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Home » The Vermont State Educator – September 2026

The Vermont State Educator – September 2026

September 2026 | Volume 4 | Issue 2 | Previous Issues

Connect Students with Campus Support

The relationships that faculty build with students are instrumental for students throughout their journey from success in an individual class to launching into the world after graduation.

Additionally, faculty members are sometimes faced with student issues requiring intervention that extends beyond the academic and empathic encouragement provided within the classroom. Vermont State University has many resources available to support you and the purpose of this page is to provide you with practical recommendations as well as the contact information for staff members who are in the best position to help.

Recommendations

  1. Discuss available services early in the semester!
  2. Make sure you and they have the contact information for the Public Safety Office on your campus. Emergencies within and outside the classroom can happen and it is best to be prepared for the unexpected.
  3. Highlight the contact information for all of the support departments to students. The Student Success team has created a website, linked in the left menu of all Canvas courses which includes details about how to access campus support services and departments.
  4. Build connections and rapport with staff members in the student services departments. Everyone at the university wants to see our students persist, and proactive interdepartmental communication can be beneficial in building a solid student support system and holistic viewpoint of their college experience.
  5. In addition to entering attendance, use the SSE Connect (formerly Aviso) software to submit alerts pertaining to student concerns, such as poor academic progress.

Attend the Fall 2026 Staying in the Loop Workshops

Learn more about these and more student success services and resources through the Staying in the Loop workshop series this fall.

While you are welcome to attend all 9 sessions, we also invite faculty to come to some of the sessions based on interest in the topic or schedule availability. These are all 45-minute, Monday lunchtime sessions (from 12:15pm-1pm EST).

  • September 14: VTSU Health & Wellness Department
  • September 21: Academic Support & TRIO Student Support Services
  • September 28: VSCS Libraries
  • October 12: Student Success Advising
  • October 19: TRIO – McNair Scholars Program
  • October 26: Disability Services
  • November 2: Office of Culture and Institutional Excellence
  • November 9: ROAD to Success
  • November 16: Multilingual Student Services

Sign up now for all sessions that interest you!

Vermont State University professor, Ben Mirkin.

Ben Mirkin

Outdoor Education, Leadership, and Tourism Program

Please tell us a little bit about your background and what brought you to VTSU.

My background is varied, but it has two central threads: time in the outdoors and teaching students with varied backgrounds. Before coming to Lyndon State College in 2013, I was just across the river at The White Mountain School in Bethlehem, NH. I began there working with students with learning disabilities and coaching climbing, and over time shifted into the role of Director of Summer Programs, which gave me the flexibility to pursue my Ph.D. at UNH. I’ve always loved this area — being next to Burke and Kingdom Trails, yet still less than 45 minutes from Franconia Notch, is about as ideal as it gets for me. I also genuinely appreciate the students we get here. Many have struggled academically in the past, but when we connect with them and help light that passion, they can excel.

What are your favorite things about your field or discipline?

Experiences. I love the time in the field with students, where the theories we’ve discussed in the classroom come to life and leave a lasting impact. The ability to manage risk only develops through real situations where risk is present and needs to be managed — you can’t teach that from a textbook alone.

What important lessons have you learned from VTSU students that have shaped you as a teacher?

So many. Our students are often bright, observant, and athletic, but I’ve learned I need to engage them from day one — and assume they’re starting from a lower baseline of knowledge, without ever talking down to them. From there, the job is building continuity from where they are to where they want to go. Clear goals, and showing them they’re capable of reaching those goals, seems to be critical to everything else.

What do you do to build rapport and community within your classrooms during the first few weeks of the semester?

It might sound simple, but I lean on a lot of name games and get-to-know-you activities, along with a small group exercise related to class content for every class I can, especially early on. Everyone knowing each other’s names is foundational to a good classroom environment and giving students a chance to move around during class rather than demanding they sit still (not my forte either!) for over an hour, is key to keeping them engaged.

What is something you enjoy doing outside of work that helps you maintain a healthier work-life balance?

Spending time with my family keeps me grounded. I also love time in the vegetable garden, riding my bike on Kingdom Trails, and running through our local hills — though “balance” might be a strong word once powder season hits, when a good storm cycle has been known to rearrange my entire schedule.

Faculty Learning Communities

A Faculty Learning Community (FLC) is an interdisciplinary group of faculty members who collaborate with their peers to explore a topic of interest related to teaching and learning. It is structured as a year–long program in which the group learns together, shares ideas, provides encouragement and support, and affects positive change.

