Key Things to Know about Your New Canvas Course

Canvas and D2L have many similarities and overlapping functions — but also some important differences. Here are some key differences you’re likely to come across as you review course(s) copied from D2L to Canvas and prepare to teach. If you have any questions about your course or these differences, please contact the OAI Faculty Support desk.

Grading and Assignments

All graded activities (including discussions, assignments, and quizzes) are automatically added to the Canvas gradebook. Unlike in D2L, you cannot have a Canvas grade item without an associated Canvas assignment.

  • “No submission” assignments are used to create gradebook items without associated Canvas submissions.
  • The Canvas Assignments tool lists all graded activities in the course. For example, if you had weekly graded quizzes in D2L, those quizzes are included in the Canvas Assignments tool. The Canvas Assignments tool is similar to the D2L Manage Grades list of grade items.
  • Deleting items from the Canvas Assignment tool will remove the item from your course.

The Home Page

Your Canvas home page is customizable. The template includes recent Announcements, but you can change that.

Discussions

Discussions appear in order of most recent activity in the Canvas Discussions tool. For migrated courses, this is usually reverse chronological order.

You can “pin” discussions to put them in numeric or chronological order. Look in the lower section of the Discussion tool where your topics are in reverse order. Just to the left of each discussion topic, you’ll notice six dots in the form of a small rectangle. Click or tap, then hold this rectangle of dots to drag-and-drop a topic into the “pinned” discussion area. Repeat as needed to arrange topics in the order you choose.

Student Groups

Student Groups are much more expansive in Canvas than in D2L. Using groups will take some help and practice. A good starting place is to watch this short video guide for students.

Organization

Canvas Modules are containers for content and the main recommended way to organize your course. Modules can contain pages, uploaded files, and links to course tools or external websites.

  • Organize pages within modules. Students will access discrete Canvas pages through the course modules.
  • To display all Canvas pages in your course, click Pages in the course navigation, then View all Pages at the top of the page.

Quizzes

Canvas currently has two quiz tools: Classic Quizzes and New Quizzes. New Quizzes is expected to replace Classic Quizzes eventually. However, use Classic quizzes if you use Proctorio or if you use Question groups to sub-organize question banks.


Remote Lab Kit

Science labs often are either integrated components of larger lecture courses (lab sections) or smaller, self-contained courses. Either way, it’s worth defining what you want a lab to achieve before you select an online alternative.

Here are three possible scenarios based on lab focus. If your labs combine these scenarios, you could likewise combine recommendations — keeping in mind the appropriate time commitment for the combined activities.

Learning Techniques

If the focus is on learning techniques and their application to specific experimental situations, consider having students engage in online simulations that may cover at least portions of a protocol, if not the whole thing.

  • Harvard’s LabXchange has a suite of lab simulations with assessments that focus on basic molecular biology techniques.
  • MERLOT offers a collection of virtual labs in several science disciplines.
  • PHET offers interactive simulations that allow students to vary parameters.

Many textbooks also list interactive, lab-based resources.

Consider having your students watch videos of experiments. Ask them to first make predictions and then discuss the results.

Interpreting Experimental Data

If the focus is on interpreting experimental data, consider using datasets from published literature aligned with the experiments students would have encountered in the lab, along with developed problem sets that focus on interpreting the data.

You could also intersperse the experimental protocols with questions that explore the reasons behind specific steps. In place of actually performing the experiment, students can gain a critique-based understanding of the method followed by data interpretation.

You could give students a random sequence of steps in the experimental methodology, and ask them to arrange the steps in the correct logical order. This requires students to critically understand why each step has to come before the next in a protocol.

You could also give students a blank step to fill in for themselves once they identify which step is missing. Here’s an example from LabXchange. (Select “Design” from the “Context” menu.)

Project-based Lab Research

If the focus is on project-based lab research (as is often the case in lab courses) your students have already been working on their projects since the start of the term. They may have a capstone assignment in the form of a final paper, grant application and/or poster that describes their work, with both context and future directions defined.

Consider asking your students to switch to the current capstone assignment with an emphasis on interpreting the data they have already gathered — or if they have not generated their own data yet, focus on having them predict their experimental outcomes and design the next experimental steps in detail.

Divide the rest of the semester into draft submissions of capstone sections. This will allow you to give formative feedback and enable your students to experience experimental design, further hypothesis building, and predictive data analysis. This approach aligns especially well with a written capstone styled like a grant application.

