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. For more information, visit UNC Asheville Bookstore. For information on textbook orders, see 5.2.7 below.
5.2 Classroom Policies
5.2.1 Evaluating Students
Prohibited Conduct (The Code 300.4.1.A.1, 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 related by blood, law or marriage.
Evaluation Prior to Official Withdrawal Date
Prior to the official withdrawal date, instructors must provide students with an evaluation of their performance; this may be through test grades or other appropriate evaluation technique.
126.96.36.199 Reporting Grades and Returning Student Work
Entering Final GradesInstructors enter final grades online via their OnePort account for all courses for which they are listed as instructor. Grades must be entered by the published deadlines. Faculty members needing additional information on entering grades should contact the Registrar's Office.
Posting of Grades and Returning Student Work (VCAA, 1987)
Because of the Family Education Rights and Privacy Act of 1974, also known as FERPA, the public posting of grades can place a faculty member and the University in legal jeopardy. According to the American Association of Collegiate Registrars' 2010 FERPA Guide, 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, student ID#s, or social security numbers. If you wish to post grades in a public space, the only acceptable procedure is to assign students in your class a random number known to only you and the student. You must sort the random numbers so that students' identities cannot be inferred based on an alphabetic listing of the random numbers.
188.8.131.52 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.
184.108.40.206 Class Attendance (See Section 220.127.116.11.4 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 members
UNC Asheville encourages members of the 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 members, UNC Asheville requires:
- Any material faculty members require students to purchase must be sold through the UNC Asheville bookstore.
- Any material authored by UNC Asheville faculty members, 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 members of the 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 members are expected to comply with federal laws relating to the photocopying of materials. See University Policy 1103 (Copyright Use and Ownership) for more information, or the Intellectual Property Committee website for resources on fair use of copyrighted materials..
5.2.5 Syllabus and Class Policies (SD0214F)
The course syllabus is an essential tool in facilitating effective teaching and learning. It provides an instructor with the opportunity to describe the overall goals and structure of a course, while clearly communicating expectations and responsibilities of students. An effective syllabus helps students understand not only specific course requirements but also how classroom activities fit into a meaningful instructional framework. A complete syllabus should be distributed by the end of the first week of class.
All syllabi for UNC Asheville courses must contain the following elements:
- Basic course information: course name and number, room location, days and times of class meetings
- Instructor information: name, contact information, office location and office hours
- The place of the course in the overall curriculum: prerequisites (if any), whether the course fulfills any university requirements or requirements for the major/minor of the course’s home department
- Course goals or objectives, including student learning outcomes
- Required and recommended readings or other course materials
- Course requirements: description and due dates (if known in advance) of tests, presentations, and assignments; date and time of final exam
- Grade determination: explanation of how assignments are weighted and how final grades are determined, whether instructor uses +/- grading
- Attendance policy
- Policy regarding academic integrity
- Tentative class schedule, including topics of course and associated dates of their coverage (if known in advance)
- Statement regarding accommodations for students with disabilities, e.g., “UNC Asheville is committed to making courses accessible to persons with documented disabilities. Students requiring reasonable accommodations must register with the Office of Academic Accessibility by providing supporting documentation. All information provided will remain confidential. For more information, please contact the Office of Academic Accessibility (insert contact information).”
- Other course policies which may include policy on late or missing assignments, use of technology in the classroom, etc.
In addition, recommended syllabi elements include:
- A statement that the syllabus is subject to change, and if changes are made, the form through which they will be clearly communicated to students
- Expectations regarding class participation and other classroom behaviors
- Information regarding use of a content management system (e.g., Moodle) and other required instructional technology programs
- Instructor’s pedagogical approach
- Resources for students who are struggling (e.g., Writing Center, tutoring opportunities)
- Inclement weather policy
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 academic adjustments, modifications, or auxiliary aids may be needed.
Whether or not a student has a disability which requires modification or auxiliary aids is decided by a relevant health professional rather than a faculty member in order to take advantage of the protections offered by the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), although there may be times that instructors and/or departments are consulted to determine whether a request for an academic adjustment or auxiliary aid would modify an essential requirement or fundamentally alter a program.