This year, we are offering FLCs on two topics:

  1. Generative Artificial Intelligence
  2. Student Motivation

Visit the FLC topic page you’re interested in to learn more and sign up by Friday, September 11! Space is limited.

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Teaching Effectiveness Certificate

The Teaching Effectiveness Certificate Program is a voluntary professional development opportunity that provides recognition to instructors invested in growing their teaching practice. The certificate program provides a structure to engage in developing teaching effectiveness through implementation, self-reflection, and growth, grounded in the evidence-based teaching practices of the Teaching Effectiveness Framework (TEF).

Each year, the CTLI will offer a “depth” approach for a single domain. For 2026-27, the Teaching Effectiveness Certificate will be offered in the Student Motivation domain. Instructors will have opportunities to earn Domain Experience Units (DEUs) by:

  1. Participating in a professional development experience.
  2. Implementing a teaching change based on what they learned.
  3. Evaluating and reflecting on the impact of that change.
  4. Submitting a summary of the learning, efforts, and impact on student learning for approval; submissions will be evaluated against the Rubric for Post Implementation Reflection (see Step 4 below).

Any instructor who earns ten DEUs in the 2026-27 academic year will receive the Student Motivation Teaching Effectiveness Certificate.

Learn more on the Teaching Effectiveness Certificate webpage.

Teaching Squares

About Teaching Squares

A teaching square is a group of four instructors who agree to observe each other during a semester, using an agreed upon set of observation norms. It is designed to be a non-evaluative, supportive, and growth-based process. Participants set at least one personal teaching goal and then observe others before reflecting on their own practice.

Benefits of Joining a Teaching Square

In addition to reflecting on their own teaching practices, participants benefit from making connections with colleagues, sharing ideas, reigniting their passion for teaching, and having time set aside to discuss best instructional practices with supportive peers.

Teaching Square participants have the opportunity to earn Domain Experience Units (DEUs), which contribute toward earning a Teaching Effectiveness Certificate in the domain selected for that academic year.

How to Learn More and Sign Up

Learn more about the group process and how to sign up on the Teaching Squares Program webpage.

Mid-Semester Group Instructional Feedback Technique (GIFT)

Introduction to the Program

The Mid-Semester Group Instructional Feedback Technique, or GIFT, is an evidence-based practice that provides instructors with actionable feedback to improve the quality of a course. A GIFT is intentionally conducted mid-semester to allow time for adjustments that will improve student learning.

To conduct a GIFT, a member of the CTLI staff visits a class, interviews students, and reports back to the instructor. Sometimes referred to as a Small Group Instructional Diagnosis, this process provides timely formative feedback to the instructor and engages students in reflection on their own learning.

A GIFT is best utilized by new faculty as well as faculty exploring a specific innovation or innovative approach to their teaching. The GIFT is confidential and unrelated to formal evaluation of faculty (and it is not a substitute for peer or Dean observations).

Learn More and Express Your Interest in Participating

We are now collecting information about who is interested in participating in the fall semester. Class visits will take place in late October. Read more about the program and sign up to participate on the Mid-Semester GIFT Program webpage.

Staying in the Loop Workshop Series logo

Staying in the Loop Series

The CTLI and several campus partners are collaborating to deliver a series of 9 information sessions for faculty in the Fall 2026 semester.

While you are welcome to attend all 9 sessions, we also invite faculty to come to some of the sessions based on interest in the topic or schedule availability. These are all 45-minute, Monday lunchtime sessions (from 12:15pm-1pm EST).

  • September 14: VTSU Health & Wellness Department
  • September 21: Academic Support & TRIO Student Support Services
  • September 28: VSCS Libraries
  • October 12: Student Success Advising
  • October 19: TRIO – McNair Scholars Program
  • October 26: Disability Services
  • November 2: Office of Culture and Institutional Excellence
  • November 9: ROAD to Success
  • November 16: Multilingual Student Services

Sign up now for all sessions that interest you!

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Academic Support and Educational Opportunity Programs

As a Complete College America (CCA) Accelerator institution, we have an opportunity to share professional development programming offered by their organization. Below is an upcoming workshop series that may be of interest to members of the VTSU faculty.

Syllabus to Skill: A Fast-Track Lab for Embedding Micro-Credentials Virtual Workshop

Syllabus to Skill is a two-hour working session where faculty embed an industry-recognized micro-credential directly into an existing course. This is not a lecture or planning meeting — participants arrive with a syllabus and leave with a revised version ready to launch. Led by Dr. Jennifer T. Edwards, Professor and Former University Administrator, the two-hour working session provides a step-by-step framework faculty can reuse across courses and departments.

