Faculty Handbook - version 8/08
Handbook for contracts dated prior to 7/1/03 (PDF)
Index | Faculty Senate | UNCA

5.0 ACADEMIC POLICIES AND SERVICES

5.1 Bookstore

The 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 http://www.unca.edu/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.

5.2.1.1 Reporting Grades

Faculty 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. 

5.2.1.2 Final Examinations Policy (SD3782) (edited by VCAA, 2007)

The final exam schedule for each semester is available at http://www.unca.edu/registrar/classes/schedules/

  1. Exams are scheduled the last week of each semester at the same beginning time as the courses themselves.
  2. 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.
  3. Exams for courses at 6:00 p.m. or on Saturday are held in the usual class period.
  4. Term I courses have their exams during the last class period.
  5. A student may petition an instructor for an individual exam at a time and place to be arranged by the instructor.
  6. 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.
  7. Faculty members may excuse graduating seniors from taking final exams during the last semester of their program.
  8. Infrequent evaluation is considered detrimental to learning. Hence, the final exam should not be the only criterion for a student's final grade.

5.2.1.3 Class Attendance

Students who miss class to travel on university-sanctioned business are given excused absences for the class time missed. Occasional absences of this kind will have no punitive impact on their grades. It is the student's responsibility to inform the instructor of the travel plans at least one week prior to the sanctioned absence, and to make up all work missed within a specified time period, as agreed to by instructor and student. However, significant absences may affect academic performance and grades. (SD2002S)

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://www.unca.edu/policies/85.pdf  for additional information.)

5.2.3 Material written by faculty

UNCA 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 UNCA faculty, UNCA requires:

  1. Any material faculty require students to purchase must be sold through the UNCA bookstore.
  2. Any material authored by UNCA faculty, administrators or staff which is sold through the UNCA bookstore is priced such that:
    1. The bookstore receives all profit from such sales, and;
    2. The author(s) are reimbursed for their explicit out of pocket costs associated with production of the material.
    3. Any net publishing royalties accruing to UNCA Faculty, Administration, or Staff due to sale of their material to UNCA students is to be placed in a general scholarship fund administered by the UNCA 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:

  1. A course syllabus describing the course as it will be presented by the individual faculty members;
  2. 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:

  1. Course Syllabus
    1. Is the course required for the major?
    2. Does it have prerequisites?
    3. What are the course objectives? What is it supposed to do? What in general are the students expected to get out of it?
    4. What is the text? Any required readings? Any suggested readings?
    5. 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?
    6. 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?
  2. Class Policies
    1. Must we attend each class session? Do you have a policy on "cuts"?
    2. Can we make up missed quizzes or exams? If so, how? How does a missed class effect the final grade (if it does)?
    3. 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?
    4. Will you accept late homework or papers? Will lateness affect the grade?
    5. Does "class participation" count toward the final grade? Can you tell us how much?
    6. 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?
    7. Do you have a specific format for papers? Must they be typed?
    8. 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 UNCA 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://www.unca.edu/disabilityservices/index.html

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.

5.2.6.1 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 UNCA, 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.

Instructional suggestions:
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.

Testing suggestions:
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.

Out-of-class activities:
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.

5.2.6.2 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 UNCA Students.  Program information is available at:  http://www.unca.edu/counselcenter/index.html

5.2.7 Textbooks

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. UNCA'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 UNCA has been developed in accordance with pertinent Federal Law. The fair use of copyrighted video tapes on campus allows for two general purposes.

  1. Home Use. This includes usage by individuals in the dormitories.
  2. 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:

  1. Off-air recording guidelines apply only to non-profit educational institutions.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.
  9. 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://www.unca.edu/aa/main%20pages/pols_and_forms.html).  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 UNCA 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://www.unca.edu/compcenter/book_net.html#Top

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://www.unca.edu/compcenter/book_adm.html 

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 (helpdesk@unca.edu) service available during regular academic sessions from 8AM to 9PM, Monday-Thursday and 8AM to 5PM Fridays.  For more information see:  http://www.unca.edu/compcenter/help.html

5.3.1 ITS Services

Hardware Repair

ITS repairs all UNCA-owned, supported computers and peripherals.  Contact the Help Desk for assistance (helpdesk@unca.edu)

Workshops

In collaboration with UNCA 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 UNCA faculty and staff, and are free of charge. See Human Resources’ “Training & Development” page for more information:
http://www.unca.edu/hr/training/training__development.htm

Computer Labs and “Smart Classrooms”

In close collaboration with Ramsey Library’s Classroom & Instructional Technology Services (CITS), ITS manages UNCA’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.)  UNCA 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://www.unca.edu/registrar/).  Ad hoc and special program use is scheduled by Highsmith Union Reservations (250-3864) (http://www.unca.edu/highsmith/reservations.html).

