Instructional Workshops

The Center holds regular e-learning, Canvas and instructional workshops as well as teaching circles, roundtables and other special events. We can also arrange a special workshop or consultation for departments, groups or individuals upon request. For details and the current schedule, please reference our calendar.

To request enrollment or individual consultation, or to a arrange a special departmental or group workshop on any of our workshop topics, please call extension 7-8080 or email

Active Learning: Technology Description

touchpanel to begin 

In this workshop, participants will engage in Active Learning technology in the Kennedy classroom environment.  Some of the technology is very similar to that which is available campus wide, but some is unique to the Kennedy classroom.  We will work with instructor and student microphones and sound systems, a computer-enhanced instructional environment, group-based seating, and writable walls!

Just curious about what is available in a 21st Century classroom?  Join us to discover the difference.

The Connected Learner Project: Learning Taxonomies in CS Education

The College of Computing and Informatics' Center for Education Innvovation hosts this regular reading group.

The Learning Sciences Reading Group will introduce "The Connected Learner Project", a project that is being recommended for funding by NSF. At the meeting we will establish a Google Community for discussions, meetings, and document sharing. We will discuss the major objectives of the project and plan for future meetings. During the last half hour, we will initiate a discussion on the role of learning taxonomies in CS education.


Active Learning: LIVE!

Active Learning in action active learning group 2

Do you want to move beyond the Traditional Lecture/Test instructional model?  What is the first step down that road?  What does Active Learning look like?  Are you already taking steps toward the Active Learning instructional model?  Finally, why does it seem…fun!?! 

This workshop will use the Active Learning instructional style so come prepared for an engaging and participatory event. Because you will be asked to explore some resources, be sure to bring your SmartPhone, if you have one. You can save some time if you download a QR Barcode Scanner App or a QR Reader App (Androids use Play Store or iOS devices use App Store).  You will experience the Kennedy Active Learning classroom as an engaged learner in one of the newest classrooms on our campus.

Active Learning asks the learner to work with the content in advance of the class, so before class begins please read:

or, if you would like to go deeper still...

Note: Attendance at one of these workshops is expected of any instructors who sign up to teach in the Kennedy Active Learning space during the Fall 2015 or Spring 2016 semester.  All instructors are welcome!

Moving Your Paper Exams to Canvas the Fast Way - with Respondus

Respondus logoIf you've been thinking about putting your tests online in Canvas but have been a bit overwhelmed by all the copying and pasting you would have to do, this session is for you.

You'll learn how to use Respondus, a free, campus-licensed tool, to convert your exams - including embedded images - and upload them directly into your Canvas course. With the click of a few buttons, you'll save hours creating a test.

NOTE: Respondus works only on Windows PCs. Please bring a Word file of one of your exams to use during the workshop.

Testing with Clickers

Most faculty give high stakes tests at some point in their course. If you use clickers for classroom discussion, you can use them for your exams too! This workshop teaches how to create exams, add multiple versions, scramble answers, and administer your exams. These tests self grade and are then uploaded into the Moodle gradebook. They are best suited to multiple choice, true/false, matching, or similar scantron type questions.

* We reccomend attending this workshop after you have taken the "Teaching with Clickers" basics workshop

Dealing with Disruptive Students

At times faculty are confronted with a problematic student whose behavior cannot be ignored. The behavior in question can range from mildly annoying to seriously disruptive.

This session will review the five steps that faculty should engage in when dealing with problematic student behavior. We will then discuss actual examples of disruptive behavior and explore the best course of action. 


The Active Learning Classroom: How to Get Student Buy-In

Faculty are increasingly using active learning in higher education.  When faculty make the shift from a teaching centered approach with relies on lectures to a learning centered classroom that focuses on active learning they quickly realize the importance of student buy-in.  If students do not come to class prepared and ready to engage, learning suffers.   This workshop will discuss some strategies that can be used to increase student buy-in for active learning and to incentivize student preparation and engagement.

2015 Service Learning/Engaged Scholarship Showcase

The Showcase will feature poster presentations from many disciplines describing the use of service learning and engaged scholarship projects across campus.  Projects are diverse and feature case studies, best practices, lessons learned, and innovations in service learning and engaged scholarship.   The Showcase is part of the Engaged Scholarship and Community Partnership Symposium, held April 23 and 24, 2015. The event is co-sponsored by the Center for Teaching & Learning and Campus Compact. The Showcase is a teaching and learning event open to all faculty and teaching staff and GAs.

