CPR

Calibrated Peer ReviewTM
FAQs and Instructions

at Texas A&M University

If you have any questions on CPRTM that are not covered here,
please contact Dr. Wendy Keeney-Kennicutt and she will gladly add the answers to this listing.

 Introductions to CPR:
    1.  A Quick PowerPoint Presentation
     2.  How to have a Successful Experience with CPR (directed toward students)
     3.  How You and Your Students Can Have a Successful Experience with CPR  

Talks from 2007 CPR Symposium:
     1.  KEYNOTE:  CPR - Past, Present and Future  Arlene A. Russell, UCLA
     2.  How effectively is CPR being used?  Julie Reynolds & Cary Moskovitz, Duke University
     3.  Using CPR to revive student test scores  Devon Hackelton & Len Vandegriff, Cal State Polytechnic University, Pomona
     4.  CPR - some keys to successful implementation  Steven Balfour, Texas A&M University
     5.  Using CPR to improve student's ability to evaluate technical posters in a bioengineering lab  Tracy Volz & Ann Saterbak, Rice University
     6.  Getting what you want - strategies for writing effective CPR assignments  Kimberly Woznack, California University of Pennsylvania
     7.  Overcoming student resistance to CPR  Wendy Keeney-Kennicutt, A. Baris Gunersel and Nancy Simpson, TAMU
               link to published paper: Overcoming Student Resistance to a Teaching innovation (2008)
     8.  Factors affecting student resistance to CPR   Wendy Keeney-Kennicutt, TAMU

Papers:
     1.  Development of Student Writing in Biochemistry Using Calibrated Peer Review Yasha Hartberg, Adalet Baris Gunersel, 
                   Nancy J. Simspon, and Valerie Balester, TAMU
   

 

 

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For The New Instructor:

All new CPR users (students and faculty) must complete an account profile. To do this, you must access the following URL: http://cpr.tamu.edu, click on Access CPR at TAMU, then click on the New Users: first time logging in? link and follow the onscreen instructions. New users will be allowed to select their own password and a challenge question and answer during this process. You will be given your CPR username after you complete setting up your profile and allowed to log in again. For more information, you can watch "Flash" movies on Logging In As a New User and Accessing the CPR Tour (compliments of Dr. Tim Su)
You will need the free Macromedia Flash Player plugin to view these. [top]

CPR users must use Internet Explorer version 4 or higher (recommended) or Netscape Navigator version 4 or higher. [top]

Administrators create and delete institution courses, and create, edit and delete user accounts. [top]

Dr. Wendy Keeney-Kennicutt (kennicutt@mail.chem.tamu.edu) is the master administrator for TAMU. Jean Layne (j-layne@tamu.edu) and Baris Gunersel (bgunersel@neo.tamu.edu) are the administrators for WALS - Writing for Assessment and Learning in the Natural and Mathematical Sciences. [top]

An instructor activates and monitors assignments in a course. A designer authors assignments. [top]

Students take CPR assignments. During assignments, students explore source material, enter text, perform reviews and view results. HERE is a flow chart (pdf) of what goes on during an assignment. [top]

Your students can find general information from the Student FAQs found on the Login page. There are also handouts available to you on the Instructor page. As for scoring their peers' essays, if you have set up your questions so that they constitute the grading rubric, you can tell your students to simply count the number of questions correct. If there are 10 total, they will be close to a reasonable grade for their peer's essay. This method is very straghtforward and helps them see that judging essays can be objective. If you prefer a more holistic approach to reviewing essays, here are

Student Guidelines for Rating CPR Essays (on a scale of 1 to 10):

Thanks to Lynne O'Connell (Boston College) and Arlene A. Russell (CPR Team)

There are three different scenarios. (1) The student is not telling you the truth, and you have to deal with that issue. (Note: You can now contact the administrator, Wendy Keeney-Kennicutt and she can check the server log to see if the student had logged on when he/she claimed. You need to send her the students CPR username and the day the work was submitted). (2) She saved her essay, but didn’t submit it. You can go to the Tools listing, choose Submit Text for an Individual Student, enter her UIN or CPR ID and you should see her essay in the box. Click on Submit. (3) The server/program timed her out and she didn’t realize it.