Computer Labs
http://www.unca.edu/compcenter/labs.html

Smart Classrooms
http://www.unca.edu/compcenter/smart.html

Requests for service should be made to the ITS Help Desk
 828/251-6445

 5.3.2 IT Policies

            72. Computing & Network Usage - Faculty/Staff
            http://www.unca.edu/policies/72.pdf

73. Administrative Computing Accounts (e-Mail Accounts)
http://www.unca.edu/policies/73.pdf

74. Data Management
http://www.unca.edu/policies/74.pdf

75. Access to Information Resources and Data
http://www.unca.edu/policies/75.pdf

76. Enterprise Systems and Software Management
http://www.unca.edu/policies/76.pdf

77. Web Resource Management
http://www.unca.edu/policies/77.pdf

78. Network Security
http://www.unca.edu/policies/78.pdf

80. Response to Allegations of Copyright Infringement
http://www.unca.edu/policies/80.pdf

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 Vice Chancellor for Academic Affairs.  Curriculum for a new program requires approval of the Provost and Vice Chancellor for Academic Affairs, 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 at: http://www.unca.edu/facultysenate/y0607/APC%20procedures.htm.  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

UNC System Procedures
Information on required UNC procedures for developing academic degree programs (Office of the President, Administrative Memorandum 406) is available at http://www.northcarolina.edu/aa/reports/plan_intent/doc_index.cfm.

Information on required UNC procedures for planning and conducting degree-related distance education (Office of the President, Administrative Memorandum 407) is available at http://www.northcarolina.edu/aa/reports/mem407/doc_index.cfm.

UNCA 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. At the time of submitting a request to plan a degree program such request should receive approval of IDC and the Faculty Senate. This review is to consider the concept, purpose, feasibility, and appropriateness of the request.

2. If the institution is granted approval to plan a new degree program the curriculum details are to be reviewed by the APC and their recommendation is sent to the Faculty Senate. The plan should then receive approval of the Faculty Senate prior to submission to the UNC General Administration. This second review is to consider program structure, catalog description, number of required hours in the major, correlate requirements, resource requirements and impact on other departments. Resource requirements include faculty positions, course offerings, library, computer, laboratory, budget and those matters pertaining directly to the academic program. This review of resource requirements is to guarantee consideration has been given to these matters.

Should the proposed program be returned by the UNC General Administration for substantive revision, these revisions are to be considered by APC and the Faculty Senate prior to resubmission of the proposal. The Chair of APC will monitor a proposal from the time it is first approved for planning by the UNC General Administration.

Statement of IDC's Role in the Development of Academic Programs (SD3982)

1. IDC reaffirms its responsibility established by 1982 Senate Document #2 (revision three), to give a first review to new academic programs.
2. IDC represents the UPC in its academic program review function.
3. IDC will review proposals with the UPC for advice and comment. The recommendations of the IDC will be sent to the Senate.

5.5 Academic Administration

The Office of Academic Administration includes the Office of Advising and Registration Services and the Financial Aid Office.  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 Web for Faculty system (see Section 3.1.4.6).

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://www.unca.edu/enroll/.

        News for Student and Academic 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://www.unca.edu/library

Collections

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 UNCA 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.

General Information

Contacts

Services for Faculty

Library Departments

Also of Interest to Faculty

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 mepstein@unca.edu or jyarnall@unca.edu, or call 828/251-6676, or visit the Public Information website at http://www.unca.edu/news/contact.html.

5.9 University Publications

University 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 www.unca.edu/ publications.

5.10 FORMS for Section 5.0

No forms for this section.

Faculty Handbook - version 8/08
Handbook for contracts dated prior to 7/1/03 (PDF)
Index | Faculty Senate | UNCA