Modified with permission from The Derek Bok Center for Teaching and Learning, Harvard University.

Learn More Elsewhere


Organizing Content in Canvas

Canvas has several tools for adding content to your course:

Here’s how to organize that content in ways students will find consistent and predictable.

Introducing Modules

Modules can organize course content by weeks, topics, or other parameters. They create a one-directional, linear flow of what students should do in a course.

Each module can contain files, discussions, assignments, quizzes, and other learning materials such as Pages. You create content using those Canvas tools, then organize it in modules.

OAI recommends using modules to develop course organization and simplify navigation. They can reduce the need to tell students to “go there and do this” and then “go somewhere else and do that.” This can be frustrating — as you may have experienced yourself in poorly designed online training.

A specific benefit of using modules: You can hide the Assignments, Quizzes, Discussions, Pages, and Files links from the Course Navigation menu in the student view. This gives students one central location to find everything. That means fewer “where is” questions for you and less frustration for your students.

Structuring a Module

Once you have all your content in a module, you can order items to help students move through it in a logical way. You can manually drag and drop each item or use the Move To option, which is also accessible from the keyboard.

Also consider using text headers and indenting to create visible sections in your modules.

Creating a Checklist

You can make your module function as a checklist by adding requirements that help both you and your students track their progress.

Using Pages within Modules

Pages are used to present content that doesn’t exist in a separate file or other Canvas assignment. Since pages can also include links to other Canvas items, you can use them to organize content into weekly outlines. This helps you share course materials with more context and different organizational structures than are possible in modules alone.

Building Consistency

Consistency is key: Once you choose an organization strategy, the best thing you can do for students is to implement it as consistently as possible.

Example Modules

Condensed Module: Each module begins with an overview Content Page that lists books or chapters as well as links to other items for students to read, watch, and explore.

A module that begins with an Overview page, which would contain links to readings, videos, activities, and other items or resources.

Detailed Module: Each item in the module has its own link. This includes readings as well as activities and assignments.

A module in which each item or resource — including readings, videos, and activities — has its own link.

Content Samples

Use this example from the Commons to get started organizing your own modules. (For help using Commons, review Meet Canvas Commons.)

Note: Samples will import into their respective tool. If you import the Weekly Overview Page, it will show up in the “Pages” section of the selected course.

Adapted from “Using Canvas Modules” in Start Here 102: Best Practices in Online instruction, licensed CC BY 4.0 by Grace Seo, University of Missouri.


Getting Started with Canvas Basics

Course Access

To access your PSU Canvas account, go to canvas.pdx.edu. You will be prompted to authenticate with your PSU Odin name and password. This will take you to the main Canvas Dashboard where all courses to which you have access are listed.

Home Page

When students log in to your Canvas course for the first time, they need something friendly and welcoming that orients them and directly communicates what to do. Make sure your Course Home Page is ready.

Communication

Canvas has several ways to communicate with your students. Learn how you can stay connected.

Content

Canvas has a number of tools to help you share course materials with your students. Using Modules to organize this content can simplify navigation for both you and your students.

Discussions

Discussions are threaded conversations on a single topic. They are asynchronous, which means participants do not have to be online at the same time. You can use this flexible tool for communication and assessment.

Assignments

Canvas Assignments is an assessment tool. Anything a student submits for grading and feedback is an “assignment.” Learn about the ways you can use the Assignments page.

Student Interactions

In  online learning, you’ll often need to structure peer collaborations into the course and encourage them  through course structure, proactive communication, and feedback.

Quizzes

As with assessments in a face-to-face classroom, Quizzes in Canvas help you gauge student understanding of course content.

Grading

The Gradebook stores all information about student progress in the course, measuring both letter grades and course outcomes.

Course Management

Canvas has lots of features and tools for teaching a course. But you also need these “under the hood” functions for managing your course site.


