CEILS Webinar Recordings (COVID)

Since the UCLA announcement for the transition to remote teaching, CEILS has hosted webinars on various topics to support instructional needs.

We will host webinars and will post recordings here once available.

How to Teach Inclusively & Equitably Online: CEILS Webinar for Summer Session Instructors in Life and Physical Sciences

Facilitated by CEILS Interim Executive Director Rachel Kennison and Associate Directors Shanna Shaked and Jess Gregg.


Description: This foundational workshop will prepare you to teach summer classes remotely, in a way that goes beyond the emergency crisis teaching situation we all faced in the spring. Although we acknowledge that this is still a crisis situation, we will provide you with additional tools, support and tips to create a teaching experience that you can feel confident about and a learning environment that is engaging and optimal for all of your students.

Slides from webinar: Preparing for Summer Teaching (Slides)

Planning for a Remote Spring Quarter – Part I

Where to Start with Zoom!

Facilitated by CEILS Associate Directors Rachel Kennison, Shanna Shaked, and Jess Gregg.


Description: These sessions will provide a framework to help you plan to deliver the first weeks of class in an online format. We will discuss which elements of your course will need to be adapted, how to plan for interactivity and engagement online, review existing open educational resources, and share ideas that you may want to include in your syllabus and course design.

Note: This is NOT a workshop on using CCLE and Zoom – for assistance with those tools and technical troubleshooting please contact your local CCLE support or access trainings and support here.

Slides from webinar: https://docs.google.com/presentation/d/1ghNliDPjezUThfJCFX54HkiHRsMtWM9VtuaumdZYxgs/edit?usp=sharing

Planning for a Remote Spring Quarter – Part II

Strategies for an Interactive Classroom in Zoom and CCLE:
Engaging Students Remotely in Collaboration, Practice and Feedback

Facilitated by CEILS Director Erin Sanders O’Leary and Associate Directors Rachel Kennison, and Jess Gregg.


Description: In this webinar we will model how to implement interactive live activities using Zoom features including break-out rooms, screen-share, polling, and chat while incorporating additional tools like Google docs/forms. We will also review some strategies for asynchronous interactivity in CCLE discussion forums.

Slides from webinar: https://docs.google.com/presentation/d/1Z98waDFLgRFowDmNy9r0iHdZsWQwLjPNDjK_Cs4Asac/edit?usp=sharing

Planning for a Remote Spring Quarter – Part III

Planning Your Summative Assessments: Rethinking Strategies for Evaluating Student Performance, Competency, or Mastery

Facilitated by CEILS Directors Shanna Shaked, Erin Sanders O’Leary, Rachel Kennison, and Jess Gregg.



Description: In addition to sharing best practices for remote testing that disincentives cheating as well as the strengths and weakness of remote proctoring, we will spend time discussing alternative strategies to consider for remote assessment of student learning. We invite you to review the checklist currently in preparation describing recommendations from campus stakeholders across various disciplines.

Preparing to Teach Online and Deliver Final Exams Remotely

Recording now available:

How to caption videos and add interactivity to videos using CCLE tools

Facilitated by Gaston Pfluegl, Lab Director for LS Core, CEILS Instructional Consultant


Description: Captioning videos is an important step to take to ensure that they are accessible for all students. This webinar will demonstrate how to do this using CCLE tools as well as add interactivity to your video content.

Slides from webinar on Thursday, March 26th:

Delivering STEM Labs Remotely

Facilitated by CEILS Director, Erin Sanders O’Leary, and Life Science Core Labs Director, Gaston Pfluegl.  All science lab instructors, coordinators, and TAs are invited to participate.


Description: The goal of this Zoom session is to brainstorm and discuss pedagogically optimal strategies for delivering remote/ online labs. Among us are many wonderful experts on campus who have been actively thinking about these issues already and have tried activities out in the past and thus have experiential knowledge we can all draw from in making decisions that make sense for our students.  We will explore multiple approaches, with attention to accessibility issues and other equity concerns as part of the design/planning process.