AUDIENCE

Faculty, Department Chairs, and Curriculum Designers

GOALS

Select a micro-credential that fits the course’s learning outcomes • Identify the specific assignment that serves as the basis for earning the credential • Leave with a repeatable process for embedding micro-credentials in other courses.

DELIVERABLES

Each participant leaves with a complete Foundation Kit:

  • Revised syllabus with a micro-credential embedded
  • Making Courses Career-Ready Worksheet
  • Student-facing talking points and LMS announcement template
  • Academic and Career Maps for Majors
  • Plug-and-Play Micro-Credentials Map
  • Micro-Credentials Menu and free credential options by college

HOW THE TWO HOURS WORK

  • The Why – Career data and credential options that make the case for your discipline
  • The Work – Select a credential, identify the right assignment to anchor it, and revise your syllabus
  • The Map – See how credentials fit into a full degree pathway, plus Q&A

WORKSHOP DATES

Sign up for one of the below sessions.

  • Sept 15, 2026 from 1:00-3:00pm (CDT)
  • Oct 13, 2026 from 1:00-3:00pm (CDT)
  • Nov 10, 2026 from 1:00-3:00PM (CDT)
  • Dec 16, 2026 from 1:00-3:00pm (CDT)
Building Anti-Racist Educators with the words peer engagement, inquiry, discussion, change, and accountability.

Building Anti-Racist Educators: Reading & Inquiry Series

This Reading and Inquiry Series provides a monthly set of tools for learning, introspection and having conversations about issues of racism in our university, classrooms and communities. We hope that through regular reflection and conversation, you can get better at recognizing and resisting your biases and the impact they have on your students and colleagues.

Meetings Dates & Times

The group will meet for 60 minutes once per month when classes are in session, beginning in September. A survey will be sent to all those who express interest to identify a day of week and time that works for the majority.

How to Sign Up

To receive a calendar invitation, Zoom link, and access to the group’s Canvas space, please fill out the Vermont State Colleges Building Anti-Racist Educators Sign-Up Form.

Logo for the Online Learning Consortium.

Online Learning Consortium

All VTSU faculty who are involved with, or who would like to learn more about online or hybrid learning are invited to take advantage of the VTSU Membership with the Online Learning Consortium.

What is the Online Learning Consortium (OLC)? 

OLC is a vibrant community dedicated to advancing quality online, blended, and digital learning in higher education. Founded in 1999 as the Sloan Consortium, OLC has been at the forefront of online education for over two decades. It brings together diverse professionals, including faculty, administrators, and instructional designers, offering extensive resources, original research, and professional development opportunities. OLC also provides quality standards tools to help institutions and faculty enhance their online programs. 

How do VTSU faculty access the VTSU institutional membership?

Go to My Online Learning Consortium and click on “Create an Account.” Please use your @vermontstate.edu or @vsc.edu email address as your username, which will create the affiliation with the institutional membership. OLC has several newsletter groups you can opt-in to when creating your profile. If you choose to only opt-in to one newsletter, choose OLC Today. This newsletter covers noteworthy content as well as updates across OLC. This newsletter is sent every Tuesday.

What are the free benefits and opportunities for faculty?

All OLC webinars are free with institutional membership. These tend to last one-hour. In addition to upcoming webinars, many recent ones are available through the “on demand” option.

The peer-reviewed journal Online Learning is published quarterly and is dedicated to the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments

What additional professional development opportunities exist through OLC?

OLC’s highly regarded Online Teaching Certificate Program is discounted for institutional members. Leading from the conceptual to the implementation of online learning best practices, the Certificate is offered as a sequence of one foundation course, followed by elective courses and creation or revision of an online course under the guidance of a mentor. At the end of this program, participants will be prepared to design and develop a complete online or blended course based on current research and best practices.

OLC offers discounted workshops geared to faculty on a range of topics from artificial intelligence to trauma-informed pedagogy.

OLC sponsors two annual conferences: Innovate (spring) and Accelerate (fall). Innovate focuses on driving innovation in the realm of online, digital, and blended learning while Accelerate shares research and best practice related to these topics.

Upcoming Workshops

Note: All upcoming events can be viewed on the CTLI Events calendar. See below for the next 10 sessions.