Whenever someone is writing in a textbox for a certain period of time, the server and/or the program thinks the student/instructor is not working and will disconnect him or her from the server. When the student hits the submit button, he or she immediately get taken to the login page and the essay never gets submitted. Therefore, you need to either tell your students to save/submit (submit is a better option – they can submit as many times as they wish up to the deadline) their work every 15 minutes or so, or, as a much better alternative, write the assignment in a word processing program. It is very easy for them to spell check and grammar check, then copy and paste the text into the textbox. This second alternative procedure is definitely recommended for your students. If they keep a copy and get disconnected, they can always reconnect and resubmit their essays. You can have her email her essay to you and you can submit it through Tools. [top]

Setting Up a Course and Creating/Managing New Users:

Yes, you can. Unlike WebCT, you can definitely use the back button. [top]

You can’t. You need to email your CPR administrator: Dr. Wendy Keeney-Kennicutt (kennicutt@mail.chem.tamu.edu) for TAMU in general or Jean Layne (j-layne@tamu.edu) and Blake Godkin (bgodkin@tamu.edu) if you are a part of WALS - Writing for Assessment and Learning in the Natural and Mathematical Sciences. Give your course number and title, sections and semester. [top]

Contact your administrator immediately. She or he simply has to add another course to your list of courses, e.g. a practice course, and all your courses will appear. The programmers don’t know why this happens occasionally, but the problem has an easy fix. [top]

Every new user in CPR must have a new account created by an administrator. Once an account is created it can be added to multiple courses as students and can be assigned multiple uses levels (i.e. administrator, designer, instructor, student). Users must be added as students to each and every course in which they are enrolled. Both administrators and instructors can add students to a course. [top]

Only administrators are allowed to create new users. Both administrators and instructors are allowed to add students to courses. [top]

Yes. A single student can be enrolled in more than one course at any time. Students can also be enrolled at more than one institution. [top]

At the appropriate time, you must send the administrator an excel spread sheet of your students’ names and UIN numbers (last name, first name, UIN number in adjacent columns). This information can be obtained from SIMS or from your NEO account (see below for instructions). Student information is uploaded twice in CPR: (1) by the administrator to the main data base, and (2) by you or the administrator into your course. The upload directions into your course are clearly given in the CPR program. Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Students -> Add Students From File and follow directions (see below for further help). Wendy has SIMS access, so she can obtain your student records for you if necessary. [top]

You need to contact the administrator with the TA’s name and UIN number so that the TA can be added to the main CPR data base and be given instructor status. You must then: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Students -> Add Instructor. You will need the TA’s CPR Username, which you can get either from the TA or from the administrator. He or she did not have to be registered in your course beforehand. [top]

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The Assignment Libraries:

You have access to three libraries: your Personal Library containing one example assignment and ones you write yourself; the Institutional Library containing assignments your peers have written and have published to the Institutional Library and the Server Library containing assignments that were written and proofed by faculty at other institutions. You can use any of these. However, at some point, you will need to write your own assignments. With time, the Institutional Library and Server Library will grow. We encourage you to publish and share assignments with your peers. [top]

All finished assignments in your personal library are eligible to be published to your institution’s library as well as to the server library. Before you can publish any of your assignments, you must contact your institution administrator to request access to the assignment publishing tool.

Once you have approval, you can share your assignments with instructors at your institution by publishing to the institution’s assignment library. To do this: login -> Enter as Instructor/Designer -> Author Assignments -> select assignment -> Publish Assignment -> choose your Institution library and follow the remaining instructions.

