|Faculty Handbook -
Handbook for contracts dated prior to 7/1/03 (PDF)
5.0 ACADEMIC POLICIES AND SERVICES
5.1 BookstoreThe UNC Asheville Bookstore’s primary emphasis is academic, providing for the sale of books, supplies, and educational requirements associated with the academic programs at the University and for the sale of other supplies and services deemed necessary. As an auxiliary service, the Director of Auxiliary Services oversees the UNC Asheville Bookstore, Rocky's Convenience Store and the Campus OneCard. For more information, visit UNC Asheville Bookstore.
5.2 Classroom Policies
5.2.1 Evaluating Students
Prohibited Conduct (The Code 300.4.1.A, UNC Policy Manual)
It is misconduct, subject to disciplinary action, for a University employee, incident to any instructional, research, administrative or other University employment responsibility or authority, to evaluate or supervise any enrolled student of the institution with whom he or she has an amorous relationship or to whom he or she is relate by blood, law or marriage.
It is misconduct, subject to disciplinary action, for a University employee to engage in sexual activity with any enrolled student of the institution, other than his or her spouse, who is a minor below the age of 18 years.
Evaluation Prior to Official Drop Date
Faculty must provide students with an evaluation of their performance prior to the official drop date each semester; this may be through test grades or other appropriate evaluation technique.
184.108.40.206 Reporting GradesFaculty enter grades online via their OnePort account for all courses for which they are listed as instructor. Grades must be entered by the published deadlines. Grades for seniors graduating at the end of the Fall and Spring terms are due earlier than grades for the rest of the enrolled students. This earlier due date allows for certification of the graduates prior to commencement. Faculty needing additional information on entering grades should contact the Registrar's Office.
Posting of Grades (VCAA, 1987)
Because of the Buckley Amendment the public posting of grades may place a faculty member and the University in legal jeopardy. According to the "Legal Guide," prepared by the American Association of Collegiate Registrars in conjunction with the National Association of College and University Attorneys, faculty members should not post grades in a public location (including a faculty member's office door) "unless identification of students is impossible and the grades are listed in random order." Grades cannot be posted using names or social security numbers.
220.127.116.11 Final Examinations Policy (SD3782) (edited by VCAA, 2007)
The final exam schedule for each semester is available at http://registrar.unca.edu/schedule-classes-and-exams
- Exams are scheduled the last week of each semester at the same beginning time as the courses themselves.
- Courses in the MWF mode have exams scheduled on M, W, or F. Courses in the T, Th mode have exams on T or Th.
- Exams for courses at 6:00 p.m. or on Saturday are held in the usual class period.
- Term I courses have their exams during the last class period.
- A student may petition an instructor for an individual exam at a time and place to be arranged by the instructor.
- The assigning of a comprehensive final examination is optional. However, each member of the faculty is expected to use the assigned period for appropriate educational activities.
- Faculty members may excuse graduating seniors from taking final exams during the last semester of their program.
- Infrequent evaluation is considered detrimental to learning. Hence, the final exam should not be the only criterion for a student's final grade.
18.104.22.168 Class Attendance (See Section 22.214.171.124.4 Students Attending Class)
5.2.2 Instructional Space
The Office of Academic Administration schedules use of instructional space. Specific requests are to be made through that office. Each department has specific classrooms over which it has priority use but not exclusive use. (see UNCA http://administration.unca.edu/policies/1101 for additional information.)
5.2.3 Material written by faculty
UNC Asheville encourages faculty to engage in scholarship which may lead to published articles, monographs, texts, workbooks, etc. To avoid economic conflict of interest when students are required to purchase material published or produced by UNC Asheville faculty, UNC Asheville requires:
- Any material faculty require students to purchase must be sold through the UNC Asheville bookstore.
- Any material authored by UNC Asheville faculty, administrators or staff which is sold through the UNC Asheville bookstore is priced such that:
- The bookstore receives all profit from such sales, and;
- The author(s) are reimbursed for their explicit out of pocket costs associated with production of the material.
- Any net publishing royalties accruing to UNC Asheville Faculty, Administration, or Staff due to sale of their material to UNC Asheville students is to be placed in a general scholarship fund administered by the UNC Asheville foundation.