As we begin another academic year, it is a good time to review Program Learning Outcomes. Read this short article about well-formed program learning outcomes, and evaluate whether small changes to your program’s outcomes would make them more measurable or better communicate expectations for graduates.

What are the differences between Program Goals and Program Learning Outcomes?

On the surface, it might seem that goals and outcomes are synonymous, but that is not the case. Student learning goals are statements, tied to the program mission, that describe, generally, what learning graduates of a program should accomplish. On the other hand, program learning outcomes (PLOs) are statements that describe how students can demonstrate they have achieved the program-level goals.

While PLOs are the end-goal for graduates, from a design perspective, they are also the source of all curricular planning. They help faculty who teach in the program tie their Course and Module Learning Outcomes to the broader purpose of the program, at which point more granular learning expectations are defined, a process called alignment.

What is included in a program learning outcome?

A simple four-part formula should be used when writing Program Learning Outcomes.

  • Begin with a sentence stem.
  • Choose a relevant action word.
  • Define an object.
  • And then apply a condition.

For example, let’s examine this PLO: “Faculty will be able to articulate well-formed learning outcomes for their programs.”

  • The sentence stem is: “Faculty will be able to.”
  • The action word is “articulate.”
  • The object is “well-formed learning outcomes.”
  • And the condition is “for their programs(s).”

What are the attributes of well written PLOs?

Well-formed program learning outcomes meet three criteria:

Meaningful

The PLOs are relevant and reflect not only the values and mission of the department, but also foundational and current disciplinary content.

While PLOs will likely not change frequently, they should be reviewed at least once every five years and updated as appropriate to ensure they are still relevant and meaningful.

Comprehensive

The PLOs should explicitly describe the breadth and appropriate level of skills, knowledge, and/or dispositions expected of graduates.

The PLOs for a Certificate will demand less of graduates than the PLOs for a graduate degree in the same field.

Measurable

The PLOs should be easily measured through direct evidence of student learning.

Typically, the courses and/or projects that are used to summatively assess PLOs will occur in the final semester or year of the program, and could include, but are not limited to, licensure exams, capstone projects, theses, presentations, and portfolios.

Typically, the courses and/or projects that are used to summatively assess PLOs will occur in the final semester or year of the program, and could include, but are not limited to, licensure exams, capstone projects, theses, presentations, and portfolios.

How can existing PLOs be revised?

Let’s explore an example, keeping in mind that faculty in the program, who are the subject matter experts, are best positioned to review the PLOs against the three criteria and revise them as needed.

Let’s imagine a PLO that states: “Graduates should have strong disciplinary communication skills which are necessary to effectively collaborate as part of interdisciplinary teams including the ability to interpret and communicate the results of analysis through written reports.”

Now, let’s imagine a group of faculty in this program begin by evaluating whether this a meaningful PLO. They ask themselves and each other, “Does it reflect the values and mission of the department as well as foundational and current disciplinary content?” They conclude that it partially fulfills this criterion. The emphasis on interdisciplinary teams is particularly important and distinct, but even they don’t agree on what they mean by “disciplinary communication skills.”

Next, they assess whether it is comprehensive. They consider, “Does the outcome thoroughly describe the skills, knowledge, and/or dispositions expected of students?” Again, they determine that it is partially comprehensive, but has too much emphasis on report writing, when they actually want the focus to be on students demonstrating their ability to express and justify their thinking within interdisciplinary teams for decision-making.

Finally, the faculty evaluate whether this is a measurable outcome. They quickly determine that it is not, because there is no clear action word (“have” is the current verb, which is vague and unclear).

So they rewrite this PLO, using the four-part formula and keeping in mind their evaluation of the three criteria: “Graduates will be able to substantiate their technical analysis and reasoning within interdisciplinary teams.”

  • The sentence stem is: “Graduates will be able to.”
  • The action word is “substantiate.”
  • The object is “their analysis and reasoning.”
  • And the condition is “within interdisciplinary teams.”

The program faculty re-evaluate their revised program outcome and determine that it meets all three criteria, with a focus on the skills that are important to the discipline and that they want program faculty to emphasize in their courses.

Are there recommended verbs for different kinds of learning?

Fink’s Taxonomy of Significant Learning describes six domains of learning: Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn.

Verbs associated with each domain may be useful when choosing the best action work for a PLO to explicitly describe the type and level of learning students are expected to demonstrate.

What are some additional recommendations?

