Academic Instruction Guidance, Fall 2026

Guidance for instructional personnel and for colleges, schools, departments and programs from the Office of the Provost.

PDF and Word document versions of the guidance are both available for download.

 

The purpose of Academic Instruction Guidance

Academic Instruction Guidance, published before each fall, spring and (if needed) summer term, provides instructional personnel and academic units with essential information to start the new academic term. Supplemental editions of Academic Instruction Guidance may also be published, if needed, in between these intervals. For instructional personnel, guidance includes important reminders for course planning and highlights pedagogical opportunities and student needs. For those planning the curriculum, guidance highlights policy and procedural standards and changes.

Plan your fall 2026 course calendar

Structure of the academic calendar and key dates for fall 2026

The Office of the Registrar academic calendar web site is your source for academic calendar information, including the fall 2026 academic calendar, future academic calendars through 2028–29, and FAQs about changes in the academic calendar that took effect in 2025.

Note: the Colorado Law academic calendar varies from that of the rest of the university, and faculty and staff in Colorado Law should continue to consult the Colorado Law academic calendar.

Here are the structural elements of the CU Boulder academic calendar each fall and spring semester:

  • There are 70 instructional days per semester (14 weeks of classes), not including reading days and the final exam period.
  • There are equal numbers of instructional days per semester for MTWRF (14 instances of each weekday). The Friday of the last week of classes (Friday, Dec. 4) operates as a Monday to equalize the MTWRF instructional days.
  • Classes each semester begin on a Thursday.
  • There is a midsemester reading day on the eighth Thursday of each semester. Thursday is chosen to facilitate equal MTWRF instructional days. 
  • The last day of classes falls on a Friday, followed by two end-of-term reading days on Saturday to Sunday. The final exam period is Monday through Friday, ending at 4:00 p.m. on Friday. 
  • The spring campus commencement ceremony takes place on Saturday immediately following the end of the final exam period. 
  • Unit-level graduation/commencement recognition events begin after the final exam period has ended. Scheduling is posted on the campus Commencement website.

Key dates for fall 2026:

  • Thursday, Aug. 20: First day of classes
  • Monday. Sept. 7: Labor Day (university closed)
  • Thursday, Oct. 8: Midsemester reading day (no classes/no exams)
  • Monday through Friday, Nov. 23 to 27: Fall break (no classes)
  • Friday, Dec. 4: Last day of classes
  • Saturday through Sunday, Dec. 5 to 6: Reading days (no classes/no exams)
  • Monday through Friday, Dec. 7 through 11: Final exams
  • Colorado Law faculty, check the Colorado Law academic calendar for your key dates, including reading days and final exams.

Do’s and don’ts for the midsemester reading day and the day following

Thursday, Oct. 8, is designated as a midsemester reading day—a time for students to reflect, review and prepare for the remainder of the semester. Key points:

  • The midsemester reading day functions like the end of term reading days before the final exam period. Class sessions or graded assignments of any kind, including papers, lab practicums, presentations, portfolios and projects, may not take place or be due on that day. Units may hold optional exam review sessions if that is their typical practice on a reading day.
  • Unlike the end of term reading days, the midterm reading day is not a “blackout date” for other campus events. Athletic events and academically scheduled student events (e.g., concerts, performances) may proceed as scheduled. 
  • Friday, Oct. 9, is a regular class day. Faculty should not cancel classes or reschedule exams or assignments on that day in anticipation of potentially low attendance because of the midsemester reading day. Campus will be sending the message to students that classes will be held as usual on Friday.
  • The midsemester reading day does not govern when faculty may schedule midterm exams or other due dates. However, faculty may take the reading day into account as an opportunity for students to prepare for an exam or assignment due date that occurs shortly after the reading day.
  • Colorado Law faculty, please note: if you are teaching an undergraduate LAWS class, you must respect the midsemester reading day, even if the law school calendar does not have that day.

If you teach Mondays or Fridays: adjust if necessary for the last week of classes

In the academic calendar, the Friday of the last week of classes operates as a Monday to equalize MTWRF instructional days across the semester. If you teach on Mondays or Fridays, you might be teaching an extra day that week or one fewer day that week, depending on your class meeting pattern. (MWF classes will not need to shift anything.) Be sure to adjust your syllabus if needed and highlight the change for your students.

Plan for the last week of class and your final exam

Your syllabus should include the date, time, and delivery mode of your final exam. The fall 2026 final exam schedule is posted on the Office of the Registrar website.

Check your class instruction mode(s) below for policy and guidance around scheduling and delivery modes of final exams and around assignments during the last week of class and on reading days.

All classes

All classes must follow the campus Final Examination Policy exam scheduling provisions:

  • For classes in sessions of 10 weeks or longer, no examinations may be given during the week of classes preceding the start of the campus’s final examination period; however, assignments listed in the syllabus such as papers, lab practicums, presentations, portfolios, and projects may be due during that week.
  • Class sessions or graded assignments of any kind, including papers, lab practicums, presentations, portfolios and projects, may not take place or be due on a day designated in the academic calendar as a reading day. 
  • When students have three or more final examinations on the same day, the instructor of that course is expected to make arrangements for an alternative examination time for the last exam or exams scheduled on that day. When students have two final examinations scheduled at the same time, the instructor of that course is expected to make arrangements for an alternative examination time for the course that meets later in the week during the term or, if the two courses meet on the same day during the term, the course that meets later in the day.

In-person classes

  • Final exams for all in-person classes should be administered during the designated time for that class during the final exam period (Dec. 7 through 11). (Note: the reading day and final exam period schedule for Colorado Law is posted on the Colorado Law website.)
  • Final exams for in-person classes are normally held in person but may be administered remotely at the discretion of the instructor of record.
  • The class syllabus must specify the final exam date, time, and mode of delivery.

