Please complete the Consultation Request Form below to be contacted for a virtual consultation via Zoom. Representatives from the Office of Digital Pedagogy and Scholarship and the Filippelli Institute will assist you in getting your course online. We will try to respond to you as quickly as possible during regular working hours (M-F, 9am – 5pm).
We recommend using Canvas as your online teaching platform. If you choose not to work with Canvas, we recommend that you use another online platform supported by Penn State to manage teaching, grading, and grade-keeping duties.
Note that slides with audio can be uploaded to CANVAS. While this doesn’t necessarily support synchronous classes directly, if you have the slides up, students can work through them while you hold a synchronous discussion board chat, also in CANVAS.
Zoom is the tool Penn State uses to deliver lectures synchronously. It allows you to share your screen, talk to the class, and even have breakout small group discussions.
For more information about navigating Zoom, contact Penn State IT Learning and Development to set up or attend a training session. You can also read their informal Q&A’s.
Kaltura is a web-based multimedia tool that is integrated into Canvas and Zoom. It allows you interactive quizzes into your Zoom or Canvas lessons. For more information, visit here.
If you have a recent version of PowerPoint, you can record narration through the Slide Show menu and then save as a video. Good for lectures, however, is not a synchronous form of delivery, such as Zoom, which is preferred.
Students can upload audio as well (for example if you are evaluating speeches), using VoiceThread or Kaltura Capture. Both integrated with Canvas.
To enable Kaltura Capture:
Support around accessibility and the transition to remote teaching is available. Please submit the Accessibility Consultation Form for assistance with accessible digital course materials, lecture technology, Canvas, captioning, or any other accessibility questions. Students with computer/Wi-Fi/accessibility needs should contact the IT Service Desk (ITservicedesk@psu.edu).
The original FAQ section on remoteteaching.psu.edu incorrectly stated that we are required to obtain student consent to record a live class. Here is the updated question and response:
For information about copyright law and considerations for using copyrighted materials in remote teaching, visit the remote teaching page on the University Libraries Copyright Information website. In general, use of any materials in your remote course should be in compliance as long as you follow two general guidelines:
Copyright officers are available to answer questions and provide further guidance during virtual office hours and by email. Please visit the remote teaching page for more contact information.
Graduate minors and postbaccalaureate/graduate certificates are additional tools to enhance the skills and knowledge of students already enrolled in an approved field of study. Their intention is to supplement the training and coursework already available in these approved fields of study. Both graduate minors and graduate certificates typically require between 6-15 credits for successful completion.Graduate minors are available at both the doctoral and master’s level.
ll graduate course proposals at the 500, 600, and 800 level must be initiated online through the University’s Curriculum Review and Consultation System (CRCS) (https://curriculum.psu.edu). All consultation must be obtained via CRCS. Hardcopy submissions of graduate course proposals are not required at any point during the review process.
Dual-title graduate programs are fully integrated programs of study that allow students to define a research program that combines both the graduate major and dual-title fields. Dual-title graduate programs require a minimum of 15 credits for a dual-title doctoral program and 6 credits for a dual-title master’s program. The dual-title area of study cannot exist as a separate (stand-alone) graduate degree program at Penn State. For example, if there is a previously existing Department or Program (ex. Political Science), a dual-title degree in “Political Science” cannot be created. Students may complete only one dual-title program in addition to a graduate major program of study within a single degree program. Students must apply and may be admitted to an existing dual-title graduate degree program only after being enrolled in an existing program.Refer to the Graduate Council policy concerning dual-titles: GCAC-208 Dual-Title Graduate Degree Programs.
Integrated Undergraduate/Graduate Programs (IUGs) provide students the opportunity to pursue simultaneous undergraduate and graduate degrees in programs that have a master’s degree curriculum. An IUG program will typically allow a student to complete two degrees (Bachelor’s and Master’s) in less time than if they completed a B.A./B.S. and then a Master’s degree [typically 5 years rather than 6 for 2-year Master’s programs]. This is possible in part because 12 credits may be counted toward both the undergraduate and master’s degrees; of these, a minimum of 50% of the courses proposed to count for both degrees must be at the graduate (500 or 800) level. Students in IUG programs should consult with an adviser and a Student Aid staff member prior to semester course registration each semester as registering for these programs affects their eligibility for financial aid.