Assignments in Canvas

Assignments in Canvas is both a specific kind of assessment and any Canvas activity associated with a grade. This video provides a basic overview:

How to Use Assignments in Teaching

Students can submit several assignment types in Canvas:

  • A “no submission” assignment helps you track activities not completed directly in Canvas, such as attendance at a Zoom session.
  • “Online” assignments provide a space for students to turn something in online. You can select one or more types of online submissions to accept:
    • Text entry provides a text box with formatting tools where students can write a submission directly in Canvas.
    • Website URL provides a space for students to share a URL as their submission.
    • Media Recordings allow students to create and submit recordings directly within Canvas or to upload recordings created in another application.
    • Student Annotation allows you to provide a file that students can annotate directly in Canvas.
    • File upload allows students to submit file types including Word documents, PowerPoint slides, spreadsheets, PDFs, images, and videos. (You can restrict file types if necessary.)
  • “On Paper” assignments allow you to track hard copies handed in.
  • “External tool” assignments allow you to create assessments with tools not native to Canvas, such as Turnitin or PebblePad.
  • Graded discussions and quizzes are also considered “assignments.” These are listed under both Assignments and on their own respective Canvas index pages.

Assignments and Grades

The Canvas Gradebook is closely tied to the Assignments index. Anything you want a Gradebook column for must have an Assignment associated with it.

By default, assignments are listed in the order you create them. This also determines the order they appear in the Gradebook, but you can drag and drop them into the order you prefer.

You can also create Assignment Groups on the Assignments page. This gives you:

  • Subtotals in the Gradebook for each assignment group. For example, if you want a subtotal for all discussion assignments and another for all quizzes, you could create groups for each.
  • A place to assign weight for weighted grades. You could assign a weight to each group (e.g., 20% for discussions, 50% for quizzes).
  • A place to assign other rules for assignment groups, such as dropping the lowest score.
Canvas screen detail showing assignments arranged in Assignment Groups

Adapted from “Assignments in Canvas” in Start Here 102: Best Practices in Online instruction, licensed CC BY 4.0 by Grace Seo, University of Missouri.


Using Canvas Modules

OAI recommends using Modules to develop course organization and navigation. Correctly using Modules simplifies navigation for your students. Modules let you organize instructions, content, activities, and assignments in the order you want students to progress through them. Using Modules avoids the problem of telling students to “go there and do this” and then “go somewhere else and do that.” This can be frustrating — as you may have experienced yourself in poorly designed online training.

(Re-)designing the navigation and organization of your Canvas learning environment can reduce the cognitive overload on your students and allow them to engage with what really matters — the unit material.

— From [Don’t] Get Lost! Using Good Navigation and Organization to Improve Your Canvas Site

By organizing all your instructions, content, activities, and assignments in Modules, you can hide the Assignments, Quizzes, Discussions, Pages, and Files pages from the left navigation list in the student view. This gives students one central location to look for everything. That means fewer “where is” questions for you and less frustration for your students.

The more doors students have to the same items, the more confusing it is for them and the harder it is to be sure they are in the right place. In Canvas, all the other tools organize these items differently than in Modules. For example:

  • Discussions are ordered by time of the most recent comment. So if an earlier discussion is still attracting comments, it could appear above the current module discussion unless you have ordered discussions under the “pinned discussions” area.
  • Assignments are in the order created unless you grouped them by assignment and dragged-and-dropped them into your preferred order.
  • Files are grouped in folders to the extent that you build a folder structure for them. Generally, it’s best to hide the Files area from your student regardless of your planned course structure.
  • Quizzes and Discussions appear on their own tool page — and also on the Assignments Tool page if they are graded.

All these can lead students to lose their place in the course, which causes more confusion and delay.

Examples

There are two schools of thought about how to organize items in Modules.

Short Version

Each module begins with an overview Content Page that includes a list of the books or chapters for the module as well as links to other items the students are to read, watch, and explore.

A module that begins with an Overview page, which would contain links to readings, videos, activities, and other items or resources.

Long Version

Each item is a separate part of the module, including links and readings as well as activities and assignments. For reference, this course uses the long version.

A module in which each item or resource — including readings, videos, and activities — has its own link.

In Review

Making each item a separate module element can significantly increase the length of the module. Long modules can appear overwhelming to students and reduce motivation.

On the other hand, students may skip over readings and not explore links unless they are required to progress through them one at a time.

A Big Takeaway — Consistency Is Key

Once you choose your organization strategy, the best thing you can do for your students is to implement it as consistently as possible.

Face-to-face students get in the habit of going to class at the same time and the same place every week. Online students need to form habits as well, to maintain consistent performance across the term. Consistent organization in your online spaces benefits all students, regardless of your teaching modality. Making sure assignments are always due on the same day of the week and modules always begin on the same day of the week goes a long way to providing structure.