Remote (synchronous) classes

  • Final exams for all remote (synchronous) classes must be given remotely. They should be administered one of two ways:
  1. During the designated time for that class during the final exam period (Dec. 7 through 11). Be prepared to accommodate students who have computer or connectivity problems during that time slot. (Note: the reading day and final exam period schedule for Colorado Law is posted on the Colorado Law website.)
  2. Within a time window of at least 24 hours, as long as that time window (a) includes the entirety of the designated final exam time for that class and (2) begins and ends within the final exam period (Dec. 7 through 11). (Note: the reading day and final exam period schedule for Colorado Law is posted on the Colorado Law website.)
  • The class syllabus must specify the final exam date, time or time window, and mode of delivery.

Online (asynchronous) classes

  • Final exams for completely online (asynchronous) classes should be offered during a time window, inclusive of start and completion times, of at least 48 hours. The window allows students to fit the exam for an asynchronous class into the rest of their exam schedule. 
  • Final exams for online (asynchronous) classes must be administered during the final exam period (Dec. 7 through 11). They may be offered at any time during that period, as long as the administration time window of at least 48 hours begins and ends within that final exam period. (Note: the reading day and final exam period schedule for Colorado Law is posted on the Colorado Law website.)
  • There is an exception to the above two bullet points: Some online classes are included on the common final exam schedule for exams to be given at a specific time during the final exam period. These online classes may require the final exam to be taken remotely at that specific time. For those teaching one of these courses, please communicate your expectations clearly to your students about when their exam will be given.
  • The class syllabus must specify the final exam, date, time or time window, and mode of delivery.

Hybrid classes

  • Final exams for hybrid classes may use the guidelines for either of their instruction modes, as specified above. For example, a hybrid in-person/remote class may follow the guidelines for either in-person classes or remote classes. 
  • The class syllabus must specify the final exam date, time or time window, and mode of delivery.

Exam delivery mode for common exams

  • Departments that offer common final exams may choose to offer an exam in person or remotely. If the course includes remote or online sections, a remote exam must be administered to students in those sections. The department may also choose to administer the common final exam remotely for students in all sections. (See “In-person classes,” above.) Those teaching a class with a common final exam should check with the department about the exam delivery mode. 
  • The class syllabus for each section must specify the final exam date, time or time window, and mode of delivery.

Fall 2026 course planning reminders

Set up your course in Canvas; consider using the CU Boulder Canvas template

Log in to Canvas to see your fall 2026 course shells. These courses are created in an “unpublished” state by default and will not be visible to students until instructors publish them. For more information, please review the Canvas Automatic Course Creation FAQ.

To set up your course in Canvas in a way that saves you time and makes it easy for students to find the course information and resources they need, consider using the campus’s Canvas course template, created by CU Boulder faculty and staff experts. To get help with integrating the Canvas template into your courses, participate in one of OIT’s training sessions.

Include required syllabus statements

Required syllabus statements distill CU Boulder or University of Colorado System policy related to students and faculty in the classroom. Syllabus statements are periodically updated to reflect changes in campus procedures and to keep web links current. Use the current version of the syllabus statements.

Include an AI syllabus statement and articulate your AI standards for coursework and thesis/dissertation/independent study work

CU Boulder does not have a universal policy on how generative AI may be used in student work and thus does not have a single required syllabus statement on AI. As a matter of academic freedom, faculty may allow AI to be used in a range of different ways, including not allowing it at all. For your students to understand what uses of AI are allowable in your course vs. what uses will be regarded as academic dishonesty, it is strongly recommended that you:

  • Include in your syllabus a statement about the permissible use(s) of AI in your course, as well as expectations regarding documentation of AI-generated content. You can consult the recommended syllabus language regarding student use of AI in classes. This is a living document, created by a working group of CU Boulder faculty, staff, and students facilitated by the Boulder Faculty Assembly (BFA) and the Center for Teaching & Learning (CTL), that will be refined over time based on further input from campus experts.
  • When deciding what uses of AI, if any, will be allowed, consider how AI may support or undermine the learning outcomes of your course as a whole or of that particular assignment. For more guidance, explore the CTL’s Considerations Before Using AI in Teaching and Learning.
  • For each assignment, re-articulate your AI policy or create an assignment-specific AI policy, so that students are informed and prepared. The AI Assessment Scale (Perkins et al., 2024) is also a helpful tool for defining and communicating to students what specific uses of AI are allowed. 
  • Have dialogues with students about generative AI to foster a culture of transparency in your course.
  • Communicate clearly with students about acceptable uses of generative AI and expectations regarding documentation of AI-generated content in out-of-classroom teaching and learning situations, including theses, dissertations, independent studies, examinations (e.g., qualifying/comprehensive/final), and the like.
  • Stress that students are ultimately responsible for the work they turn in and that any violations of your written policy may be referred to the Student Conduct & Conflict Resolution as a potential Honor Code violation.
  • Take caution before uploading student work to unapproved, third-party tools that offer AI detection. There are risks regarding data privacy and security, including potentially breaking FERPA student privacy protections. Check Artificial Intelligence at CU Boulder for more information about AI efforts on campus, guidance and resources about responsible use of AI, and how to get involved.

Consider a recommended syllabus statement on mental health resources

Upon the recommendation of the Boulder Faculty Assembly, a syllabus statement on mental health and wellness resources is available in the same document as the required syllabus statements. You may wish to add this statement to your syllabus to help your students understand their options.

Plan an attendance/make-up work policy that accommodates health-related absences and religious obligations

When creating your attendance policy for your class, please consider that students may have to miss class or an exam for health-related reasons or religious obligations. Key points:

