • Canvas already has a built-in integration with Google Docs, and there are OneDrive, OneNote, and Dropbox apps that can be integrated into Canvas through learning tools interoperability (LTI)
    • Use Canvas and email for online threaded discussions or for online course communication
    • Consider OER (open educational resources) or electronic textbooks to allow students online access for new courses
      • There is an OER app in Canvas that we will be testing
    • Your liaison librarian can help you find high quality online materials for your classes. Tutt Library has also created a guide to curated collections of open textbooks.
    • Use online textbook accompaniments and external tools for interactive assignments
      • Canvas already has a McGraw-Hill Connect external tool integrated for the campus