If you are interested in presenting a poster, please contact Kim Buch, Faculty Fellow in the CTL, at  

How Do I: eTextbooks

eTextbooks at UNC Charlotte

Atkins Library understands the financial burden purchasing several textbooks for each semester can be for students. To help ease this burden, the Library has created the eTextbook program. This program allows professors to search the Library's extensive list of unlimited user, DRM-free ebooks that are part of our collection, or could be purchased, for use as course adoption titles.

In this Webinar, you'll find out about the program, see how to request these titles, and gain insight in how you can incorporate these titles in your classes. Andrew Harver, Department of Public Health Sciences, will also talk about his experience using the eTextbook program and using the library materials as part of his course readings.

Liz Siler photoLiz Siler, Atkins Library, will lead the session. She is the Non-Serial Electronic Resources Librarian and manages the eTextbook program.



NOTE: This Webinar will be held online using the University's Web conferencing system, Saba Meeting. You will need access to the Internet, and a microphone if you want to speak. See the Saba Meeting technical requirements on our Saba Meeting Resources page.

Queries with Clickers

This technology workshop teaches how to use self-paced (for high stakes testing) and anywhere polling using the Turning Technologies Clicker software. This workshop is intended for users who have already taken our clicker basics workshop.

Advanced Mahara

Learn how to create groups, facilitate peer review, add banner images, and many other specific features of the Mahara e-portfolio system.

Engagement through Whole Group or Small Group Class Discussiions

This workshop will focus on how to engage students in class discussions.  We will explore techniques to assist with planning, implementing and assessing effective class discussions.  Effective practices for managing both whole and small group discussions in and out of class will be demonstrated and discussed.  Many of these ideas can be used immediately within your class this semester.

Starting a Conversation with Surveys

Classroom instruction based on dialogue takes advantage of the natural instructor-student conversation that occurs during the semester. This conversation doesn’t need to be limited to the in-person instruction, and can be extended outside the classroom using data gathering techniques.

In this workshop, we will explore the range of ways that surveys and data gathering can help to inform classroom instruction.  Bring survey samples you have used in the past, so we can "start the conversation" in this workshop.

Making Assessment Meaningful: Using Assessment Results to Improve Student Learning

Intended Audience: This workshop is intended for faculty and staff who are involved in the collection of assessment data and the use of assessment data for program improvement.

Workshop Outcomes: Workshop participants will learn how to create a curriculum map for their programs. These maps can be used to identify gaps in the introduction and reinforcement of learning outcomes.

To register, sign up here.

Measuring Student Learning

Intended Audience: This workshop is primarily for faculty and staff who are responsible for developing a student learning outcomes assessment plan for a new educational program or revising an existing student learning outcomes assessment plan for an established educational program.

Workshop Outcomes: Workshop participants will learn: 1) how to develop a student learning outcomes assessment plan and analytic rubrics, 2) how to properly report student learning outcomes assessment data, and 4) how assessment data can be used to improve student learning.

To register, sign up here.

Unpacking Student Learning Outcomes for Deeper Student Learning and Success

Intended Audience: The primary audiences for this workshop are faculty and staff who want to learn how to deconstruct outcomes. Participants will be guided through an interactive process of breaking program learning outcomes into its component parts. Then, they will engage in discussions that foster intentional connections between general education outcomes and program learning outcomes in order to deepen student learning. 

Workshop Outcomes: Participants will: 1) unpack student learning outcomes; 2) identify disciplinary thinking that align with general education outcomes that will  promote deeper learning; 3) identify authentic assessments (tasks) and rubrics that provide evidence of students skills and abilities.

To register, sign up here.

Using Advanced Grading Features with Moodle Assignments

Moodle Asignments IconThe purpose of this workshop is to provide advanced grading methods that allow faculty to share their grading criteria with students when they review their assignments. Students can view the points received based on their level of ability for each criterion. A marking guide enables you to provide focused feedback through the Frequently used comments feature. The rubric allows for the immediate grading of assignments based on the prescribed criteria.

NOTE: Please bring examples of the assignment directions for the marking guides or rubrics you will want to create.