If you wish, you can share your assignments with all instructors who use CPR on our server (which right now is only TAMU – College Station). To do this: login -> Enter as Instructor/Designer -> Author Assignments -> select assignment -> Publish Assignment -> choose “Contributed Assignments” and follow the remaining instructions. [top]

You can’t. The CPR program is expressly written to protect other authors’ assignments from being plagiarized. You either have to use it the way it is, or rewrite a similar one for your own Personal Library. [top]

Writing Your Own Assignments:

First of all, you must be an Instructor/Designer. All instructors have access to the Authoring Assignment tools. If you do not see the Authoring Assignment option, contact your administrator. To begin: Login -> Enter as Instructor/Designer -> Author Assignments -> either Create a New Assignment or click on the Example Assignment and choose Duplicate Assignment. I suggest for your first assignment to edit the duplicated assignment. That way you can easily see how it's done. [top]

Examples of simple HTML coding are as follows:

<B> text </B> Displays the enclosed text in boldface; <B>Hi</B> gives Hi.
<i> text </i> Displays the enclosed text in italics; <i>Hi</i> gives Hi.
<SUB> text </SUB> Displays the enclosed text subscripted; H<SUB>2</SUB>O gives H2O.
<SUP> text </SUP> Displays the enclosed text superscripted; Na<SUP>+1 </SUP> gives Na+1
<CENTER> text </CENTER> Centers the text on the line
<BR> Inserts a line break after the text.
<CENTER> text </CENTER> Centers the text on the line
<BR> Inserts a line break after the text.
<P> or </P> Inserts a blank line after the text. 

If you wish to use the greater than sign (>) or the less than sign (<), you must be careful because the word counter in CPR will get confused. CPR will think you are trying to format in HTML. You should use &gt; for > and &lt; for <.
A forward arrow (-->) can be --&gt; and a double headed arrow (<-->) can be &lt;--&gt;.  

When you wish to put a link to a webpage in your text, type <a href="http://website address">Name of the website address</a>.  When you preview the page, you will see Name of the website address (whatever is between <a href="…"> and </a>) which will be clickable and take you to the website.

The Mid-level and Low-level Calibration essays must seem authentic to students if the essays are to be effective learning tools. These calibration essays need to address common student misconceptions and errors and include typical superficial answers that do not show the depth of understanding you want. Prepare a list of student misconceptions, errors, and superficial answers that you have seen. Distribute them between these two essays. Write the essays as clearly as you can while including the misconceptions. You don’t want bad English to obscure the content errors. If you field test the writing prompt before you make it an official CPR assignment using extra credit writing assignments, you get good subject matter for these calibration essays.

For each question, you must designate the question type as either Style or Content, and choose the answer set. If you check the Student Explanation box, students are required to enter an explanation of their answer to that question in a text box as they review their peers’ essays. Students are always required to explain their overall rating of the text. When you require your students to explain their answers, you are asking them to put their reasoning in words. You may wish to consider having students comment on any major points of understanding in the assignment.

You CANNOT use HTML formatting when you write your questions. The program coding doesn’t support it and your students may not be able to read part of the question, even if you can.

You do have the opportunity to order your questions as you see appropriate.

There is a final question that is automatically added to all assignments: the student must set an overall rating of the text from 1 to 10.

The answer is no and yes. No, the CPR program does not allow you or your students to upload pictures onto the CPR server that can appear in your essays. However, you can put a picture that is sitting on another server into an essay. The issue for the student then becomes one of anonymity - keeping the student anonymous, since everyone will be able to see the link's address. When you wish to put a picture in your text, type

<img src="http://web address.gif or .jpg">.

  When you preview the page, you will see your picture. For example, if you copy this into the text box:

<img height=200 width=150 alt=chemistry logo src="http://www.chem.tamu.edu/class/fyp/pics/chembutt.gif">,

you should see this chemistry logo,


CPR

In this example, I set the height and width of the image to be 200 and 150 pixels, respectively; you can set this to be whatever you want or omit it altogether. "alt" means if the picture doesn't show itself, the words, "chemistry logo," will appear. This also isn't necessary, but it is good form.