5.2.4 Photocopying Materials
All faculty are expected to comply with federal laws relating to the photocopying of materials.
5.2.5 Syllabus and Class Policies
Distribution of Information at the Beginning at Each Semester (VCAA, 8-12-85)
To assist students in deciding on the nature of the course in which they have enrolled, to help students understand what will be expected of them, and to help students plan their work in the course, it is strongly suggested each faculty member provide the following in writing to each student in every course at one of the first class sessions of each semester:
- A course syllabus describing the course as it will be presented by the individual faculty members;
- A statement of class policies which the faculty member will follow.
This request to inform students does not in any way impose on a faculty member any policies or any particular approaches to teaching that he or she does not now subscribe to. It is sound teaching practice to inform students in writing about the course (as he or she conceives it) and the policies that govern students in that class (whatever those policies might be).
Experience shows that students are interested in your responses to the following questions:
- Course Syllabus
- Is the course required for the major?
- Does it have prerequisites?
- What are the course objectives? What is it supposed to do? What in general are the students expected to get out of it?
- What is the text? Any required readings? Any suggested readings?
- What are the main topics that will be covered? Can you give a kind of timetable of when we might expect to be dealing with each of these?
- How will we be evaluated? About how many exams or quizzes? Can we know the dates of these? How are grades in these exams and quizzes weighted to yield the final grade?
- Class Policies
- Must we attend each class session? Do you have a policy on "cuts"?
- Can we make up missed quizzes or exams? If so, how? How does a missed class effect the final grade (if it does)?
- What happens if snow or other severe weather makes it impossible to get to class, especially if an exam or a special assignment is scheduled?
- Will you accept late homework or papers? Will lateness affect the grade?
- Does "class participation" count toward the final grade? Can you tell us how much?
- Can you tell us what must be done to pass, to get an "A", etc.? Is 60 a passing grade; is 90 an A, etc?
- Do you have a specific format for papers? Must they be typed?
- Any other policies that affect behavior or performance in this class?
Written statements need not touch on each of these items and may actually mention a few more. The lack of a written statement of an actual policy, however, gives the clear assumption that policy does not exist or is not important. Problems with student grievances are most easily resolved by getting policy in writing and making sure that each student has a copy.
5.2.6 Working with Students with Disabilities (SD5096S) (edited by VCAA, 2007)
Each student brings unique abilities, experiences, and learning styles to your classroom. Students with disabilities who are accepted at UNC Asheville are capable of college work and should have course requirements consistent with those for other students. However, some accommodation or modification may be needed.
Whether or not a student has a disability which requires accommodation is decided by a relevant health professional rather than a faculty member in order to take advantage of the protections offered by the Americans with Disabilities Act (ADA).
Students with disabilities are required to file documentation of the disability with the Disabilities Services Office (DSO) no later than the withdrawal date for the semester/term in which the accommodation is being requested or as soon as the student discovers need. That documentation should include suggestions for needed accommodations. Once a faculty member has been notified by the DSO that some accommodations are needed, the faculty member should meet with either the DSO or the student or both to discuss course expectations and what accommodations might be appropriate. The office can be accessed directly at http://disabilityservices.unca.edu/
As faculty, you may encounter students with a variety of disabilities. For example, students may have mobility problems, hearing or vision problems, learning disabilities, or emotional disorders. University of North Carolina at Asheville has developed mechanisms to (1) identify students with disabilities and (2) link those students with services designed to foster their educational progress. Faculty can help disabled students to succeed. While there is little clarification on what the ADA may require, a special task force developed a list of general guidelines. Talk with the disabilities coordinator to clarify how individual cases fit into these guidelines:
a. Students cannot be excluded from a course or from a course of study solely on the basis of a disability unless the student is unable to meet the licensing, certification, or physical requirements of that course or career. Such exclusion should be approached cautiously.
b. Modifications or substitutions in degree or course requirements may be necessary to meet the requirements of some students with disabilities.
c. Auxiliary aids must be permitted in the classroom if they are required to ensure full participation of disabled students. For example, this may include a tape recorder, a reader, a writer, a computer, or a sign language translator.
d. Prohibitive rules, such as banning tape recorders from the classroom, must be waived for some students with disabilities.
e. Modified or alternative testing and evaluation methods for measuring student achievement may be necessary for students with attention deficit disorder; impaired sensory, manual, or speaking skills (except where those skills are being measured); or learning disabilities.
f. Classes may have to be rescheduled or moved to permit access for students with mobility impairments.
g. Special equipment or devices used in the classroom and, in some cases, teaching techniques that rely upon sight, hearing, or mobility of students, may require adaptation in individual cases.
