Use Canvas Gradebook to increase access and inclusion

As we begin the semester, there are many factors that we, as instructors, are considering to establish and maintain a classroom atmosphere and Canvas site that empowers better learning. This article focuses on the Canvas Gradebook and how you can use it to support student learning (and make your life easier). We have taken the seven principles of Teaching with Access and Inclusion and turned them into specific actions you can take now and throughout the semester to foster an atmosphere that empowers learning.

Teaching with Access and Inclusion Principles	Course and Gradebook Design Decisions
Integrate diversity – establish difference as inherently valuable by including and supporting diverse voices throughout the course.	Recognize student effort for checking/updating their Canvas profile picture, name, pronouns, and/or Name Coach pronunciation as graded activities (see sample activity)
Expand access – proactively consider accessibility and reduce the need for reactive or retroactive adjustments throughout the semester.	Use the Canvas Gradebook instead of an Excel sheet or other formats that students do not have access to (video overview of the Canvas Gradebook) If your students create multimedia projects, include alt text and/or an accurate transcript as a graded project component (see sample project rubric)
Foster belonging - establish a learning community with shared responsibilities; address and interrupt exclusionary social dynamics.	Ask students to provide student feedback to you on assignment clarity and grading expectations For projects or larger assignments ask students if there are specific areas they would like you to focus on when you grade and provide feedback
Utilize differentiated instruction – acknowledge that one approach to teaching and learning does not meet the needs of all students, or all instructors.	If you provide students choice on which assignments to complete (i.e., cafeteria style grading) use EX (excused) in the Canvas Gradebook for activities students choose not to do. Use Canvas Pages and the “Add to students to-do” list to communicate and remind students about activities such as readings/videos that aren’t always graded
Embrace structured flexibility - plan for change as a shared need for both students and instructors.	For flexible assignments, you can set a due date (so it shows up on the student’s to do list) but do not include an ‘available until’ as that cuts off access to later submissions If you use the ‘available until’ dates, be sure to explain to students how that is different than the ‘due date’
Model transparency – clearly explain learning objectives, essential requirements, and pedagogical choices.	Let students know when feedback can be expected for assignments/projects Hide grades while you’re providing feedback and release them to all students at once using the Canvas Grade Posting Policy (set this BEFORE you start grading) Include feedback timelines in the course syllabus (see sample weekly structure/workload syllabus section) Create rubrics for assignments and discussions Describe how extra credit works for your course and how it shows up in the Gradebook (see sample assignment)
Incorporate feedback – create opportunities for reflection, feedback, and revision within assignments and the overall course design.	Use Speedgrader to provide feedback to students Coach students on where to find feedback in Canvas and how to use it to improve their learning Use Speedgrader or FeedbackFruits to provide opportunities for students to revise their work after you or other students have read an initial draft (benefits of peer response).

There are numerous ways (besides the Canvas Gradebook) to foster access and inclusion in your course (see Teaching with Access and Inclusion for more ideas). We were inspired by the Designing a Community of Inquiry in Online Courses article to concrete actions with the Teaching with Access and Inclusion principles.

Acknowledgments

This post was co-written with Sara Schoen, Instructional Designer, Academic Technology Support Services