  • Consider and decide upon the number of PLOs that will be needed to determine if students have acquired the knowledge, skills, and values the mission and learning goals indicate are essential. It is recommended, when possible, that VTSU programs establish 5 outcomes with one being reviewed annually as required for the 5-year PReCIP cycle.
  • Leverage multiple faculty perspectives by developing the outcomes in a small group format.
  • Ask the remaining faculty members teaching in the program to review the draft outcomes and provide feedback to the group.
  • Check clarity by asking non-departmental faculty members, and perhaps a small group of students, to review the draft outcomes.

What are some helpful resources for writing effective program learning outcomes?

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Academic Support Services

Jen Jones (AVP of Academic Support and Educational Opportunity Programs) is piloting a new social belonging intervention for new students in January 2027, with intent to expand the intervention to all new students in fall 2027.

The intervention is free, but there is an aligned professional development program for faculty teaching first-year students that is recommended, although not required.

If you teach first-year students and are interested in professional development on the topic of Creating Growth Mindset Cultures in College Classrooms, you are encouraged to apply for professional development funds through the Faculty Federation to pay the $199 fee and complete the course, which includes:

  • 7 modules blending cutting-edge research with real-world classroom practices
  • 3-hour self-paced, flexible format allowing faculty to work individually or in communities of practice to enhance their teaching practice
  • Actionable, evidence-based strategies that can be tailored to your context and put into practice immediately
  • A downloadable workbook with all of your notes and insights, and sample scripts and syllabi to integrate into your course materials
  • An EA Certificate of Completion for professional development or CE credit

Please contact Jen Jones with any questions at jen.jones@vermontstate.edu.

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McNair Scholars Program

Annual McNair Undergraduate Research Symposium

When: Friday, September 18th, 2026, from noon-4:30 PM
Where: The 1787 room on the Castleton campus or virtually over Zoom

It is with great pleasure that we invite you to the 9th annual McNair Undergraduate Research Symposium, which will take place on Friday, September 18th from noon-4:30 PM in the 1787 room on the Castleton campus. The symposium will feature research poster and slide presentations from McNair Scholars, as well as keynote remarks from VTSU President Dr. Sherry Kollmann, McNair faculty mentor, Dr. Preston Garcia, and McNair alum and doctoral candidate, Sky Hulser.

We are so excited to welcome the VTSU community to this event to learn about the incredible research our students have conducted during this past summer. The event will open with keynote speeches from noon-12:30 PM, followed by the poster presentation hour from 12:30-1:30 PM. Oral presentations are scheduled between 1:30 and 4:30 PM. Light refreshments will be served. A program with a detailed schedule of the day’s presentations is forthcoming.

The Annual McNair Undergraduate Research Symposium will take place both in-person and virtually for those who would like to attend via Zoom at this link https://vsc.zoom.us/my/DebbieWarnock. Feel free to drop in for all or part of this wonderful event.

Student Recruitment

The McNair Scholars Program is recruiting! Starting in October we will be reaching out to eligible students on the Castleton campus who are interested in joining the program. Please share with your students and pass along names of students you think may be a good fit for the program.

Download the recruitment information sheet to learn more about the program and eligibility requirements. 

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Department of Health and Wellness

Fast Facts about Medical/Mental Leave of Absences (MLOAs)​

Should a student have a medical or mental health condition that prevents them from continuing all of their academic coursework for the remainder of the semester, a student may consider taking a Medical or Mental Health Leave of Absence (MLOA).  Here is some important information to know if suggesting an MLOA to a student:

  • The student must personally have a medical or mental health condition that prevents them from continuing academic work-MLOAs are not for students who are caregivers of someone who is ill.​
  • The student must have supporting clinical documentation from a licensed or certified provider indicating that the student’s condition is preventing them from actively engaging in coursework-Student cannot have a personal relationship with provider.​
  • The student will need to email wellness@vermontstate.edu to request the MLOA and be sent the request form.  The student may be asked to meet with the Director of Wellness or designee about the request to review the request and build a plan for re-entry.
  • If MLOA is approved, the student will be immediately withdrawn from all current classes and any semesters currently registered.​
  • Their student transcript will reflect withdrawals for the active semester-It is unlikely the student will be able to come back the same semester to complete the coursework and have the W’s removed (this is due to them not likely being able to properly complete treatment within that time).​
  • The student may be eligible to have their bill prorated based on their approved exit date- this is determined by Registrar and Financial Services.​
  • For a student to return from an MLOA, the student must submit documentation from their providers stating the student has participated in treatment AND are ready to resume their academics and (if applicable) return to residential living- It may be determined that a consultation is needed with a Health & Wellness Department clinician/nurse to create a plan for re-entry.​
  • Since this is a practice under FERPA, a student can expect that there will be coordination between the Dean of Students, Residence Life, Student Advising, and the Health and Wellness Department concerning exit and re-entry.​
  • Appeals will go through the Dean of Students or designee.​
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Castleton Upward Bound