Using Stamps to Motivate Students

StampAwarding stamps in Moodle can be a fun motivator for students. The Stamp collection module allows instructors create stamp collections that students can collect. It allows not only teachers to give stamps to students, but students can be allowed to give stamps to other students and stamps may be given to teachers, too. This workshop will provide examples of how to use stamps and an introduction to how to get started using stamps in your own course.

Using the Moodle Gradebook as a Lever to Move the Classroom

Deciding to use the Moodle Gradebook can prove to be a challenging decision.  In support of making this move is the fact that students have become accustomed to seeing their grade as the class progresses. An informed and motivated student is one who will take on the assignments that you give them and work hard to create a meaningful response for you to evaluate. If you want informed students, the Moodle Gradebook can support your instructional efforts.

But…how can you get started?  In this workshop, we will discuss the following questions:

  • What kind of instruction do I provide for my students?  This includes questions of content delivery, resource access, and good instructional practice.
  • How can I translate instruction and assignments so that the Moodle Gradebook automatically  calculates and reports a student’s grades?
  • How do I know that I can trust the Moodle Gradebook?

This will be a hands-on workshop. Please have access to your course syllabus. See you in the LRC!

CTL Common Read: How People Learn - Spring 2015

The CTL Reading Club is an opportunity to join in a discussion of a common reading related to the topic of learning.  The goal is to promote professional development, discussion, and reflection and to be a welcoming place for the university community to engage in dialogue together about learning.  Discussions will be facilitated by Laurie Parker, Instructional Technology Consultant, and Dr. Mike Thomas, Assistant Professor of Instructional Systems Technology at UNC Charlotte.

This month's reading is How People Learn: Brain, Mind, Experience, and School (2000) by John D. Bransford, Ann L. Brown, and Rodney R. Cocking. 

There are no quizzes so join us even if you haven’t finished the reading.  The book can be read for free online, or as a free PDF download.

Enhancing Online Course Quality

How do we achieve quality in online courses? What makes an online course a quality course? With all the talk about assuring high quality online learning, instructors seek ways to achieve quality in the design of online courses. This workshop will introduce various quality standards and showcase how Dr. Florence Martin of the Instructional Systems Technology program applied standards of Quality Matters (QM) in her design of a 100% online course, EIST 6150 - Design, Development, and Evaluation of Online Learning Systems.

SPECIAL LECTURE: Game Changers: Integrating Game Mechanics into Pedagogy

Bob AppelmanDr. Appelman, Director of the Immersive Learning Research group and Clinical Professor Emeritus at Indiana University

Learn how game designers build engagement into popular games such as World of Warcraft and how those techniques can be applied in the development of learning activities.   

"Learning can be an immersive environment that develops critical thinking through collaboration and competition."

There is a common ground in both teaching a class and designing a game that centers on the content to be embedded in each context. However, the goals of a class vary considerably from the goals of a game when it comes to how the content is perceived, retained, and used. Simplistically, the goals of a class can be summarized as focusing on retention and application of content, while the goals of a game are focused on having fun while applying the content. The focus on application of content requires that this content be rearranged and parsed differently for game mechanics.

Join us to learn about Dr. Appelman's "4 Step Experiential ID process (4xEID)" for gamifying learning.



Effective Peer Observations

Peer Observations can be a powerful professional development opportunity for faculty. This workshop will examine effective practices for providing meaningful and constructive peer observations for faculty colleagues.   Participants will be provided with a variety of formats useful for gathering and sharing data collected during the observation.  In addition, recommendations for how observers can deliver constructive feedback that will assist their peers in the improvement of practice will be presented and discussed.

Active Learning in a Traditional Classroom

Many instructors are interested in using active learning strategies but feel constrained by the spaces they teach in.  At first glance, traditional classrooms, with their fixed row seating and lack of technology seem to limit instructors to lectures, especially in large classes.  This workshop offers some suggestions about working around the limitations of traditional classes as instructors adopt more active learning strategies.   Attendees are encourage to come with one specific lesson in mind that they would like to make more active. 

Customizing a Rubric for Your Assignments

Are you ready to grade final projects or essays next month?  Save time and reduce stress by using a project-specific rubric!  This workshop will guide you through the process of creating this rubric to help you be more efficient, consistent, clear, and fair as you grade the stack of work headed your way.