Many students first become aware of their learning disabilities because of the observation of our faculty who then contact the counseling center or suggest that the student do so.
126.96.36.199 Working with Students who have Learning Disabilities
To be diagnosed as learning disabled, a person must experience learning problems that are not the result of either a sensory impairment (like blindness or deafness), mental retardation, or being culturally disadvantaged. That means that an individual cannot be diagnosed as learning disabled without also being of at least average intelligence. If a learning disabled student has been accepted at UNC Asheville, he or she has demonstrated the capability to study at the college level, assuming some consideration of his/her disability.
A learning disability is real, although it is not as obvious as paralysis, blindness, or deafness. Learning disabled students are likely to have difficulty concentrating on a lecture while taking notes or in the presence of background noise, reading, organizing, or memorizing information, taking timed tests, and speaking or reading in front of groups. Some suggestions which seem to help those students with learning disabilities are listed below.
Syllabus: Provide a detailed syllabus. Don't change the syllabus unless it can't be helped; then, provide a revised syllabus or assignment sheet.
a. Organize instructional information in a logical sequence.
b. Keep oral instructions logical and concise. Reinforce oral instructions with a brief cue word.
c. Repeat or re-word complicated directions.
d. Provide visual reinforcement of oral instructions or lectures, using the blackboard, overheads, handouts.
e. Present important points more than once.
f. For a laboratory class, provide an individual orientation to the laboratory and its equipment and allow extra practice with tasks and equipment to minimize student anxiety. Clearly and legibly label equipment, tools, and materials. Color code for enhanced visual recognition. Make available cue cards or labels designating the steps of procedure to help the student master the sequence. If needed, use specialized adaptive equipment to help with exact measurements.
g. If a student lacks social skills or has difficulty sustaining focused attention, either talk with the student privately or talk with the disabilities coordinator for suggestions. Sometimes the student is best served by sitting in the center of the front row as close to the instructor as possible.
a. The disabilities coordinator may suggest that some students may need a separate room, oral testing, scribes, or readers. If it is difficult to transfer answers to another sheet, either allow the student to write on the exam sheet or even dictate their responses to a scribe.
b. They may also benefit from shorter and more frequent tests, extended time for tests, or certain formats of a written test. Sometimes it may be recommended that a student be allowed a dictionary or thesaurus or a computer spell-checking program or, when appropriate, a calculator.
c. Clearly separate items on an exam sheet. Students usually need time to assimilate information, so tests that cover recently presented material may cause difficulty.
a. Additional time may be needed to assist students with understanding projects, reading drafts of papers, or reviewing instructions.
b. Sometimes alternative or supplementary assignments may be needed to evaluate the student's abilities. Taped interviews, slide presentations, photographic essays, or hand-made models may lead to more accurate evaluations.
Overall: The disabilities coordinator should have specific suggestions for each student from the health professional who provided the documentation. Before making changes to your course/exam material, talk with the coordinator and the student to be certain the changes are needed. If there is a question about testing, ask if there are other ways to test the mastery of your course. Naturally, some tasks are deemed essential functions of the course and may not be readily modified. When in doubt, talk with the coordinator.
Students with disabilities have the right of confidentiality about the nature of the disability. Not every student will choose to have a disability revealed to the instructor. However, if the student wants accommodations, the student must provide to the coordinator documentation as well as permission to talk to the instructor prior to the withdraw date of that semester/term
If there's a problem: Mechanisms for student complaints should begin with talking to you, the instructor. If resolution is not reached, the student should be referred to the Faculty Conciliator in a timely fashion. The student has only 10 days from the date of the incident to talk with the Faculty Conciliator, so your response should come in time to allow for that next discussion. If the Faculty Conciliator is not able to resolve the problem, the issue is referred to the Academic Grievance Committee.