The issue remains about keeping students' names out of the link. You can work with your department to have space on your server to ftp student files(pictures, pdf files, etc.) Some faculty already do that for their students. If you want more information, contact the CPR administrator, Dr. Wendy Keeney-Kennicutt. [top]

Whenever you are working in a textbox for a certain period of time, the server and/or the program thinks you are not working and will disconnect you from the server. Therefore, you need to save your work every 10 minutes or so. An alternative is to write the sections of your assignment in your word processing program, then copy and paste the text into the box. This procedure is definitely recommended for your students. If they keep a copy and get disconnected, they can always reconnect and resubmit their essay. You’ll know when you have been disconnected when you click on a button and immediately get taken to the login page. [top]

If you’ve made any changes since the first time you tried the assignment, you need to push the Restart Trial button. [top]

This is just a default in the Try Assignment program. You will be setting the correct word number range when you actually set up the assignment for your class. At this point, you’re only looking at the assignment. [top]

The word count for essays will probably be wrong if you or the student uses < (less than) or > (greater than) in the text.  The counter gets confused when it sees what it thinks is a part of the HTML format.  You should use &gt; for > and &lt; for <.
A forward arrow (-->) can be --&gt; and a double headed arrow (<-->) can be &lt;--&gt;.   [top]

This is probably because you used some HTML formatting when you wrote the question. Remember, you and the students use HTML formatting during text writing. However, you cannot use HTML when writing your questions for calibration/review. The coding is different in the CPR program. [top]

Yes, you can keep editing the entire assignment, as long as you do it during the writing stage. DO NOT let the assignment go into the Calibration Stage. If there is any doubt that you won't finish in time, extend the Text Entry End Time. You DO have to physically upload the assignment from your library to the classroom assignment. That is necessary because the program actually makes a copy of the library assignment to your particular course; it doesn't simply link to the library.

Instructions:
Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Activation -> Update Assignment – Edit -> Edit

On your assignment page, where you see the bar that gives the choices: Assignment List, Status, Activation, Progress, and Tools, click on Activation. The top choice is Update the Assignment - so click on edit, then click on Update. That's all you need to do. During the writing stage, everything will be updated. During the calibration/review stage, only the source material and instructions will be updated. [top]

Activating Assignments:

Instructors must activate library assignments for use in their courses. Go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Activate New Assignment -> Select Assignment. You can then pick an assignment from the three libraries. [top]

No, you cannot. The CPR program is expressly written to protect other authors’ assignments from being plagiarized. You either have to use it the way it is, or rewrite a similar one for your own Personal Library. [top]

You first need to be sure that you have a course and that your students have been added to the main database and your class. See appropriate FAQs. Now, follow the directions laid out in the pdf file called Instructor – Quick Start. Here they are:

It’s a programming issue. What the UCLA administrator does is put the assignment number into the title of the assignment to keep order. [top]

Managing Students During an Assignment:

If you check and they are definitely registered in your class, chances are they are trying to log in to the UCLA site. Make sure they are logging into the correct site: cpr.tamu.edu and clicking on the login page. Otherwise, tell your administrator. [top]

Each CPR stage has a different selection of tools to use. To see them, go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Tools. [top]

Open a new window on your browser and work using one window on the student information and one window on the particular tool under Tools. To do this, click on File on the top toolbar of your browser; click on New and then click on Window. You may find this technique useful for other tasks as well.[top]

The word count for essays will probably be wrong if you or the student uses < (less than) or > (greater than) in the text.  The counter gets confused when it sees what it thinks is a part of the HTML format.  [top]

Students can submit their essays as many times as they wish up to the deadline. They may save their work as they go along, but they must click on the submit button for their final version. It’s probably better to just use the submit button, so they don’t forget. [top]

There are three different scenarios. (1) The student is not telling you the truth, and you have to deal with that issue. Note: The CPR administrator now has the ability to see who has actually logged onto the CPR server by their CPR Username. Contact Dr. Wendy Keeney-Kennicutt with the student's CPR Username and date when the student claims he/she was on. (2) She saved her essay, but didn’t submit it. You can go to the Tools listing, choose Submit Text for an Individual Student, enter her UIN or CPR ID and you should see her essay in the box. Click on Submit. (3) The server/program timed her out and she didn’t realize it (very common).