Students with disabilities are required to file documentation of the disability with the Office of Academic Accessibility (OAA). That documentation should include suggestions for needed academic adjustments or auxiliary aids. Students with disabilities may disclose a disability to the university or their instructor at any time. However, to ensure academic adjustments or auxiliary aids can be made available, students are advised to register with the OAA and notify their instructors in a timely fashion. Once a faculty member has been notified by the OAA that some adjustment or auxiliary aids are needed, the faculty member should meet with either the OAA or the student or both to discuss implementation and course expectations. The OAA can be accessed directly at http://oaa.unca.edu.
As faculty, you may encounter students with a variety of disabilities. For example, students may experience barriers while on campus for mobility, hearing or vision, learning, or mental health reasons. While adjustments and auxiliary aids should not fundamentally alter curriculum, programs, or services, faculty can play a critical role in helping students with and without disabilities succeed. The following list is intended to provide some general guidelines. Contact the staff in the Office of Academic Accessibility 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. Exclusion is only possible when students are unable to, with or without academic adjustments, modifications, or auxiliary aids, meet the essential components of course requirements. Exclusions will be rare. When making an analysis of essential components, program directors and /or department heads should contact the OAA for assistance.
b. Modifications or substitutions in degree or course requirements may also 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 students. Some examples include an audio recorder, assistive/adaptive technology, computer, or a sign language translator.
d. Prohibitive rules, such as banning audio recorders or electronic devices 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 who experience particular barriers.
f. Classes may have to be rescheduled or moved to permit access for students with mobility loss.
g. While Universal Design for Learning (UDL) provides access for the largest possible audience, some equipment or devices used in the classroom and teaching techniques that rely upon sight, hearing, or mobility of students, may require adaptation to ensure equal access on a case-by-case basis.
Many students first become aware of their learning disabilities because of the observation of our faculty who then contact the Health and Counseling Center or the OAA or suggest that the student do so.
18.104.22.168 Working with Students who have Learning Disabilities
To be diagnosed as a person with a learning disability, he or she must experience learning problems that are not the result of either a sensory impairment (hearing or vision loss), retardation developmental disability, or cultural differences (such as English as a second language). That means an individual with a learning disability is of average intelligence and often higher. In addition, that student has been admitted to the university using the same admission criteria as others because he or she demonstrated the capability to study at the college level, either with or without adjustments, modifications, or aids.
Learning disabilities are real, although they are not always as visible as some other disabilities. Students with learning disabilities are likely to have difficulty concentrating on a lecture while taking notes, taking notes with background noise present, reading, organizing, memorizing information, taking timed tests, and speaking or reading in front of groups. Some suggestions which often help all students, but particularly those with learning disabilities are listed below.
Syllabus: Provide a detailed syllabus and make it available in both hard copy and electronic format. If a change becomes necessary, provide a revised syllabus or assignment sheet as soon as possible.
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 board, overheads, written rubric, etc.
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 coding for enhanced visual recognition is a best practice. Make available cue cards or labels designating the steps of procedure to help the student master the sequence. When needed, use specialized adaptive equipment to help with exact measurements, identification, or observation.
g. If a student's behavior is disruptive or he or she has difficulty sustaining focused attention, either talk with the student privately or talk with the OOA staff for suggestions. Sometimes the student is best served by sitting in a particular location in the classroom such as the center of the front row or close to the instructor.
It is important that tests measure the student's knowledge and/or skills, not the student's disability. In order to achieve that goal, the following should be considered:
a. The OAA may approve academic adjustments or aids such as 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 dictate their responses.
b. Students may also benefit from shorter and more frequent tests, extended time for tests, or certain formats of a written test. Sometimes students will be allowed a dictionary, thesaurus, computer, spell-checker, calculator, etc.
c. Clearly separate items on an exam sheet; clear differentiation of items is helpful for visual processing.
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. Recorded interviews, slide presentations, photographic essays, or hand-made models may lead to more accurate evaluations.
