Online Teaching-Focused Faculty Development

Online Teaching-Focused Faculty Development

Supporting Excellence in Learning and Innovative Pedagogy

Learning rarely occurs in isolation; therefore, you are invited to join with your colleagues in one or more Formative Learning Communities in teaching online-focused faculty development.  The relationship between education and formation is rooted in our Jesuit pedagogical paradigm.  Ignatian Pedagogical Paradigm consists of: Context, Experience, Reflection, Action, and Evaluation.  For inquiries about faculty development programming, contact Deb Ford at,Teaching and Learning Center at 402.280.2551.

Online Teaching-Focused Faculty Development

TLC Keep Teaching Online Workshop: Basic Asynchronous (August and beyond): This self-paced workshop is contains the content, videos, resources were in the July-August workshops. However, this course is not monitored by TLC, and there is no deliverable, no certificate, and no stipend upon completion of the workshop.  The format is similar to auditing a course. Click here to Register.  (Within 48 hours you will receive notification to join the BLueLine Course: TLC Keept Teaching Online Workshop (August and Beyond).

Webnar series (recorded): 

BlueLine 101: Watch WebinarThis session introduces the basic features and settings in BlueLine (Canvas). It provides a foundation to start building an online course. The webinar includes a presentation, a live demonstration, and tips for being successful when teaching online.

BlueCast Basics: Watch Webinar - This webinar guides participants through the basics of using the Panopto recording software. It provides an overview of the features and settings in BlueCast for distributing lectures and other instructional videos. This session includes a presentation, a live demonstration, and resources for being successful when using BlueCast/Panopto.

Accessibility/Accommodations: Watch Webinar - This webinar provides an opportunity to familiarization with ADA accessibility standards and resources available to assess online and hybrid courses for ADA design best practices. Presentation PPT slides and ADA Accessible Design handout are available online.

Creating Authentic Online Discussions: Watch Webinar - Developing robust engagements in online discussion boards is essential to creating a community in online courses.  This presentation will include best practices of discussion board design to improve student engagement and community, how faculty engagement can move a discussion forward, and cover the settings within BlueLine (Canvas) regarding discussion boards.

Tutorial Videos: Now available:

  • Gradebook Key Features in BlueLine

  • Rich Content Editor in BlueLine

  • Quizzes: How to Create a Questions and Questions Bank.  For additional tutorials and quiz information, see Quizzes and Surveys section, BlueLine (Canvas) page in the Faculty Guides.  

  • How to Use in BlueLine  
    Hypothesis is an annotation tool that is available in BlueLine through December 2020. It allows both students and faculty members to make annotations on PDF documents or web pages. If using a PDF document, it must have gone through the OCR (Optical Character Recognition) process. This means that if the PDF is a series of photos, it will not work with Hypothesis. However, if the image is good, then it may be possible to convert to text. This is done through tools such as Adobe Acrobat Pro. The library or Instructional Designers with TLC (The Learning Center) can advise you on this. An easy way to tell if a PDF is text based is to try to select text. If that is possible, then Hypothesis should work. Remember that a Word document may be converted to a PDF and that will also work with Hypothesis. 

    If you would like to use a PDF from the course, be sure that you have added that PDF to the Files area of the course. If you would like to know how to do this take a look at these instructions from Canvas 

  • Setting Up and Using Annotation Tool in an Assignment
    The Hypothesis annotation tool may be used within an assignment. Select a document or web page that you would like to have students annotate and set up the assignment as shown in the video. Be sure that you provide enough instructions for students with assignment expectations. The video demonstrates how to do this for a PDF that you have already added to the course Files area. You may also do this for a web page. The only difference is in what you select for the document source. A common choice is for a PDF that is available in the course. If using that selection, the PDF should already be added to the Files in the course.


Tutorials coming this summer: TurnItIn and Respondus 

Collection of Teaching Online Resources: 
Disclaimer: Keep in mind while reviewing the collection of resources (articles and videos), that many of the resources may recommend a special offer for free use, but often will require payment past a certain time. At this time, these tools are not supported by the University. Creighton University already has tools through BlueLine or BlueCast that can be used in a similar way. Contact the eLearning team.


