Faculty Voices on LMS Migration: How Support Shaped the Experience
This is an editorial based on a survey filled out by two UIC faculty members
quote
I love UIC and the amazingly diverse student body. Our university is incredibly special and I have been delighted to expand my own goals and opportunities there.
| Senior French Lecturer at UIC
The interview
As the University of Illinois Chicago transitions from Blackboard to Canvas, faculty across disciplines are navigating the challenges of adopting a new learning management system. Their experiences highlight not only the technical aspects of migration but also the critical role of support in shaping confidence and readiness.
Navigating Initial Uncertainty
For many instructors, the announcement of the LMS transition brought apprehension. Jessica Hoselton, Senior Lecturer in French and Assistant Director of the Basic Language Program, described feeling “very anxious” at the start, knowing she would need to guide teaching assistants through the new system.
Similarly, Dr. Diana Gonzalez-Cameron, Lecturer in Hispanic and Italian Studies, recalled feeling “confused and, to be honest, scared.” Their reflections capture the shared sense of uncertainty that often accompanies large-scale institutional change.
Finding Strength in Support
Both faculty members emphasized how support made a difference. Hoselton attended webinars, met with the migration team, and benefited from having her course content transferred into Canvas. “I felt like I received a ton of help and information that will help me properly finalize the template sites,” she explained. Gonzalez-Cameron pointed to the reassurance she received from staff members like Mariah Parker and Erin Stapleton-Corcoran, noting that training sessions and ongoing communication helped her feel less isolated in the process.
Building Confidence at Different Places
While Hoselton now feels “a lot better” about her ability to teach in Canvas, Gonzalez-Cameron remains cautious. She worries that the short winter break may not have provided enough time to fully master the system. This contrast underscores the varied pace at which faculty adapt, reminding us that successful transitions require flexibility and empathy for different learning curves.
Looking Ahead
Together, Hoselton and Gonzalez-Cameron’s voices illustrate the human side of UIC’s LMS migration. Their stories show that while technology shifts can be daunting, strong support networks and open communication help faculty move forward with resilience. As UIC continues this transition, these experiences highlight the importance of listening to faculty voices and ensuring that support remains central to the process.
If you are engaging in the LMS Migration process, visit the UIC LMS Transition page for additional resources including upcoming workshops, recorded webinars, and more.