Overall: OAA staff should have specific suggestions for each student from the health professional who provided the documentation. Before making changes to your course/exam material, refer back to any documentation or consult with the OAA to be certain the changes are needed. If there is a question about testing, ask yourself if there are other ways to test the mastery of your course. Naturally, some components of a course may not be modified without fundamentally altering the curriculum or program. When in doubt, talk with the Director of the OAA.
Students with disabilities have the right of confidentiality about the nature of their disability. Not every student will choose to have a disability revealed to the instructor. However, if the student wants to request academic adjustments or aids, he or she must provide documentation to the Office of Academic Accessibility. Remember, students may disclose their disability to the university at any time, but to ensure accommodations can be put in place, they must provide sufficient advance notice.
If there's a problem: Student complaints should begin with engaging in an interactive process by discussing concerns with you, the instructor, and the staff of the OAA. When a resolution is not reached, a student having a grievance related to the determination of and/or provision of disability-related services, adjustments, modification or auxiliary aids through the Office of Academic Accessibility at UNC Asheville is entitled to a prompt and equitble resolution of their complaint. For more information on the grievance process, visit https://oaa.unca.edu/policies-and-procedures.
At any time a student who believes that they have been subject to harassment and/or discrimination in university programs, services, or activities may also file a complaint with the U.S. Department of Education's Office of Civil Rights.
22.214.171.124 Working with Students who have Emotional Disorders
If you have concerns about the mental health of one of the students you have contact with and/or observe a change in a student's behavior, contact and/or refer or 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/
If you have received documentation from the Office of Academic Accessibility and have concerns about providing adjustments or modifications, the student's behavior in class, or their academic work, and those concerns are associated with their mental health, contact the Director of the OAA in addition to contacting and/or referring the studetn to the Counseling Center.
Faculty members are expected to complete course material requests by the deadline set by the UNC Asheville Bookstore in order to comply with the Higher Education Opportunity Act. This federal mandate requires the disclosure of retail price information for all textbooks and course materials by the time of course preregistration and registration.
If faculty members are not using required or recommended textbooks or course materials, they should inform the bookstore and include this information on their course syllabuses.
Faculty members should consider the cost of books and course materials. The bookstore is available as a resource to help faculty identify various options for course materials.
The Textbook Committee, in conjunction with the bookstore, recommends the following to help ensure that course materials are affordable and available for students.
1. Faculty members should encourage students to buy textbooks and course materials through the on-campus bookstore at the beginning of the semester. If students purchase materials early, they will have access to more options to reduce cost (such as used books and rentals).
2. Faculty members are encouraged to use "bundled" packaged texts only if necessary since these are not available for rental and thus cost more for students.
3. If textbooks or course materials will not be used until the second half of the semester, faculty members should inform the bookstore so that all materials remain available for purchase when materials are needed.
4. All faculty members need to be aware of and comply with copyright law. The Intellectual Property Committee's website http://libguides.unca.edu/intellectualproperty can assist faculty with best practices.
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
According to the United States Copyright Office, Circular 21 (August 2014), the guidelines for off-air recording of television broadcast for use in instructional activities developed in 1979 by a committee of producers and users remain applicable:
- These 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 Student Travel (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 Forms and Guidelines page.
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.
Additional guidelines for student travel, including field trips, reimbursement, and travel awards, may be found in the Academic Affairs Travel Guidelines, pp. 16-17.
5.2.10 Disruptive Behavior in the Classroom (SD5606S)
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 five divisions – User Services, Academic Lab and Classroom Support, Enterprise Systems and Applications, Networks & Security, and Auxiliary Services.
For assistance, contact the ITS Help Desk by telephone (828/251-6445) or email (email@example.com). For more information see: http://its.unca.edu/helpdesk
5.3.1 ITS Services for Faculty
ITS provides technical support for UNC Asheville-owned computers and peripherals. Contact the Help Desk for assistance at firstname.lastname@example.org
Academic Lab and Classroom Support
ITS maintains computers and software in more than 100 computer labs on campus, including audio-visual equipment such as projectors, smartboards, and sound systems. For more information, see http://its.unca.edu/labs.