**Please bring the assignment directions for the rubric you will create.**

Tweet and Greet: Using Twitter to Facilitate Student Writing, Collaboration, and Reflection

In this workshop, we will engage in some hands-on learning about the power and potential for Twitter in different classroom environments.  We will explore how Twitter can be used as a tool for critical thinking by understanding how students can read a document and then ‘live Tweet’ as they read.  We will explore how Twitter can offer new collaborative experiences for students as they share, discuss and ‘retweet’ using hashtags and we will see the power of Twitter as a reflective tool while students create projects during class.  

E-Portfolios 101: Getting Started

 What are e-Portfolios and how do I effectively use them in my class? This instructional workshop answers that question through discussion of types of portfolios, which style is right for your learning goals, platforms available, how to balance required content with creativity, and how artifacts and reflection show critical thinking skills.

Learning Analytics: Data-Based Teaching

Learning technologies like Moodle capture a range of data that can inform teaching decisions. The field of Learning Analytics has emerged encouraging educators to utilize student data in teaching, which may be referred to as the practice of data-based teaching. This workshop will introduce the concept of learning analytics and some pioneering projects on the research and development of learning analytics. We will also present some data Moodle produces and engage the participants in the discussion of how the data might be used in everyday teaching.

Managing Groups in Collaborative Learning

This workshop explores some of things faculty should consider when they form and manage groups in a collaborative learning environment.  Specifically, participants will learn some of the best practices for forming groups and different strategies for doing so.  We will also cover some strategies that faculty can use to manage groups, which can help group work go more smoothly.  Finally, we will talk about potential interventions for groups who are struggling.


Mahara Groups

This workshop will cover the collaborative uses of groups in the Mahara ePortfolio platform.  Groups enable peer reviewing of the ePortfolio content, discussion topics in forums, and shared creation of pages and collections, among other uses.  Learn the benefits of these features and how to use them. 

SoTL Open Swim

Turning Your Teaching Idea into a Fundable Research Project!

The Scholarship of Teaching and Learning (SOTL) is scholarly inquiry into student learning which advances the practice of teaching by making research findings public. SoTL offers faculty a unique vehicle for integrating the teaching and scholarship dimensions of faculty work, while enhancing the learning experience for students.

To promote faculty engagement in SoTL, UNC Charlotte offers a SoTL grant program through the Center for Teaching and Learning.  This workshop is designed for faculty who are either preparing to submit a SoTL grant in the current cycle, or who are seeking early feedback on an idea for a future grant cycle.  The goal is to provide a forum for idea sharing and feedback that will help faculty move forward in the design of their SoTL project, as well as the preparation of a SoTL proposal.

Problem-based Learning to Promote Student Engagement

Do you want your students to understand how the content they are learning is relevant and purposeful?  Do you want them to learn essential knowledge but also skills that are applicable to real-world applications of the knowledge?  Do you want your students to be actively engaged with content rather than passive receivers?  A problem-based learning (PBL) approach to structuring your course, or portions of your course, may help you achieve these goals.  In this workshop, Dr. Tracy Rock will share how she uses problem-based learning in her courses and will highlight components of effective problem-based learning experiences.  You will be inspired to experiment with PBL in your own teaching practice!

Active Learning Academy: Tour and Information Session

Would you like to teach in a brand new learning space on campus?  

UNC Charlotte has launched a new initiative in classroom design to promote active and collaborative learning and to increase student engagement.  There are two rooms in Kennedy which are brand new teaching spaces that differ significantly in design from classrooms throughout campus.  One room holds 126 students and the other holds 36.  
Faculty who are selected to teach in these rooms will participate in training and be part of an interdisciplinary community of practice, the Active Learning Academy, to help guide the design of these spaces on campus. 
To learn more about the Kennedy classrooms, join us for this tour and informational session. 

Universal Design for Instructional Material

UNC Charlotte is a rapidly growing university with over 28,000 students from diverse backgrounds. This diversity does not only include culture or knowledge background, but also includes students who live with a disability.  At UNC Charlotte we are committed to providing equality of educational opportunity and ensuring accessible education to all students.
This training focuses on Universal Design, and how full accessibility not only benefits students with disabilities, but also adds quality to your course. We will explore different types of disabilities and how students with disabilities access course information in different ways. We will then introduce the basics of how to make instructional materials accessible for all your students.