Resources to Support Remote / Virtual Lab Instruction

The Chronicle of Higher Education, “How to Quickly (and Safely) Move a Lab Course Online

Please use this link to access a spreadsheet with links to existing online materials, sorted by discipline:

Many people from education networks from across the country have contributed to this list of resources.  We thank the science education community for sharing their knowledge of materials and, when possible, providing free access to resources  during the coming term.

A summary of recommendations for implementing pedagogically optimal strategies to deliver remote / online labs is forthcoming and will be accessible via this link:

Link to webinar presented by Labster, a virtual lab/simulation tool, “Digital Strategy in Action: Moving My Science Course Online”: https://www.labster.com/webinars/virtual-labs-science-education/

Introduction to Gradescope:

Facilitated by Will Conley, Assistant Teaching Professor of Mathematics (LPSOE)


Gradescope is a great tool that can be utilized by instructors and TAs to score assignments with open-response questions (e.g., exams, quizzes, homework problems). This platform also allows for easy uploading of student documents remotely. UCLA has a licensing agreement with Gradescope (www.gradescope.com) for their online grading tool, which can be incorporated into CCLE course sites. At this webinar, learn how to set up Gradescope in CCLE and incorporate some helpful grading features for your class.

Why use Gradescope?

Benefits to instructors and TAs:

  • Rubric-based scoring system allows for more consistent and fair grading
  • Choice of using a positive (points added for correct answers) or negative (points taken away for wrong answers) rubric.
    • Positive scoring rubrics reward students for their achievements and sets a positive tone in a classroom – one that is focused on what students are doing right, rather than what students are doing wrong.
  • Streamlines the grading process, achieving greater grading efficiencies in large-enrollment courses
    • TAs can replicate the same feedback to multiple students without having to re-write the same comments over and over again (a very time-intensive effort)
    • Changes to scores get propagated to all assignments, so TAs save time because they do not have to regrade questions
  • Electronic grading provides flexibility because instructors and TAs can grade assignments from anywhere (home, a café, their lab, their office)
  • Academic integrity issues mediated with repository of electronic, scanned copies of every student’s exam or assignment
  • Tracks and reports analytics giving instructors and TAs substantially more feedback on student mastery of concepts and skills
  • Great online documentation with instructions (including video tutorials), suggestions and short-cuts

Benefits to students:

  • Transparency in points breakdown (partial credit) for the score a student receives on a question because the points assigned are linked to comments explaining what was done correctly or incorrectly
  • Students receive more feedback from TAs grading their assignments
  • Quality of feedback a student receives is superior to that they could get from hand-written comments by a TA
  • Electronic return of graded assignments to students permits rapid feedback used by students to gauge learning gains and progress towards mastery
  • Integration with CCLE allows secure sign-in with UCLA BOL account

There’s an app for that!

Here is an app you can share with your students to scan their homework into a pdf: https://acrobat.adobe.com/us/en/mobile/scanner-app.html

How to add Gradescope to your CCLE course site

Instructors may incorporate this grading tool into their CCLE course sites by following the instructions provided on CCLE (click here) and summarized here as follows:

  1. Sign in to CCLE, and turn editing on.
  2. Navigate to the section of your CCLE site where you want the link for Gradescope to appear, and click Add an activity or resource. Select External tool, and click the Add button.
  3. In the box for Activity name, enter a name, such as “Gradescope”.
    From the drop-down menu for Preconfigured tool, select Gradescope.
    Scroll down and click the button Save and return to course.
  4. Click the link that has been created. This will open Gradescope in a new browser tab, and Gradescope will ask if you want to link this course with a new or existing course in Gradescope. Assuming you have not already created a Gradescope course for this class, select A new Gradescope course, and click Link course.
  5. After editing settings in Gradescope as desired, select Roster from the left panel. Click the Sync Moodle Roster button, and then Sync Roster. Go through the resulting roster in Gradescope and make sure your TA(s) have been assigned the “TA role”, rather than being listed as “Student”. (This is a known bug in the CCLE-Gradescope link.)

Tips for Using Gradescope at UCLA

For additional tips using Gradescope, please click here to see our FAQ document. You may email media@ceils.ucla.edu if you need further assistance.