Students also benefit from consistently having a written or video overview of each module describing what they are to do and learn. The overview should also include a list of reading (identifying chapters from books or linking to digital resources) and brief assignment descriptions or links to Assignments, Discussions, or Quizzes. Some faculty members like to put the overview description or video on one page, and then readings and resources on a subsequent page — and then have assignments and activities follow individually in the module. Either way is good as long as you pick one approach and use it consistently.

Templates

Use these templates from the Commons to help you get started organizing your own modules in Canvas. (For help, review how to import and view a Commons resource in Canvas.)

Adapted from “Using Canvas Modules” in Start Here 102: Best Practices in Online instruction, licensed CC BY 4.0 by Grace Seo, University of Missouri.


Canvas Course Checklist

From basic settings to content organization, this course design checklist outlines the top tasks to make sure your Canvas course is ready for students. Completing all will elevate the quality of your Canvas course and ensure your students can navigate your course materials with ease.

For an editable version of this checklist, make your own copy (File > Make a copy) of this Google Doc.

Personal Settings

Update your profile, including name, pronouns (if comfortable), photo, and preferred contact methods. Students in all your courses can read your profile. (You only need to do this once!)

Review the default notification settings and adjust them to your own notification preferences if needed.

Learn More

Course Settings

Choose a Home Page. OAI recommends using the “Pages Front Page” option, which allows you to build a Home Page that best fits the needs of your course.

Customize your Course Navigation Menu so necessary tool links are available to students and unused tools are hidden.

Learn More

Content

Add a syllabus that outlines your course expectations and is accessible and culturally inclusive.

Give meaningful titles to modules and items within modules. OAI recommends modules be organized by week or unit and contain all Canvas pages, files, assignments, quizzes, and other resources needed each week.

Check that all your Canvas pages are accessible using the built-in accessibility checker.

If you created video content, make sure your videos are captioned.

Be sure your content is published in Canvas and all links are valid.

Learn More

Activities

Verify any discussions are set up correctly with dates, clear instructions, examples, and other settings as needed.

Verify any assignments are set up correctly with dates, clear instructions, examples, and other settings as needed.

Verify any quizzes are set up correctly with dates, clear instructions, examples, and other settings as needed.

Verify the Gradebook is arranged according to your grading policy and aligned with your syllabus.

Learn More

Before Launching the Course

Review your course content from Student View to experience your course from a student perspective.

Note: Don’t forget to log into your course through the mobile app, to check the mobile experience. If possible, have someone else review your course to make sure your organization and content are clear and easy to follow.

Check the Calendar tool to verify assignment due dates and other events scheduled for your course.

Don’t forget to publish the course! Once the course is published, it’s a good idea to send a welcome email to your class to let them know the course is available and how to get started.

Learn More

Instructional Design Services

OAI offers course design consultations and course building support. If you need help working through this checklist or just need ideas to enhance your course, you can schedule a consultation with one of OAI’s instructional designers to help you get started. To schedule an appointment, submit a meeting request.


Course Management Timeline

Instructors have a lot to think about before, during, and after each term. Be sure to accomplish these essential tasks.

Pre-Term
(at least two weeks prior)

Don’t wait until the last minute to get your course prepared for the new term. Before opening your course to students, reflect on the last time you taught. Think about ways to enhance your course for the upcoming term. This guide points to articles about new teaching strategies, as well as steps you to make sure your course is published and open to students on the first day of the term.

University Deadlines to Consider

  • Schedule of Classes available online
  • Priority Registration begins

(Check the PSU Academic Calendar for specific dates.)

Weeks 1 - 3

Early and regular communication with your students is important and this guide offers key contact points and ways to help your students get the support they need before the term even begins. If you’re new faculty, make sure to use your Gmail account at mail.pdx.edu. This is also where you can access the Google Suite of Education applications. If you need help preparing your course, please contact the Office of Academic Innovation as early as possible to schedule a consultation.

University Deadlines to Consider

  • Last day to drop with 100% refund
  • Last day to add with instructor approval
  • Last day to drop without a “W” withdraw on academic record

(Check the PSU Academic Calendar for specific dates.)

Weeks 4 - 8

Being present in your course is key to keeping students engaged, leading to overall student success. This guide outlines a few things you can do to stay connected to your students and help them feel like part of your learning community.

