Center for Teaching and Learning Blog

Category: CTL

A Brief Look at the Accessible Tech Challenge

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The Accessible Tech Logo

As we return to Michigan Tech for the Spring semester, the Center for Teaching and Learning would like to invite you to our newest program: The Accessible Tech Challenge.

The CTL has been focusing recently on ways to increase accessibility in online courses to ensure that every Husky has the best opportunity possible as they take on new courses. In addition, upcoming changes to the ADA Title II web accessibility rule are making accessibility in online instruction more important than ever before. To help you navigate the challenges of online accessibility and create a community of practice around overcoming these challenges, the CTL has created the Accessible Tech Challenge.

The challenge, simply put, is to get the Ally score of one of your classes above 85% before April 13th, 2026. It can be any course shell, if it is active in the Spring 2026 semester. And what is a challenge without a reward? If you meet that 85% threshold for your course, then you win a Yeti travel mug, branded with the official Accessible Tech Challenge logo. Plus bragging rights, and the satisfaction of knowing that your course is better prepared for all of our students.

From January 15th, through April 1st, we will be hosting a series of events to support you in this challenge. Every 2 weeks we will cover a topic to help you, using our “5+2” roadmap to accessibility. This gives you 2 weeks to address each of these issues at your own pace, and on your own schedule, improving your accessibility without an overwhelming sprint. Please note that attendance to these sessions is not mandatory for participation or winning. All you have to do is sign up and put in the work. These sessions are here to let you share tips with other faculty members, get support from your accessibility experts in the CTL, and to provide a scheduled time to focus on the objectives.

The event schedule is as follows:

  • January 15: Kickoff Lunch and Learn (how to tidy up course shells to improve Ally score, how to view your Ally Accessibility Report, and an introduction to the Challenge).
  • January 28: Headings Working Session
  • February 10: Image Descriptions Working Session
  • February 25: Tables Working Session
  • March 17: Lists and Links Working Session
  • April 1: Color Working Session
  • April 17: CTL Open House (prize handout and come meet with CTL members about your course while you grab a snack!)

You can use our sign-up form to apply for the challenge, and register for the Lunch and Learn via LibCal. We look forward to seeing you there! If you have any questions about the challenge, please reach out to the CTL.

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CTL Accessible Tech Challenge: Working Sessions

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Join us for an Accessible Tech Challenge Working Session, a practical, hands-on opportunity to strengthen the accessibility of your digital course materials. Each session focuses on one key skill area, explains why it matters for students, and gives you dedicated time to work on your own content and get real-time guidance from campus digital accessibility experts.

For All Sessions:

Where: Library Room 243

Time: 2:00 p.m. to 3:00 p.m. (CTL staff will be available from 3:00 p.m. to 4:00 p.m. to continue working with individual attendees)

Accommodation requests can be made on the registration screen, by emailing ctl@mtu.edu, or by calling (906) 487-3000.

Topic for January 28th:  Headings

Clear, consistent headings help students understand the structure of your content and make navigation more efficient for assistive technology users. In this session, you’ll learn how to apply proper heading levels in Canvas and document editors to create materials that are easier to navigate and more usable for all learners.  
Register today to reserve your spot https://mtu.libcal.com/event/15778874 and bring your laptop to work on content you’d like to improve.

Topic for February 10th:  Image Descriptions

Alternative text provides essential access for students who need help interpreting the meaning of course images due to a disability or technical limitation.  This session guides you through writing effective descriptions for photos, charts, diagrams, and other course visuals, with examples and tips for different image types.  
Register today to reserve your spot https://mtu.libcal.com/event/15778925 and bring your laptop to work on content you’d like to improve.

Topic for February 25th:  Tables

Well-structured tables help students grasp relationships in your content and ensure that assistive technology can interpret the information accurately. In this session you’ll learn how to create accessible tables by adding captions, headers, and scope attributes that support learning for all your students.  
Register today to reserve your spot https://mtu.libcal.com/event/15778946 and bring your laptop to work on content you’d like to improve.

Topic for March 17th:  Color

Color choice directly affects readability, contrast, and the ability of all students—including those with low vision or color vision deficiency—to interpret course materials. This session will cover how to choose accessible colors, avoid color-only meaning cues, and use free software tools to ensure accessibility and usability. Register today to reserve your spot https://mtu.libcal.com/event/15837615 and bring your laptop to work on content you’d like to improve.

Topic for April 1st:  Lists and Links

Properly structured lists and descriptive hyperlinks make your content easier to navigate and understand, especially for students using assistive technology. In this session, you’ll explore how to create semantic lists and write descriptive link text that effectively communicates destination and intent. 

Register today to reserve your spot https://mtu.libcal.com/event/15778956 and bring your laptop to work on content you’d like to improve.

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CTL Accessible Tech Challenge Kick-Off Lunch & Learn

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When: January 15, 12:00-1:00

Where: MUB

Join the CTL’s accessibility team as we launch the Spring 2026 Accessible Tech Challenge—a supportive and friendly competition designed to help instructors improve the accessibility and usability of their course materials.