Watch Effective Online Instruction Webinars (recorded) from the Association of College and University Educators (ACUE).  Some topics include:   

  •   Welcoming Students to your Online Environment
  •  Managing your Online Presence
  •  Organizing your Online Courses
  •  Planning and Facilitating Quality Discussions
  •   Recording Effective Microlectures, and Engaging Students in Readings and Microlectures

Read journal articles from higher education organizations and institutions, to include: The Chronicle in Higher Education, Inside Higher Ed, and many others. 

How to Reconnect with Students and Strengthen Your Remote Course
Beth McMurtrie April 9, 2020 The Chronicle of Higher Education
An article with advice from instructors on student engagement and creative ideas. 

Teaching Online Will Make You a Better Teacher in Any Setting
Kevin Gannon September 2, 2019, The Chronicle of Higher Education
The author explains how three aspects of online teaching have made him a better instructor, no matter the setting. 

4 Lessons from Moving a Face-to-Face Course Online
Kevin Gannon March 24, 2019, The Chronicle of Higher Education
The author shares positive aspects of moving a face-to-face course online and how he overcame some of the challenges.

How to Be a Better Online Teacher ADVICE GUIDE
Flower Darby, The Chronicle of Higher Education
The author provides advice on how to make your online pedagogy as effective and satisfying as the in-person version, including: 10 essential principles and practices of better online teaching; Common misconceptions; and How to find help. She shares a link to a sample Canvas course and provides links to good websites for teaching online. Flower Darby is also a co-author with James M. Lang of Small Teaching Online. 

How to Recover the Joy of Teaching After an Online Pivot
Flower Darby March 24, 2020, The Chronicle of Higher Education
Another good article from Flower Darby, with good ideas to help you and your students do well in the online environment.  

10 Top Tips to Transform You into an Effective Online Facilitator
Christopher Pappas, April 3, 2014, eLearning Industry
The author shares that online instructors must transform themselves into effective online facilitators, who can engage their learners and enhance the eLearning experience. His 10 Top Tips are quick bites of information that help in the online environment. 

Building Community in Asynchronous Online Courses
Seth Anderson, February 20, 2020, Duke Learning Innovation
The author gives some quick advice to help use asynchronous ideas for engagement that faculty and students will appreciate.  

How to Help Struggling Students Succeed Online
Beth McMurtrie March 20, 2020, The Chronicle of Higher Education
The author brings advice from online teaching experts for on designing support for students and guides to help with students needing accommodations. While geared to spring pivot, suggestions for working with students continue to apply.

5 Low-Tech, Time-Saving Ways to Teach Online During Covid-19
Flower Darby April 14, 2020, The Chronicle of Higher Education
The author shares ideas to use with BlueLine (the LMS) for more asynchronous, lower bandwidth teaching.  

3 Ways to Stay Connected When Going Remote
John Scott, April 21, 2020, eCampus News
The author shares strategies and resources that will contribute to a more inclusive learning experience in online learning.

Keep Calm and Learn Online: 10 Tips for a Great Online Class
J.A. Miller PH.D., April 9th, 2020, eCampus News
The author gives some good tips to share with your students to help them succeed in their online course. 

Remotely Hands-On: Teaching Lab Sciences and the Fine Arts During COVID-19
Colleen Flaherty April 14, 2020, Inside Higher Ed
The author shares experiences of faculty, a link to Labster, and a YouTube video ?5 Tips for Teaching Studio Art Online? from Clara Lieu, adjunct instructor of art at Rhode Island School of Design and teaches online at Art Prof. [Keep in mind, while Lieu offers tools for her tips, you can connect with the instructional designers at for assistance with setting up your course.] 

Alternative Assessments in Canvas
Denise Dejonghe, Sep 10, 2018, Canvas blog
In traditional assessments, such as quizzes and tests, students select responses from the options provided and usually receive automated scores. In alternative assessments, students demonstrate proficiency through hands-on application of course concepts, and grading criteria is provided. Page lists alternatives and Canvas technology to use. Does use some technology we do not use. 

Online Learning Can Still Be Social: 10 Keys to Building a Supportive Digital Community of Learners
Yvette Mucharraz y Cano and Francesco Venuti, March 24, 2020. Harvard Business Review
The authors share suggestions for building and strengthening digital learning communities based on their years of online teaching experience.