Establishing an IUG degree program involves 1) a program change proposal for the graduate degree program submitted to the Associate Dean of the College and subsequently to the Graduate School (see below), and 2) submission to the Faculty Senate / ACUE (a P-1 proposal, see http://undergrad.psu.edu/aappm/P-1-new-undergraduate-degrees-majors-options-iugs-minors.html). Submission of new IUG programs starts at the graduate level, with the undergrad side coming second. For the undergraduate review, a prospectus submission starts the process, with the full proposal to follow. The Graduate School recommends submitting the graduate program proposalby October for the program to be effective forthe following Fall semester.
Penn State has several educational equity initiatives on the cutting edge of campus educational equity measures regarding gender and sexually diverse individuals, such as our gender-inclusive housing; our free Clothing Transit Center through 3rd Way Collective; the expansion of the Sexual and Gender Diversity Center; our ongoing development of gender-inclusive bathrooms; and informed consent regarding hormone therapy in our University Health Services. Most of these initiatives focus on undergraduate students (and to a lesser extent, graduate students), and – important to note – are limited in their availability, existing primarily at the University Park campus despite growing resources at our Commonwealth Campuses and World Campus. However, there are key aspects of student, faculty, and staff experiences at Penn State that could be adjusted to foster more inclusive classroom experiences, and more ethical, updated research experiences. This document illustrates why expanding diversity and inclusivity measures and taking a broad, multi-pronged approach will have positive repercussions for teaching and student success (Staples et al., 2018); research design and implementation (GenIUSS, 2014); and other Penn State initiatives (Garvey et al., 2017).
Penn State has several educational equity initiatives on the cutting edge of campus educational equity measures regarding gender and sexually diverse individuals, such as our gender-inclusive housing; our free Clothing Transit Center through 3rd Way Collective; the expansion of the Sexual and Gender Diversity Center; our ongoing development of gender-inclusive bathrooms; and informed consent regarding hormone therapy (as with other medical procedures) in our University Health Services. Most of these initiatives focus on undergraduate students (and to a lesser extent, graduate students), and – important to note – are limited in their availability, existing primarily at the University Park campus despite growing resources at our Commonwealth Campuses and World Campus. However, there are key aspects of student, faculty, and staff experiences at Penn State that could be adjusted to foster more inclusive classroom experiences, and more ethical, updated research experiences. This document illustrates why expanding diversity and inclusivity measures and taking a broad, multi-pronged approach will have positive repercussions for teaching and student success (Staples et al., 2018); research design and implementation (GenIUSS, 2014); and other Penn State initiatives (Garvey et al., 2017).
Using certain applications and software will make your remote work journey with Penn State simple.
We support products from Apple and Dell in a desktop or laptop configuration. Our recommended configuration will be based on your specific technical needs. We will discuss your needs and preferences when we talk with you during onboarding.
Penn State uses Microsoft Office 365, which empowers you to create, collaborate, and innovate through a host of applications. These tools, such as their email, calendar, and file-share, can be accessed from anywhere in the world, at any time, on any device. Through Office 365, you can seamlessly schedule meetings, share documents, and initiate collaborations in one secure and consistent platform. With over fifteen applications, including the Microsoft Office Suite, you have more ways to unleash your productivity than ever before. The Office 365 Training and Assistance page will give you a good understanding of all that the suite offers.
Penn State is partnered with Google to bring G Suite for Education, a cloud-based collection of applications, to the University. This will help enhance teaching, foster learning, and facilitate research. Penn State G Suite accounts include eight core applications: Google Drive, Docs, Sheets, Slides, Forms, Meet and Chat, Sites, and Jamboard. The G Suite Training and Applications page will give you a good overview of all that the G Suite offers.
General questions with Associate Dean, Richard Page. This video references our “General Q and A Meeting Notes” document.
Tips for managing large classes and preventing Zoom-bombing. Lindsey Kiraly and Amanda Jones, both from IT Learning and Development, joined the conversation to talk about Tech TA’s and Tech Tutors. This video references our “Faculty and Student Challenges” document.
Resources and best practices around providing student support. Kate Staley from CAPS joined the session to share how CAPS is still supporting students remotely.
Tips and best practices for engaging students through remote teaching tools.
Strategies for assessment in remote classrooms. This video references our “Academic Integrity Reminders” document.
Tips and best practices for remote teaching with Zoom and Canvas.