188.8.131.52 Working with Students who have Emotional Disorders
If the disabilities coordinator advises you that a student with an emotional disorder is/will be in one of your classes, the coordinator will also advise you of appropriate accommodations. If you observe a change in a student's behavior or if you become concerned about a student, send the student to the Counseling Center. The Counseling Center offers individual and groups sessions to UNC Asheville Students. Program information is available at: http://healthandcounseling.unca.edu/
Faculty are required to complete book order requests by the announced deadline one semester in advance of their scheduled courses. UNC General Administration requires each campus to take steps to ensure 100% on-time adoption rates by Spring 2008. Beginning in 2008, each campus must report its on-time adoption rate to the UNC VP for Finance in any future request submitted for increases in tuition or fees.
Deadlines are posted each semester in the Academic Affairs calendar. In the case where textbook selection is a committee or department decision, the Chair/Program Director completes the book order form. All book order forms are signed by and submitted to the Campus Bookstore by the Department Chair/Program Director who has the final authority in text selection.
By Spring 2008, UNC General Administration also requires each campus to have a guaranteed buy-back or rental program for the required textbooks for introductory courses that (a) use hardcover texts (b) are likely to withstand a 2-3 year cycle, and (c) have substantial enrollment. Beginning in 2008, each campus must report on this program to the VP for Finance in any future request for increases in tuition or frees. UNC Asheville's buy-back program will be in place by the adoption deadline for Spring 2008.
Faculty are asked to carefully consider total materials costs for each course. The Textbook Task Force, in conjunction with the Campus Bookstore, provides the following recommendations to faculty.
1. Put a note on each syllabus reminding students to buy their books early in the semester. Please remember that the Bookstore does not have a warehouse.
2. If you assign several books to be covered over the course of the semester, let the Bookstore know which ones will be covered during the second half so they can be sure keep copies of those on the shelves. The Bookstore has agreed to email students before they return unsold books to the publishers.
3. If you run out of books, immediately notify the Bookstore directly.
4. Inform your students that if they buy a book elsewhere (e.g. online), the Bookstore will not buy it back at the end of the semester.
5. Avoid using “bundled” packaged texts. This works against students being able to buy used versions of the required texts and also prohibits the Bookstore from buying back the books at the end of the semester.
5.2.8 Videotaping Policy
The following policy for the regulation for the use of copyrighted video tapes at UNC Asheville has been developed in accordance with pertinent Federal Law. The fair use of copyrighted video tapes on campus allows for two general purposes.
- Home Use. This includes usage by individuals in the dormitories.
- Educational Use. Under this purpose an instructor may use a copyrighted video tape for his or her class. Similar usage can be made by a student organization that is affiliated with an academic program in the pursuit of its education objectives. Private rooms in Highsmith Center may be used by such student groups for this purpose.
In neither of these two types of usage can there be any charge or payment requested. The Media Center is forbidden by law from duplicating any copyrighted video tape.
Off-Air Recording Guidelines
A committee composed of producers and users have finally come to an agreement on guidelines for off-air recording of television broadcast for use in instructional activities. Even though the guidelines may never become part of the law, their acceptance by the Congressional Subcommittee and their inclusion as an official document of that Subcommittee will provide support in cases of suit for misuse. The guidelines are as follows:
- Off-air recording guidelines apply only to non-profit educational institutions.
- A broadcast may be recorded simultaneously with the broadcast transmission and retained for a period of 45 calendar days after the date of recording. Upon conclusion of the retention period, all off-air recordings must be erased or destroyed.
- Off-air recordings may be used once by individual teachers in the course of relevant teaching activities. It may be repeated once and only once when instructional reinforcement is necessary in the classrooms and similar places devoted to instruction within a single building, cluster or campus as well as in the homes of students during the first 10 school days of the retention period.
- Off-air recordings may be made only at the request of and used by individual teachers, and may not be regularly recorded in anticipation of requests. No program may be recorded more than one time regardless of the number of times it is broadcast.