University Deadlines to Consider

  • Last day to change grading option
  • Last day to withdraw from a course

(Check the PSU Academic Calendar for specific dates.)

Weeks 9 - 12

As the term ends, here are a few things to do before you relax and celebrate your course success! This guide highlights steps to share grades with both your students and the registrar, and helps you prepare for the next time you teach the course.

University Deadlines to Consider

  • Deadline for submitting final grades
  • Official grades available online

(Check the PSU Academic Calendar for specific dates.)


D2L and Canvas: Tool Comparison

The primary tools in D2L and Canvas are similar — but Canvas is more user-friendly, with additional or streamlined features. This comparison will help orient you to the Canvas user interface.

Green boxes highlight interface elements, with arrows indicating how they change. On a few Canvas screenshots, red callouts indicate that course navigation changes slightly (or goes away).

You can explore these tools in more detail with your Canvas Sandbox. If you want to start experimenting, check out the Canvas Essentials page for tutorials.

The Home Page

The Canvas homepage is more flexible than in D2L – it can be formatted like a regular HTML page. The only “widget” used in the Canvas example below is for Recent Announcements at the top, the rest was added using the rich text editor. But you don’t have to create this from scratch – Canvas home pages are easily shared and added using Canvas Commons.

Canvas Course Navigation is also more flexible: items can be hidden when unused. In the example below, Quizzes are not in the navigation because they’re not used in the course.

d2l-home-with-callouts
D2L
Canvas sample home page
Canvas

Index Pages

Each content tool in Canvas has an Index Page. These are automatically-generated lists of each item you create with that tool (like the Manage [Activity] areas in D2L). There is an index page for Modules, Discussions, Quizzes, Announcements, Assignments, and Pages. Links to these can appear in the course navigation.

The Canvas Assignments index page lists any activity you create that will be graded, including discussions and quizzes. This gives students one index page that shows every graded task for the course.

Modules

Canvas modules are located in a Module Index Page. This is the equivalent of D2L’s Table of Contents. You can hide/show modules, add materials, reorder, nest, and set date or prerequisite conditions for them.

D2L
Canvas

The D2L Table of Contents = Canvas Modules index page.

Adding Content to Modules

This process is very similar to D2L, but the menus and options in Canvas are simpler. Media is added via URL or in a Page.

User interface to add content to a module in D2L
D2L
User interface to add content to a module in Canvas
Canvas

Adding module content in Canvas is similar to, but simpler than, in D2L.

Assignments

The Canvas Assignment index page automatically shows any graded activity, including quizzes and discussions. These can be grouped and given a percentage for weighted grading. This gives students one index page that shows every graded task for the course.

User interface to an assignment in D2L
D2L
User interface to add an assignment in Canvas
Canvas

Adding a score automatically puts a new assignment in the Assignment Index Page and Grades. Assignments are organized in Groups.

Assignments Index Page

The Canvas Assignment index page automatically shows any graded activity, including quizzes and discussions. These can be grouped and given a percentage for weighted grading. This gives students one index page that shows every graded task for the course.

D2L Manage Assignments page
D2L
Canvas Assignments index page
Canvas

All graded tasks are shown on one page. Assignment Groups make weighted grading easier to set up.

Discussions

In Canvas you don’t create a separate Forum and Topic, as in D2L. Discussions are ordered by most recent activity unless “pinned” in position. Graded Discussions automatically appear in the Assignments index page and Gradebook.

Discussions in D2L
D2L
Discussions in Canvas
Canvas

Creating a new discussion in Canvas is done in one step. Graded Discussions are added to Grades and Assignments.

Quizzes

Quiz question types in Canvas match those in D2L with some additional options. Question Library is called a Question Bank. Graded quizzes automatically appear in the Assignments index page and Gradebook.

Quizzes in D2L
D2L
Quizzes in Canvas
Canvas

Question types and banks are like those in D2L. Graded quizzes are included in the Assignment index page.

Grades

In Canvas the default display is spreadsheet-style. Individual view is by student. Grade items are automatically added to the Gradebook when you create a graded activity. Assignment Groups/weights also appear automatically.

D2L
Grades in Canvas
Canvas

Grades appear in spreadsheet or Individual view. Graded activities/groups are added automatically.