CTL Common Read: A New Culture of Learning

The CTL Reading Club is an opportunity to join in a discussion of a common reading related to the topic of learning.  The goal is to promote professional development, discussion, and reflection and to be a welcoming place for the university community to engage in dialogue together about learning.  Discussions will be facilitated by Laurie Parker, Instructional Technology Consultant, and Dr. Mike Thomas, Assistant Professor of Instructional Systems Technology at UNC Charlotte.

This month's reading is A New Culture of Learning: Cultivating the Imagination for World of Constant Change (2011) by Douglas Thomas and John Seely Brown.

This book is on 3-day reserve at the University Library under the names of the workshop leaders: Laurie Parker and Mike Thomas.

Grading Student Writing Using Rubrics

This workshop will discuss designing a rubric appropriate for responding to and grading student writing.  We will discuss the relationship between writing tasks, what constitutes successful completion of those tasks,  and the appropriate rubric to meet those ends. 

Facilitating Peer Review Among Students

Group work is commonly thought of as a good way to teach collaborative skills.  When students work in groups, it is crucial for them to receive feedback about their performance as a group member.  Since this feedback focuses on how a student performs as a member of a group, their peers are in the best position to evaluate their performance.  After all, they are the ones the student is collaborating with. 

This workshop will discuss how to use CATME, an online program, to facilitate this peer review process.  Please note that CATME allows students to evaluate the contributions and performance of their peers.  It is not designed to facilitate peer review of a product (e.g. a paper).  This workshop will discuss how to use CATME to:

  • Form student groups (especially helpful in large classes).
  • Create a peer review of performance survey.
  • Use student’s feedback to gain insight into high performing and problematic groups.

Collaborative Learning: Open Swim

Are you using (or considering using) collaborative learning in your class but have questions and concerns about doing so?  If so, come to this open swim. This workshop is for instructors who are considering or just starting to use collaborative learning strategies in their class.  It will give participants an opportunity to have their specific questions, concerns, and issues addressed. Come prepared with questions or a lesson you would like to make more collaborative and leave with answers!

Saba Meeting Part II: Leading a Session

Saba Meeting is our live, virtual classroom and meeting environment available to faculty and staff members. In this workshop, you will learn how to design, present and record class and meeting sessions. If you want to use Saba Meeting in the Summer or Fall, this workshop is for you!

Workshop Prerequisites: This workshop is part II of II. We strongly recommend that you attend the "Saba Meeting Part I: Online Introduction" workshop first, especially if you have never participated in a live Webinar.

NOTE: Please bring a PowerPoint presentation, a Web site URL, a Web-ready image file and any other file type you might use in a class.

Saba Meeting Part I: Online Introduction

 Experience the collaborative features of this live, highly interactive virtual classroom and meeting environment in a one-hour, online demonstration. In Saba Meeting you can present and discuss learning materials using robust features that include two-way audio, video, content display, interactive whiteboard, application sharing, surveys and breakout rooms for small group discussion.

If you want to use Saba Meeting in the Summer or Fall, this workshop is for you!

Workshop Prerequisites: None. This workshop is part I of II.  We recommend that you to attend this session before the "Saba Meeting Part II: Leading a Session" workshop, especially if you have never participated in a live Webinar.

NOTE: This is an online workshop. You will need access to the Internet and a microphone to participate fully. Please run the System Check to verify that your computer can run Saba Meeting. You will be sent a link the day before the workshop.

Last-Minute Checklist for Teaching Online

The content of your online course is already designed according to quality standards like Quality Matters. Now you want to make sure that the course is ready go for your students in the upcoming semester. This workshop reviews logistics of online courses that are useful to check at the start of term to help your students to get on board with your course with confidence, free of confusion and trouble. 

What's New in Moodle 2?

Moodle 2.6 includes exciting new features for instructors and students. In this session, we'll look at enhancements in the overall look and feel of Moodle, new student engagement techniques and new features like Badges, PooDLL voice recording for Assignment submissions and feedback,  and the ability to annotate PDF file submissions, among others.


Keeping Your Cool and Dealing with Disruptive Students

This workshop will review 5 techniques that instructors can use to minimize class disruptions and deal with the ones that occur productively.  At times even the most patient faculty find themselves frustrated by student behaviors.  This workshop will help faculty understand why some of the behaviors occur, how to proactively reduce them, and how to deal with them effectively when they do occur.