Whenever someone is writing in a textbox for a certain period of time, the server and/or the program thinks the student/instructor is not working and will disconnect him or her from the server. This is very common and the CPR program has no record of their being on the server. However, it is now possible to check the server log to verify that the student was working on CPR. See (1). When the student hits the submit button, he or she immediately get taken to the login page and the essay never gets submitted. Therefore, you need to either tell your students to save/submit (submit is a better option – they can submit as many times as they wish up to the deadline) their work every 15 minutes or so, or, as a much better alternative, write the assignment in a word processing program. It is very easy for them to spell check and grammar check, then copy and paste the text into the textbox. This second alternative procedure is definitely recommended for your students. If they keep a copy and get disconnected, they can always reconnect and resubmit their essays. You can have her email her essay to you and you can submit it through Tools. [top]

Sometimes the submission tool doesn’t work the first time. Try again. Check to be sure it did work by using the bottom tool under Tools: Access Assignment as Student. You will then be able to see what your student is seeing. [top]

Of course, you can. Go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Edit the Assignment Timing. [top]

Yes, you can. Go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Pause Assignment. You can also find this option using Tools. [top]

Yes, you can keep editing the assignment, as long as you do it during the writing stage. DO NOT let the assignment go into the Calibration Stage. If there is any doubt that you won't finish in time, extend the Text Entry End Time. You DO have to physically upload the assignment from your library to the classroom assignment. That is necessary because the program actually makes a copy of the library assignment to your particular course; it doesn't simply link to the library.

Instructions:
Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Activation -> Update Assignment – Edit -> Edit

On your assignment page, where you see the bar that gives the choices: assignment list, status, activation, progress, and tools, click on activation. The top choice is "Update the Assignment" - so click on edit, then click on Update. That's all you need to do. During the writing stage, everything will be updated. During the calibration/review stage, only the source material and instructions will be updated. [top]

Yes. Instructors can customize the timing for an individual student. This is very useful if a student does not complete her work by the required deadline. Extensions can be granted for both the text entry and review states. To customize timing: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Tools -> Customize Timing for Individual Student(s). [top]

You have some choices. Using Tools, you can Customize Timing for Individual Student or you can Submit Text for Individual Student. Usually the better choice is for you to submit their text. Otherwise, they might not read their email in time and miss the deadline extension. Go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Tools -> Submit Text. Enter the student’s UIN number or their CPR ID. You can get both from the Student Listing for your class: Open a new browser window and either use the back button to get to Manage Students, or from the beginning, go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Students.

IF YOU HAVE MULTIPLE CLASSES, MAKE SURE THAT YOU ARE SUBMITTING THE STUDENT’S WORK INTO THE CORRECT CLASS! If you submit the student’s work into a class in which they are not registered, you will not get an error, but a blank essay will show up for the student chosen to review that essay and that student will get a zero for that essay. [top]

This is the way CPR was set up. A student who hasn’t done the original writing assignment is not deemed qualified to critique his or her peers. He either has to get a 0 for the assignment, or you have to allow him to submit his text late. One instructor suggested that you could opt to submit the low quality calibration for the student as a penalty if you explain that ahead of time. [top]

Go to Tools, Customize Timing, and extend her deadline. Watch out! The default year is LAST year. Sometimes the extension doesn’t work on the first try. Check to be sure it worked by using the Access as Student tool, to be sure the student is allowed to continue. If not, try again. [top]

This situation can occur when you, the instructor, accidentally submit a student's essay into the wrong class. If you submit the student’s work into a class in which they are not registered, several problems will develop. You will not get an error message, but a blank essay will show up for the students chosen to review that essay and those students will get zeros for their reviews of that essay. You will have to track down the students who were given the non-essay to review and fix their scores. Also, the student who wrote the essay will not be able to do the assignment, because the essay was never submitted into the right class. Hopefully, the student will contact you. [top]