  • Students should not be penalized for missing class or an exam for health-related reasons or religious obligations.
  • In particular, such a penalty violates CU Boulder policy and may be an act of discrimination if you penalize students for missing class or an exam for religious obligations. If you have a class attendance policy, classes missed due to religious obligations should not be counted as an absence. If you allow your students the opportunity to skip an exam or drop their lowest-scored exam, an exam missed because of religious obligations should not be counted toward that opportunity. 
  • You may not ask a student for evidence of their religious obligations or query the legitimacy of a student’s religious affiliation or belief.
  • Make clear on your syllabus how you will handle student absence for health-related reasons or religious obligations, including how students should notify you of absences (including timing of advance notice for religious obligations), how they can make up work or exams, and how they should request assignment extensions.
  • You should not ask students to provide appointment verifications, otherwise known as “doctor’s notes,” to document illness. Requiring doctor’s notes puts a strain on medical services and forces students to make unnecessary trips to the doctor. Student health services on campus—Medical Services at Wardenburg Health Center, Counseling and Psychiatric Services (CAPS), and Student Outreach, Advocacy and Support (SOAS) )—do not provide “doctor’s notes.”
  • Instructors are encouraged to develop attendance policies that build in flexibility for students who must miss class for health-related reasons or for religious obligations. CTL provides ideas and resources for planning effective attendance policies and encouraging student attendance.
  • While faculty teaching in-person classes should provide opportunities for students who miss their classes for health reasons or for religious obligations to access instructional materials and information missed, those opportunities do not have to include making arrangements for students to attend class remotely, giving remote exams to these students, or sharing your class notes or slides with these students. However, you may choose to do so if you wish. You may also use other practices for helping your students keep up with their work, such as having other students share class notes with the student who is absent.
  • For more information on accommodating students’ needs, see guidance and FAQs from the Office of Institutional Equity and Compliance.

Use the Grade for Student Success Guide to help students understand their grades

Grade for Student Success is a faculty guide for making grading practices, policies, and students' own grades and feedback more transparent in the Canvas gradebook, while also making grading in Canvas more efficient and customizable for instructors. The guide was created by a working group of faculty members in partnership with the Center for Teaching & Learning and the Office of Information Technology. In 2024–25, two major rollouts of the Grade for Student Success practices were carried out, involving 190 instructors and nearly 12,000 students across 76 courses (319 sections). Findings revealed high instructor adoption rates and positive instructor and student experiences with the practices. 

To support CU educators with adopting the Grade for Student Success practices, the CTL and OIT offer department trainings, as well as "Tips of the Week" in Canvas. 

Grade for Student Success recommends the following key practices:

  • Articulate your grading policies clearly and transparently from the outset of the semester.
  • Post grades in a timely manner.
  • Set up a grading scheme in Canvas that shows percentage cutoffs for letter grades.
  • Avoid changing grading policies after the start of the semester.

Other useful practices involve making effective use of the gradebook and other features within Canvas:

  • Post all assignments, quizzes, graded discussions, etc., for the entire course at the beginning of the semester and assure students that they can trust the grades they see in Canvas.
  • Include due dates for all assignments and provide guidance to students on when and where to find feedback.
  • Provide opportunities to receive substantive feedback and/or grades before drop deadlines.
  • If applicable, ensure that the weighting of assignments or assignment groups aligns with the syllabus.
  • If students have the option to complete a subset of assignments from an assignment group (e.g., taking 3 of 5 quizzes) or dropping a certain number of assignments from an assignment group. (e.g., dropping their lowest score out of 5 quizzes), ensure that this is accurately reflected in the “rules” of your gradebook.

For more grading resources, review the Grade for Student Success faculty guide on the CTL website, which also includes video resources and tutorials to support implementation. In addition, consider adopting the Canvas course template, which incorporates the Grade for Student Success practices.

Give your students feedback and/or grades before the pass/fail and withdraw deadlines

For undergraduate students especially, it’s important that students know how they’re doing in your class before the deadline for students to declare a class pass/fail (or to change a pass/fail designation to a grade) or to withdraw from a class, so they can make informed decisions about changing a grading basis (pass/fail) or withdrawing from a class. Please make sure you’ve assigned and provided substantive feedback and/or grades on several assignments by this point. For fall 2026, that deadline is Tuesday, Oct. 27, for full semester courses (prorated for special session/shorter-term classes). Instructors of short-session classes should help students understand the specific special session deadlines applicable to the course, as this can be confusing for them.

Plan to use Course Alerts for undergraduate classes

Course alerts are an essential tool for identifying students who may be struggling and providing early intervention. They are designed to encourage students to engage with their professors and use academic support resources when needed. You can submit alerts weeks 2 to 13 (adjusted for shorter classes), and more than once per term (one per student). Both the student and their advisor are notified whenever a course alert is submitted, although students do not see the comments faculty submit.

Submit alerts as early as possible during the term and in advance of the drop deadline so that students have ample time to make positive changes and succeed. Fall 2026 dates and instructions are on the OIT Course Alert page.

Suggested syllabus/Canvas language:

This course participates in a campus effort to alert students early if there are concerns about grades, attendance, or performance. The goal is to give timely feedback and connect students with support resources.

Be aware of the CU Book Access subscription service

The CU Book Access course materials program is a subscription service that provides degree-seeking undergraduate students access to all of their required course materials before the first day of class for a one-time flat-rate price. The cost for the 2026–27 academic year is $269 (plus tax) per semester. Students may opt out of the program and have until the deadline for dropping a course without financial penalty to do so. For the fall 2026 semester, that deadline is Friday, Sept. 4.

Materials in this program are provided in a digital first format on or before the first day of class via Canvas, CU Boulder’s online learning platform. Should a particular class require print materials, students will receive an email letting them know they have a pickup at the CU Book Store. Visit CU Book Access: How it Works and faculty FAQs for more information.

Be aware of resources for students who speak English as an additional language

International and domestic students who speak English as an additional language may access free academic English tutoring and enroll in elective academic English courses LING 3200 and LING 3210, which are for first-year and continuing students. Students practice writing, pronunciation, public speaking and reading, and learn about U.S academic culture and expectations. Visit the International English Center’s English Language and Academic Support Services for details. For additional campus resources offered to students who speak English as an additional language, visit the English Language Resources for Non-Native English Speakers website.

What to do in cases of instructor or TA illness or absence from campus

Chairs, directors, and deans have the discretion to work with their instructional staff as appropriate to make sure instruction is covered in case of instructor illness or temporary absence from campus. Similarly, instructors of record have the discretion to do the same with their TAs.