Submission Grading / SpeedGrader

The Canvas SpeedGrader tool is like the D2L assignment submission view. It shows any rubric used and has annotation tools for feedback. Navigation is from one student submission to the next.

Submission grading in D2L
D2L
SpeedGrader in Canvas
Canvas

SpeedGrader has inline annotations, scoring, and rubric access like the submission view in D2L.


Navigating Your New Canvas Course

Using any tool for the first time can be overwhelming. This guide can help focus your attention on what matters most when getting started with Canvas, and make it easier to follow more detailed tutorials.

By the end of this guide, you’ll be able to:

  • Log in to Canvas at PSU.
  • Navigate to your dashboard.
  • Manage your user profile and settings.
  • Find where to toggle tools on and off for students.
  • Identify which Canvas tools may be most relevant to your teaching practice.
  • Locate and explore further resources.

First Things First: Logging in

Canvas is a web application, so you’ll start by going to a specific URL in your browser. Every university that uses Canvas has a unique URL for it. At PSU, it’s canvas.pdx.edu.

Logging in to Canvas starts with the familiar “Single Sign On” page if you’re not currently logged in to the PSU system. Enter your ODIN credentials just as you would for D2L or your PSU Gmail.

If you’re already signed into a PSU domain you may not get the “Single Sign On” page, and instead be automatically logged in.

Navigating and Understanding Your Dashboard

This screen detail from Canvas shows the Dashboard icon highlighted in the global navigation bar.
This screen detail from Canvas shows the Dashboard icon highlighted in the global navigation bar.

The Canvas Dashboard is your “home base.” You can do many things from the Dashboard, but its most important functions are:

  • Viewing and editing the details of your account (such as notification settings, personal pronouns, and user avatar)
  • Accessing your current courses
  • Viewing the global calendar
  • Submitting a support request to Canvas and/or access Canvas documentation

If you ever get lost, you can always come back to your Dashboard by selecting the Dashboard icon in the global navigation bar.

PSU’s tech support staff are still learning some Canvas features. For advanced support, they may need to research and get back to you.

User Settings

This screen detail from Canvas emphasizes the Settings link in the Account menu.
This screen detail from Canvas emphasizes the Settings link in the Account menu.

Before getting started in Canvas, update your personal settings. You’ll need to do it only once (unless your preferences change), but it’s an important step to make sure you stay connected with your classes.

Here are the main settings to review. The links lead to detailed guides:

Designing Your Course

After exploring your dashboard, user preferences, and profile, think about course design options. Canvas is a collection of tools for creating materials and activities, but you can use them for teaching in many ways. More than one tool might help you reach a particular learning goal. Learning Canvas is primarily about discovering what each tool can do and then experimenting.

Getting Started with Canvas Basics is a guide for learning more about each tool and how to use them in your course to enhance students’ experience.

Navigation Options

By default, your Canvas courses will show links to the most commonly used tools in the main navigation bar. However, you can customize course navigation and remove the tools you’re not using. This will help students find activities and materials more easily.

Using Modules

Students may find it confusing to search through multiple links for the materials and activities they need. We’ve heard from students in the Canvas pilot that it’s frustrating when instructors don’t organize course materials and activity links in modules.

Using modules to organize all your instructions, content, activities, and assignments gives students one central location to look for everything. The Modules list is your course’s “table of contents,” so place it at the beginning of your navigation list. What’s more:

  • Using weekly modules is a practice most students find helpful.
  • By using modules as your “table of contents,” you can hide Assignments, Quizzes, and Discussions from the navigation bar in the student view.

Moving Your Canvas Pilot Sandbox

You may have a sandbox created in our pilot version of Canvas. The URL for that is still pdx.instructure.com.

If you’ve migrated or begun building a course in your pilot Canvas sandbox, export that content and then import it to your new canvas.pdx.edu account as soon as possible. The pilot version will be archived at the end of the fall 2021 term, and its sandboxes will no longer be available.

Note: If you built Zoom links and other external tool links in your pilot sandbox, they may not import. Be sure to review these links after importing.

Don’t hesitate to ask for help moving your sandbox. Just contact the OAI support desk though our web form, via chat between 10 a.m. and 4 p.m., or by emailing oai_support@pdx.edu.

The final version of Canvas is branded for PSU, but full integration with external tools and with Banner enrollment will not be complete until the winter 2022 term.