This kick-off luncheon will introduce the challenge structure, outline the accessibility target for participants, and share strategies to help you make steady progress throughout the semester. We’ll also demonstrate how to use Canvas tools to locate outdated or unused content and review the Ally accessibility report to help you identify, prioritize, and address accessibility issues efficiently.

To support continued momentum, we’ll be hosting bi-weekly working sessions throughout the semester, each focused on a specific accessibility topic such as headings, image descriptions, tables, color contrast, and links and lists. These sessions will offer hands-on help so you can work directly on your own course materials with guidance from the CTL team.

All instructors who reach the challenge’s accessibility target will receive a nice prize as a thank-you for helping ensure students can access course materials in ways that work for them.

Whether you’re just getting started or refining existing content, the Accessible Tech Challenge provides community, accountability, and practical tools to help you make meaningful progress.

Register at: https://mtu.libcal.com/event/15572338Accommodation requests can be made on the registration screen, by emailing ctl@mtu.edu, or by calling (906) 487-3000.

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Pearson homework platform notice – Scheduled Maintenance Work

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IMPORTANT NOTICE TO INSTRUCTORS FROM PEARSON:

October 18, 2025 maintenance information

On Saturday, October 18, 2025 from 1:00am to 9:00am ET the following products will be unavailable:

· Mastering / Modified Mastering courses: You and your students will be unable to access Mastering courses for the entire maintenance window. This includes those courses integrated with an LMS.

· Students will not be able to register for or enroll in any of these courses.

· Instructors will be unable to create new or copy existing courses.

· A maintenance notification will appear at login or when users try to access these courses.

· Revel: You and your students will be unable to access your Revel courses for the entire maintenance window. This impacts all courses, including those integrated with learning management systems like Blackboard, Canvas, Brightspace by D2L, and Moodle.

· Students will not be able to register for or enroll in any Revel courses.

· Instructors will be unable to create new or copy existing Revel courses.

· A maintenance notification will appear at login or when users try to access these courses.

· Content downloaded to the mobile app before maintenance starts will be available.

· Learning Catalytics: You and your students will be unable to access this tool during the maintenance window.

The following products will remain as available, however customers may experience disruptions during the maintenance window due to infrastructure maintenance:

· XL MyLab, MathXL for School, and Mastering Platform Update courses: You and your students will be able to access XL MyLab, MathXL for School, and Mastering Platform Update courses for the entire maintenance window.

o IMPORTANT NOTE: Mastering Platform Update instructors may experience assignment copy and course copy issues during the maintenance window.

· Pearson+: Customers will be able to access Pearson+ for the entire maintenance window. A maintenance notification will appear at login.

· StatCrunch: You and your students will be able to access this tool during the maintenance window.

· IMPORTANT NOTE: While these products will remain available, customers may still experience disruptions during the maintenance window due to infrastructure maintenance. Please avoid any critical assessment activity during this Maintenance.

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How may I best help you?

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The beginning of the semester can bring a lot of stress and be overwhelming! To better help you and be available for teaching technology and application consults, starting Fall ’25 term I am rolling out a Consult Calendar to schedule a time to consult with me which can either be in-person (in a classroom or our CTL office suite) or through Zoom.

An additional way to contact me is to email elearning@mtu.edu with as much information as possible about your issue and I’ll get back to you as soon as I can!

As well, a new Introduction to Tech Teaching Tools – The Basics Canvas course has been created! This Canvas course covers the basics of Canvas and is self-enrolled; the course will eventually contain content for teaching applications supported by the CTL.

Thank you and have a great Fall ’25 semester!

– Sully

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Building An Interactive Online Course Using DesignPLUS

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Looking to make your online course more interactive and engaging? Join us for a hands-on workshop to learn how to use DesignPLUS to build an interactive online course. We’ll show you practical strategies and guide you through follow-along activities so you can start using these tools right away! Just be sure to bring your laptop.

When: Wednesday, September 3, 2025

Time: 10:00 a.m. – 11:00 a.m.

Location:  Van Pelt/Opie Library Room 243
Registration is required.

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2025 CTL Instructional Awards Announced

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The Jackson Center for Teaching and Learning (CTL) congratulates the following 2025 Deans’ Teaching Showcase members who have been selected to receive 2025 CTL Instructional Awards.  

  • Innovative or Out of Class Teaching: Paul Goetsch (Biological Sciences)
  • Large Class Teaching: Shane Oberloier (Electrical and Computer Engineering)
  • Curriculum Development and Assessment: Laura Kasson Fiss (Pavlis Honors College, Humanities)

This year’s recipients will share brief presentations on the work that earned them their teaching awards at a CTL Lunch and Learn event on Tuesday, September 9, at 12:00 PM in the MUB Ballroom. Each will receive formal recognition and a cash award. 

Please register in advance to attend the luncheon.

The CTL would also like to thank previous instructional award recipients who were instrumental in the selection process.

We’re looking for nominations for the 2026 Deans’ Teaching Showcase during spring semester. Please consider suggesting (to your dean or chair) instructors who have made exceptional contributions in curriculum development, assessment, innovative or out-of-class teaching, or large class teaching.