  • Faculty members who plan to be absent from campus due to travel must follow the campus Policy on Faculty Absences from Campus to inform their chair/director/dean and to make sure their classes are covered. This policy applies to any faculty member who has teaching responsibilities, regardless of rank or job title.
  • A temporary shift from in-person to remote teaching is allowable, but it must be approved. An instructor should notify their chair or director (or, in schools and colleges that do not have departments, their dean). A TA should notify the instructor of record for the class. Higher-level approval is not required for a temporary shift to remote teaching. The instructor/TA will need to be in close communication with their students about the class’s temporary shift to remote instruction mode and should return to the classroom as soon as possible.
  • If an instructor/TA becomes unable to teach due to illness or absence from campus, the department/program or college/school should use their usual procedures for covering the class.

What to do if you are concerned about a student’s mental health or behavior

CU's Red Folder is a resource designed for instructional personnel that provides information on how to recognize and respond to students in distress. Faculty can be uniquely positioned to recognize when a student is experiencing distress and when to refer students to the many resources on campus. You can download a Red Folder shortcut for your computer desktop or your mobile phone/device.

If you are unsure about how to respond to a specific student, you may also consult directly with Counseling and Psychiatric Services (CAPS) by calling 303-492-2277. A CAPS crisis clinician will assist in identifying approaches you can take with the student as well as support you in the referral process. Additionally, each college and school has an embedded therapist or Student Health & Wellbeing liaison who can also serve as a resource. To get connected with your college or school embedded therapist, contact CAPS at 303-492-2277. Reporting options, support resources, and skills for identifying and responding to concerns are included on the Don’t Ignore It website as well.

If you would like to develop additional skills in how to respond, consider taking the “Skills for Mental Health Support” Skillsoft course offered by Student Health & Wellbeing. The course takes only 15 minutes to complete and provides additional tactics and resources for faculty. You can find this course by logging into Skillsoft/Precipio and searching for “Skills for Mental Health Support”.

What to do in cases of campus emergency

Be prepared: download the CU Boulder Safe app

CU Boulder Safe is a mobile safety app designed to centralize emergency alerts, safety tools and campus resources. 

Understand the university’s alert levels

The university has three alert levels. At the top level, CU Emergency Alert, emergency notification is sent to the campus when there is a confirmed immediate threat to the safety of those on campus, or near campus in areas of high student populations, or if there is a change to the university’s operating status due to weather, etc. Emergency threats include natural disasters, active harmers, severe weather, time-sensitive life safety concerns, campus closures, delayed starts and other on-campus emergencies. Visit the CU Boulder Alerts website for more information.

Find and receive safety information and instructions during emergency situations

The CU Boulder Safe app is complementary to the existing CU Boulder Alerts. Follow links from the CU Boulder Safe app alerts or visit the CU Boulder Alerts website for safety information and instructions during an emergency. Keep your emergency notification information current to receive real-time alerts about campus closures, extreme weather and other emergencies—sent straight to your mobile phone via the text messaging service.

Holding vs. canceling class during emergencies

An emergency that affects one area of campus does not necessarily mean that you should cancel your class in another area of campus. Key points:

  • Please follow instructions posted via the CU Boulder Alerts website about canceling or dismissing your class.
  • During a nonweather emergency, the CU Boulder Alerts website will indicate if any portion of the campus is restricted or closed, whether classes held in that area should be canceled, and whether classes in progress in that area should be dismissed or shelter in place. Campus text alerts will also link to the CU Boulder Alerts website.
  • If your class is held during an emergency that affects another part of campus or an alert area off campus, please exercise compassion with students who cannot attend your class. Recognize that students may be confused or frightened, or their transportation to campus may be blocked because of emergency closures.

Do’s and don’ts for instruction modes and makeup class sessions in cases of emergency

If you cannot hold your in-person class on campus due to a weather or non-weather emergency, you may not simply change your class to remote instruction mode and require your students to attend. Students may not receive notice in time, and/or they may not be able to access the class remotely because they do not have access to the necessary technology.

If your class is canceled due to a weather or non-weather emergency, you may schedule an in-person or remote makeup session, but you may not require that students attend that session if it is not during your regular class time. However, you may also record a makeup session for students to access on their own schedule. If your makeup session covers material that will be on an exam, you should record the lecture and make it very clear to your students (put it in writing) that they are responsible for that material.

Classroom Lockdown Buttons: What instructors need to know

CU Boulder is installing lockdown buttons in large classrooms across campus. Anyone in these classrooms may use the lockdown button only during an imminent, life-threatening emergency. When activated, the system immediately notifies police dispatch, locks classroom and building doors, and initiates a rapid law enforcement response. People may exit the classroom, but re-entry will be restricted until the area is cleared. For all other emergencies, including medical incidents, fire alarms, or nonviolent concerns, call 911. Please direct questions about the rollout or system use to Eric.Jergenson@colorado.edu.

Before teaching in a classroom equipped with a lockdown button, please review and encourage to students to view: 

Campus closure procedures for weather and other emergencies

CU Boulder’s Campus Closure Policy governs what happens when the campus must be closed due to weather or other emergencies, or when a delayed start or early closure is scheduled.

Delayed start

  1. A decision for a delayed start will normally be made by 5:30 a.m. on the emergency day.
  2. All campus events, facilities and venues are open and on schedule after the delay period has ended.
  3. All in-person and remote (synchronous) classes with a start time that is during the closure period will be canceled.
  4. All online (asynchronous) classes will be held as normal, and no classes or exams will be delayed or canceled due to a delayed start. 
  5. In the event of a delay during the final examination period, the provost will provide a directive regarding exams according to the final examination policy.

Early closure

  1. All campus events, facilities and venues are open until the early closure time.
  2. All in-person and remote (synchronous) classes with a start time after the early closure time will be canceled.
  3. All online (asynchronous) classes will be held as normal, and no classes or exams will be delayed or canceled due to an early closure. 
  4. In the event of an early closure during the final examination period, the provost will provide a directive regarding exams according to the final examination policy.

Classes canceled and administrative closure for the entire day

  1. A decision for a class cancellation will normally be made by 5:30 a.m. on the emergency day.
  2. All in-person and remote (synchronous) classes will be canceled.
  3. All online (asynchronous) classes will be held as normal, and no classes or exams for online (asynchronous) classes will be delayed or canceled due to a decision for class cancellation. 
  4. In the event of a closure during the final examination period, the provost will provide a directive regarding exams according to the final examination policy.
  5. Communications will contain information on how the campus may be impacted. Contact your supervisor or event venue if there are specific concerns. Campus events, facilities and venues may be closed or canceled; employees, students and others should contact them directly for questions regarding operating status.

