Learning with Technology

for Teaching

November 1, 2018
by Leanne Riseley

What We Have Learned About CES

CES was released on Monday, October 29, 2018. Together, we are learning about this new system. Some wonderful hints and questions have already been shared. By communicating them to you, I hope it will help you as you setup your CES for your class(es).

This was helpful hint was submitted by Michael Oishi
Michael Oishi headshot
The order of the questions in the question bank is the order in which they appear in the survey.  

I have a slightly different set of questions for my DE courses than I do for my face-to-face class courses.  While several of the questions are similar, they are worded slightly differently. Since I am currently in the middle of a promotion cycle and have already created tables and graphs of my evaluation results, I would like to keep the order of CES questions the same as in my previous evaluations.  The problem, however, is that when new questions are added to the bank, they are randomly added to and organized in the bank. To separate the questions for my face-to-face questions classes from my DE classes, I reorganized the questions in my question bank. I put all the questions for my face-to-face classes first, followed by the questions for my DE classes.

A hack for instructors who also have different sets of questions for different types of courses they teach is to first add ALL questions for all their surveys into the question bank.  Then go back and reorder the questions–perhaps by listing questions for face-to-face classes first, then all questions for DE courses.  That way, when one has to select the questions for a survey from the bank, all the questions are generally separated and organized in the order one wants.

Like many things, CES is a bit time-consuming in the beginning, but thankfully much easier and faster once things are set up.

This question was submitted by Donna MatsumotoDonna Matsumoto headshot

My evaluation for my accelerated ENG 200 class is Turned Off. Will I be able to use the CES for that class?  Here is a screenshot of what is in CES.

ENG 200 CES screenshot showing survey is turned off

Accelerated classes and other non-traditional classes have been set to end on 11/23/18. As the instructor, you should create your evaluation now. The evaluation will open to your students two weeks prior to the end of the course which will be 11/9/18. On that date, your survey will be turned on.

This was a helpful hint submitted by Kale’a Silva.

Kale'a Silva headshot

I feel like students rush through course evaluations if I give it to them at the end of class on the last day. So, what I plan to do with CES, is to give them the first 10 minutes of class to complete it while I step out. Then, I’ll resume class after they complete the evaluation. That way, I hope to get 100% participation and more meaningful responses if students have time and don’t feel rushed.

Note: CES is now mobile friendly and can be completed on a smartphone.

Please continue to share your helpful hints with me and I will share it out.
Email Leanne Riseley: leannech@hawaii.edu

More information at Leeward CC CES site.

January 26, 2015
by Rachael Inake

Syllabi Makeovers

On Monday, January 5, 2015, several faculty participated in our Syllabus Starter and Makeover Challenge workshop where they:

  1. Accessed Curriculum Central to download their approved course outline.
  2. Created their visual course syllabus within the parameters of the approved course outline.
  3. Saved their syllabus as a PDF.
  4. Used the Laulima Syllabus tool to post their syllabus.
  5. Created a syllabus activity for their class(es).

visual-syllabus-creator-badgeSince then, three instructors – Cara Chang, Michael Cawdery, and Kale’a Silva – continued their efforts to successfully complete this workshop by making-over their syllabi into visual syllabi, creating and implementing a syllabus activity, and sharing it with us to share with the online community. They were awarded with the “Visual Syllabus Creator” badge. (These digital badges contain detailed information and evidence that can be used in their contract renewal or tenure/promotion dossiers.)

Cara Chang

Lecturer, English

Cara earned the “Visual Syllabus Creator” badge.

cara-chang-profileIn Cara’s made-over syllabus, she used different colors, pictures, and quotes to add meaning to her visual syllabus. She included photos and quotes taken from some of her course’s readings. Her syllabus also shows her personality and gives students a preview of her course. She even added a personal touch by including her own haiku to go along with a picture she took in her syllabus.

For Cara’s syllabus activity she divided students into groups and assigned each group a section on the syllabus to annotate and share back with the class. She also had her ENG 24 students take a syllabus quiz on the second day of class. She said that, “Students seemed to remember what was on the syllabus a little better and did better on the syllabus quiz than previous semesters. Students were also more engaged because they asked more questions about my syllabus. [They] seemed to like the different colors because some of them went on Laulima and printed out a color copy even though I had given them a black and white copy in class.”

This is Cara’s standard “before” syllabus for ENG 100 – Composition I.

Click to view PDF

Click to view PDF

And this is her made-over “visual” syllabus for ENG 100 using Michele Mahi’s visual syllabus document as a template.


Click to view PDF

Cara has graciously shared her Word (.docx) file for others to download as a template to modify for their own visual syllabus. To view all syllabus artifacts, click here.

Michael Cawdery

Assistant Professor, Education

Michael earned the “Visual Syllabus Creator” badge.

michael-cawdery-profileMichael condensed his 13-page standard syllabus into a 6-page visual syllabus that is more organized and meaningful. Information is “chunked” in parts for easier reading, colors are catchy, and relevant images and quotes add context.

For his syllabus activity, he did a scavenger hunt and exploration activity where he “jigsawed” the syllabus into parts and divided it up among small groups to review and then share back with the class.

This is Michael’s standard “before” syllabus for ED 285 – Introduction to Classroom Management.

Click to view PDF

And this is his made-over “visual” syllabus for ED 285 using Michele Mahi’s visual syllabus document as a template.

Click to view PDF

Click to view PDF

Michael has graciously shared his Word (.docx) file for others to download as a template to modify for their own visual syllabus. To view all syllabus artifacts, click here.

Kale’a Silva

Instructor, Education

Kale’a earned the “Visual Syllabus Creator” badge.

kalea-silva-profileKale’a made-over her syllabi by using colors and blocking of each section to make reading easier. She created hers in Google Slides to take advantage of easily creating and arranging blocks, textboxes, and inserting images with simple click-and-dragging.

For her syllabus activity, Kale’a did a syllabus hunt/group building activity where students were given five main questions regarding information in the syllabus, and answered questions in groups. She applied this to her course, teaching, by asking students to reflect on their schooling experiences and how teachers explain course requirements. They compared the activity they did in her class, to the traditional “read the entire document out loud” method. Students discussed the benefit of community building and cooperative learning to learn information. Kale’a commented that students liked the images, clip art, and quotes used in the new syllabus.

This is Kale’a’s standard “before” syllabus for ED 294 – Introduction to Multicultural Education.


Click to view PDF

And this is her made-over “visual” syllabus for ED 294.


Click to view PDF

Kale’a has graciously shared her Google Slides file for others to download as a template to modify for their own syllabus. To make a copy of Kale’a’s syllabus to use as a template for your own, follow these steps:

  1. Launch the Google Chrome Internet browser (because Chrome allows you to use a bunch of cool fonts in Google Slides) and log into your Google@UH account (Gmail or Drive).
  2. Click here to open Kale’a’s file in Google Slides and click on File > Make a copy.
  3. Name your file appropriately and edit in Google Slides as desired.
  4. When you’re done, to download it as a PDF file, click on File > Download as > PDF Document (.pdf).

To view all syllabus artifacts, click here.

Syllabus Artifacts

All syllabus artifacts can be viewed and downloaded here, where there is also a basic template available for copying to create your own visual syllabus. If you do make-over your syllabus and found our resources helpful, please submit yours to share too. Or if you’re interested in attending our Syllabus Starter and Makeover Challenge workshop next semester, please look out for the registration information in your email or in the “Week of Welcome” flyer.


The Syllabus Starter and Makeover Challenge workshop is a part of our Learning with Technology for Teaching > Starter Instructional Technologies series offered every semester.

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