Preparing for Successful Peer Observations

Peer Observations can be a powerful professional development opportunity.  This workshop will examine effective practices for new tenure-eligible and clinical faculty engaged in the peer observation process.  There will be recommendations for how to make these required/optional observations meaningful and successful.  

The Teaching Philosophy Statement: What, Why, and How?

The process of identifying a personal philosophy of teaching and continuously examining, testifying, and verifying this philosophy through teaching can lead to change of teaching behaviors and ultimately foster professional and personal growth.  A Teaching Philosophy is a regular component of the portfolio for reappointment, promotion and tenure at most universities. Philosophy of teaching statements are also requested of candidates for teaching awards or grant applications.  This workshop will provide faculty with guidance on crafting their personal teaching philosophy statement and help them understand its personal and professional uses throughout their academic careers.  

Transitioning to Saba Meeting

If you're a current Centra user, this workshop is for you!

Beginning August 2014, the name of UNC Charlotte’s Web conferencing software will change from Centra to Saba Meeting to align us with the company's rebranding that occurred last year. We're also transitioning to a browser-based version of the software with a new interface that will be easier to use, provide the same features, and reduce support requests related to installing a stand-alone client.

In this session, you'll get an in depth look at the new interface and learn how to:

  • add content
  • manage participants
  • navigate through your Agenda
  • access and use the tools you're already familiar with (Application Sharing, whiteboard, markup, polls and breakout rooms)

2014 Service Learning Showcase

 Are you curious about integrating civic engagement and community service into a course or curriculum?

Then please join your colleagues for the 2014 Service Learning Showcase, co-sponsored by the Center for Teaching & Learning and NC Campus Compact at UNC Charlotte, May 2, 2014, 10:00 AM to 11:30 AM, in SAC Salons A & B. The showcase will feature poster presentations that share case studies, best practices, lessons learned, and innovations in the use of service learning as a teaching and learning pedagogy. Come sample a wide range of projects and learn directly from your faculty peers who are engaged in innovative service learning practices that can be adapted to any course or discipline.

Refreshments will be served and handouts summarizing each project will be distributed. You're welcome to drop in, but please sign up so we can plan for the event.

Questions about the Showcase should be directed to Kim Buch, Faculty Fellow in CTL, at


Othelia Lee, Social Work

Cynthia Hancock, Louise Murray & Deb Tillman, Gerontology

Nicole Peterson, Anthropology

Susan Harden & Anna Glodowski, College of Education

Scott Fitzgerald & Lisa Walker, Sociology

Liz Fitzgerald, University College

Brett Tempest, Civil & Environmental Engineering & Lisa Merriweather, Educational Leadership

Sean Langley, Dean of Students

Kim Buch, Psychology & Terre Lucas, BEST Learning Community

Robert F. Arnold III, The University Honors Program & Janni Sorensen, Geography & Earth Sciences

Nhora Gomez-Saxon, Spanish

Karen Bean, College of Computing & Informatics

Maureen Doran & Kristen Galloway, UCLAS Learning Community

Jim Cook, Ryan Kilmer & students from the Community Psychology Learning Community





Faculty Learning Community: The Challenges and Opportunities of the Flipped Classroom

Please join us for the Faculty Learning Community (FLC.) The topic for this discussion will be “The Challenges and Opportunities of the Flipped Classroom”. The FLC is open to all faculty and provides a venue for engaged discussions of topics identified by participants. Faculty are encouraged to bring their lunch. Please contact Coral Wayland at if you have any questions.

Using Workshop in Moodle 2 to Engage Students in Peer-Review!

In this workshop, we will explore how the Workshop Activity in Moodle can facilitate your use of peer-review of student work products.  You will learn the basics of setting up the activity and discuss a variety of ways to implement and assess this feature.  This is a wonderful activity to use in online and hybrid formats to engage students in collaborative work!

How Do I: New Features Coming to Moodle

Moodle 2.6 imageMoodle 2.6 includes exciting new features for instructors and students. Join key members of CTL’s Technical Team for a first look at updates to Moodle since we moved to Moodle 2 in 2013.

In this fast-paced Webinar, we'll be previewing enhancements in the overall look and feel of Moodle, new student engagement techniques and new features like Badges and the ability to annotate PDF file submissions, among others.

NOTE: This Webinar will be held online using the University's Web conferencing system, Centra. You will need access to the Internet, and a microphone if you want to speak. See Centra's technical requirements on our Centra Resources page.