FAQ: Why are remote (synchronous) classes canceled on an emergency/weather day? 

Many students and faculty depend on campus facilities and internet access to teach or take remote classes. Holding a remote class when some students cannot participate is unfair to those students, and faculty or students should not feel that they must travel to campus to teach or take a class when it is not safe to do so.

Active harmer response training and security assessment available 

Review the CU Boulder Police Department’s Run. Hide. Fight active harmer response website and watch the Active Harmer training video (YouTube), resources, and basic statistical data. Although the recording contains descriptions and reenactments of disturbing situations, the presentation is sensitive to language and visuals that may be triggering.

As a follow-up to this video training, departments may request an in-person site security assessment from Emergency Management personnel, who can assist in the creation or update of an all-hazards emergency action plan for shared workspaces, including evacuation plans, shelter in place plans and plans to maintain the continuity of operations. The Emergency Management team can also provide a tabletop exercise to test your plan and ensure it’s functional and understandable. To request a site assessment after viewing the training video, email the Emergency Management team (creates email).

Colorado Missing Student Law: What instructors need to know

A new Colorado Missing Student law requires institutions of higher education to follow specific procedures when a student is reported missing. Faculty should be aware that they may be contacted to provide information related to a student’s attendance or academic engagement as part of a wellness assessment. These changes are outlined in CU Boulder’s new Preliminary Wellness Assessment Policy. If you are concerned about a student’s well-being or believe a student may be missing, the Reporting at CU Boulder website gives guidance on how to report missing students on campus.

Free speech, academic freedom and political activity

As a public university, CU Boulder works to educate our students and campus community about the privileges and responsibilities of free speech, academic freedom and civic engagement. 

Instructional personnel may find these resources especially useful:

Federal government impacts: updates, resources and questions

The CU Boulder Today federal government impacts webpage serves as a hub for the CU Boulder campus, including CU system updates, resources for the research community, and student support information. Use Buff Info to ask your questions, seek guidance and provide information on all topics related to the federal government. Feel free to bookmark these websites, too, for quick reference:

Other teaching and advising reminders

Changing the instruction mode, meeting time or location of a class

The university is committed to teaching each course and section in the manner listed when student registration began. Changes in course instruction mode for the entire semester (such as from in-person to remote for the entire semester) and changes in meeting time for the semester must always be approved at the department or program level and by the dean. Changes in class location for the semester only need to be approved at the department or program level. Instructors may not independently change the semester’s instruction mode, meeting time or location of a course or section they are teaching, and requests for changes based only on the instructor’s preference will not be approved.

For information on changing an in-person class to remote instruction on a short-term basis, see the sections in this guidance on What to do in cases of instructor or TA illness or absence from campus and Do’s and don'ts for instruction modes in cases of emergency.

Requests for remote instruction: students with disabilities and others

Students cannot request that an in-person course be taught to them remotely for reasons other than a documented disability that would require such an accommodation. Remote location, commuting time, scheduling issues, and personal preference are not valid reasons for requesting accommodation. Students who require an accommodation based on a documented disability must receive approval from the Office of Disability Services. If approval is granted, Disability Services will contact the course instructor to determine if the accommodation will fundamentally alter their course and whether necessary technology support is in place.

In person or remote? Other teaching situations

  • Instructor office hours
    • Faculty and graduate students who are instructors of record may hold office hours in person or remotely, at their discretion. Office hour locations/modes for TAs and others who are working under the supervision of an instructor of record should be planned in concert with the instructor of record, so that everyone engaged in teaching the class is aware of office hour plans. Please make the mode/location of office hours clear in the class syllabus.
  • Undergraduate advising
    • Academic advising for undergraduate students is offered both in person and remotely. The availability of in-person support may vary by college.
  • Graduate advising
    • Students should communicate directly with their faculty advisor and graduate program to determine whether advising is available remotely or in person. Graduate School staff can provide assistance, support and resources in a hybrid manner.
  • Exams and defenses for graduate or honors students 
    • Qualifying/preliminary/comprehensive examinations and final exam/thesis defenses for graduate or honors students are typically held in person, but remote or hybrid examinations/defenses are also allowed. Each examination should be considered on a case-by-case basis, considering the circumstances affecting both the student and each committee member.

Academic Policy and Procedures Updates (New and Revised) 

The following new and recently revised policies are important for faculty awareness and adoption: 

Incomplete (I) Grades Procedures

New Incomplete Grading procedures take effect fall 2026 in order to improve the student experience through consistency in grading practices, to conform with existing policy, and to align with the campus grade replacement policy. and key changes are bolded below. Requests for incomplete grades still must be initiated by the student and only when, for reasons beyond their control, the student is unable to complete the class requirements within the semester of enrollment. At least two-thirds of coursework must have been satisfactorily completed (with a passing grade) before an incomplete grade is assigned. The requirements and deadlines to resolve the incomplete grade must also be recorded in an Incomplete Grade Agreement form. 

Per the Grade Replacement Policy, Incomplete (I) grades also are not eligible for grade replacement. Students should not re-enroll in a course as a means to resolve the Incomplete grade. Rather, they should work with their instructor to complete the missing work and receive a letter grade (within one calendar). The full Grade Replacement policy may be viewed in the University Catalog.

Credit for Prior Learning Policy

CU Boulder has long recognized credit for prior learning (CPL) through standardized exams (AP, IB, CLEP, etc.). To support academic learning innovation as well as a broader learner population, a comprehensive CPL policy and corresponding set of procedures have been approved. Most notably, to comply with the Colorado Department of Higher Education (CDHE) requirements, Course Challenge policy and procedures were expanded and formalized. See CPL policy for eligibility criteria and other requirements. 