- A limited number of copies may be reproduced from each recording to meet the legitimate needs of teachers under these guidelines. Each such copy shall be subject to all provisions governing the original off-air recording.
- After the first ten consecutive school days the only recording allowed is for teacher evaluation. This evaluation is to be used to determine the likelihood of using the program in the series or in purchasing a copy of the program.
- Off-air recordings need not be used in their entirety. The sequence of use must follow the order of the program and the recording may not be altered.
- All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.
- Educational institutions are expected to establish procedures to maintain the integrity of these guidelines.
5.2.9 Visual aids, etc.
Available office supplies include transparencies.5.2.10 Student Travel for Class (SD2994S, SD2894S)
Students who will be traveling as part of a course or department sponsored activity should complete two forms: a Student Participation Form and a Medical Authorization Form. Both forms are available on the Academic Affairs web site--see "Working with Students" in the Info, Policies and Forms page http://studyabroad.unca.edu/students-traveling-out-unca.
Students should complete the forms and return them to the faculty member in charge of the outing. Student Participation Forms are retained in the sponsoring department or program. Completed Medical Authorization Forms should be brought to the Student Health Center where they will be placed in the student's medical file.
5.2.11 Disruptive Behavior in the Classroom (SD5606S)
All members of the UNC Asheville community are expected to conduct themselves in a manner that is consistent with and helps advance the university's mission): To provide an education that "...is liberating, promoting the free and rigorous pursuit of truth, respect for differing points of view and heritage, and an understanding that values play a role in thought and action." As indicated in the Student Code of Community Standards, students "...are expected to engage in conduct that contributes to the culture of integrity and honor upon which University of North Carolina at Asheville is grounded."
Part of the role of a faculty member is to ensure that each student has a learning environment free from disruption. With the concurrence of the department chair or program director, the instructor may administratively withdraw a student from a course for behavior that is deemed to be disruptive to the class. A grade of W will be assigned if the behavior occurs before the deadline for withdrawing from a course without academic penalty. For behavior occurring after the withdrawal deadline, a grade of F will be assigned, although the instructor has the option of recommending a grade of W. See the addendum at the end of the catalog for specific procedures relating to instructor and student responsibilities.
5.3 Information Technology Services (ITS)
Information Technology Services (ITS) provides computing and networking services to the UNC Asheville community via information professionals organized in three divisions – User Services, Administrative Information Systems, and Systems, Networks & Security – and in close collaboration with Ramsey Library.
Systems and Networks has two general areas of responsibility -- central systems and campus networking.
For more information see: http://its.unca.edu/about-us
Administrative Information Systems provides stable quality central information systems that support institutional decision making, academic information services to students and faculty, financial records services to faculty and staff and continued linkage to the university for alumni. For more information see: http://its.unca.edu/
User Support provides direct support to desktop and mobile users, maintains and manages computer labs and smart classrooms, implements computer life-cycle management, and orders information technology equipment. For further information see:
Help Desk located on the main floor of Ramsey Library with walk-up, telephone (828/251-6445), and email (email@example.com) service available during regular academic sessions from 8AM to 9PM, Monday-Thursday and 8AM to 5PM Fridays. For more information see: http://its.unca.edu/helpdesk
5.3.1 ITS Services
ITS repairs all UNC Asheville-owned, supported computers and peripherals. Contact the Help Desk for assistance:
In collaboration with UNC Asheville Human Resources and Ramsey Library, ITS staff give regular workshops on a variety of computing and networking topics. Most workshops are hands-on and are given in computing labs. Typical workshops for Windows computer users include Windows concepts and techniques, the Microsoft Office suite and EMAIL. Frequent Macintosh topics are Macintosh Basics, Microsoft Word, Macintosh multimedia tools, electronic mail, and Excel. Sessions on web page creation and maintenance have also been popular. Workshops are open to UNC Asheville faculty and staff, and are free of charge. See Human Resources’ “Training & Development” page for more information:
Computer Labs and “Smart Classrooms”
In close collaboration with Ramsey Library’s Classroom & Instructional Technology Services (CITS), ITS manages UNC Asheville’s computing classroom/labs (facilities with 12-20 computers in which hands-on classes may be taught); and its “smart classrooms” (classrooms with an instructor’s station containing an Internet-connected computer, data projector, and other a/v equipment.) UNC Asheville has both PC and Mac classroom/labs and smart classrooms. All facilities are connected to the network and have a base of personal productivity and Internet access software. Faculty may arrange for the installation of course-specific software. Smart classrooms and classroom/labs for regularly scheduled classes are assigned through the Registrar’s Office (http://registrar.unca.edu/faculty-and-staff). Ad hoc and special program use is scheduled by Highsmith Union Reservations (250-3864) (http://its.unca.edu/smart-classrooms and http://its.unca.edu/labs).