Avoiding this situation is why I have one extra assignment – a makeup assignment given near the end of the semester. However, you may really want a student to complete the assignment. Once the assignment is finished, Tools will no longer have the option for you to submit text. Have the student email you his text. You’ll then have to quickly edit the timing of the entire assignment, so that you are back in the writing part of the assignment, submit his text using Tools, then change the timing back to the original timing. Then, follow the directions for missing the calibration deadline. IF YOU HAVE MULTIPLE CLASSES, MAKE SURE THAT YOU ARE SUBMITTING THE STUDENT’S WORK INTO THE CORRECT CLASS! If you submit the student’s work into a class in which they are not registered, several problems will develop. You will not get an error message, but a blank essay will show up for the students chosen to review that essay and those students will get zeros for their reviews of that essay. You will have to track down the students who were given the non-essay and fix their scores. Also, the student who wrote the essay will not be able to do the assignment, because the essay was never submitted into the right class. Hopefully, the student will contact you.

Two problems might arise. (1) His rating of his peers may change their grades after they have looked at them. You’ll need to go into the Student Data to see who he critiqued and make a judgment as to whether or not you’ll change their grades back (another option under Tools). (2) If everybody who wrote an essay completed the assignment, there may not be any essays for the person to review. One essay can only be given to three different people. You may need to print out three essays and have them review them by hand, according to your rubric. [top]

After the Assignment is Over:

Go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> click on the assignment of interest -> Student Results. You have the option of displaying Less Info or More Info. [top]

There are several tools for downloading student results under Tools. Go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Tools -> Download Options. You can download basic results, extended results, text entries and submission data. [top]

Yes, you can edit either a student’s text rating or a student’s overall assignment score after the assignment is completed. This tool can be found under Tools, or by clicking on the student’s name under Student Results. [top]

These students will be found on the Problems List under Tools. Go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Tools -> Problem List. You can click on the person’s name, look at their reviewers and change their scores if necessary. You have the option of either changing the problem student’s score only (your comments will only be seen by that student), or letting the score cascade to the people who reviewed him or her (your comments will be seen by the student and his reviewers). [top]

This next procedure is what I always do after I've taken care of the "problem" students. Go to the Student Results. Go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Student Results. On the gray header, you have a choice of looking at "Less Info" or "More Info." Select "More Info" and press "Reload". The farthest right hand columns deal with Self-Assessment. You can quickly scan down the list, identify the students who missed points on their self-assessments by a very small margin - sometimes only by 0.01 of a point. Once identified, you can give them extra points by clicking on their name, then editing their overall score. [top]

This situation can occur when you, the instructor, accidentally submit a student's essay into the wrong class. If you submit the student’s work into a class in which they are not registered, several problems will develop. You will not get an error message, but a blank essay will show up for the students chosen to review that essay and those students will get zeros for their reviews of that essay. You will have to track down the students who were given the non-essay to review and fix their scores. Also, the student who wrote the essay will not be able to do the assignment, because the essay was never submitted into the right class. Hopefully, the student will contact you. [top]

Yes, you can. Under Tools, CPR allows instructors to edit scoring and grading information after the assignment is finished. To edit scoring or grading information, go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> Tools -> Edit Assignment Settings. After doing so, CPR gives you the option Update Records Later? When you choose this, it seems to update the records immediately. If you are unsure if your records have been updated or not, go back to Tools and choose Update All Records. [top]

Extend the Assignment Timing to some time in the future, then PAUSE the assignment. No one can get to the assignment but you. To look at the data, unpause the assignment and END it again to a time in the past. To edit Timing, go to: Login -> Enter as Instructor/Designer -> Access Courses -> choose your course -> Manage Assignments -> Select Assignment -> push the EDIT button by Assignment Timing. You'll also see the PAUSE/UNPAUSE button right there. [top]

One way is to do the following (since they put in HTML tags):

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Miscellaneous:

Contact your administrator immediately. She or he simply has to add another course to your list of courses, e.g. a practice course, and all your courses will appear. The programmers don’t know why this happens occasionally, but the problem has an easy fix. [top]

Yes, you can. Unlike WebCT, you can definitely use the back button. [top]