Micro-credentials Policy 

Academic credentials innovation is evolving rapidly in the stackable and short-term credentials space. While CU Boulder has had guidance and systems in place since 2020 to support campus-based micro-credential offerings and digital badge issuance, a Micro-credentials and Digital Badge academic and administrative policy to formalize these practices was approved during the last academic year. More information about how to propose and offer micro-credentials may be found on the Office of the Registrar site.

International travel by/with students

All international travel by/with students that is CU Boulder-sponsored, affiliated, funded, or related to a CU Boulder activity/program is subject to the CU Boulder Policy on Student International Travel and Programs. Please contact Education Abroad (creates email) if you are taking/sending students abroad.

Continuing Education Auditors program

The former senior and community auditors programs have merged into the Continuing Education Auditors program. The following course instruction modes are available to auditors:

  • Boulder Main Campus: All instruction modes are available (in-person, remote [synchronous], online [asynchronous], and hybrid)
  • Continuing Education Campus: CE Online Credit term-based classes and CE Evening Credit classes (in-person, hybrid remote/online, hybrid in-person/online-remote)

Auditing always requires instructor permission. Certain courses and types of courses are not available for auditing; see Restrictions for the Auditors program for more details.

Buff OneCard required for academic building access on designated dates

Students, faculty and staff are required to carry their Buff OneCard at all times when on campus. 

On designated weekdays, Buff OneCards are required to access academic buildings. These include weekday home football games, the midsemester reading day, and the final exam period, as well as other weekdays featuring impactful events. This practice ensures that academic buildings remain accessible to CU Boulder students, staff and faculty on weekdays when public access to academic buildings might substantially interfere with the campus core activities of teaching, research, and creative work. Refer to the Access Services website to stay informed on when Buff OneCards will be required to access academic buildings.

In fall 2026, you will need your Buff OneCard to access academic buildings on these weekdays:

  • Thursday, October 8 (midsemester reading day)
  • Monday through Friday, December 11 through 17 (final exam period)
  • Public buildings such as the UMC and the University Libraries will remain open on these dates, though select Libraries locations may close. Check the University Libraries website for updates.

Please also be aware that campus buildings are accessible only to those with pre-programmed 24/7 Buff OneCard access:

  • When campus is closed due to weather or other emergencies
  • On weekends, including end of term reading days
  • On university holidays and administrative leave days 

Teaching resources updates from the Center for Teaching & Learning (CTL)

The Center for Teaching & Learning website is continually updated with resources addressing a range of topics in teaching and learning, such as course design and development, assessment, inclusivity and technology and AI. Our Course-in-a-box provides educators new to CU with guidance on designing, developing and delivering effective courses from start to finish.

In addition to CTL workshops, conferences and other events offered throughout the year, we offer individual and group teaching consultations, classroom observations and a range of teaching and learning-related programs and communities of practice. Contact CTL at CTL@colorado.edu and subscribe to receive the CTL's monthly newsletter, with teaching strategies and resources.

Teaching resources updates from the Office of Information Technology (OIT)

Streamlining and simplifying your login experience

To improve cybersecurity and simplify access, additional services—including Canvas, Google Workspace, Web Express and University Libraries—now require Microsoft multi-factor authentication (MFA) for sign-in. If you already use Microsoft MFA for Outlook, Teams or OneDrive, no action is required. You'll continue using the same authentication method you have already set up, such as the Microsoft Authenticator app, a phone number, or a security key.

This change strengthens campus security, streamlines access to online services, and creates a more consistent sign-in experience across CU Boulder systems. Watch the Microsoft MFA authentication experience video on YouTube.

  Learn more about the MFA improvement project and supported services on the OIT website.

Improved user experience for Microsoft licensing 

OIT has improved how Microsoft 365 licenses are assigned and managed, providing a more transparent, predictable and user-friendly experience. Users will receive notifications if their license eligibility changes and can find answers to common questions on the project website, including information for temporary and retired faculty.

To learn more, visit the Microsoft Licensing Automation Project webpage for FAQs about the project’s impact on temporary faculty and retired faculty, familiarize yourself with OIT’s new digital offboarding and data preservation guidance, and learn which services and applications are included with each type of campus-provided Microsoft license.

Reminder to register your devices on CU Secure Wi-Fi

Last winter, CU Secure and CU Guest replaced UCB Wireless and UCB Guest across campus. 

To connect to the CU Secure network, you must first register your device by visiting wifi.colorado.edu from any location and installing the CU Secure Wi-Fi certificate. Registration only takes a few minutes and helps ensure a more reliable, secure Wi-Fi experience.

Please encourage students to register their devices before classes begin. Consider displaying one of these Wi-Fi reminder Google slides before class or during presentations to encourage students to register their devices on CU Secure for the most reliable connection.

Visit the CU Secure Wi-Fi page for device-specific instructions and troubleshooting.

AI resources at CU Boulder 

Visit the Artificial Intelligence at CU Boulder website for guidance on the responsible use of AI, information about approved enterprise AI tools, and opportunities to participate in campus AI initiatives. For guidance on teaching and learning in the context of AI, specifically, explore the CTL's webpages on Teaching, Learning and AI.

Student access to ChatGPT Edu is expected beginning Aug. 14, 2026, after completion of a required Canvas training course. To learn more about the rollout of ChatGPT Edu, see the following online resources: 

Microsoft 365 resources for students

OIT’s Microsoft 365 - Student Resources page provides guides and tutorials that faculty can share with students to support collaboration, communication and coursework OIT also offers training on Microsoft 365 and Google services available on campus and facilitates a Microsoft 365 user group open to the campus community.

Help shape the future of Canvas

CU Boulder is partnering with Instructure to host an in-person, on-campus Canvas Customer Discovery Session on Monday, September 28, from 8:30 a.m. to 12:00 p.m. Faculty will collaborate directly with Instructure's product teams, provide feedback on early concepts, and help shape the future of Canvas. This is not a training session, but rather an interactive discussion focused on improving the teaching and learning experience. Breakfast will be provided. Space is limited, so please complete the interest form to be considered.

Canvas micro-credential courses 

New for the fall 2026 semester, OIT is offering a series of Canvas training micro-credentials that faculty can earn, including a Canvas Fundamentals course that is designed for new campus educators. 