Requests for service should be made to the ITS Help Desk
5.3.2 IT Policies
72. Computing & Network Usage - Faculty/Staff
73. Administrative Computing Accounts (e-Mail Accounts)
74. Data Management
75. Access to Information Resources and Data
76. Enterprise Systems and Software Management
77. Web Resource Management
78. Network Security
80. Response to Allegations of Copyright Infringement
5.3.3 Academic Affairs Email Lists
Academic Affairs has created two email lists for communication purposes, faculty_official for announcements of events and official communication, and academic_forum for discussion of issues relevant to the faculty. See 4.3.16 for specific policies governing the membership and usage of these lists.
5.4 Curricular Change
Requests for curriculum changes or implementation of new curriculum originate at the department/program level or with a planning committee in the case of new programs. All requests are forwarded to the Academic Policies Committee (APC) of the Faculty Senate. All requests must relate to a program's learning objectives for students. The APC forwards its recommendation to the Faculty Senate which in turn forwards its recommendation to the Chancellor or Provost and VCAA. Curriculum for a new program requires approval of the Provost and VCAA, Chancellor, President of the University and the Board of Governors.
5.4.1 Curriculum/Catalog Changes
Curricular changes to existing programs must be approved by the Faculty Senate and inserted into the University Catalog. The procedure is to submit proposals to the Academic Policies Committee (APC) of the Faculty Senate, which in turn forwards approved proposals to the full Senate. Each fall, APC distributes a memo to all Department Chairs and Program Directors that specifies the procedures and formats for this process. The instructions and procedures are located on the Faculty Senate homepage (left hand column) at: http://www3.unca.edu/facultysenate/ Because the annual Catalog deadline typically is in March, and because Senate rules require two readings for each document, proposed catalog changes must be received by November 1 to ensure publication in the next year's Catalog.
5.4.2 Program Changes (SD4313S)
UNC System Procedures
Information on planning new academic degrees is available at:
Information on planning new distance education is available at:
UNC Asheville Internal procedures (SD0281)
New degree programs are to receive approval from the Faculty Senate prior to submission to the Board of Trustees and the UNC General Administration. As described below this approval process requires a minimum of two considerations by the Faculty Senate.
1. The planners of the new academic initiative consult with the Department Chair or Program Director, appropriate Academic Dean, and Provost regarding the basic concept, alignment with University mission, and general resource requirements. For example, will the proposed initiative require new faculty/staff resources or use existing resources?
2. Once approval to proceed has been granted by the Provost (in consultation with the appropriate Academic Dean), Appendix A: Request for Authorization to Plan a New Degree Program should then be completed. This downloadable document is found at the following website:
At this time, it is recommended that the UNC-Asheville Director of Institutional Research be consulted for the purpose of enrollment projections, identifying similar programs and enrollment trends, determining the appropriate Classification of Instructional (CIP) code, responding to accreditation issues, and preparing the document in the appropriate format.
3. Once the Request for Authorization to Plan is completed, it is submitted to the appropriate Department Chair(s) or Program Director(s) and Academic Dean for review.
4. The Request for Authorization to Plan is submitted to the Institutional Development Committee (IDC) for approval and announcement to the full Faculty Senate.
5. If approved by IDC, the document is submitted for final approval to the Provost, who will then submit it to the Chancellor, whose signature is required for submission to UNC General Administration. Authority to approve the Request for Authorization to Plan resides with the UNC Senior Vice President for Academic Affairs.