Contact the CTL (ctl@mtu.edu) for more information or to request accommodations for meal attendance.

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Coffee Chats with the CTL – Connect, Share, Inspire

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Take a break and join the William G. Jackson Center for Teaching and Learning (CTL) Thursday Sept. 4th from 3:30–4:30 p.m. in Library 243 for our biweekly Coffee Chats!

Enjoy a complimentary beverage from Velodrome as you connect with colleagues from across campus in a relaxed, informal setting. These sessions offer an open space to:

  • Share teaching ideas
  • Learn from one another
  • Collaborate and build community

No agenda. No presentations. Just rich conversation and meaningful connections.

              September 4th Topic: Tips and Tricks for a Great Semester!

We’ll kick off the series by sharing strategies, tools and insights to help set the tone for a successful and engaging semester!

Come as you are—whether you’re looking for inspiration, support, or simply a warm drink and good company. We’d love to see you there!

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Formative Assessment: What Is It? Why Is It Useful?

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Final exam week is coming soon. How confident are you that your students understand what you’ve been teaching? Do your students know what they understand and what they need to work on as they prepare for finals? If you are looking for a way to find out how well your students understand key concepts or can perform key skills before the students turn in a major project or take a big exam, formative assessment can help.

What Is Formative Assessment?

Formative assessment is a type of assessment that provides teachers and students with information about how well students understand concepts or can perform skills before students turn in a major project or take a big exam. “The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning” (Eberly Center, n.d.). These assessments are activities where students demonstrate skills or understanding and receive feedback on how well they perform skills or understand.

What Do Formative Assessments Look Like?

A formative assessment can be any type of activity that gives you and your students information about how well a student understands course concepts or can perform important skills. These activities should include opportunities for students to receive feedback on their performance.

“Examples of formative assessments include asking students to:

  • Draw [and share] a concept map in class to represent their understanding of a topic” (Eberly Center, n.d.). Then you create a concept map together as a class so students can compare their understanding to yours. You can also review the student concept maps to identify misconceptions and make plans to address them.
  • “Submit one or two sentences identifying the main point of a lecture” (Eberly Center, n.d.). Then you can share the main point you intended to communicate during the lecture, so students can compare what they took from the lecture with what you wanted to communicate. You can also review the student submissions to determine if your intended points are coming across to students.
  • “Turn in a research proposal for early feedback” (Eberly Center, n.d.). This feedback can be written or oral and can be provided in-person or through recorded audio or video. To explore different ways of providing feedback to students, learn more about the feedback options in Canvas, our institution’s learning management system (LMS).

These are not the only activities that can be used as formative assessments. What is key is that the activities give students a chance to show their understanding of course concepts or their level of proficiency when performing skills and that students receive feedback related to their achievement of course learning outcomes. Formative assessments give you the opportunity to determine if you need to review information or procedures, provide additional resources, or move on to a new topic or skill. Formative assessments give students the opportunity to determine if they are correctly understanding course materials and developing the desired skills.

How Can I Use Formative Assessment in My Courses?

To effectively use formative assessments in your courses:

  • First, identify the key concepts and skills you want students to understand or be able to perform. As you do this, you may want to consider the concepts or skills that have been challenging for students to learn in the past.
  • Then identify or develop activities that ask students to explain a concept, perform a skill, or in some other way demonstrate understanding of what you want them to learn. Consider reviewing the techniques suggested in The K. Patricia Cross Academy’s Techniques Video Library for ideas.
  • Determine how students will share their work with you so that you can “recognize where students are struggling and address” misconceptions (Eberly Center, n.d.).
  • Determine how feedback on their work will be provided to students.
  • Then try out the activities in your course.
  • Listen to student feedback about their experiences with the activities, and reflect on how well each activity helped you identify misconceptions or problematic performance.
  • Finally, make changes to the activities, and continue to use them to inform your teaching and students’ understanding of what they are learning well and what they should focus on as they continue to learn.

There is no need to change your entire course overnight. Instead, start small by adding one opportunity for formative assessment to your course. Evaluate how well it worked. Make changes. Then consider adding more.

More Information

To learn more about formative assessment, take a look at the following resources:

If you have questions about formative assessment or specific formative assessment techniques, contact a member of the Jackson Center for Teaching and Learning team.

References

Eberly Center. (n.d.). What is the difference between formative and summative assessment? Carnegie Mellon University. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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Respondus Monitor – Show Your Work

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The Show Your Work feature in Respondus Monitor makes it easy for students to upload photos of their handwritten work at the end of an online exam. There are no folders to create, no PDFs to generate, no filename conventions to follow – in short, no hassles.

Show Your Work will prompt students to take a photo of their calculations, worksheets, diagrams, drawings, doodles – whatever you require – at the end of the exam.

Here’s how it works:

Show Your Work is enabled by the instructor from the Respondus Monitor settings (under Advanced Settings). The default instructions for students can be edited too.

Students take photos of their written work (up to 20) immediately after the exam is completed.

These photos appear in the top row of the proctoring results for the student. Click an image to view a large, high-resolution image of it.

Learn More:

To learn more about Respondus Monitor’s Show Your Work feature in this video.

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