UNC Asheville provides a core computer package to each full-time member of the faculty consisting of either a desktop package (computer, monitor, keyboard, and mouse) or a laptop package (computer and docking station). This package is refreshed every four years. All other items must be purchased through ITS by the department from its operating budget. For more information, see https://its.unca.edu/hardware.
5.3.2 IT Policies
Computing & Network Usage - Faculty/Staff
Access to Information Resources and Data
Enterprise Systems and Software Management
Web Resource Management
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 4.3.15 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 (bottom of the webpage light green box) at: https://facultysenate.unca.edu/ 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 October 17 to ensure publication in the next year's Catalog.
5.4.2 Program Changes (SD0113F), (SD4313S)
UNC System Procedures
Information on planning new academic programs, including both degree programs and delivery of existing programs by distance education, as well as required forms, are available in section 400.1 of the UNC Policy Manual.
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? UNC system policies are available in Chapter 400.1 of the UNC Policy Manual.
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.
The UNC-Asheville Director of Institutional Research, Effectiveness, and Planning should 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. 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 is located in OneStop on the bottom level of Ramsey Library. Academic Administration coordinates 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 126.96.36.199).
Information about 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/.
5.6 Library & Teaching and Learning with Technology Resources
Ramsey Library supports the learning, research and community mission of the University of North Carolina at Asheville by providing information in formats from traditional to cutting-edge technology; offering group instruction and individual consultation in locating and using resources; and exhibiting leadership for the academic community in the means of accessing and best utilizing information. The library advances the intellectual climate of the campus by promoting independent and collaborative avenues of inquiry, cultural enrichment, thought, reflection, and understanding, http://library.unca.edu.
Ramsey Library has more than 360,000 print volumes and provides access to more than 400,000 electronic titles. Ramsey Library belongs to the Western North Carolina Network (WNCLN), which makes an additional over 2.2 million titles available via a courier service called ABC Express. Materials from libraries worldwide are available to faculty through Interlibrary Loan.
General Information including Hours, Directions, Building Guide, Staff and Departmental Directories, and Policies
Subject Specialists for assistance in locating library resources for your area of teaching or research
Special Collections and University Archives
Services for Faculty, including Interlibrary Loan, Course Reserves, Media Services, Faculty carrels and Library Instruction
Teaching and Learning with Technology Resources (TLTR), a division of Ramsey Library, provides professional services, facilities and equipment to enhance teaching and learning through the effective and creative use of instructional technologies, including Moodle and Mahara support, Distance Learning Services, Video Production Services, and the Media Design Lab.
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, or to complete a work request form, visit https://its.unca.edu/copy-center
5.8 Communication and Marketing
UNC Asheville's Communication and Marketing Office is the university's headquarters for communication, creative design, news and events. Experienced graphic designers, writers, public relations professionals, and multimedia specialists work with campus to reach internal and external audiences.
The Office of Communication and Marketing works to uphold the university brand and tell the many stories of the university. Story ideas are welcomed and encouraged.
Writers in the office work with campus to develop news releases about public events and campus news feature information on the website, and pitch stories to the media. In addition, when a media request is received, they work to identify a campus spokesperson. The department regularly seeks faculty willing to serve as experts in their subject areas for comment on local, regional and national stories. Media calls concerning the university -- not in a faculty member's area of expertise -- should be routed to the Office of Communication and Marketing.
In addition to sharing news on the university website and through the UNC Asheville Magazine, the office coordinates content on departmental pages and serves as a resource for developing web and print publications. Services include publicity, design, photography, and video, but advance notice is needed. The office also oversees use of the university logo and university images. Branding and content guidelines are available online, and the staff is available to answer questions, edit or review any publicly available information or documents.
To contact the Office of Communication and Marketing with a story idea, a project request or any questions, email email@example.com or visit communication.unca.edu. Learn more about recent news at news.unca.edu.
5.9 FORMS for Section 5.0
No forms for this section.