VTSU Castleton Upward Bound welcomed 30 residential students and 12 day students for a summer filled with academic growth, college exploration, career experiences, and community engagement. Academically, 28 students entering 11th and 12th grades earned three college credits through courses in Spanish I, Statistics I, and Gateway to English Literature, while younger students strengthened their skills in math, English literature and comprehension, lab science, and foreign language. Through a partnership with CCV, 19 students completed Introduction to College and Careers, and 12 returning students gained hands-on experience through internships and job shadows.

Beyond the classroom, students participated in workshops focused on poetry, music, financial literacy, and wellness. They toured Siena University and Skidmore College and gave back to the local community by painting bleachers and dugouts for Castleton Parks & Recreation.

We wrapped up the summer with a college tour trip to Boston, where students explored four additional colleges and enjoyed visits to the Museum of Science and Museum of Ice Cream, along with a Boston Duck Tour.

It was an incredible summer of learning, exploration, new experiences, and memories, and we are so proud of all our Upward Bound students accomplished!

Upward Bound is a federally funded TRIO program designed to help eligible high school students prepare for and succeed in postsecondary education. The program provides academic support, college and career exploration, mentoring, and other opportunities that help students develop the skills and confidence needed to enroll in and complete college. VTSU Castleton Upward Bound receives approximately $324,979 annually from the U.S. Department of Education to provide these services to participating students.

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VSCS Libraries

We hope the start of the semester is going well! The VSCS Libraries is here to support you and your students!

Library Learning Modules (LLM) in Canvas

We have 11 learning modules have been created covering citations, search strategies, evaluating information, and other essential research and academic skills. These modules are available in Canvas Commons and can be added to your course. You can learn more about it on our website, but if you have questions or need more assistance, we are also offering an LLM Introductory webinar on Tuesday, September 8 at 12pm.

Chronicle of Higher Education

Full access to The Chronicle of Higher Education is available through the VSCS Libraries. Start reading about the latest developments and ideas in higher education.  Check out our Chronicle setup guide to obtain access.

2026 Midterms Elections Topic Guide

Check out our 2026 Midterm Elections Guide! This guild will help you find key dates and resources to help you stay informed about the 2026 elections.

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Career Development

Fall Workshop Series

VTSU students have the opportunity to explore career readiness through interactive virtual workshops on resumes, internships, job searching, interviewing, Handshake, and more.

  • Resume (September 16, 12:15-1:15pm & 6:00-7:00pm)
  • Internship (September 30, 12:15-1:15pm & 6:00-7:00pm)
  • Job Search (October 14, 12:15-1:15pm)
  • Internship (October 28, 12:15-1:15pm & 6:00-7:00pm)
  • Interview (November 11, 12:15-1:15pm)

Please encourage your students to join us for one or more sessions!

Vermont State Colleges System logo.

The VSC IT Learning Technologies Team

For support with your instructional and classroom technology needs, please visit the VSC Learning Technologies SharePoint site.

Review the Learning Spaces section of the site to connect with VSC classroom technology staff, troubleshoot and report technical issues, and find equipment overviews, detailed technical guides, responses to frequently asked questions, classroom maintenance schedules, information about upcoming enhancements, and the types of support available across our campuses.

Access the Academic Applications section of the site for timely content and resources for Canvas, Zoom, Lumina (YuJa), Panorama, ReadSpeaker, Respondus, and other VSC educational tools. Site visitors that need additional 1:1 assistance can learn how to connect with team members, including Senior Instructional Technology Specialist Sean Dailey who hosts drop-in Zoom sessions throughout the year.

OneDrive Integration in Canvas

VSC faculty are encouraged to use the Canvas OneDrive integration when sharing OneDrive files with students in Canvas. Files added through this integration automatically inherit course-group permissions so that everyone in the course will be able to access the shared OneDrive content. By default, OneDrive files are now shared with view-only access and will not be editable by others. Individual file settings can be adjusted directly in the Microsoft 365 Portal for collaborative uses.

For help from the VSC IT Learning Technologies Team, please submit a ServiceDesk ticket.