Canvas course template

Consider using the CU Boulder Canvas template to save course setup time and provide students with a consistent, accessible learning experience. With resources like a start-of-semester survey, campus resources page and fillable student-centered syllabus, the course template aims to reduce the time spent building out your courses, while promoting promising practices in teaching and learning, digital accessibility and course design. To get help with integrating the Canvas template into your courses, learn more at the CTL Fall Intensive, or request a consultation with an Academic Technology Consultant. 

Updates to instructional tools

Canvas AI features 

Following a spring Canvas IgniteAI feature preview, and in alignment with CU Boulder's commitments for AI in Canvas, OIT will continue to make the following IgniteAI features available as optional, opt-in tools in Canvas:

  • Summaries for Discussions 
  • Search for Courses 
  • Translations for Discussions and Announcements 
  • Question Authoring Assistance for New Quizzes

Visit the Canvas - Feature Options page for information on enabling these and other Canvas features. For ongoing updates and future feature preview opportunities, consider joining the Canvas Feature Preview Microsoft Team.

Canvas Integration Updates

As part of ongoing security enhancements to Canvas, several Canvas integrations have been updated to newer, more secure versions. These updates are intended to strengthen the security of both Canvas and the integrated tool while also ensuring access to the latest features and functionality available from each integration partner.

As a result, educators and students may notice changes to the user interfaces or location of certain integrations within Canvas. OIT is documenting these changes and additional information will be added to the Canvas Integrations website as it becomes available. 

Required iClicker Cloud update for fall 

Instructors who plan to use CUClickers for polling or attendance need to update to iClicker Cloud version 8.1.0 before using CUClickers this fall. This is primarily a back-end update that does not impact the user interface or core functionality. You can download the update directly from the iClicker Cloud download page or, if you have a Secure Computing device, from your self-service software application.

PlayPosit to WeVideo migration

PlayPosit, the interactive video tool, was migrated to WeVideo on May 22, 2026. All instructor created bulbs were moved to WeVideo Interactive Video during the migration. The process for accessing, assigning, and creating interactive content in WeVideo is largely the same as for PlayPosit, although some changes in the look and feel of the process will be apparent. To learn more about using WeVideo, please review the Create an Interactive Video tutorial, or register for a WeVideo vendor training session scheduled for early August.

Classroom Capture available in 22 additional classrooms this fall

Classroom Capture is expanding to 22 additional classrooms this fall, bringing the total number of Classroom Capture-enabled spaces on campus to more than 70.

The service automatically records faculty lectures and presentation materials and generates searchable transcripts, making it easier for students to review course content. Students and faculty can search for keywords and jump directly to the point in a lecture where specific topics are discussed. How to easily share video presentations with students in Canvas (video). 

Learn more about OIT’s Classroom Capture, watch a Classroom Capture video demo, or submit a Classroom Capture request for your course.

Zoom's web portal is getting a new look

Zoom will introduce an updated web portal experience beginning Aug. 26, 2026. The refreshed interface includes navigation and design changes intended to improve usability and streamline common tasks. Faculty can preview the new interface now by enabling the new experience within the Zoom web portal, in the upper-right corner. Learn more about the changes in Zoom’s support article.

We're here to support you

The start of a new semester brings new opportunities and often new technology. We know there have been several IT changes over the past year, and we're here to help make your transition as smooth as possible.

Support resources

If you have questions or need assistance, our support team is here to help. Visit the OIT Support page to find self-service, guides, or connect with the right support team.

Need in-person assistance? The Buff Techs team offers walk-in support at two convenient campus locations in CASE and Norlin Library. 

Whether you need help connecting to Wi-Fi, troubleshooting a device, or answering general technology questions, our student technicians are ready to assist.

Extra support during the first week of classes

To help ensure a successful start to the semester, OIT will have support tables at locations across campus during the first week of classes. Stop by to ask questions, get help with your technology, or learn about the IT resources available to you and your students.

Support table locations and hours will be announced in OIT News. The best way to stay up to date on IT news, technology changes, and support opportunities is to subscribe to OIT News.

Academic technology training and consulting resources

The Office of Information Technology (OIT) offers a number of real-time or on-demand technology training sessions to help instructors make the most of campus-supported teaching technologies. 

Set up an individual Academic Technology session with OIT’s Academic Technology Consultants to dive into a specific problem or question with academic technology tools such as Canvas, Zoom, CUClickers, and much more.

Use the Classroom Technology Reporting Form to request a training session to get familiar with the technology in the classroom. You may also use this form to report an urgent problem when teaching in the space. If you need ongoing assistance with your hybrid or synchronous courses this semester, request a Technology Copilot to assist with audio/visual setup as well as Zoom management during your classes.

Explore training resources available for Microsoft OneDrive, Teams, and other Microsoft 365 apps. OIT specialists are available to give training on a number of Microsoft 365 topics or develop a custom training tailored to your needs.

Teaching resources updates from the University Libraries

Opening hours

Library hours for all five locations including Norlin are published on the website and updated regularly. Library instruction

Faculty librarians are available to provide library instruction to all faculty and students.

Research consultations

Students can schedule a research consultation with a librarian to help them refine and focus research topics, develop successful search strategies and identify appropriate sources for academic research projects and assignments. Faculty can also make use of this resource for their research.

Buffs One Read

This year’s Buffs One Read title is Lessons from My Teachers, by Sarah Ruhl. The Buffs One Read Program is a high impact educational practice that establishes a unifying title for the year that serves as a basis for classroom discussion, programming, social and civic development, and connection to campus. This year’s selection is the compilation of 60 inspiring essays that celebrate the bonds between teachers and students and the singular impact that teachers have throughout our lives. Sarah Ruhl, critically acclaimed playwright, poet and author, invites readers to welcome the many occasions, expected and unexpected, that offer transformative teachings from within and beyond the classroom. She pays tribute to the collaborative nature of learning and to the gift of attention imparted between students and teachers.

To help facilitate campus educators’ integration of the text into their courses or programming, we’ve created several materials available for use:

All first year and transfer students can get a complimentary Buff One Read copy of the book at the CU Bookstore and Libraries’ events, and other members of the CU Boulder community can access the book in print, ebook and audio through the University Libraries.