6. After UNC General Administration has approved the Request for Authorization to Plan, UNC-Asheville has 4 months to prepare and submit Appendix C: Request for Authorization to Establish a New Degree Program. This downloadable document is provided on the website linked above. If the Request for Authorization to Establish is not submitted within 4 months, authorization to plan will expire.
7. Once the Request for Authorization to Establish is completed, the appropriate Department Chair or Program Director and Academic Dean review this document.
8. The Request for Authorization to Establish is then submitted to APC, who will receive input from IDC on any concerns that were raised in step 5 (above). The APC review is limited in that the curriculum may not be fully formed at this point.
9. After approval of the Faculty Senate, the Request for Authorization to Establish document is submitted to the Provost for final approval and the signature of the Chancellor.
10. The UNC Senior Vice President for Academic Affairs will review the Request for Authorization to Establish and make a recommendation to the Board of Governors Planning Committee. The full UNC Board of Governors will vote on the request.
UNC Asheville procedures for the establishment of Certificates
The planners of the new Certificate Progarm consult with the appropriate Academic Dean and the Provost regarding the basic concept, alignment with University mission, and general resource requirements.
A brief document is prepared for IDC review, describing the basic rationale, objective, expected pros and cons, and expected resource implications of the proposed Certificate Program. IDC will review this document and also announce the proposed initiative to the Faculty Senate.
If IDC approval is received, the planners then complete the “Application to Establish a New Certificate Program” (insert link to be housed in Academic Affairs).
Once the “Application to Establish a New Certificate Program” is completed, this application is reviewed by the appropriate Department Chair and Academic Dean, and then is submitted to APC, who will receive input from IDC on any concerns that were raised during step 2 (above).
After approval by vote of the Faculty Senate, the “Application to Establish a New Certificate Program” is submitted for final approval by the Provost.
Substantive Change Notification Required for the Southern Association of Colleges and Schools (SACS) (SD7311S)
UNC Asheville is required to notify the Southern Association of Colleges and Schools (SACS) of any proposed programs and/or major changes to current programs.
Any department considering substantive program additions or modifications, including significant online delivery, new degree programs, and program closure, should discuss the necessary notification requirements with the Provost and VCAA who serves as SACS accreditation liaison. Depending on the scope of the program addition and/or modification, SACS requires between 3 and 6 months notification before implementation of the program or courses.
For further information, faculty members should consult with the Provost and VCAA and see the SACS Substantive Change Policy at
5.5 Academic Administration
The Office of Academic Administration comprises OneStop including the Office of Advising and Registration Services. Personnel in Academic Administration coordinate the construction of department/program class schedules, the scheduling of classrooms and the maintenance of class and advisee records on the OnePort system (see Section 184.108.40.206).
Information about Enrollment Services activities, as well as the course schedule for each semester, the final exam schedule and the schedule for late start of classes, is available at http://registrar.unca.edu/.
- Advising & Learning Support
- OnePort & Registration
- Career Center
- Registrar's Office
- Student Affairs
- Study Abroad & Study Away
- Writing Center
- Students with Disabilities Services
5.6 Library & Classroom & Instructional & Technology Services (CITS)
Our primary mission is to support the teaching, research and public service missions of UNC Asheville. The library meets diverse academic needs by providing information in a variety of formats, individual consultation services in locating and using resources, and instruction in library use and research. It supports educational and instructional needs for media through Classroom Instructional Technology Services (CITS). The library enhances the intellectual climate of the campus by offering independent avenues of inquiry, understanding, and cultural enrichment. The heart of the academic community, the library fosters an environment where new information technologies, as well as more traditional media, stimulate thought and reflection. http://bullpup.lib.unca.edu/library/
Ramsey Library houses over 385,000 volumes and provides access to over 2.2 million titles in the Western North Carolina Library Network. Books and other library materials from Appalachian State University and Western Carolina University are delivered to the UNC Asheville campus three times a week through a courier service called ABC Express. Materials from libraries worldwide are available to faculty through the Interlibrary Loan service.