Check the Buffs One Read web page for upcoming events!

Course reserves

By using course reserves, you can help provide your students with access to materials that are hard to find or beyond their financial means.

Technology lending to students

  • If you discover a student who does not have reliable access to the internet off campus, you can assist them in requesting a wifi hotspot.

Norlin Library:

All Libraries:

Video creation station (Norlin Library)

A video creation station is available in Norlin for faculty and staff to create instructional content including video recorded lectures, MOOC content, and podcasts.

Teaching resources updates from the CU Art Museum

The CU Art Museum offers support for teaching using original works of art and digital resources and can design customized teaching resources.

Teaching resources updates from the CU Museum of Natural History

The CU Museum of Natural History is closed until early in the spring semester. During this time, collection visits will be available by appointment, and other special access requests will be considered on a case-by-case basis. Please email CUmuseum@colorado.edu for information. Contact the visitor services coordinator (creates email) to rent space for a future event.

Teaching resources updates from Fiske Planetarium

Fiske Planetarium is a teaching resource for the full campus community, with an 8K-x-8K digital theater system housed within a 65-foot dome that seats 206 students. Graduate students may learn about science communication through preparation and delivery of public talks at Fiske. Contact Director John Keller for more information.

Curriculum planning and teaching assignments for future semesters

Faculty, GPTI and TA work modes: standards of practice related to teaching 

The campus has established standards for faculty in-person and remote work that are reflected in this edition of academic instruction guidance. The baseline assumption is that any faculty member who is teaching, along with everyone holding a GPTI or TA appointment, is available to teach in person, unless their position is explicitly devoted to remote teaching. 

A faculty member who is working fully remotely (including research and creative work, teaching, and service) must have written approval from their chair/director and their dean. Approvals are to be archived in the dean’s office and a copy maintained in the department/program (if applicable). A copy of the approval will also be sent to the Office of Faculty Affairs to be included in the faculty member’s personnel file.

Faculty, staff, researchers, graduate student teachers and student employees who need work-related accommodations or leave due to disability or health issues should consult OIEC (for work-related accommodations) or the Human Resources webpage (for leave) and follow up with OIEC or Human Resources as needed.

Proportions of in-person vs. remote/online classes 

The campus does not set desired ratios of in-person vs. remote/online classes. It is the responsibility of each school and college dean, working with department/program chairs and directors, to determine the instruction mode patterns for each semester. The dean of each college or school is responsible for the curriculum, and thus has final approval authority for the proportion of in-person vs. remote/online classes within each department/program and for the college/school as a whole.

Instruction modes and class assignments 

Please use the following principles in planning instruction modes and class assignments:

  • Departments and programs should weigh demand for remote and online classes and may propose to offer a selection of sections remotely or online. The campus will not set any target percentages of in-person courses for each department, program, college or school, and it is not required that a program offer remote or online classes.
  • Departments and deans will define appropriate course instruction modes in concert with faculty and other instructional personnel. Instructor preference should not determine a class’s instruction mode. Each class’s instruction mode should be determined according to college/school and department/program priorities, based on pedagogical reasons and on student needs. For example, priorities for remote/online instruction might include one or a few sections of a course that has multiple sections, where there is student demand, where the course is crucial for students to make progress toward their degrees, and where the course can be taught effectively remotely or online.
  • Keep in mind that international students must enroll in a minimum number of in-person credit hours to maintain their visa status. Offering only a limited selection of in-person classes may be detrimental to international students, resulting in delays or complications for these students.
    • From an immigration compliance perspective, it is imperative for international students that those courses designated as in-person, do in fact meet regularly in person. Professors may need to assist international students in documenting their in-class attendance.
    • International students enrolled in an in-person section cannot attend a remote/online section of the class instead. 
    • Changing an in-person class to remote/online after students register can be detrimental to international students who have enrolled with the assumption that the class will be in person.
  • All instructional personnel should be treated equitably in assigning them to classes/sections in various instruction modes. Please work with your graduate student teachers (TAs, GPTIs) the same way you do with your tenure-track faculty, teaching faculty, and lecturers. No one should be presumed to have “dibs” on remote teaching due to seniority, personal circumstances, or any other factors not related to pedagogical reasons or student needs.
  • It is reasonable to assess evidence of an instructor’s effectiveness at remote/online teaching (or willingness to participate in training in effective remote/online pedagogy) before assigning remote/online teaching. If you’re a department or program chair/director and need help with this task, please consult your dean and/or contact CTL (ctl@colorado.edu) for resources to assess effectiveness with teaching remotely/online.
  • Some students may want to sign up for solely remote or online courses. However, students (except for those in online programs) cannot expect that every course they might want to take will be offered in an online or remote mode, and departments and programs are not obliged to make that possible.

Classroom assignments, space utilization and class scheduling

In accordance with the Instructional Space Utilization Policy, the Office of the Registrar and academic units follow Schedule Distribution Procedures designed to use classroom space efficiently and distribute the class schedule across “non-prime” teaching hours as well as “prime” hours, maximizing students’ opportunities to enroll in the classes they need to make progress toward their degrees. The distribution of the class schedule across all teaching hours applies to remote classes as well as in-person classes.

Past guidance editions, questions and requests

Past and current editions of Academic Instruction Guidance and their supporting materials are available on the Academic Affairs website. Please send all requests for clarification and requests for future guidance editions to Kirk Ambrose at kirk.ambrose@colorado.edu, interim vice provost for academic planning and assessment. Your communications are welcome and help shape decisions by academic leadership about instructional policies and procedures and support for teaching and learning.

Other issues? Contact Buff Info

Buff Info is a team of dedicated professionals who are available to answer questions on a wide variety of topics related to CU Boulder and to help faculty, staff, students, and parents connect with the appropriate campus office for additional information or assistance as needed. Buff Info liaisons may be reached at 303-492-INFO (4636), via email at BuffInfo@colorado.edu, or via live chat 9 a.m. to 6 p.m., Monday through Friday. The university will extend these hours when needed.