Services for Faculty
- ABC Express
ABC ( Asheville, Boone, Cullowhee) Express is a document delivery service operated by the libraries of UNC Asheville, Appalachian State University and Western Carolina University, which form the Western North Carolina Library Network (WNCLN).
- Interlibrary Loan
Requests for materials at libraries worldwide (not available in the Western North Carolina Library Network) may be submitted on printed forms to any member of the Reference Desk staff, or requested using the following Web forms .
- UNC System Reciprocal Borrowing
UNC Asheville faculty may borrow books from other UNC system libraries (UNC Chapel Hill, NC State, etc.) by visiting them in person.
- Course Reserves
The library offers both electronic and traditional print course reserve services, depending on the faculty member's needs.
- Electronic Resources
Thanks to digital media, UNC Asheville users have access to resources formerly available only at larger research institutions. The library's Website provides links to over 100 research databases available on campus or remotely. The library subscribes to over 3,500 online academic journals and provides access to full-text articles from over 15,000 journals, magazines and newspapers.
- Information Literacy Instruction
Librarians are available to provide instruction to your classes in finding, evaluating, and using print and online resources for research. Check the list of Subject Bibliographers to identify the librarian in your area.
- Faculty Research Carrels
Faculty actively engaged in research, writing, or curricular development projects requiring ready access to library resources are eligible to apply for a private research carrel with Internet access.
- Reference Services
- Circulation Services
- Special Collections
- Classroom & Instructional Technology Services (CITS) (includes Distance Learning Services, Auditorium Support, Video Production, Instructional Technology Support)
- Government Information
- Technical Services
Also of Interest to Faculty
- Distance Learning Services (DLS)
- Copyright/Intellectual Property
- Academic Video Production (Classroom Instructional Technology Services)
- Off-Campus Services
- UNC Asheville Faculty Publications
- Blowers Gallery Exhibits (Ramsey Library main level)
- Café Ramsey (Ramsey Library lobby)
- Laptop Lending
- Library Wireless Network
- Friends of the Library
5.7 Copy Center (formerly Printing Services)
The Copy Center provides high-quality, cost-effective copying and related services to the UNC Asheville community. Services include copies and transparencies (color/black and white, binding, laminating, folding, scans, and shrink wrapping. High production copiers produce duplication jobs of items such as course packs, manuals, reports, presentations, brochures and fliers, and newsletters. The Copy Center also oversees a network of walk-up copiers throughout campus. The Copy Center is located in the Highsmith University Union. To learn more about the Copy Center, visit http://www.unca.edu/thecopycenter/
5.8 Public Information
UNC Asheville Public Information Office is the University's news bureau for all areas other than Athletics, and works closely with academic departments and administration on issues management.
Public Information develops and markets news stories through news releases, pitches and backgrounders to local, regional and national media, including online media. The department regularly seeks faculty willing to serve as experts in their subject areas for comment on local, regional and national stories.
In addition, the department oversees the Highlights and Today @ UNC Asheville portions of the UNC Asheville home page; the online Speakers Guide; the News & Events web pages; and provides assistance with the Events Master Calendar.
Public Information welcomes story ideas and news of faculty achievements, as well as opportunities to meet with faculty members and departments to discuss strategies to maximize their media opportunities and to provide preparation for media interviews.
Public Information also publicizes upcoming special events that are open to the public. To ensure timely announcements, please provide the information at least six weeks prior to the event; most media outlets have deadlines that fall four weeks prior to the event date.
To contact Public Information, please email firstname.lastname@example.org or email@example.com, or call 828/251-6676, or visit the Public Information website at http://news.unca.edu/news-contact.
5.9 University PublicationsUniversity Publications (UP) serves as a clearinghouse for promotional materials destined primarily for off-campus audiences. UP provides creative services-writing, editing, graphic design and multimedia applications-for campus departments that wish to produce high-quality print and electronic communications that promote the university.
University policy requires UP staff review and approval, before printing, of all campus uses of the university's identifying marks (e.g. seal, logo, etc.). To learn more about University Publications, visit http://communication.unca.edu/.
5.10 FORMS for Section 5.0
No forms for this section.
|Faculty Handbook -
Handbook for contracts dated prior to 7/1/03 (PDF)